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Marburn Academy Responds to National Void in Mathematics Education for Students Who Learn Differently

– Experts, educators travel from 16 states to attend conference –


NEW ALBANY, Ohio, October 2, 2018 – On Friday, September 14 and Saturday, September 15 Marburn Academy hosted #MarburnCon18, an annual national conference about educating and supporting students who learn differently. This year’s topic, Mathematics: From Research to Results explored best practices for teaching math to students.

The conference, in its second year, brought together dedicated educators, amazing minds, and innovative ideas. Session topics included The Language of Mathematics, Accessing Complex Mathematics using Manipulatives, Using Worked Examples and Solutions to Enhance Algebraic Reasoning, and Effective Assessment Practices. All session titles are listed on the event website at

“Teaching mathematics principles to students who have difficulty reading is a common conundrum,” shared Marburn Academy Head of School, Jamie Williamson. “As is found in reading, there are many layers to consider in order to provide strong math instruction for students who learn differently and the research in this area has been lagging. We were excited to have several prominent researchers on campus to share the exciting work that they are doing.”

Dr. Ben Clarke, a presenter at #MarburnCon18, shared that for every fifteen research articles written about reading, there is one for mathematics. For that reason, Marburn wanted to bring together the best minds in the industry to help fill the gaps in the research and then link those findings to instructional practices.

The conference was sponsored by Big Lots Foundation and Scotts Miracle-Gro. Attendees and presenters comprised 150 educators from 16 states – Alabama, California, Georgia, Illinois, Indiana, Maryland, North Carolina, Ohio, Oregon, Pennsylvania, Rhode Island, South Carolina, Tennessee, Texas, Virginia, West Virginia.

Expert presenters included:

  • Ben Clarke, Ph.D., University of Oregon, Associate Professor in the School Psychology Program and Associate Director of the Center on Teaching and Learning
  • Nancy Krasa, Ph.D., Clinical Psychologist and co-author of Number Sense and Number Nonsense: Understanding the Challenges of Learning Math
  • Stephanie Murano, Ph.D., University of Virginia, Assistant Professor of Special Education
  • Sarah R. Powell, Ph.D., University of Texas at Austin, Assistant Professor in the Department of Special Education
  • Paul J. Riccomini, Ph.D., Pennsylvania State University, Associate Professor of Education
  • Bradley Witzel, Ph.D., Winthrop University, Professor and Program Director in the College of Education

“It is unique that Marburn wanted to take the time to explore this topic at their annual conference,” said presenter and keynote speaker, Dr. Paul J. Riccomini. “It shows Marburn’s dedication to doing the best for their students.”

Due to the excitement around the conversation and the lack of an existing forum for this type of dialogue, Marburn Academy is already in the process of exploring additional ways to continue to this dialogue.

Should you have any questions or would like to set up an interview with Head of School, Jamie Williamson, please contact Erin Barr, Director of Marketing and Communications at 937.681.1129.


About Marburn Academy

Marburn Academy is a not-for-profit, independent day school devoted to serving the educational needs of students with learning differences such as dyslexia and ADHD. Opened in 1981 with 12 students, Marburn now educates over 350 students year-round. Students from approximately 37 Central Ohio school districts attend the school.

Marburn is accredited by the Independent School Association of the Central States (ISACS) and is one of only 15 schools in the nation to have its language instruction program accredited by the Academy of Orton-Gillingham Practitioners and Educators (AOGPE).

#MarburnCon18 sponsors included Big Lots Foundation and Scotts Miracle-Gro.

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