Our Tutors

Manhattan, Brooklyn, Queens, & Staten 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. Jaime

Dr. Jaime is currently completing a post-doctoral fellowship in Clinical Psychology at the Westchester Institute for Human Development, where she is also a trainee in Leadership and Education in Neurodevelopmental Disabilities (LEND).  She completed her Ph.D. in Clinical Psychology (Childhood track) with academic honors at St. John’s University, where she received training in the assessment, diagnosis, and treatment of psychological disorders. Prior to that, she graduated summa cum laude from New York University where she received her Bachelor of Arts in Psychology, with minors in Child & Adolescent Mental Health Studies, American Sign Language, and Business. Throughout her clinical training, she has provided inpatient, outpatient, and school-based psychological services to children from 4 to 18 years old with a wide range of presenting problems, including anxiety, depression, autism spectrum disorder, ADHD, learning disabilities, and behavioral and attentional issues. She has tutoring experience in a variety of subjects and is able to provide specialized support to children with executive functioning difficulties (e.g., planning, organization, time management). Dr. Jaime employs a strengths-based, individualized, multi-modal approach within a supportive environment in order to facilitate learning. She enjoys working with parents to provide them with strategies to best help their children in the home and to make learning fun.

Dr. Michelle Dr. Michelle

Dr. Michelle received highest honors while obtaining her Ph.D. in Clinical Psychology at The Chicago School of Professional Psychology. She has over ten years of clinical and educational experience working with children, adolescents, and adults as a therapist and learning specialist. Michelle has extensive experience working with students with autism, ADHD, emotional disturbances, and learning disabilities, and she has also worked with home-schooled students. She strongly believes in the whole-student approach, recognizing and understanding each student’s social, emotional, behavioral, and educational needs. She strives to create, implement, and modify instruction tailored to each student. Working with students of all ages, she specializes in the areas of executive functioning, reading comprehension and fluency, spelling skills, academic writing, and study skills. In addition, Michelle studied under a neuropsychologist in Los Angeles who conducted assessments for students with autism and ADHD. She has created behavioral and educational plans for classroom teachers, has taught parent education classes, supervised behavior interventionists and school staff, and served as an expert at Individual Educational Plan (IEP) meetings. She is trained in many evidence-based programs, including Lindamood Bell’s LiPs and VV, PACE, Rave-O, Woodin and Discover Math, and Step-up-to-Writing.

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. Sara Dr. Sara

Dr. Sara, Ph.D., is currently a professor at Hunter College, where she is a coordinator of a master’s program in learning disabilities. She lectures on the best practices in instructional interventions targeting reading, writing, mathematics, and organizational skills. Sara has numerous publications in reviewed journals, and she has authored chapters in several books, including Rime to Read: a Program for Beginning Readers. Sara has also presented at local and national conferences. Prior to earning her Ph.D. in Learning Disabilities from the University of Maryland in 2007, Sara was a learning specialist at the Sidwell Friends School in Washington, D.C. She also was the Director of Tutoring/Tutor Training at the Lab School of Washington for 8 years, and she was a teacher of students with learning differences in the instructional areas of reading, writing, and math for over ten years. Sara provides individualized instruction tailored to children’s specific academic needs and learning strengths and weaknesses. She creates a program that takes the child’s interests, learning style, and academic skills into consideration. Sara has tutored students of all ages from kindergarten to adults in the areas of reading, decoding, comprehension, fluency, and vocabulary, spelling, and academic writing. Sara has also prepared students to take standardized tests for entry into college and independent schools.

Dr. Anthony Dr. Anthony

Dr. Anthony is a licensed language therapist with over 12 years of experience working with children who have reading and writing difficulties. He is currently an assistant professor at Seton Hall University, where he runs a research lab exploring relationships between spoken language, reading, and writing. He has experience working with school-age children with a variety of learning differences, including students with central executive functioning weaknesses, and he values the unique challenges and triumphs each of these students demonstrates. Anthony has published several peer-reviewed journal articles and a book chapter, and he has presented at national conferences on reading and writing for children with learning difficulties. He holds the Certificate of Clinical Competence from the American Speech Language Hearing Association and is a member of the Society for Scientific Studies in Reading, International Reading Association, and the Society for Research on Educational Effectiveness. Anthony is a graduate of New York University (B.S.), Teachers College-Columbia University (M.S.), and Arizona State University (Ph.D.). Anthony offers student-centered learning techniques from a variety of disciplines to support children in achieving their academic potential.

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 Jacqueline

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.

Alex

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.

