Licensed in Students with Disabilities Grades 1-6
Licensed Special Educator
Master's in Language Pathology
Masters in Literacy
Masters in Special Education
Masters in Special Education
Masters in English Language Arts
Masters in Math Education
Masters in Teaching and Licensed Math Specialist
Masters in Special Education and Elementary Education
Masters in Secondary Mathematics Education
Masters in TESOL, NYS Certifications in ESL, Students with Disabilities and Elementary Education
Masters in School Counseling
Master's in Mathematics Education
MS in Adolescent Special Education
MS in Applied Educational Psychology
MS in Special Education
Masters in Psychology
Masters in Special Education
MS in Communications Sciences and Disorders
MS in Bilingual, Childhood and Special Education & Ed.M in Language and Literacy
M.S. in Childhood Education
Masters of Science in Cognitive Neuroscience
Rolando is originally from Spain and has lived in the US since 2004. He has over 15 years of teaching experience as well as coordinating Spanish language programs in New York. He has worked for the Education Office of Spain, implementing language lessons to Spanish heritage students. After two years in this role, Rolando started working for the United Nations International School for eleven years. During that time he taught at the elementary, middle, and high school levels. He was the Middle School Coordinator, founder, and leader of the Spanish Exchange Program, presenter of technology workshops, organizer of Language Festivals, editor of the Modern Language Department newsletter, and a member of the Curriculum committee. In 2019, Rolando worked at an elementary level in the Trinity School and since then he has been collaborating with a cohort of language teachers from the Dalton School, the Trinity School, and Saint David’s School. Lately, Rolando has worked with the program Primary Years Programme (PYP) in Pine Street School, which is an educational program managed by the International Baccalaureate (IB) for students aged 3 to 12. He taught various subject areas in Spanish such as Math and Humanities to 5th and 6th-grade students.
Tatiana is a certified teacher with over 7 years of experience in NYC schools. She graduated with honors from the University of Notre Dame and is a Teach for America alumna. During her time as a TFA corps member, she completed a Masters in Teaching from the Relay Graduate School of Education and holds a Professional Certificate in Childhood Education (grades 1-6).
Tatiana specializes in inquiry-based learning and constructivist teaching methods. She implements Universal Design for Learning (UDL) and Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategies in her lesson plans. She uses a Cognitively Guided Instruction (CGI) approach to teaching math that is rigorous and individualized to each student. Tatiana will incorporate various multi-sensory techniques, including the use of manipulatives, to develop conceptual understanding. She firmly believes that successful math instruction happens when teachers build on students innate number sense and curiosity, making math fun and accessible to all learners.
She currently works as an educational consultant for an ed-tech company specializing in virtual assessment and instruction. She coaches teachers and leaders on using data to drive instruction and best practices for effective differentiation, both in school and remotely. Prior to this, she taught 3rd-5th grade on the Upper West Side of Manhattan, then in Bed-Stuy, Brooklyn.
Tatiana has extensive experience with test prep material and is deeply familiar with New York State Standards, having had 100% of her students pass the NY State Math Test for four consecutive years, exceeding the statewide average by over 60%.
Megan is a fourth-year doctoral candidate in the Clinical Psychology child track at St.John’s University where she also received her M.A. in Psychology. She attended Boston College and graduated with her B.A. in Human Development and Communications. Mega has experience working with children adolescents in a variety of mental health settings including inpatient and outpatient treatment. Presently, she provides therapy and testing at the St. John’s University Seton Center for Psychological Services, as well as the Eating Disorders Day Treatment Program at Cohen Children’s Medical Center/Northwell Health.
Megan has worked as a tutor throughout her academic career and provides support to students, grades 1 thru college, who have ADHD/ADD, reading and writing disorders, and other learning differences. Currently, she provides services to children, adolescents, and young adults seeking help with reading comprehension, writing skills, study skills, test-taking strategies as we as coursework in English/Language Arts, Social Studies/History, and Psychology.
She also has experience teaching skills to adolescents with executive functioning deficits as well as anyone who would benefit from improved organizational skills (likely most of us!). Through her work with children and adolescents with ADHD, Megan recognizes the importance of using behavioral principles as a basis for understanding and managing undesirable behavior. Megan seeks to understand each of her clients well in order to personalize their experience to make it both effective and enjoyable. Each session, Megan hopes to engage her clients and empower them to learn and utilize their skills independently.
Khalilah is a current employee of the New York City Department of Education. She has earned an M.S. in Special Education from Pace University and she is also pursuing an additional Masters Degree in Instructional Technology from Touro College. Khalilah has many years of experience working in public and private schools working with students ages 8-21. Her experience ranges from working with students with severe brain injuries to students with mild to moderate executive functioning deficits and learning disabilities.
