Andrea J.A. Hall, M.ED



Master of Science in Education, April 2011

Specialization in Curriculum, Instruction and Assessment

Walden University, Minneapolis, Minnesota

Cumulative GPA 4.0

Bachelor of Science in Math Education, May 2004

Oakwood University Huntsville, Alabama

Cumulative GPA 3.89


Riley Scholar, Teacher of the Year 2006-2007 at Rockdale County High School, Teacher of the Month 2005 at Rockdale County High School, CAPE Award from the NCTM, National Dean’s List, Dean’s List, Math Award for Excellence, United Way Giving Scholarship, Worthy Student Assistance Scholarship, Premier Scholarship


Effective Online Teaching Certificate (with Georgia Virtual School),AP Calculus AB Institute Certificate, Proficient in Power Point, Microsoft Word, Excel, Word Perfect, Windows, Internet, Elluminate, eCollege, Blackboard, D2L Platform and Online Services, IBM and IMAC; Website designer.


Clear Renewable, Mathematics Grades 6-12 , Certificate ID 688002, Expires 06/30/2020


The Study Hall Education Consulting Company, LLC

August 2003 – Present 

Teaching on as an independent contractor (2017 – Present)

Education Consultant and Private Tutor

Subject Matter Expert for Oaks Christian Academy for Algebra 1

Curriculum Writer for the Algebra 2A & Algebra 2B Curriculum for the California PASS Program

Online tutoring as well as face-to-face tutoring.

Responsible for providing home school instruction to 3 fifth grade students (2008-2009)

Responsible for providing supplemental instruction in Algebra I and Algebra II (2003- 2008)


Georgia Virtual School, Atlanta, GA

July 2013- Present

Accelerated Math II, CCGPS Analytic Geometry, Math I, Math I Support, Math IIAB and Math IIAB Support

Provide appropriate online instruction, Promote a positive online learning environment, Maintain communication with students and parents/guardians.

Odysseyware Academy

August 2016- July 2019

All Mathematics Grades 6 – 12

Provide appropriate online instruction, Promote a positive online learning environment, Maintain communication with students and parents/guardians.

Georgia Cyber Academy, Atlanta, GA

July 2010- July 2013

Math I, Math I Support, GPS Algebra, GPS Geometry, Accelerated GPS Geometry/Advanced Algebra , Honors GPS Geometry, Honors Algebra II

Provide appropriate online instruction, Promote a positive online learning environment, Maintain communication with students and parents/guardians, Mentor teacher for 5 new teachers, Technology Committee Chair,  Study Island Coordinator, At-Risk Intervention Math Teacher, Created Math 1 Curriculum using existing curriculum components, taught live Elluminate sessions at least four times a week.

Rockdale County High School, Conyers, GA

December 2011- March 2012

Academic Intervention Specialist in Mathematics

Temporary Part-time position in which I created intervention plans to help failing students get back on track.  Implemented the Peer Tutoring Program.

Osborne High School, Marietta, GA 

July 2009- July 2010

July 2007- July 2008

9th Grade, Math I; 10th -12th Grade, Algebra II

Provide appropriate instruction, Promote a positive learning environment, Follow professional ethics in all work related activities, Maintain communication with parents/guardians, Be available for tutoring at least once a week and Secretary for Algebra II Data Team

Rockdale County High School, Conyers, GA

July 2005- June 2007

Algebra I, Honors Algebra II, Mathematical Money Management, and Applied Problem Solving

Provide appropriate instruction, Promote a positive learning environment, Follow professional ethics in all work related activities, Maintain communication with parents/guardians, Algebra I Peer Tutoring Program Coordinator.