Zach Zach

Zach is a Ph.D. student in the child track of the Clinical Psychology program at CUNY, where he was also awarded a graduate teaching fellowship. Zach graduated from Hamilton College, where he majored in Comparative Literature and was captain of the tennis team, and earned a post-baccalaureate certificate in psychology from Columbia University. He has over six years of experience as a tutor, working with children and adolescents who have challenges with reading and writing, executive functioning, attention/concentration, and organization. He has also run after-school programs for third, fourth, and fifth graders at a New York City public school, and he has made numerous professional presentations in the field of child psychology. Having grown up in New York City, Zach is familiar with its rigorous school environments and the pressures that can accompany elementary, middle, and high school education.

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.

Samantha Samantha

Samantha earned a B.S. in Psychology from Lafayette College, with a focus on child and adolescent development, and a master’s in Mathematics Education from Brooklyn College. She has worked in New York City public and charter schools for the past 10 years, both as a math teacher and as an instructional coach. She is a math learning specialist and currently works with students of all ages to identify and support their individual educational needs, providing both remediation and enrichment in mathematics. Samantha provides tutoring for elementary school math, Pre-Algebra, Algebra, Geometry, Algebra 2, Trigonometry/Pre-calculus, and Calculus as well as test preparation for the SHSAT, ISEE, SSAT and the math components of the ACT and SAT. As a certified yoga and meditation teacher, Samantha helps her students address school- and test-related anxiety through techniques that draw upon these practices.

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.

Giselle Giselle

Giselle has worked with students with learning differences for the past 10 years in charter, public, and private schools in Rhode Island and New York City. She received a Master’s degree from Bank Street College of Education in Middle School Dual Language Education and Special Education. She has also taught and supported students in grades 2-12 and has taught at the graduate school level at Bank Street. Giselle has worked in inclusive and self-contained settings such as Mary McDowell Friends School in Brooklyn. Throughout her career, she has supported students who are recent immigrants learning English as a new language, as well as students with varying special needs, including auditory processing disorders, receptive and expressive language difficulties, autism, ADHD, and executive functioning issues. Giselle has been trained to use Orton-Gillingham, a multi-sensory reading program; Wilson Reading Systems; and Basic Writing Skills by Judith Hochman, a scaffolded approach to support writing development at all stages and in all content areas. Most recently, Giselle has also prepared 11th graders for the NYS ELA Regents exam. She considers tutoring to be a partnership in learning with each student. She believes tutoring is an opportunity to help develop students’ self-awareness around their learning style and strengths by exploring multiple modalities, structures, and strategies. Her goal is to provide individualized support to develop confidence and a love for learning in students.

 

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.

photo Cara

Cara has a bachelor’s degree in Elementary Education from Pace University and a master’s degree in Special Education from Fordham University. She has taught for four years at the Aaron School, a private special education school in Manhattan. Cara has experience teaching students in grades 1-11 in a variety of subjects, including Earth Science, English, writing, and math ranging from third grade to Pre-algebra. Cara is also trained in the Wilson Reading System and has tutored many students in academic subjects and executive functioning skills, such as planning and organization. She has also helped students improve their math skills, including recalling math facts, problem solving, building awareness of concepts, and following multi-step procedures. She has worked with students with language disorders, dyslexia, executive functioning issues, ADHD, and oppositional defiant disorder and with students on the autism spectrum. She encourages students to do their best by fostering their independence and taking into account each student’s unique development, performance, and interests. Cara truly enjoys opportunities to get to know each of her students and to develop plans to improve students’ academic abilities and self-esteem.

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.

Greg Greg

Greg is New York State certified teacher with 12 years of experience working with special education and mainstream students. He has a B.A. in History and M.A. in Special Education, both from American University. Greg currently works at the Aaron School, a special education school in Manhattan, where he teaches social studies, literacy skills, and executive functioning skills to high school students. Previously, he was a social studies teacher at the Association of Autistic Area Metro Children (AMAC), serving as lead teacher in an 11th and 12th grade American History class. He also formerly taught at Greenwich Village Middle School and at the upper school at Bay Ridge Preparatory School. At Bay Ridge Prep, Greg taught in the Bridge Program, a specially designed academic program for high-functioning students with learning differences for which he developed specialized curricula for history, English, and writing courses. Greg has experience tutoring students of all ages and grade levels, including students with dyslexia, language processing and comprehension issues, autism spectrum disorders, and executive functioning issues. Greg believes in the idea of multiple intelligences and the importance of teaching to the whole student. He understands the value of giving students a choice in how they display their knowledge to develop their confidence.

