Our Tutors

Manhattan, Brooklyn, Queens, Staten Island, & Long Island Learning Specialists

Dr. Kelly Dr. Kelly

Dr. Kelly is a New York State licensed psychologist. She completed a Psy.D. in School-Clinical Psychology from Yeshiva University, where she received training in the assessment, diagnosis, and treatment of psychological and developmental disorders in children. Prior to that, she completed a Master’s in Counseling Psychology from Northeastern University and a Bachelor’s in English from Colby College. Kelly has over a decade of experience working with students who present with ADHD, Autism Spectrum Disorders, speech-language delays, and learning differences in reading and writing. She has tutored students of all ages, from early school age to early adulthood. Kelly currently works in a therapeutic nursery school in Clinton Hill. She provides clinical services as well as family training and support for children between the ages of three and five who present with significant developmental, behavioral, and social-emotional delays. In addition, she helps parents navigate the transition from the CPSE to the CSE as their children enter elementary school. In her work with students, Kelly’s primary goal is to help them develop the tools to become independent thinkers and confident learners. She provides individualized instruction tailored to meet each student’s specific strengths and needs using evidence-based interventions and a multi-modal approach.

Dr. Rachel

Dr. Rachel is a New York State Certified School Psychologist with a Ph.D. in School Psychology from Fordham University. Rachel received extensive training in the identification, assessment, diagnosis, and treatment of psychological and developmental disorders in children. She has worked with preschool through high school age students and their families and has experience providing interventions and support for students presenting with learning differences, ADHD, anxiety, and Autism Spectrum Disorder. Rachel specializes in providing individualized instruction and interventions that are tailored to students’ strengths and weaknesses in executive functioning, reading, and writing to support their academic growth and success. Presently, Rachel is working as a school psychologist for the NYC Department of Education, specializing in psychoeducational assessment, identifying learning differences, and developing Individualized Education Programs and special education programs and service recommendations.

Dr. Julia

Dr. Julia, PhD, is currently a full-time psychologist at The Westchester School for Special Children, which serves students ages 3-21 with a wide variety of physical, intellectual, and psychological disabilities. Julia recently earned her PhD in School Psychology from Fordham University and completed a M.S.Ed program at Fordham in 2015. She has worked with students of all ages and in many different settings, from running an after-school program in low income neighborhoods in Providence, RI with local youth, to working as a teaching assistant in special education classrooms for a number of years while earning her PhD. As a tutor and academic coach, she has worked one-on-one with middle school, high school, and college students to develop independence in study skills as well as academic confidence, focusing on students who have issues with anxiety, executive functioning difficulties, learning disabilities, and attention issues. Within those experiences, Julia has gained comprehensive training in assessment, academic intervention, and effective treatments. She believes in a whole-child learning approach and seeks to understand the many factors that bolster or hinder student achievement.

Dr. Saara Dr. Saara

Dr. Saara is a learning specialist in New York. She received her Ph.D. in Psychological Studies in Education from UCLA, and her Master’s of Education with a concentration in Human Development and Psychology from Harvard University. She has been working in the field of education for the past 12 years as a learning specialist, consultant, researcher and special education teacher. Saara has had extensive experience working with students with ADHD, autism, dyslexia, executive functioning disorder, language-based disabilities, and learning disabilities. She works with students to identify their strengths and use these strengths to optimize students’ learning. As a learning specialist, her goal is to empower students to understand themselves as learners and use that understanding to advocate for their needs and improve their skills. Saara strives to make learning fun, engaging, and relevant to other aspects of a student’s life. She enjoys working with students of all ages, and she specializes in the areas of executive functioning, reading comprehension and fluency, social skills, spelling skills, study skills. She is trained in many evidence-based programs, including Lindamood Bell’s LiPs and VV, PACE, Rave-O, Wilson Reading, Read Naturally, Step-up-to-Writing, and the Teacher’s College Reading and Writing Project.

Dr. Tamique

Dr. Tamique, Ph.D., is a recent graduate of the School Psychology program at Lehigh University. She earned her Bachelor of Science in Psychology from Yale University and a Master’s of Education in Human Development from Lehigh University. Tamique has provided assessment and intervention services to children in a variety of settings, including the public school system grades K -12, private boarding schools, alternative education programs, outpatient mental health centers, university-affiliated medical centers, pediatric primary care centers, and home visiting programs. In addition, she has worked with individuals from infancy to young adulthood with a range of abilities and areas of need. Tamique has experience supporting students diagnosed with various disorders, including learning differences in reading, writing, and mathematics, ADHD, Oppositional Defiant Disorder, anxiety disorders, and autism spectrum disorder. Additionally, she has taught SAT test preparation courses. Tamique’s approach is to work in partnership with families to implement evidence-based interventions that build on students’ strengths and teach them new skills.

