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.


David has a master’s degree in Neuroscience and Education from Columbia University and is a certified applied positive psychology practitioner. As a teacher and educational innovator, his specialty is designing learning experiences that help students of all ages find more confidence in their ability to learn. He has been teaching and tutoring for the past 10 years, coaching students in both math and writing. He is an expert at reading students, understanding where they are, and leading them with simple and powerful questions. In math, he specializes in empowering students to overcome their fears of math and strengthen their fundamentals through math games, including working with students to create their own math games. He teaches all math levels K-12, including algebra, geometry, trigonometry, and pre-calculus, as well as test prep for math on all the standard tests, SAT, ACT, SHSAT, SSAT, ISEE, GRE. For writing, he coaches both ELA and history, all types of essays (expository, persuasive, personal, college admissions) and creative writing. As a writing coach, he uses powerful questions and motivational support techniques to help students uncover their confidence, draw out their deeper knowledge, and express their ideas in more nuanced ways.


He has helped students with language-based learning differences such as dyslexia, dysgraphia, dyscalculia, visuomotor skill and executive functioning challenges, ADD/ADHD, and high functioning ASD.  Aside from his work teaching and tutoring math and writing, he writes, does research, makes music, teaches yoga, and practices Tai Chi.


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.

Jacqueline Dr. Jacqueline

Dr. Jacqueline received her M.Ed. and Ph.D. in School Psychology at Lehigh University and earned her B.A. in Psychology with a minor in Africana Studies from the University of Pennsylvania. She is a licensed psychologist in New York State. She works with students of a range of ages, including young children in early childhood settings, high school students, and adults. She provides support to students in many subjects, including mathematics, reading, and writing. Jacqueline also works with students and their families to address executive functioning difficulties. Jacqueline’s learning support work is informed by her experience conducting evaluations in a range of settings, including in schools, mental health programs, and a neuropsychology clinic. She works 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.


Carmen, M.A., is a doctoral candidate in Clinical Psychology (child track) at St. John’s University. She received a Masters via Research in Psychology from the University of York in the United Kingdom, and a B.A. in Psychology with a minor in Child Development from California State University, Sacramento. Carmen has six years of experience working as a tutor for elementary and middle school age students, including previous employment atLindamood-Bell and clients in both public and private school settings. She tutors English, writing, language arts, and reading comprehension for grades K-12, science and mathematics up to 5th grade, along with study skills and test-taking strategies for all ages.


In addition to academic tutoring in the above areas, Carmen is extensively experienced in working with children who have autism spectrum disorders, dyslexia, and ADHD, as well as non-verbal and other learning disorders. She has worked in elementary schools administering assessments and has experience collaborating with teachers in schools to optimize learning for her clients. Carmen is also knowledgeable in helping students manage anxiety around academics and in coaching clients through improving their executive functioning skills

Julie N., M.A., is a Ph.D. candidate in the Clinical Psychology program at the University of Massachusetts – Boston. She has a Bachelor’s in Psychology from Wesleyan University. Julie currently lives in Brooklyn and conducts assessments, coping skills groups, and psychotherapy with children at Bellevue Hospital. At UMass Boston, Julie taught independently as an instructor in the Psychology department, in addition to providing therapy to undergraduate and graduate students at the University Counseling Center. Julie has extensive experience working with students preschool-age through adulthood with a variety of disorders, including ADHD, Autism, Oppositional Defiant Disorder, anxiety disorders, mood disorders, learning disabilities, and other executive function difficulties. Julie supports students (K-12) in English Language Arts, History, Science, Spanish, Psychology, Statistics, and Math (K-10; Algebra and Geometry). She adapts evidence-based strategies to suit each individual’s short- and long-term goals. These include organization skills, time management, planning, reading comprehension, writing, study skills, test-taking strategies, as well as behavioral strategies addressing psychosocial barriers to academic success. She also supports college students and adults in academic (Psychology, writing, and study skills) and occupational functioning (daily living skills, job application, and interviewing skills). Julie enjoys working with the individual, family, and school or occupational system to identify their unique strengths and resources.  She is particularly passionate about improving students’ competence and confidence in their academic and organizational functioning and empowering them with skills that they can learn to maintain on their own.