Sarah

Sarah has a B.A. in English Literature from the University of Maryland and an M.S. in Applied Educational Psychology from Northeastern University. She has worked with students ages pre-K through 12th Grade in New York City for 15 years. She was a founding staff member of the Broome Street Academy Charter High School, where she worked with a team to create a progressive and therapeutic model high school. Sarah has been a guidance counselor and Director of Social Services at both the high school and elementary levels. She tutors in executive functioning, development of concrete writing skills, and improvement in test-taking strategies and self-confidence. In addition, Sarah works with families through the middle, high school, and college application process and tutors for the SAT exam in writing. She is also a yoga instructor who sees clients individually and runs yoga retreats in the Pacific Northwest.

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

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.

Marie Marie

Marie holds a master’s degree in special education from Hunter College, where she specialized in learning disabilities. She earned a bachelor’s degree from St. Joseph’s College, where she majored in Child Studies with a concentration in speech-language pathology. She is licensed in New York State in both general and special education. Marie is presently working in a collaborative classroom setting in which both general and special education services are provided to a diverse group of learners. Her teaching experience in New York City public schools has allowed her to work with a broad range of students from Pre-K through 5th grade. She has worked with students with learning disabilities, ADHD, autism, and speech and language impairments. She has assisted students with skills deficits in areas such as expressive and receptive language, executive function, behavior modification, spatial/visual awareness, and working memory. In addition to her work in the classroom, Marie has provided remedial services and test preparation in mathematics to students ranging from third to tenth graders. She has helped students to improve a variety of math skills, including problem solving, recalling math facts, building awareness of concepts, following multi-step procedures, and learning algebra and geometry. It is Marie’s priority to create a learning climate that is supportive yet appropriately challenging. While she uses research-based methods and strategies, her teaching philosophy is also grounded in the belief that there is no set “formula” that works for every student. She enjoys opportunities to truly get to know and understand individual students’ needs and learning styles and to direct her instruction accordingly.

Susan

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 Anthony

Anthony developed his approach to education from his wide array of experiences. After spending his college years studying International Studies, languages, and journalism in Miami, Rio de Janeiro, and other cities around the world, he returned to his hometown of New York City to pursue a career in education. He was selected into the New York City Teaching Fellows program and began teaching Special Education at an elementary school on the Upper West Side of Manhattan. Since then, Anthony has worked to support all kinds of learners, socially, emotionally, and academically. He works with students in a way that takes into account environmental variables that affect their ability to learn new information. Anthony uses students’ kinesthetic awareness as a tool to access, process, construct, and recall information by using perceptual development activities such as Brain Gym, Sounds in Motion, and other programs. He has been trained in a variety of phonics and mathematics programs, including Words Their Way, Wilson, Mathematics in the City, Teachers College Readers and Writers Project, and Everyday Mathematics, among others. Currently, Anthony is a collaborative teacher in two early childhood classrooms in a progressive public school in Manhattan. Additionally, he is a fully licensed Prana Yoga teacher and is the English Language Learner liaison at his school. He has experience working with students with emotional disturbances, ADHD, executive function issues, and learning differences. Anthony holds a master’s in Teaching Children with Special Needs from City College and is dually certified in General and Special Education. He also supports advanced students with enrichment activities to deepen their understanding of concepts.

Cynthia Cynthia

Cynthia, a licensed teacher of mathematics and special education in New York City public schools for over a decade, holds a master’s degree in mathematics education from Brooklyn College. She currently works at Millennium Brooklyn High School in Park Slope, where she teaches Economics, Algebra 2/Trigonometry, and Physics. She has also taught mathematics in elementary and middle school and at the college level. As a New York City Teaching Fellow, she studied how people learn mathematics. Cynthia earned two bachelor’s degrees through the Honors College at Michigan State University in Business and in Advertising while also studying French. Through her work with students with high-functioning autism, executive function issues, ADHD, and other learning differences, Cynthia understands how to foster students’ independence and takes into account each student’s unique development, performance, and interests. She supplements her work with technology-based programs that students can use on their own, helping them work towards independence and a sense of mastery.

Arthur Arthur

Arthur has a master’s degree in middle and high school social studies from Lehman College and a bachelor’s degree in History from Plattsburgh State. He has taught social studies, math, and English at a special education private school in Manhattan in grades 4,5,8,9,10, and 11. Arthur has experience working with ADHD, high-functioning autism, executive functioning disorders, and dyslexia, as well as with students with anxiety, depression, and other emotional issues. For the past five years, he has tutored students ages 7 through 19. Arthur understands the importance of developing students’ skills as well as creating new opportunities for individual success. His professional development includes Wilson Reading, a program to increase decoding, phonetics, and expressive reading to students with learning difficulties. Arthur also taught in New Rochelle, New York, a diverse environment that gave him the opportunity to work with students with a variety of learning differences. In his work, he is attentive to students’ learning and emotional needs.