Dr. Jacquelyn Dr. Jacquelyn

Dr. Jacquelyn, Ed.D, is a master developmental reading and writing specialist as well as a learning disabilities specialist. She has over 25 years of clinical experience in a variety of settings, including K-12 schools, diagnostic facilities, learning disability units, and college learning disability programs. During that time, she has maintained a private diagnostic and tutoring practice that serves diverse individuals of all ages, including the following: young children just learning to read; middle school students in need of comprehension development; adult beginning readers; high school, college, and graduate students wanting to improve reading, memory, study skills and test performance; and professionals with advanced degrees pursuing better, more efficient reading and writing skills for personal growth and work advancement. She has helped evaluate and remediate students with every kind of learning disability, including dyslexia, non-verbal learning disability, expressive and receptive language disorder, Asperger’s Syndrome, and disorder of written expression. Additionally, she is trained as an ADD Coach to address the organizational, time-management, and personal challenges of those with ADHD. Her experiences have provided her with an unusually broad repertoire of insights and skills to nurture educational growth. Her mission is to foster independence and enjoyment of learning for each one of her clients.

Jacqueline Dr. Jacqueline

Dr. Jacqueline, M.Ed., is a Ph.D. candidate in School Psychology at Lehigh University. She received her B.A. in Psychology with a minor in Africana Studies from the University of Pennsylvania. Jacqueline has worked with students of a range of ages, from young children in early childhood settings to high school students. She has provided support to students in many subjects, including mathematics, reading, and writing. Jacqueline has also worked with students and their families to address executive functioning difficulties. In addition, Jacqueline has conducted evaluations in a range of settings, including in schools, mental health programs, and a neuropsychology clinic. She has experience working with students diagnosed with Autism Spectrum Disorder, ADHD, and learning disabilities. In her work with students, Jacqueline employs a strengths-based approach and utilizes empirically-supported interventions whenever possible.




Dr. Jenny

Jenny is a licensed Educational Psychologist and former High School Physics Teacher from England with 13 years experience of working with children, students and their families. She has trained extensively in child development, teaching & learning processes, assessment and intervention. She is experienced in working with a range of educational needs and has designed, implemented and monitored interventions for students with ASD, ADHD, executive functioning difficulties, dyslexia, dyscalculia, speech and language difficulties, and dyspraxia. In the UK Jenny is also a specialist Educational Psychologist for young people at risk of school exclusion and those in care, she specializes in working directly with students with anxiety, depression and social interaction difficulties. Jenny believes that the key to successful instruction is to establish a reciprocal relationship with a student before jointly developing a deeper understanding of the individual’s barriers to success. This includes looking at the learning context and forming links with the support systems around the individual. She uses evidence-based interventions and strategies to help individuals develop a deeper understanding of their learning style while modeling and developing personalized strategies for long-term success. Jenny seeks to engage parents and significant others in the student’s learning journey to create a confidence that is wide-reaching and sustained beyond tuition sessions.



Alex has a Master’s degree in learning disabilities from Columbia Teachers’ College, and was formerly the Upper School Mathematics Learning Specialist at Trinity School. She has presented workshops and papers on mathematics remediation at numerous professional conferences, high schools, and universities. Her articles on mathematics instruction have appeared in a variety of professional journals. Once a reluctant math student herself, Alex has specialized in working with middle and upper school students in mathematics for more than 25 years. She believes that success in mathematics does not require being born with the “math gene,” and that all students can be guided to develop strategies for improved understanding and appreciation of mathematics. With careful observation of the process by which students solve problems, and close cooperation with schools, families, and outside professionals, Alex provides students with the tools they need for improved confidence and competence. She has extensive experience with students with ADHD, executive function disorders, dyscalculia, and other difficulties that can interfere with performance in mathematics.

Brooke Brooke

Brooke is a Ph.D. student in the clinical psychology program at CUNY Graduate Center, where she treats children and adults in psychotherapy and also conducts neuropsychological assessments to identify students’ particular learning challenges. With dual interests in political science and clinical psychology, Brooke is a graduate of the University of Virginia’s Department of Politics Honors program and is also a Ph.D. candidate in political science at Columbia University. At Columbia, Brooke has taught independently as an instructor in the Core Curriculum and the political science department, and she has six years of tutoring experience in New York City with students ranging from middle school to college. Brooke has helped students to prepare for a range of standardized tests, including the SHSAT, the ISEE, the ACT, the SAT, and the GRE. She has experience working with students with language disorders, non-verbal learning disability, executive functioning issues, and ADHD, as well as with students on the autistic spectrum. Brooke is particularly interested in the effects of anxiety on academic performance and is attuned to both the cognitive and emotional factors that shape a student’s approach to learning.

Juliana Juliana

Juliana is a Ph.D. candidate at CUNY’s Clinical Psychology program and a Fellow at the Graduate Center’s Wellness Center, where she works with students on school-related issues. At The Psychological Center of City College, she practices individual and group psychotherapy and conducts neuropsychological assessments for children and adults. She has over four years of experience working with children diagnosed with dyslexia, executive functioning issues, and ADHD. Juliana is a native Spanish speaker from Puerto Rico who moved to New York after completing her undergraduate degree in Psychology at Brown University. Her training as a psychologist has included working in diverse settings such as the Ackerman Institute for the Family, the Speyer Legacy School, and several hospital and counseling centers. Juliana is also trained as a classical musician and attended the Conservatory of Music of Puerto Rico for piano performance while still in high school. While working with students, she is committed to emphasizing the student’s strengths and individualizing the work in order to enhance the student’s motivation for learning.

