I coach grades 7–11 math and science teams, especially in schools under accountability pressure. Together we read what the SBAC and NGSS science tests actually measure, try one focused teaching change, and check what students show afterward.
Math instruction • International Baccalaureate teaching • AVID coordination • Freshman Seminar • Trained in Cognitive Coaching℠ and Adaptive Schools • Instructional coaching • National and international professional learning • PDSA implementation • Assessment literacy
After students respond to an assessment, the real question is what we now understand about their thinking and what should happen next. A total score can flag a concern, but only the task and the work behind it show whether students need a concept revisited, an error addressed, their reasoning developed, or another chance to show what they know.
Evidence they can actually use to decide what to teach next, with their own judgment about their students at the center.
Feedback that connects the learning goal to a clear next step, and another opportunity to show their understanding.
Shared evidence that keeps PLC time focused on one teaching change and what students show afterward.
AchieveMetrics builds teachers’ capacity to improve student achievement. We give secondary math and science teams a clear structure: understand what state assessments measure, develop a shared understanding of proficiency, and use short improvement cycles grounded in their students’ work. Teachers own the instructional decisions. Students see and understand their growth.
Every secondary math and science teacher has the clarity, evidence, and support to help every student reach proficiency. Students in every school, especially schools serving high-poverty communities, have access to instruction that responds to their learning and supports continued growth.
We strengthen professional judgment and collaborative capacity.
Our resources follow official SBAC and CAST frameworks, blueprints, and scoring guidance.
We distinguish demonstrated results from promising early findings.
Our support fits teachers’ time, students’ needs, and school conditions.
As a district academic coach (2015–16), I studied the SBAC design documents and blueprints with math teams: what the test measures, how it measures it, and how each kind of evidence is scored. From 2018 to 2024 I taught math at a high-need California high school, and beginning in 2021 the principal asked me to facilitate the math teams’ continuous improvement work. AchieveMetrics grew out of those years. Read the case study →
Why I built the Test Bank this way. Each math question is organized by course, target, standard, claim, and depth of knowledge, with a key or rubric that defines what counts as evidence, so teachers can tell apart needs that look alike in a total score. See how the pieces fit together →
When a school is under pressure, teams need two things: a clear structure for improving and a way to see whether it is working. I bring both. We read what the SBAC test actually measures, pick one target, run a focused improvement cycle, and check fresh student evidence. Inside that structure, I coach rather than prescribe, because changes teachers choose for themselves are the ones that last after I leave. My coaching draws on my training in Cognitive Coaching℠ and Adaptive Schools, from Thinking Collaborative: one-on-one conversations with teachers and leaders, and facilitation that helps teams and PLCs work well together. Evidence of student thinking, from student work and the Test Bank, gives our conversations something real to think about.
Coaching conversations help a teacher clarify goals before a lesson, reflect on what students showed afterward, and find a way forward when they feel stuck. I listen and ask questions rather than advise. The aim is a self-directed teacher who can manage, monitor, and modify their own instruction.
Teams agree on how they’ll work together: listening before responding, checking for understanding, asking real questions, bringing data, and assuming good intent. Groups learn when to explore an idea together and when to make a decision, so PLC time leads to shared commitments.
Coaching attends to how a teacher thinks, not just what they do. A teacher who believes they can make a difference, considers other perspectives, refines their craft, notices their own thinking, and draws on colleagues keeps growing on their own.
Coaching conversations are richest when they’re about real student reasoning. My background in SBAC math, NGSS science, and assessment design helps teachers see what a task demands and what student responses reveal, then decide for themselves what to try next.
A rubric describes the evidence a response should show, what earns each point, and what is still missing. When teachers score student work together, they build a shared understanding of proficiency and give more precise feedback. Classroom skill percentages and diagnostic estimates help teachers decide what to teach next; they are not official SBAC or state science test results.
The AchieveMetrics Test Bank brings assessment resources, diagnostics, practice, and shared evidence into one place. These tools can inform the broader questions schools and districts explore through consulting.
Explore SBAC-style questions by grade or course, claim, target, depth of knowledge, and item type. Individual questions and connected performance tasks make space for concepts, problem solving, modeling, data analysis, and communicating reasoning.