Erica, M.S. is a Ph.D. Candidate in Clinical Psychology with a Child and Family Emphasis at Palo Alto University where she also received her M.S. in Psychology. She earned two Bachelor of Arts degrees, in Psychology and Sociology from the University of Colorado at Boulder.  Erica is currently working at Lincoln Hospital to help individuals overcome and cope with their psychiatric disorders.

For the past four years, Erica has worked with children, adolescents, and adults with a variety of disorders including ADHD, Autism, anxiety disorders, mood disorders, learning disabilities, and other executive function difficulties.  At NYU Langone’s Child Study Center, Erica delivered an organizational skills training to those struggling with time management, organizing materials, and planning school assignments. She visited NYC public schools to evaluate and diagnose students for learning issues and provided Cognitive Behavioral Therapy. While at Stanford University, Erica had state-of-the-art training in evaluating children with Autism Spectrum Disorder, developmental and anxiety disorders. Throughout her college studies, Erica tutored college-age students in statistics and helped students with disabilities with their school work and study skills.

Erica tutors students K-12 and young adults in reading comprehension, writing, study skills, and test-taking strategies across their school curriculum and will support math for elementary students. Erica is trained and experienced as an executive function skills coach for students of all ages. She supports her clients to improve organizational skills, keep track of assignments, organize their time efficiently, and develop and implement plans for completing school assignments. She works with individuals who have ADHD/ADD to minimize the negative symptoms associated with their learning issues. Erica tailors her tutoring sessions based on each client’s needs and strengths to understand and help reach a child’s academic goals.


Brita has a bachelor’s degree in Psychology from Gettysburg College and a master’s degree in Special Education and General Education, grades 1 – 6, from New York University.  For the past ten years, she has been teaching children with special needs, kindergarten thru 2nd grade, in both inclusion and self-contained classrooms in a New York City public school. Brita works with students with ADHD, speech and language impairments, autism, learning disabilities, hearing impairments, emotional disabilities and other learning issues.  Brita writes and executes Individualized Education Plans for her students and designs individual lesson plans for each child based on his/her needs.  She works closely with the school’s team of occupational therapists, speech language therapists, and physical therapists.  She is the leader for the second grade’s “response to intervention team” for students struggling with literacy and math, and who require extra support. Brita provides classroom teachers with special education resources and materials to support struggling students to help them achieve success and maintain grade level.  She tutors and teaches literacy and math for grades K – 3, and uses a variety of modalities including manipulatives, games, visual representations, decoding strategies, word attack skills, and graphic organizers to support her student’s learning


Kristen has ten years of special education teaching experience in New York City public schools. She earned a Master’s Degree in Special Education from Hunter College and is currently pursuing a Professional Diploma in School Psychology from Fordham University.  Kristen graduated from Colgate University in 2008 with a BA in Psychology.  For the last five years, she has worked at Columbia Secondary School where she primarily taught middle school ELA and Social Studies in both inclusion and self-contained settings.  Kristen has taught students with a range of disabilities, including learning disabilities, autism, ADHD, and speech and language impairments.  She has assisted students in grades 6-12 with executive function skills during pull-out sessions.  Additionally, Kristen has been trained in the Orton Gillingham approach for phonics instruction.  Throughout her career, she has helped students prepare for various Regents exams, as well as the NYS exams in math and ELA.  Kristen believes in educating the whole child, and enjoys getting to know each child as a unique learner.