Berean Christian Junior Academy, Atlanta, GA

July 2004- February 2005

6th-8th Grade, Mathematics and Science Teacher

Provide appropriate instruction, Promote a positive learning environment, Follow professional ethics in all work related activities, Maintain communication with parents/guardians


EPIC Homeschool Network, Inc., Founder, President & Executive Director;  South Cobb Homeschoolers, Founder and President; International Association for K12 Online Learning; National Council of Teachers of Mathematics (NCTM); Former GCAFG Sponsor; Former Web Warriors Students Sponsor; Former Mu Alpha Theta: Osborne Chapter Sponsor;  Former Collaborating Teacher for Student Teacher from Kennesaw State University.

Special Needs – 2- Creating Products to Assess Mastery in the Online Environment

I recently gave a series of 20 math problems to complete to help students master adding and subtracting integers. The objective of the assignment was to help student practice adding and subtracting integers so that they could achieve mastery in the process.

The strength of this assignment is that it does provide additional practice for to student. The weakness is that it requires written answers and such a worksheet might not work for students who have trouble with seeing, or writing.

One way I could transform this assignment is to allow students to make a video explaining how to add and subtract integers. This would allow students who have problems writing things down to verbalize their thinking. Students could use resources such as, or to record their videos to share with the class.

Another way you could transform this assignment is to allow students to create an audio recording of their answers verbally so that they do not have to write it down. Using a tool such as would make it fun for students.

Special Needs – 2- Specific Strategies for Online Differentiation and Personalization

There are so many ways to differentiate learning.

One concept that I enjoy teaching as a math teacher that I think lends itself to differentiation and personalization is factoring trinomials. Weird huh? But I love it.

The Process

There are two different ways that I can offer students for learning how to factor trinomials. First, I could give them the option of a video. Second, I could give them the option of direct instruction.

In the first method I would have students watch “Teach Me How to Factor” (Parody of Teach Me How To Dougie by Cali Swag District) Westerville South High School, Westerville, Ohio. Then I would give my students a Graphic Organizer and ask them to watch the video again and see if they could fill in the steps for factoring trinomials based on the video.

In the second method, I would still start students off with the video as an introduction, but then I would provide direct instruction on how to factor different types of trinomials. They would receive a Graphic Organizer as well.

The Product

To show their knowledge of factoring trinomials I would give students two options.

In the first option students could create their own video explaining to other students how to factor trinomials. It could be in the form of a song, a rap, or a simple lesson.

The second option would be to create a math board game for factoring trinomials. This would allow students to not only use their creative side, but provide reinforcement of their learning as well.

In both options I would give students a sheet of trinomials to pull ideas and examples from.

Special Needs – 2- Best Practices for Online Communication

The Scenario

You have a student in your online English class who has a 504 Plan in place for ADHD (Attention Deficit Hyperactivity Disorder). The plan indicates she has significant difficulties with staying focused and executive functioning skills, making organization a constant challenge for her. The 504 committee that developed her plan decided to try an online placement for your one class to see if the online environment is an appropriate fit for future classes. So far, it seems she is enjoying and thriving in your class; she has been active in the class for the first couple of weeks, crafting thoughtful and meaningful posts and responses to classmates, she is asking questions when she needs clarification on a direction or a concept, and is turning in assignments and taking tests and quizzes on a regular basis. However, you notice she is turning in her work at various times, not necessarily in order as per the pacing schedule with due dates you have provided.

What Would I Do?

I decided to write about the female student who has ADHD (Attention Deficit Hyperactivity Disorder). She started off great but I noticed while she is turning in her work, she is doing it at various times, not necessarily in order as per the pacing schedule with due dates I have provided.

The challenges I believe may be happening for this student based on the information provided in the scenario is that her ADHD is affecting her ability to stay organized and on track. While she was provided a pacing schedule with due dates, she might not be referring to it. Proper communication of what to do that week would be helpful to her (as well as other students who struggle with organization).

Three online communication tools that I would use to help her get back on track and stay on track are phone call/emails, news announcements and

The first tool I would use in this situation is a phone call. I would talk to the student to make sure she is aware of the calendar, the pacing schedule and the news announcements. I would make sure she knew that there were assignments that had to be done for that week to avoid late penalty. I would also want to discuss with her how she has been keeping track of her assignments and see if there are any other extenuating circumstances. This phone call would then be followed up with an email reminding her of the conversation. From there I would send biweekly emails to make sure she kept on track.