Consulting connection: assessment literacy, curriculum alignment, and conversations about conceptual understanding.
Explore NGSS-style questions across Life, Physical, and Earth & Space Sciences, including engineering design. Selection connects disciplinary core ideas and performance expectations with science and engineering practices, crosscutting concepts, depth of knowledge, and item types. Phenomena and investigations give reasoning a context.
Consulting connection: science content knowledge and reflection on three-dimensional learning and assessment.
Preview questions and explanations, save and reuse items, build assignments, and print worksheets with answer keys. Supported assignable item types are scored automatically; written-response items remain available for printing.
Consulting connection: examining task demands, rigor, and shared understandings of proficiency.
Math and science offer full diagnostics, quick checks, focused claim or domain forms, and performance tasks; science also includes a practices form. Results connect students with personal adaptive practice plans, feedback, and worked explanations.
Consulting connection: interpreting evidence and considering learning needs without assuming a score explains their causes.
Class snapshots, missed-question views, focus areas, student groups, diagnostic reports, and CSV exports help teachers explore patterns. Math evidence is organized by reporting area and target; science evidence includes domains, core ideas, and practices. Targeted group practice connects evidence with opportunities to learn.
Consulting connection: inquiry into instructional patterns and the evidence a team considers meaningful.
Teams share class-level results and support Plan–Do–Study–Act cycles with root-cause evidence, a change idea, a goal, observations, and a decision. Student names and answers stay with each class’s teacher. Teacher Pro also offers AI class and team insights as prompts for professional reflection.
Coaching connection: PLC facilitation, one-on-one coaching, and educator-owned decisions about what to explore next.
Eligible full diagnostics provide estimated scale scores and achievement levels, alongside reporting-area results when coverage permits. Math quick checks offer rough estimates; science quick checks and practices-only forms provide practice information rather than scale scores. These are independent practice-resource estimates, not official SBAC or state science test results or guarantees of future performance.
Free teacher access includes one selected course, checked-bank questions, printable worksheets, one class with assignments, one trial adaptive diagnostic, and Teams. Teacher Pro adds unlimited classes and diagnostics and AI insights. Students use the site free. School and district licenses are available by inquiry; consulting engagements are scoped separately.
Start small. Each course has a free printable sample of SBAC-style math or NGSS-style science questions on Teachers Pay Teachers. If it fits the understanding your students are working toward, larger paid practice sets for the same course are available there too.
What might shared evidence invite your team to explore? A conversation can create space for your team to shape its own shifts in practice, through assessment literacy, coaching, or PLC inquiry. Resources and consulting are separate choices.
Samples and practice sets open on Teachers Pay Teachers. DOK guides download straight from this site, with no sign-up. Practice questions are SBAC-style and NGSS-style resources, not official state tests.
How might math and science evidence connect with the wider instructional system? Across four phases, coaching and facilitation support inquiry into current conditions, shared understanding, professional learning, and the capacity to sustain improvement.
Each phase builds on the one before it. Here is what the work looks like at each step.
“What sets him apart is his approach to coaching. He does not come in to tell teachers what to do; instead, he asks thoughtful, probing questions that push teachers to reflect, think critically, and ultimately develop their own solutions. This creates genuine ownership and long-term growth.”
“Most importantly, teachers trust and value him. They consistently share how supported they feel and how his coaching empowers them to improve their practice in ways that directly benefit students.”
Your questions and context shape the engagement. Test Bank evidence can support the conversation alongside curriculum, student work, and educator experience. Planning, professional development, and sustained coaching can be combined to fit your school or district.
For one math or science department. In one semester, your team picks one SBAC claim or science domain where students are struggling, tries one focused teaching change, and measures what students show before and after.
Test Bank results are practice estimates, not official SBAC or state science test results. The before-and-after comparison shows growth in your own students’ evidence; it is not a promised result.
What are you noticing in math and science learning? What would you like to understand more deeply about instruction, assessment, or your school’s systems? Let’s begin with your questions and consider what support could be useful.
What is your team noticing, and what would you like to explore? Book a call or send me an email to begin the conversation.