Dr. Alison, PsyD, is a licensed psychologist who recently completed her doctorate in clinical psychology at William James College in MA, where she received advanced training in the assessment, diagnosis, and treatment of children and young adults with learning differences.  She has several years of experience working with students at the undergraduate and graduate level and currently works full time as faculty in a medical residency program. As a tutor and academic coach, Alison’s goal is to help students understand their strengths and learn how to advocate for their needs. She works one-on-one with middle school, high school, college students and adults to develop effective study skills, organizational strategies, and build their confidence as learners. Alison focuses on students who have anxiety, executive function, comprehension issues, and attention difficulties. She will partner with students and families to tailor interventions that best fit their unique strength and academic goals.




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.

VDabel photo Dr. Vanessa

Dr. Vanessa is a New York State licensed psychologist with a Ph.D. from the combined Counseling Psychology and School Psychology program at Florida State University. She also earned an M.A. in Developmental Psychology from Columbia University Teachers College and a B.A. in Psychology with a minor in Italian Studies from the University of Pennsylvania. Vanessa currently works in college counseling and supports students who present with psychological, behavioral, and socio-emotional difficulties. She also has experience utilizing evidence-based interventions to support children, adolescents, and adults with ADHD and other challenges that affect learning and development. Vanessa has administered psychological assessments, including conducting ADHD evaluations for college students and adults, and has served as an ADHD coach. She has also provided coaching and tutoring services in a range of subjects, including math, reading, and writing, as well as standardized test preparation. Vanessa is interested in supporting students who experience academic difficulties due to inattention and other factors that affect their executive functioning. She aims to help students tap into their strengths to experience more positive academic and developmental outcomes.

Lynne has a Master’s in Special Education for students in Kindergarten to Grade 6 from Brooklyn College.  She is currently working on her second Master’s Degree in Leadership and Administration at The College of St. Rose.  Lynne has been a Special Education teacher for six years. She has a great deal of experience working with students who have a variety of disorders, including Autism, ADHD, Oppositional Defiance, learning disabilities, language delays, and language disorders.  Lynne has also taught English Language Learners and has improved their knowledge of speaking, reading and writing the English language. She is bilingual and fluent in Arabic and English and is able to translate when necessary. During her time as a teacher, Lynne continues to support students in grades K-5 in English Language Arts, Math, Science, and Social Studies. Lynne specializes in math and has worked with students with math learning disabilities on several Math Curriculums (such as GoMath) from 1st-4th grades. She encourages multi-sensory math learning through manipulatives, anchors real-life connections and engages in interactive problem-solving. Through on-going assessments, Lynne sets individualized and continuous goals for all the students she works with. Lynne’s passion for teaching allows her to connect with each student and allow them to familiarize themselves with her teaching and expectations.  She thrives to empower students in becoming lifelong learners

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 through 6th-grade teacher and has been a self-contained bridge teacher for grades 3 through 5 for the last five years. She worked in a middle school teaching self-contained 6th grade math and taught ELA to 6 and 7th graders. 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.

Dr. Sheri Lederman is a New York Licensed Teacher and University Professor. She received her Doctorate of Education in human development and educational psychology from Hofstra University. She has an M.A. in elementary education from C.W. Post and a B.A. in psychology from Brandeis University. Dr. Sheri is a master educator with over two decades of teaching and tutoring experience working with students with academic, behavioral, and social/emotional challenges. She has extensive experience working with students who have learning difficulties (reading comprehension, dyslexia, writing and math), executive function weaknesses associated with Attention Deficit Disorder, Autism Spectrum Disorder, anxiety disorders, and weak social skills. Currently Dr. Sheri is a 4th-grade classroom teacher in a public school on Long Island. She is also a professor at Hofstra University where she teaches graduate level courses in child development and multicultural perspectives on learning.  Dr. Sheri researches and publishes academic articles that focus on the development and application of executive function and the association with academic achievement throughout childhood, adolescence, and young adulthood. She specializes in providing assessment and interventions that address the individual strengths and challenges of each student. Dr. Sheri believes that with effective strategies, skills, and developmentally appropriate support, every learner can experience academic and social/emotional success.



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.