VDabel photo Vanessa

Vanessa, M.A., is a doctoral candidate in the combined Counseling Psychology and School Psychology program at Florida State University. She received her B.A. in Psychology with a minor in Italian Studies from the University of Pennsylvania and her M.A. in Developmental Psychology from Columbia University Teachers College. Originally from Brooklyn, Vanessa has worked with students from kindergarten through graduate school to provide them with tutoring services and support in a range of subjects, including math, reading, and writing, and she helps students prepare for standardized tests. She has experience working with students who present with learning differences and ADHD. Vanessa has administered psychological assessments, including conducting ADHD evaluations for college students and adults, and has served as an ADHD coach. She is interested in working with students who experience academic difficulties due to inattention and other factors that affect their executive functioning.

Micaela Dr. Micaela

Dr. Micaela is a New York State licensed psychologist, with a PhD in School Psychology from Fordham University. Micaela has received extensive training in the assessment, diagnosis, and treatment of various psychological and developmental disorders in children. She has worked with pre-school through middle-school students in Manhattan, Brooklyn, and the Bronx. Currently, Micaela is working as a child psychologist in a special education school in Fort Greene, Brooklyn. She provides clinical and family services for children with significant learning, social-emotional, and behavioral difficulties. Micaela specializes in applying evidence-based interventions to support students with ADHD, ASD, speech and language disorders, and specific learning difficulties in reading, writing and mathematics. Micaela has also tutored students privately in grades K through 8, in general school subjects as well as test prep for the Gifted and Talented entrance exam, and the SSAT/ISEE.

Tara is a learning specialist with extensive experience working with students with ADHD, language-based learning disabilities, dyslexia, executive functioning disorders, specific learning disabilities, and emotional disabilities. She received a Master’s Degree in Special Education, with an emphasis on moderate disabilities, from Lesley University, in Cambridge, MA. Most recently, she worked as Special Education teacher for students in grades 9-11 in both inclusive and self-contained classrooms. In this role, she taught students strategies to enhance their study skills, executive functioning skills, written expression, reading comprehension and fluency skills, as well as behavioral regulation. She is passionate about empowering students to become independent, confident learners, advocates of their own educational experiences who can leverage strengths to reach their fullest potential. It is Tara’s firm belief that all students can achieve the highest level of success and that education must be collaborative, equitable, inclusive, challenging, relevant, and engaging.

Jordan Jordan

Jordan, M.S. Ed., is a doctoral candidate in Human and Organizational Psychology at Touro University. He received his B.S. in Psychology with a minor in Sociology from Indiana State University and his M.S. in Special Education from Touro College. Jordan’s professional endeavors include curriculum development and educational reform with a focus on intercultural education and informal learning. He has extensive experience in teaching and providing academic and personal advising in multicultural environments. Jordan has been involved in multiple research experiments in Education and Psychology at Indiana State University, The New School, Columbia University, and New York University. He has taught special education at the elementary, middle school, and high school level and has experience teaching all content-based subjects, including math. He has provided one-on-one multisensory tutoring in every content-based subject to both special education and general education students between the ages of 7-21. Jordan has both classroom and tutoring experience with students with autism, oppositional defiant disorder, ADHD, emotional disturbance, learning differences, and executive functioning disorders. He also has experience teaching test-taking and study skills strategies to students preparing to take Regents and SAT examinations. He is knowledgeable about the New York State Common Core learning standards and is experienced in teaching reading comprehension skills, reading strategies, and writing strategies. Jordan emphasizes the importance of fostering students’ independent academic skills to assist their transitions to college and the workplace.


Jaime is a learning specialist at Léman Manhattan Preparatory School. Prior to that, she worked as a world and early American history teacher at the Westmark School in Los Angeles. She earned a Master’s in Special Education from the California State University with an emphasis on mild-moderate disabilities. She has extensive experience supporting students in middle and high school with a wide range of learning differences in the areas of reading, writing, ADHD, emotional disturbance, oppositional defiant disorder, Asperger syndrome, receptive and expressive language disorder, and executive function difficulties. Jaime works to build students’ confidence and identify and play to their individual strengths so that they are able to experience success and become lifelong independent learners.



Cailin is currently earning her Doctor of Education at the University of Arkansas – Online. She received her Bachelor of Arts in English at Marymount Manhattan College, and her Master of Arts in Special Education with a focus on Intellectual Disability and Autism from Teachers College – Columbia University. Cailin began her teaching career at a private high school for students with special needs and has been working as a special education teacher for the Department of Education for the past few years. Cailin has taught a variety of subjects at the high school level. She is passionate about helping students transition to adulthood, workforce education, and college readiness. In her teaching career, Cailin has worked with students on the Autism Spectrum, with intellectual or learning disabilities, speech and language processing disorders, emotional disturbances, ADD/ADHD as well as students with self-regulation and executive functioning challenges. Cailin is also passionate about literacy. She enjoys reading and has experience teaching reading comprehension skills to students at a variety of cognitive levels. Cailin has worked with high school students transitioning into college and the workforce for the majority of her career. She places emphasis on helping students overcome the challenges that inhibit them from achieving independence and success.