Weekly News Announcements would be another important communication tool in this situation because it seems that the student is unclear about what needs to happen when. With a weekly news announcement, I would post the assignment schedule for that week. This would help the student to focus in on just that week instead of seeing the entire year schedule and getting overwhelmed. I would schedule the news announcement to post and then expire after the week is done. By seeing this news announcement, I would expect the student to turn in the work for that week instead of hopping around.

Finally, I would make sure the student and their family knew about and hopefully they would opt to sign in. By using this tool I would be able to send text messages to parents and students reminding them of the due date and what is due that week for the course.

By utilizing phone call/email, news announcements and I believe that she will get back on track.

So, what would you do?

Special Needs – 1 – Developing an Individualized Plan

Basic Math

Developing an individualized plan and/or being able to understand an individualized plan is another important aspect of helping our special needs students.  Consider these two plans Plan-A and Plan-B.  Which plan is better for the online environment?

I would choose Plan-B because it is laid out very well as addresses all the needs of the fictional student Sally Student. Plan B specified the extended time.  It mentioned making sure Sally knew how to use the text-to-speak and zoom features on her computer as well as gave Sally the opportunity to “record oral responses when possible/appropriate to reduce strain to her eyes”.

There are a few aspects of my preferred plan (Plan B) that I would change to be better suited for the online environment.  I would change the extended time for assignments from  “the following school day from the original due date for full credit” to “two days from the original due date for full credit”.

Plan A was too general.  For example, we know that “Sally’s anxiety disorder does surface when she feels she may not have enough time to complete a task and panic sets in” so extended time is a definite accommodation.  Plan B specifies how much extended time on a test or quiz by stating 100%.  Plan A mentions extended time but leaves it in the open.  Plan B specifies that “Sally may turn her work in the following school day from the original due date for full credit” whereas Plan A simply states “Extended time on assignments and classwork”.  Finally, Plan A mentions “preferential seating” which is not an accommodation necessary to the online environment.

These are just a few things to consider when creating an individualized plan for a student in the online environment.  Are there other things you would consider?

Special Needs – 1- Accommodations in an Online Environment

Teaching Tip Tuesday

As we continue to discuss accommodations for students with special needs one can’t help but think, how can you make accommodations in an online environment?

While I agree that not every child is cut out for online learning, you might be surprised at how well the online environment can support learners with special needs.

Take my student Haley (not his/her real name) for example.  Haley has been diagnosed with ADHD.  This means that Haley has difficulty with: following directions, following open ended writing assignments without clear requirements, turning in assignments on the correct due date, task completion due to issues with focus and time management, organization in general and finally not completing all questions or rushing through a test/quiz.

The online environment would be beneficial for Haley’s disability for three reasons.  First, it would help her with her tests and quizzes.  Second, it would help her focus.  Finally, it would help her with open ended writing assignments.

The online environment would help Haley with her tests and quizzes because since she has a habit to rush through the questions or not complete it, the teacher/parent can enable the show clock feature to show the time left in timed quizzes or tests.  If Haley has the accommodation of extra time, and in this case she does, restrictions could be set up to give her extended time.  Haley gets 50% extended time in my math class and her grades are soaring in the As.

The online environment would help Haley focus more simply because she would be doing her work at home or outside of the regular classroom environment.  Haley and her family would be able to control the environmental factors more, thus helping her to focus.

Finally, the online environment would help Haley with her open ended writing assignments if the teacher enables the rubric feature which allows the student to see precisely what would be graded and how it will be assessed.  Haley might also have the option to submit the assignment orally or by video.  In this case, Haley did not need that accommodation in mathematics.

There are a few challenges Haley might experience if not managed well.  She might experience trouble turning in assignments on the correct due date and time management issues.  As a teacher I post the assignments weekly and reminders.  There are several outside resources that she can use to support her.  If she has a smart phone, utilizing a digital calendar with reminders that pop up would be helpful as well as a schedule.