Sonia is an elementary school teacher for the New York City Department of Education with New York State certifications in early childhood education, birth thru second grades, and special education for grades kindergarten thru 6th grades. Sonia has a masters in Early Childhood Education from City College of the City University of New York and a bachelor’s degree in Psychology from State University of New York at Stony Brook.  For the past 10 years, Sonia has been teaching in both general education and integrated co-teaching classrooms. Sonia works with children who have learning issues including those with autism, processing delays, ADD, ADHD, speech and language delays, and other learning disabilities.  She also works with English as a Second Language (ESL) students of varying ability levels. Currently, Sonia provides Academic Intervention Services (AIS) at a public school and helps struggling students meet and exceed the learning standards. She supplements the school curriculum with engaging lessons and materials for all types of learners and provides small group instruction both in and out of the classroom. Sonia improves her students’ reading and writing skills by incorporating kinesthetic, visual, auditory and tactile modalities depending on the child’s needs. For reading, she first assesses the child to see what strategy might work best such as inferencing, visualizing, synthesizing and focuses on reading comprehension and fluency. Sonia develops individualized reading plans for her students and helps with academic homework. She has seen tremendous success with her students in a one to one tutoring environment. Sonia is fluent in Portuguese and Spanish.

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.


Penny is a New York State licensed speech-language pathologist and holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA). She is also a certified and tenured Teacher of Students with Speech and Language Disabilities (TSSLD) in the New York City public school system. Penny received the NYC Department of Education’s Fellowship scholarship towards her masters of science in Speech and Language Pathology from Mercy College. She earned her bachelors of arts from CUNY Queens College in Linguistics & Communications Disorders, with a minor in Journalism and Pre-Med. Penny has been working as a school-based speech language therapist for the past 7 years in high school and middle school settings.

Her years of teaching in the middle and high school has equipped her with an in-depth experience and strategic plans for working with students across a range of language-based learning difficulties and ADHD related academic struggles – across the curriculum. Penny’s language therapy expertise focuses on helping those with language-based learning difficulties (all ages) including but not limited to: listening/reading comprehension, inferential/critical thinking, vocabulary development, phonological awareness, word recognition skills, decoding, grammar, sentence structure (syntax), and organizing the students’ ideas/thoughts.


Penny has also worked as a Special Education Coordinator for three consecutive years during her time working in a high school. Furthermore, Penny’s role as a previous Special Education Coordinator for an NYC public school granted extensive knowledge and leadership experience within the Department of Special Education’s protocols and policies. In this position, Penny was intricately involved throughout each student’s special education process and oversaw compliance of recommendations to ensure that each child received all of their rightfully bound services and support needed to fully participate and progress along the general education curriculum.


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.


Brittany is a New York State licensed special education teacher for grades 7-12 who has worked for the past five years in a Brooklyn public high school.  Throughout this time, she has primarily taught Chemistry and Physics in Integrated Co-teaching (ICT) classrooms for 9-12th graders.  She also has experience teaching English, Living Environment, Algebra 1, and Geometry, and is designing and leading an Architectural Drafting elective course this year.   She earned a B.S. from High Point University in Interior Design and completed coursework towards her Master’s in Architecture at University of Colorado -Denver before changing careers into education. She participated in the Teaching Fellows program and received her Master’s in Education from Long Island University-Brooklyn. Brittany has experience teaching students with varied learning and emotional needs, including ADHD, executive function disorders, limited English proficiency, speech-language disorders, dyslexia, and psychological disorders. She has served as the Science Department chair for the past two years and has advised a group of students for their entire high school careers, now supporting them with the college application process. Outside of the classroom, Brittany has participated in several week-long camping trips with ninth graders in upstate New York and has led a student group on a summer service-learning trip to Ecuador. Brittany strongly believes in the power of experiential learning to build students’ confidence that can then be transferred to the classroom.