Jeffrey has a master’s degree in Mathematics Education(5-9) from Brooklyn College. He also holds a bachelor’s of arts degree in Computer Information Systems from New York City College of Technology. He is a certified Math teacher who has worked for the Department of Education for the past eleven years. He has taught grades 6 -8, which includes general education, Integrated Co-Teaching (ICT)/Collaborative Team-Teaching (CTT) , and gifted classes. For the past three years, he has prepared students for the Specialized High School Admissions Test (SHSAT) . As a private tutor, Mr. Bradshaw is skilled working with students from grades 2-8. While building a relationship with his students he then supports their learning styles using a wide range of techniques custom towards their learning needs. Aside from working with students without learning needs, Mr. Bradshaw is skilled teaching students with various learning disabilities and educates students who are hearing impaired.


Lenore has 14 years of teaching experience in the New York City schools. She holds a bachelor’s degree in Psychology and Elementary Education from the State University of Old Westbury and a Master’s degree in Special Education from Touro College. She has worked as a kindergarten though 6th grade teacher and has been a self-contained bridge teacher for grades 3 through 5 for the last five years. Lenore provides professional development in ELA (English Language Arts), has been an ELA lead teacher, and has scored the New York State Common Core ELA state exams. She has also helped improve her students’ math, reading, and writing skills by providing targeted strategies. In mathematics, Lenore has experience teaching multi-step math problems and breaking down math steps. She has worked with students with emotional issues, ADHD, learning differences, speech-language disorders, visual issues, executive function issues, oppositional defiant disorder, and autism. She finds multiple, engaging ways to teach her students until they grasp the concepts, and she believes that all students have the ability to learn with the use of multiple approaches, understanding, patience, commitment, and love.



Arielle is a doctoral student in the School Psychology program at Rutgers University. She has a Master’s in School Psychology from Rowan University and a Bachelor’s in Psychology from Emory University. Arielle enjoys helping students learn to read more fluently, tackle tricky math problems, and organize their writing. She also has experience with SAT and AP test preparation and has worked in middle and high schools, assessing students for special education and making recommendations for classroom accommodations. She currently conducts psychological assessments and facilitates social skills groups in mental health clinics. Arielle has worked with students from preschool-age through young adulthood with a variety of disorders, including ADHD, autism, Oppositional Defiant Disorder, anxiety disorders, mood disorders, language processing disorders, and specific learning disabilities in math, reading, and writing. Arielle’s approach to tutoring involves utilizing a student’s strengths, reducing anxiety about performance, and making learning relevant to daily life. She enjoys collaborating with families and schools to ensure that all of a child’s needs are met.


Rita Rita

Rita is a certified literacy specialist with a M.A. from Bank Street College of Education and a B.A. in Literature from Bard College. She has practiced assessment and tutoring in private and clinical settings. Rita has had classroom experience at Hunter Elementary School as well as in public elementary schools in Queens and Harlem. She has completed Part I of Literacy through Multisensory Teaching (LMUST), an Orton Gillingham curriculum developed by Judith Birsh. Growing up with a dyslexic sister in a time when learning disabilities were less understood, she has personally witnessed the challenges that struggling readers and writers face. She has also had extensive music and computer experience and has worked in online news and in web design and development. Rita combines her experience in the arts, computers, and education to teach literacy skills such as decoding and comprehension strategies. She has also had success helping students prepare for the New York State ELA exams. Her students have fun following a series of short, engaging exercises while they learn the skills they need. Rita strives to help her students gain confidence by teaching them to direct their particular strengths toward the goal of becoming more independent learners and successful readers and writers.

photo Jake

Jake has worked with students with learning issues, in both inclusive and self-contained school settings, for seven years. He has worked in public and charter schools, and he has assisted struggling students to improve their writing and reading skills. Jake earned a B.A. in History from Reed College and a Master’s in Special and General Education from Bank Street College of Education. In addition, he has worked one-on-one with students in grades K-12 to help them improve their reading, writing, math, and organizational skills, and he has worked to prepare students for standardized tests. His primary goal as a tutor is to make his students feel in charge and more aware of their own learning style, thereby helping them to help themselves. To this end, he uses a holistic approach, marshaling students’ strengths in order to address their areas of need. In his work, he adheres to up-to-date educational practices, including multi-sensory curricula, research-based assessments, and sensitivity to the student’s developmental stage.

Matthieu Matthieu

Matthieu has a master’s in adolescent mathematics from St John’s University and a bachelor’s in psychology from Wesleyan University. He has been teaching math, including Pre-Algebra, Algebra, Geometry, and Algebra II, at a special education private school in Manhattan for the past three years, and he formerly taught at a general education high school. He has extensive experience working with students with ADHD; high-functioning autism; executive functioning disorders; learning differences such as dyscalculia, dyslexia and dysgraphia; and oppositional defiant disorder. He uses multiple modalities to teach math to different learners. For instance, he provides his students with hands-on manipulatives and interactive technologies such as online texts and math applications so they can better comprehend concepts. Matthieu also employs differentiated instruction with scaffolded worksheets on which the steps involved in a project are outlined. He collaborates with administrators, parents, and counselors on a daily level to guarantee his students’ needs are met. In addition to classroom teaching experience, he has several years of tutoring and test prep experience, including with students with learning differences. Matthieu has prepared students for the math sections of the ISEE, SHSAT, PSAT, SAT, and ACT.


