Debra L. Brewington, MSEd

Debby’s education and qualifications consist of:

• Executive Director of “keep it simple” Education & Research Center
• Masters of Science in Education, Mathematics K-5 from Walden University
• BS in Education from Eastern Michigan University

Teaching Certifications:

• Special Education PK-12
• Early Childhood Education (PK-KG)
• Elementary Self-Contained (Grades 1-8)
• Elementary Life-Earth Science (Grades 1-8)
• Math special education teacher and team leader K-6
• Founder of “keep it simple” Learning Center
• Co-Founder of “keep it simple” Education & Research Center
• Multi-sensory, mnemonic math tutor for elementary grades
• Teacher trainer in multi-sensory, mnemonic math
• Former board member for Magic Mirror Summer Camp for dyslexics and related disorders
• Monthly seminar leader on aspects of education for teacher CPE credits
• Author of articles for local newspapers and magazines
• Developer of KIS Math Solutions, teaching modules for the classroom
• Debby has spent the last 15 years as a special education teacher teaching and tutoring students in multi-sensory, mnemonic, and hands-on mathematics.

“While teaching in the public schools, I was saddened by the number of students who continued to struggle with mathematics concepts and operations, despite wholehearted efforts to facilitate a variety of programs in the classroom. My determination to help these struggling students led me to research the brain and its role in the acquisition of mathematics. Research reveals that there is a link between brain sidedness and the long-term retention of mathematics. It is important to note that over 30% of the population does not process and retain mathematics information in the left area of the brain for which classroom programs are traditionally designed. To effectively teach all students in the classroom, mathematics principals should be introduced in its concrete form and then transitioned to its abstract form. From this realization, the teaching modules developed at the KIS Center teach all students in the classroom, leaving no child behind.”

Debby has authored several articles about mnemonic techniques and has conducted multiple workshops certifying teachers on these methods. She has spent extensive time researching neurological development in mathematics and applying this research in designing the KIS Math Solutions teaching materials. Debby has committed her life to making changes that will benefit the learning disabled and “at risk” students in the education system. In teaching learning differenced students, her philosophy is to “do whatever it takes.”

Kelly Reyes, MAOM, CM

Kelly’s education and qualifications consist of:

• Administrator of “keep it simple” Education & Research Center
• BA/BS Biology and Business Administration
• Masters in Organizational Management
• Adjunct Professor at Dallas Baptist University
• Founder of Academia Christian Academy (K-12 for dyslexics & other learning differences)
• Co-Founder of “keep it simple” Education & Research Center
• Multi-sensory, mnemonic math tutor for secondary grades
• Trained in Davis Dyslexic Techniques
• Teacher trainer in multi-sensory, mnemonic math
• Past board member for the Dyslexia Advisory Board – Hays CISD
• Monthly seminar leader on aspects of education for teacher CPE credits
• Author of articles for local newspapers and magazines
• Developer of KIS Math Solutions, teaching modules for the classroom

Kelly has spent the last 14 years teaching and tutoring multi-sensory mathematics as well as other academic subjects at the junior and senior high school level. She co-founded Academia Christian Academy (ACA) in 1996, a private school for dyslexic and general education students in Arlington, TX. ACA researched and developed new teaching methods for delivering quality lessons through mnemonic instruction.  

“Schools have long known that classrooms are composed of diverse learning styles. Even so, they have not responded to this realization and continue to predominately teach one way to one type of learner. Research documents the eight dominant learning preferences to which academic information can be introduced. Current curriculum typically includes two of the eight preferences in their instructional methods. What about students who learn predominately through one or more of the other pathways? Are they just left behind? As our population becomes increasingly diverse, it is absurd to think there is a single method of teaching that works for all students. Mandatory state testing has stifled teacher creativity, thus limiting effective and diverse teaching methods. The freedoms teachers once possessed have been replaced with structured teaching programs that focus on state testing. This is unfortunate for all students, especially the learning differenced and learning-disabled student. At KIS, we strive to develop teaching modules that meet the need to master concepts for state testing while building in the diverse, creative methods that teachers have long enjoyed.”

Kelly has researched and studied dyscalculia, dyslexia, and dyslexia corrections along with multi-sensory mathematics. She has authored several articles on Dyslexia and Mnemonics and conducts a workshop simulation entitled "Into the Mind of the Dyslexic." Kelly is committed to breaking the cycle of mathematics illiteracy through the development of KIS Math Solutions.