Michelle is a learning specialist and New York State licensed language therapist. She earned a Master’s of Science in Speech-Language Pathology from Hunter College. Michelle holds a Certificate of Clinical Competence (CCC) from the American Speech-Language Hearing Association. She evaluates and treats children and adolescents with language-based learning disabilities, in the areas of reading, writing, and mathematics. In her role as a learning specialist and SLP, Michelle works with students who exhibit executive functioning delays, language-based learning disabilities, specific learning impairments, dyslexia, and ADHD. Through tutoring sessions, Michelle has successfully helped students in elementary school, middle school, and high school maximize their academic success by using strategies to improve organizational skills in reading and writing, memory, comprehension, and written/oral expression. Michelle strongly encourages collaboration with parents and other professionals on a student’s team to help each student reach his or her full potential. 


Tara is a National Board Certified Teacher–Exceptional Needs Specialist with over a decade of experience teaching students with learning difficulties, including executive function and self-regulation difficulty; inattention and hyperactivity; mild to moderate learning disabilities; and neurological differences, such as Social (Pragmatic) Communication Disorder and Asperger Syndrome. Tara is currently a head teacher at Mary McDowell Friends School and is the founder of Bodymind Learning. Tara earned her Master of Education degree in Curriculum and Instruction from the Pennsylvania State University. Additionally, she has Bachelor of Arts degrees in Exceptional Student Education/ESOL and Elementary Education/ESOL, and Interdisciplinary Humanities from the University of West Florida. Tara is NYSED licensed in Childhood Education 1-6, Students with Disabilities 1-6, and Students with Disabilities 7-12. Tara’s method combines traditional academic support with mindfulness practices. This equips students to develop increased confidence, resilience, and self-efficacy, while reducing anxiety. Tara specializes in writing, reading comprehension and fluency, study and research skills, executive functioning, and mental rehearsal. She enjoys working with students from upper elementary through high school.


Lindsey is a New York State licensed language therapist and learning specialist whose specializes in literacy. Lindsey completed his Masters of Science in Speech-Language Pathology at the University of Louisiana. Lindsey’s experience includes working with readers of all ages from K-12 in developing reading strategies to help his students become strong, confident, and successful readers. Having worked for the New York City Department of Education (DOE), Lindsey was experienced in helping students with ADHD, executive functioning disorder, learning disabilities, and language disorders overcome learning barriers by creating individualized strategies to the students he taught. In addition to working for the DOE, Lindsey acted as a reading specialist consultant with the Waldorf School. When working on literacy with his students, Lindsey models reading, writing, and organizational strategies and embeds coaching techniques custom tailored to his students’ learning needs. His students enjoy his enthusiasm, creativity, and engaging approach to literacy.  Lindsey is passionate about helping students, and he takes advantage of each student’s unique strengths and interests to make learning fun and successful.


Juliet is a math and science special needs educator for middle and high school students. For the past ten years in New York City schools, Juliet has been teaching 6th to 12th-grade students who have learning issues with dyslexia, anxiety, dyscalculia, ADHD, executive functioning difficulties, cerebral palsy, and autism. She was also a math and english language arts tutor for K to 9th-grade students at Kaplan’s annex, SCORE!.  Juliet teaches algebra I and II, geometry, chemistry, earth science, and SAT preparation. In her current position at the New York City Department of Education, Juliet is piloting an access program where students with severe physical and/or cognitive needs are integrated into a community school with the support of assistive technology, IEP services, and personalized instruction.  Her goal is for all students to have a sense of belonging in schools – academically, socially, emotionally and physically.  For a decade, Juliet has been sharing her passion for teaching math and science.  Highlights include starting an urban farming program with students in a Brooklyn school, presenting a lecture on expeditionary learning at Harvard University,  coaching science and math teachers at New York University and writing high school science curriculum for New York Sun Works. Juliet has a B.S. in economics from Vanderbilt University and an M.S. in math education from New York University.