Ivy is a New York City teacher with 13 years of teaching experience. She holds a Bachelor’s degree in Elementary Education from New York University and a Master’s degree in Special Education from Touro College. She worked as a Pre K-Grade 6 mathematics and science teacher for many years. She has been a fourth grade classroom teacher for a few years and a math coach, supporting teachers in mathematics instruction by providing professional development. Ivy has worked as a teacher content trainer and scorer on the Common Core New York State Math exam and ELA exams. She has also helped students improve their math skills, their conceptual math understanding, and their capacity to problem solve multi-step tasks. She has worked with students with emotional issues, speech and language disorders, dyslexia, executive functioning issues, ADHD, and oppositional defiant disorder, as well as with students on the autism spectrum. Currently, she is an ICT fourth grade teacher at an elementary school in Brooklyn. To help learners experience success, she adapts and adjusts her instruction to individual learning styles. Ivy believes that all children have a capacity to learn and construct understanding by thinking critically through varied approaches and experiences.


Brooke is a learning specialist at the Packer Collegiate Institute, where she provides literacy and math support to middle school students. She holds degrees in English Literature, Special Education, Elementary Education, and Secondary English Education from Colgate University and Teachers College at Columbia University. At her school, Brooke runs a 5th grade math lab to provide customized instruction to aid students’ number sense and conceptual understanding. Her extensive training in Bridges and Singapore math allows her to help students focus on understanding rather than rote memorization. Brooke firmly believes that all children can excel, and her enthusiastic commitment to teaching involves helping her students improve their self-esteem as well as their grades. Brooke provides an individually tailored and rigorous curriculum to support each student in the areas of organizational needs, content support, and study skills.


Kadyn received a B.S. from SUNY College at Buffalo with a degree in speech-language pathology and then accepted a placement with the New York City Teaching Fellows program. She completed the program in 2011, earning a Master’s in Special Education magna cum laude from Pace University. Kadyn has worked in the New York City Department of Education as a teacher of students with disabilities for nearly a decade. She has worked with a wide age range of pupils, from the elementary population through adulthood and has helped students with dyslexia, ADHD, emotional and behavioral disorders, autism, speech impairment, oppositional defiant disorder, learning differences, including math (elementary and middle school), and other health impairments. In addition, she has received therapeutic crisis intervention (TCI) and applied behavioral analysis (ABA) training in order to be an effective teacher for students with behavioral intervention needs. In addition to building academic skills, Kadyn incorporates executive functioning and self-regulatory skills into her instruction. Kadyn believes that all students have the ability to learn and that a holistic approach to education that engages different learning styles, interests, functional levels, and intelligences is essential to the development of life-long independent learners.

Sari Sari

Sari has a bachelor’s degree in English from Lehigh University and a master’s in Middle School Special and General Education with a concentration in English from Bank Street College of Education. This is her fifth year at the Aaron School, where she is currently the Learning Specialist for middle and high school students. Sari approaches tutoring in an individualized way, with the understanding that all students have their strengths that they can use to learn. She works on skills related to language processing and executive functioning. In addition to having taught in different kinds of classrooms with students of various abilities and ages, she also has experience tutoring for the ISEE and SSAT. Having grown up in New York City, Sari is familiar with its school environments and is sympathetic to the pressures they can often present.

Cindi Cindi

Cindi has been a special education teacher in New York City for over 19 years. She holds a master’s in Special Education from Bank Street College of Education and a B.S. in Film/Film History from Bard College. She has permanent New York state licenses in both Special Education and General Education. As a SETSS (Special Education Teacher Support Services) provider in children’s homes and at a variety of private schools in Manhattan, she has tutored elementary, middle school, and high school students. She also worked as an Adjunct Lecturer/Fieldwork Supervisor at Hunter College (CUNY), supervising Special Education graduate-level teachers in their fieldwork assignments. She has also worked as a Special Education Play Therapist, facilitating academic support for children with social, emotional, and behavioral issues. Cindi is trained in the Handwriting Without Tears program and has also received clinical supervision in the DIR/Floortime method. She has provided preparation for the OLSAT test for the NYC Department of Education G&T (Gifted and Talented) program. Cindi has experience working with children ages 4-17 with a variety of learning differences, including ADHD, learning disabilities, autistic spectrum disorders, auditory processing issues, and speech and language delays. Her tutoring work involves helping students improve their organizational, time management, executive functioning, and reading and oral comprehension skills. Using a multi-sensory approach with the latest technology applications, she encourages students to develop their critical thinking skills and make predictions, inferences, and connections to Core Curriculum material. She believes it is essential to build a partnership with families, schools, and other professionals so that the student is fully supported in his or her learning process.