Haley seems to have managed potential challenges very well and continues to excel in my class with her extended time accommodations.

Are you considering online for your child?  What do you think might be the challenges they would experience?

Special Needs – 1- Applying Strategies and Best Practices


As an educator I am constantly learning and growing.  I would like to share with you what I am learning through my Special Needs 1 training to help you as a parent or educator think of strategies and best practices to help your child(ren) reach their academic potential.  The following students are fictional characters.

Scenario 1

Imagine that you are Joyce.

Joyce has accommodations for an Emotional/Behavioral Disorder. Her mother informed you that Joyce’s specific diagnosis is Anxiety and Depression, and she sometimes does not respond well to correction. She plagiarized a large section of her essay for your class this week.

How would you handle this situation?

Let’s first think about the difficulties Joyce might be experiencing as an online student with Emotional/Behavioral Disorder.  She has a hard time adhering to acceptable rules of online etiquette, etc..  She might also be struggling with feelings of depression over low grades or feelings of being overwhelmed with work when viewing the schedule all at once which is why she might have plagiarized.  Since she is online and as a teach you are unable to read her facial expressions or body language in class, it would be hard to know that unless the student told you and with her anxiety, she would NOT want to tell you because of the internal struggles she might be dealing with.

So how can we help Joyce?  

We can help Joyce by avoiding direct confrontations: rather, state the issue
objectively and provide them with a choice or suggested course of action to correct it . Suggest strategies to get started on doing the essay again and communicate what she should do in the future if she needs help so that she does not feel the need to plagiarize again.  I would then address it, document it, and move on.

Scenario 2


How about if you were Hopper?

Hopper has an IEP with accommodations for Dysgraphia. Your class requires written reports in each unit on various topics. Hopper expresses concern over his grade in your class because of the written reports. You know Hopper is putting forth effort, but he still is not passing your class. He asks what he can do to improve his grade.

How do you respond?

Since Hopper has dysgraphia Hopper has difficulties such as omitting words or letters, not completing words or sentences once started, not following proper grammar and spelling conventions, difficulty copying written items or diagrams or taking notes or thinking while writing.

So how can we help Hopper?  

To help Hopper I would allow him to use the video or audio tool in the online course to present projects, assignments, or assessments orally.  I would encourage him to show mastery using other modes rather than written expression.  Finally, I would provide copies of instructional materials not included in the content specific to helping him with the written reports.

Does your child or student struggle with a learning disability and you need specific strategies to help them?  Click here to check out the Specific Strategies Chart.


Jigsaw 104: Internship


For Jigsaw 104 I decided to do a lesson on how to write an equation for an ellipse.  First I created a Jigsaw Storyboard which can be found here Jigsaw Storyboard-2gtj5vc.  I then created a quick overview recording of an instructional lesson that uses all four panes that can be found here

The use of the panes really allow for increased student engagement.  It allows you to grab the student’s attention by the use of audios and videos that stream very well and then allows you to assess student learning by using surveys or activities on the whiteboard.  I see that the possibilities here are endless.


Jigsaw 103: Making the Grade


Pane 3 – Survey

Pane 4 – Whiteboard

In this lesson I chose to use surveys in Pane 3 and a whiteboard in Pane 4.

I love the use of surveys as a warm up or exit ticket to assess student learning.  In this survey I ask the students two simple questions to assess their understanding of ellipses:  What is an ellipse and what does (h,k) represent in an ellipse.  This quick assessment allows me to decide what I need to emphasize in the session.

I like the whiteboard to increase student engagement.  In this session, after teaching the lesson using Pane 2 I would then allow the students to create equations using the properties that I have given them in Pane 4.  I would give privileges to particular students to enable them to write their answer on the whiteboard.

The use of Panes 3 and 4 really help to increase student interaction and engagement in the lesson.  It allows me as the teacher to really get a hands-on view of what my students are learning.