Hee-Ra (Kristine)

Hee Ra (Kristine) Kang, M.S. CCC-SLP, TSSLD, ASHA certified, is a trilingual speech-language pathologist licensed in NY. She was born in South Korea and raised in Costa Rica (Pura Vida!); she speaks fluent English and Spanish, as well as proficient Korean. Kristine received her Master’s in Speech-Language Pathology from Columbia University, and a Bachelor’s from Binghamton University. Kristine has a decade of experience tutoring school-aged, undergraduate, and graduate students in writing, reading comprehension, and test prep (NYS English Language Arts Test, PSAT/SAT reading and writing portions). In addition, she currently works at a NYC ASD NEST program school, which serves students with ASD and typically developing students. Her caseload also consists of students with speech-language/developmental delays, ADHD, dyslexia, and learning differences. Kristine incorporates evidence-based methods in her tutoring sessions to meet her diverse student population’s needs. Kristine welcomes collaboration with families, teachers, and other health professionals.


Véra is a bilingual (Russian/English) New York State licensed language therapist with an M.S. in Communication Sciences from CUNY’s Hunter College and a Certificate of Clinical Competence from the American Speech and Hearing Association. Starting in NYC, Véra created and lead “Creative Dramatics” and “Literacy through Drama” workshops with over 150 students in several inner-city public schools. Since then she has worked internationally with kids of all ages and backgrounds, targeting various skillsets and special needs. Véra has over a decade of experience helping students (K-12) with learning disabilities, language disorders, executive function disorders, ADHD and numerous other cognitive and behavioral obstacles. Vera has expertise in reading and writing for all ages and math through 4th grade. She is Orton Gillingham trained.  Understanding that learning is most salient when a pupil is having fun, her individualized approach and customized sessions meet the student’s specific cognitive, behavioral, and motivational needs. Sharing her experience as a professional public speaker at a major broadcasting company helps Véra instill confidence, focus, and effective communication with her students.


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.

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.

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.


Alina is a learning specialist, New York State licensed Speech-Language Pathologist and certified Teacher of Students with Speech and Language Disabilities (TSSLD). She holds her Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association. Alina completed her Master’s of Science in Speech-Language Pathology at Brooklyn College. She received her Bachelor of Science in Speech-Language Pathology from Brooklyn College. Although she does not hold a bilingual extension, she is fluent in Russian and conversational in Spanish. In her role as a learning specialist and SLP, Alina works with executive functioning disabilities, language based learning disabilities, specific learning impairments, and ADHD, among others. Alina is passionate about literacy and has extensive experience in helping students in middle school, high school, and college maximize their potential by using strategies to improve their organization, regulation, memory, comprehension, written/oral expression and overall performance. She believes that all individuals can reach their full potential when provided with a multi-faceted, stimulating, challenging and relevant learning environment. Further, Alina collaborates with families and educators to empower all students to build confidence and independence across all domains of learning.

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.

Kristi is a tenured New York City Special Education teacher with 10 years of experience. She holds a masters in General Education and Special Education as well as a certification in Early Childhood Education. She also received extensive training in using Applied Behavioral Analysis (ABA) strategies to be an effective teacher for students with behavioral intervention needs. She has worked as a kindergarten through seventh grade teacher in both the self-contained and inclusion setting. While working with these various grades, she has helped students improve their reading skills, writing skills, as well as executive functioning skills. Kristi has taught students with a range of disabilities, including Learning Disabilities, Autism, Asperger’s, ADD, ADHD, Dyslexia, Emotional Disturbances, ESL/ENL, nonverbal learning disorders, processing delays, as well as speech and language impairments. Kristi provides professional development in ELA (English Language Arts) and has scored the New York State Common Core ELA state exam. Additionally, Kristi has been trained in Wilson’s Fundations approach for phonics instruction, as well as Teacher’s College which focus on Reading and Writing strategies. Currently, she is an ICT second grade teacher at an elementary school in Queens. Kristi believes that all children can achieve success. Her extensive experience as an educator gives her the ability to differentiate curriculum as well as find multiple and engaging ways to teach her students so that they grasp the concepts being taught.


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.