Paul Paul

Paul is a New York State licensed and certified ESL teacher for grades K-12, with ten years of experience teaching English, Biology, and Environmental Science in Brooklyn and Queens public high schools. He attended the University of Pennsylvania and earned a B.A. from Tufts in Art History and a Master’s in Education from L.I.U. Brooklyn. He served as a Dean of Students for 6 years, most recently at Williamsburg Preparatory Academy, where he developed an expertise in conflict mediation and adolescent counseling. Paul has tutored for the NYS Living Environment Regents Exam, the English Regents Exam, academic writing, study skills, Pre-algebra, Algebra, Geometry, Algebra II, and Trigonometry, as well as the SAT and ACT. He has extensive experience teaching students with ADHD, executive function disorders, limited English proficiency, interrupted formal education, psychological disorders, hearing impairment, speech disorders, and dyslexia. At Tufts, he was a starting forward on the men’s basketball team, won the NESCAC conference, and was awarded a spot on the NESCAC All-Academic Team in recognition of excellence both on the court and in the classroom. He then played basketball semi-professionally in Switzerland, where he also coached. Paul is also an artist who incorporates illustration into his lessons. As an educator, Paul draws on all of his experiences and training to bridge language, cultural, cognitive, and behavioral divides to help students master challenging material using innovative methods.

picture for website Lindsay

Lindsay is a New York State licensed language therapist as well as a learning specialist. She graduated from Ithaca College with her license in teaching students with speech and language disabilities and received her master’s degree in speech-language pathology from Hofstra University. She currently holds a Certificate of Clinical Competence (CCC) from the American Speech-Language Hearing Association. For the past six years, she has worked as a speech therapist and learning specialist with students from kindergarten through high school. She has helped students with auditory processing disorders; receptive and expressive language disorders; autism; ADHD; executive function issues; and other disorders understand their curriculum and learn reading, writing, study, and executive function skills. She also has experience preparing students for standardized exams such as the New York State Regents. Lindsay has received additional training in areas such as selective mutism, vocabulary assessment and intervention, and working with students with hearing impairments. She enjoys collaborating with other professionals as well as parents to help her students achieve their goals.

Allison Allison

Allison, a New York State certified special education teacher, has been teaching students with learning differences in New York City for eleven years. She holds an M.A. in special education from Mercy College and a B.A. in communications from James Madison University. Allison has taught every primary subject to students ages ten through college. She has extensive experience working with students diagnosed with dyslexia, ADHD, autism spectrum disorder, executive function challenges, and non-verbal learning disability. Recently, she created and taught a multi-subject curriculum for a college transition program for high school students with learning differences. Allison’s extensive experience as an educator allows her to scaffold curriculum and individual assignments to both meet students’ needs and challenge them in ways to help them experience success.

Renee Renee

Renee is a retired New York City teacher who has has over 30 years of teaching experience. She holds a Bachelor’s degree in Elementary Education from the State University of New York at Stony Brook, a Master’s degree in Developmental Reading from the State University of New York at Albany, and certification in teaching secondary mathematics. She has also taken coursework in special education. Renee worked as a mathematics resource teacher for many years, as well as a classroom teacher of mathematics for both gifted students and students with special needs. She has worked as an ICT math teacher at the middle school at several schools in Brooklyn and as a mentor to teachers. She has worked as a teacher trainer and scorer on the New York State math exam and ELA exam since the inception of these assessments. In addition, she has tutored students to prepare them for state tests and to assist them in both math and reading. Renee has extensive experience working with students who have learning disabilities and has customized curriculum and instruction to fit students’ needs. Her mission is to create a learning environment that will enable students who have difficulties in the classroom to gain confidence in their learning skills and to enjoy the advantages that a fulfilling education can offer them.

mindie Mindie

Mindie is a learning specialist and New York State licensed language therapist. She received a full academic scholarship from the New York City Department of Education to continue her graduate studies and later earned a Master’s of Arts in Speech Language Pathology from Hofstra University. Mindie holds a Certificate of Clinical Competence (CCC) from the American Speech-Language Hearing Association, and she is a certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). Mindie received additional training in areas such as aiding students with learning disabilities, preparing for high-stakes exams, and collaborating with parents to improve student outcomes. Mindie has also attended numerous continuing education seminars on a variety of topics, including intervention for Central Auditory processing Disorder (CAPD), improving pragmatic/social language skills in children, and vocabulary strategies and interventions to improve reading fluency. Mindie is experienced working with children of all ages, and she is currently working for the New York City Department of Education. She evaluates and treats children and adolescents with language learning disabilities, such as reading and writing, and children on the autism spectrum. She is passionate about helping individuals become confident and independent learners. She strongly believes in collaborating with parents and other professionals in order to help students reach their full potential.