Laurie Laurie

Laurie has a bachelor’s degree in Speech-Language Pathology and Audiology from St. John’s University and a master’s in Speech-Language Pathology from Hofstra University. She holds a Teacher of Students with Speech and Language Disabilities certification, as well as both state and national certification as a speech-language pathologist. For four years, Laurie worked at a private practice serving children between the ages of 2-19 with speech difficulties; expressive and receptive language disorders; processing disorders; executive function disorder; and ADHD. Laurie currently works with students at a private Brooklyn high school, where she helps students improve their written language and executive functions skills, including in such areas as planning, organizing, time management, and note taking, among other skills. Laurie believes in taking a team approach to helping students with learning differences, and she works collaboratively with parents, teachers, students, and other professionals.

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 Cathy

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. This past summer she taught at the NYC Drake Bennett Summer School. Cathy is passionate about improving students’ academic abilities and self-esteem.

Andrea Andrea

Andrea is dual certified by New York State as a Literacy Specialist and Early Childhood/Elementary Education Teacher. She has a B.A. in English from SUNY Albany and earned two master’s degrees in literacy and in childhood/elementary education from Queens College, CUNY. For the past eight years, Andrea has worked as a Special Education Teacher Support Services (SETSS) provider, working with students in grades K-12 who have a variety of learning differences. Based on her student’s needs, her services have ranged from giving basic homework help in all subjects, to designing and implementing individualized literacy and math programs, to preparing students for a variety of New York State standardized tests. She was also a first grade reading teacher in Oceanside, New York, where for seven years she worked to build the literacy skills of her students. She also completed the coursework at the associate level in Orton-Gillingham reading programs and received training in Wilson Fundations. Andrea’s goal is to help her students attain the two most important ingredients in academic success: independence and confidence. During literacy instruction, she helps her students master a variety of decoding and comprehension strategies and to apply these strategies to better their understanding in all academic areas. To improve their writing, she gives students the opportunity to express themselves in different topics ranging from creative writing to writing based on reading. Her students also learn to improve their spelling and to edit their written work. In mathematics, she provides students with strategies to help them understand concepts, and she uses techniques such as manipulatives and reading comprehension strategies to help solve word problems. Through her work, she gives students the tools they need to help them achieve their academic potential.

Jules Jules

Jules, M.S., CCC-SLP, is a learning specialist, a New York State licensed language therapist, and Teacher of Students with Speech and Language Disabilities (TSSLD) who earned her B.A. in linguistics from McGill University and her Master of Science from Teachers College, Columbia University. At Columbia, she worked at the Neurocognition of Language Laboratory and learned about the importance of evidence-based practices. She strives to stay research-driven in her approach by attending professional conferences, and she has conducted research and presented at conferences on diverse educational topics, including bilingualism, linguistic and social development, cultural bias in testing, dyslexia, and assistive technology. Jules consistently designs individualized, engaging lessons that use her students’ interests and build on their strengths. She incorporates creative materials, technological tools, and learning strategy instruction to instill confidence in her students and maximize their academic progress. Jules has worked in New York City public schools, private schools, and clinics, where she has helped students of all ages, including individuals with autism spectrum disorders, language processing disorders, learning disabilities, dyslexia, and attention disorders. She has also done international outreach in Bolivia and Cambodia, where she worked in hospitals, schools, and orphanages to develop sustainable classroom modifications and communication tools to benefit local people. Jules values collaborating with parents and professionals to further facilitate the student’s academic development.

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.

Nicola has a bachelor’s degree in applied psychology from University College Cork and a master’s degree in educational psychology from the University of Limerick, along with a postgraduate certificate in teacher training from the University of Cumbria. She is a NY state-certified school psychologist and qualified teacher with nine years of experience supporting learners in Europe, the Middle East, and the United States. She has also worked as an inclusive education consultant in Thailand, specializing in teacher training and curriculum development. Currently, Nicola is working as a psychologist in the Lower East Side, where she conducts assessments and treats children and adults with learning, social-emotional, and behavioral difficulties. She has extensive experience applying evidence-based interventions to support students with ADHD, ASD, speech and language disorders, and specific learning difficulties in reading, writing and mathematics. As a learning specialist, Nicola adopts a student-centered approach to her work and appreciates the importance of developing a safe learning environment that supports the strengths and achievements of each learner.