headshot_7858 Andrea

Andrea has an M.S. in Special Education from Fordham University and a B.A. in Psychology from Oneonta State University. She has 24 years of experience working in public and private schools, as well as in private practice. Andrea performs educational assessments and designs individualized curriculum for students with various learning differences, including ADHD, executive function issues, dyslexia, math disabilities, visual- and language-based challenges, sensory challenges, and spectrum disorders. She has experience with all ages and has worked students with dyslexia for the last 20 years using Orton-Gillingham approaches. To help students with anxiety and self-esteem issues that get in the way of learning, she uses evidence-based practices that allow them to more effectively learn the skills-based work they need to develop their cognitive and academic abilities, become confident, and build lifelong strategies for learning. Andrea incorporates self-monitoring, developing metacognitive skills, and goal setting with students. She finds that she can maximize students’ motivation and retention of learning when she partners with them and when they are active in their learning process.

jackie Jackie

Jackie has been a learning specialist for the past seventeen years. She received an undergraduate degree in Elementary Education from SUNY Stony Brook, and a master’s in Special Education from Bank Street. In addition, she has a master’s degree in School Administration from Touro College. A New York certified special education teacher, Jackie has worked as a tutor for the past 7 years and has worked as a learning specialist and teacher at the United Nations International School (UNIS), Hewitt, Dwight, P.S. 6, and other public and private schools. She works with students in elementary through high school in literacy, organizational skills, and executive function skills. Her passion is the teaching of reading using the Wilson system. Jackie uses students’ strengths and interests to support their areas of weakness, and she finds that their achievements boost their confidence and they are eager to work harder to continue to feel the rewards of their work.

Headshot.PNG Sofia

Sofia is a school psychologist who received her bachelor’s degree from Binghamton University and her master’s in School Psychology from St. John’s University. She has experience working with children and adults diagnosed with Autism Spectrum Disorder, learning differences, dyslexia, speech and language delays, ADHD, and executive functioning disorders. She has tutored students in reading, writing, and math as well as for standardized tests. Currently, Sofia conducts psychological and adaptive evaluations as the psychologist and behavior specialist at a private clinic. Previously, she worked in both public and private schools developing individualized education programs for elementary, middle, and high school students. She is passionate about the field of school psychology and learning. She believes that everyone has the ability to learn and be successful if they are taught in a way that is appropriate to their specific needs. In addition, Sofia advocates a whole-team approach and values input from other professionals as well as parents to create programs that are optimal for students.






Sara, M.S., CCC-SLP, TSSLD, learning specialist, completed her Master’s of Science in bilingual Speech-Language Pathology at Teachers College, Columbia University, and she holds a Teacher of Students with Speech and Language Disabilities certification. She received her Bachelor of Arts in Child Development and Community Health from Tufts University. Sara is currently working for the Department of Education, where she provides services to a diverse population of elementary school-aged children in New York City schools. Previously, she worked at a private speech and language therapy center, where she assessed and treated school-age children and young adults. She is experienced in a variety of areas, including expressive and receptive language issues, reading comprehension, dyslexia, phonology, and pragmatics. She strongly believes in a holistic approach by targeting areas of needs, collaborating with parents and related professionals, and equipping her clients with strategies to promote progress and increase independence with academic work in a nurturing environment.


Susan is a language and learning specialist with over 20 years of experience. She holds a Master’s in Speech and Language Pathology from Teachers College, Columbia University, and a Bachelor of Arts degree in history, cum laude, from the State University of New York at Buffalo. She is certified by the American Speech-Language-Hearing Association (CCC), is licensed in New York State as a speech-language pathologist, and has permanent certification as a Teacher of the Speech and Hearing Handicapped (TSSH). Susan has coached students in elementary, middle, and high school, as well as adults, to improve their language and writing projects. At the Albert Einstein College of Medicine, Susan worked on the neurological, rehabilitation, and pediatric units, and as part of the child development team. She also led the speech department in a therapeutic preschool. She has worked with students with language processing problems, reading comprehension and writing difficulties, ADHD, executive function disorders, Asperger’s Syndrome and other autism spectrum issues, and hearing loss. She has also helped students with language-based difficulties to pursue college studies or careers. Building on her background in history, literature, and journalism, she uses strategies to help students organize and improve their writing and study skills. Her coaching involves using humor to build a strong rapport with a student and also always aims to reinforce a child’s self-esteem.

IMG_3455 Kate

Kate is a licensed Special Education teacher with over 7 years of classroom teaching experience. Currently, Kate teaches high school English and writing at a private special education school in Manhattan. She earned both her bachelor’s and master’s degrees in Special Education from the University of Tennessee, where she graduated summa cum laude. She has experience teaching students in grades 7 through 12 in a variety of subjects, including American and British Literature, high school English and writing, Biology, Sociology, and Algebra I. Outside of school, Kate has tutored many middle and high school students, assisting them with both academics and executive functioning skills, such as organization and planning. She has extensive experience teaching students with moderate to high-functioning autism, executive functioning disorders, non-verbal learning disorders, ADHD, dyslexia, oppositional defiant disorder, conduct disorder, Asperger’s, and speech and hearing disorders. Kate specializes in using creative solutions to teach students the organizational skills they need to become effective writers and thinkers across all subject areas. She enjoys getting to know each student and his or her family and developing a plan to meet the student’s individual needs.


Anthony is an educator, writer, and artist. He holds a BA in International Studies and Journalism and a MSEd in Teaching Children with Special Needs. He has taught Pre-K up to 3rd grade in Integrated Co-Teaching (ICT) and Self Contained Special Education classrooms in the NYC public schools and also was a founding teacher at a private school in Park Slope. Anthony’s approach to teaching is simple, yet complex, prioritizing strategies that build skills while activating curiosity and intrinsic motivation to learn. His knowledge and experience is a unique blend of traditional literacy and math methodologies, such as Wilson (including FUNdations), Orton Gillingham, Lucy Calkins’ Reading and Writing Workshop, TERC Math, Everyday Mathematics, and Mathematics in the City, and others with a whole brain and body approach. Anthony’s approach to both literacy and math is geared specifically to the needs of the student and is based on careful assessment. For older elementary and middle school students, assessing the student is of the greatest important because the breakdown in understanding could have happened earlier in the student’s schooling. Anthony uses a combination of academic skill building and reinforcing positive work habits to help students of all ages succeed. He incorporates activities designed to stimulate neural development through the building the perception skills of auditory and visual memory processing, sequencing, cognitive and metacognitive strategies, visual analysis and synthesis, eye-hand coordination, and whole body balance, integration, and motor skills. These skills support the development of executive functioning, which Anthony has supported many students in improving. These activities and frameworks are also seamlessly applied to test prep.
Anthony’s relationship with the families he works with are a priority and views his work in education as a service to the community, working tirelessly to receive the desired results of academic improvement, increased confidence, and general well-being in the child’s school experience. He works with parents in navigating the important and sometimes difficult realm of schooling and learning.

Amber Jessica

Jessica completed her master’s degree at the State University at Buffalo, where she received a full graduate research scholarship and was later published. Jessica holds a Certificate of Clinical Competence (CCC) from the American Speech-Language Hearing Association, and she is certified as a Teacher of the Speech and Hearing Handicapped (TSHH). For the past 10 years, she has worked at a prestigious Long Island school district and provides one-to-one and small group language and academic support to children with different learning needs. Previously, Jessica worked at a private practice on the Upper East Side of Manhattan, where she assessed and treated school-age children and young adults. For all students, she develops an individualized curriculum based on their unique learning needs and provides an encouraging and supportive environment to enable students to improve their skills and enhance their confidence in their abilities. She is experienced working with students with learning differences in a variety of areas, including expressive and receptive language, language processing, reading comprehension, pragmatic language, and improving organization/study skills and executive functioning skills. In order to stay up-to-date and be on the cutting edge of her profession, Jessica attends various continuing education conferences. Jessica’s student-centered care focuses on developing individualized educational programs and close partnerships with family members, teachers, and other related professionals.

Cathy is a learning specialist and a New York State licensed language therapist. She holds a Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association and is certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). With over 20 years of experience evaluating and treating children and adolescents with language-learning disabilities, she can teach classroom curriculum strategies in the areas of vocabulary enrichment, reading comprehension, critical thinking skills, spelling, and writing. She has extensive experience collaborating with teachers, related professionals, and parents to determine students’ academic needs. Cathy uses a holistic, evidence-based approach to teaching and implements a variety of strategies such as SPELL-Links to Reading and Writing, Lindamood-Bell, Kidspiration/Inspiration for writing, as well as the Co-Writer program. She teaches students strategies to independently organize and complete their homework assignments in a timely manner. She has worked in public schools, charter schools, clinics, and private practice. Cathy is passionate about improving students’ academic abilities and self-esteem.


Holly Holly

Holly is a learning specialist and licensed speech therapist with over 25 years of experience in private and public schools, as well as in private practice. She completed a Bachelor’s and Master’s in speech pathology at Brooklyn College.  She also holds a Teacher of Students with Speech and Hearing Handicaps Certification (TSSH) and a Certificate of Clinical Competence (CCC) from the American Speech and Hearing Association. Holly has supervised undergraduates as well as mentored colleagues and classroom teachers in language-based learning approaches. She has extensive experience working with students who display language-based learning and processing issues.  Throughout the course of her career, she has participated in social skills and executive functioning workshops. She is experienced with implementing the the Common Core curriculum and scaffolding that curriculum for each student.  Holly establishes and maintains effective and lasting relationships with her students and helps them build self-esteem, which she feels that leads to academic success.  In her work, she collaborates with parents, teachers, psychologists, guidance counselors, and physical and occupational therapists to provide comprehensive strategies and support for her students.

Allison Allison

Allison is a learning specialist and New York State licensed language therapist. She holds a Certificate of Clinical Competence (CCC) from the American Speech-Language Hearing Association. Allison earned her B.A. and M.S. in Speech Language Pathology from The State University of New York College at Fredonia. She has eight years of teaching experience in school and in settings outside of schools, as well as six years of supervisory experience. She has extensive training and experience working with children of all ages. Allison is experienced at working with a variety of language and learning disabilities, including reading and writing difficulties, receptive and expressive language delays and disorders, social language skills, autism spectrum disorders, phonology, central auditory processing disorder, and executive function disorder. Her tutoring focuses on providing her students with the knowledge and strategies necessary to succeed in all academic areas, allowing them to become independent learners. Allison believes that collaboration and communication with families, teachers, and other professionals in related fields is the key to helping students to excel.