Khalilah has tutored students 1-on-1, provided total home instruction, and taught in 8:1:1 and also 12:1:1 classroom environments. She has worked with students diagnosed with ADHD, learning disabilities, language-based disabilities, hearing and visual impairments, autism, and intellectual disabilities. Khalilah performs educational assessments and designs an individualized curriculum for students with various learning differences, including visual and language-based challenges, ADHD, executive learning differences, traumatic brain injuries, and spectrum disorders.
Khalilah’s relationship with the student and family is her first priority, and she views her work in education as a duty to the community. Khalilah believes that learning should be fun and interesting to the child. Her teaching philosophies follow the Postmodernism and Progressivism approaches to teaching. The basic tenets of these philosophies believe that the child’s interest provides motivation for all the work; believes that cooperation between the school and home is necessary to meet the natural interests and activities of the child; focuses on the creative thinking of the child, individual differences, and the teacher’s role as a guide; and, believes that instead of transferring and reproducing a steady fact in the educational process, it should be considered an invention, innovation, and change.
Khalilah is currently a mentor for the Men Teach program. This program is geared toward mentoring and encouraging men, specifically men of color, on the art and science of teaching in the public school system. She is also a member of CCER, which is an acronym for Critically Conscious Teachers Rising, which aims to change systematic inequalities in the NYC Department of Education.
Khalilah helps students master reading comprehension, writing, study skills, comprehension of math concepts, and developing math skills. She also provides assistance with students’ executive functioning skills in a manner that they are able to understand and reason in a positive way. She strongly supports elementary and middle school math and science curricula and programs, specifically Next Generation Science Standards (NGSS).
Khalilah works with students in grades K-8 and teaches English Language Arts, Math, NGSS (elementary and middle school), and assists with conversational English.
Alan holds an M.B.A. from Stanford University and a B.A. from Wesleyan University, where he majored in English. After a six-year career as a reporter and foreign correspondent, Alan has spent two decades writing and directing feature films starring Danny Glover, Timothy Hutton, James Coburn, Virginia Madsen, Snoop Dogg, and others — while raising four college-bound children (Brandeis, Wesleyan, Mt. Holyoke and the University of Oregon). Though still an active filmmaker, Alan copes with empty-nest syndrome by coaching application essay writing. In the past three years, Alan’s students have been accepted to over 100 top colleges, medical schools, nursing programs, and business schools. Alan also coaches public speaking, which he finds remarkably similar to filmmaking. The common thread through all of Alan’s work is storytelling. He empowers his students to share their stories in their own unique voices. His coaching specialties are:
•Application Essays for College and Graduate Schools
Anne B. has 25 years of experience as a teacher of French language and literature in Paris (France). She received a master’s degree in French literature from the Sorbonne University (Paris IV) and completed a competitive Concours for national teaching certification. She has worked with children of all ages, including adolescents, and, over the years, she has developed many instructional approaches and the ability to adapt her methods to the individual learning needs and styles of her students.
Anne B. a 25 ans d’expérience en tant que professeur de Français (langue et littérature) à Paris (France). Elle a obtenu un Master en littérature française à l’université de Paris IV (Sorbonne) et elle est titulaire du Capes. Elle a travaillé avec des enfants de tous âges, y compris des adolescents. Au cours des années, elle a développé de nombreuses méthodes et approches pédagogiques et les a adaptées aux besoins spécifiques de ses élèves.
Margaret is a hard-working, patient, and kind educator. She has had the privilege for the past 28 years teaching many ages all skill levels. Margaret has had the privilege of teaching a variety of students and being a school administrator. She tutored students from elementary through adults, was an adjunct instructor at Union County College and Brookdale Community College, respectively, and taught adult GED courses, fundamental skills, and English as a Second Language. Also, she prepped students for the SAT, ACT, Regents, and Praxis tests.
With high school, college, and post-graduate students, she has focused on college readiness, workplace readiness, and financial literacy. For the past year, she initiated an internship program for high school seniors to provide them a minimum of 100 hours of onsite support in their chosen field. For the past four years, she worked with student interns, exposing them to all aspects of future professional responsibilities, and culminating in a research project or business plan. She partnered with Junior Achievement of NJ. Here she provided her high school juniors and seniors the opportunity to explore future careers with field trips to colleges and local businesses and projects in financial literacy and entrepreneurship based on their interests or problem they would like to solve. This past year, she completed a three-part, fifteen credit course at Rutgers University on Supply Chain Management. When the Covid19 caused school closures in March, she transitioned her student interns to complete assignments virtually, having conference calls or Zoom meetings daily to check in on progress, answer any questions, and share concerns.
Meghan O’Donnell is a NYS certified biology/general science teacher (7-12) with over nine years of teaching experience. She graduated from the University of Delaware with a Bachelor of Arts degree in Biology (and a minor in Spanish). After spending time volunteering in Paterson, New Jersey with Americorps, she went on to participate in the New York City Teaching Fellows program, simultaneously beginning her teaching career in the Bronx and studying her Masters in Science Education degree at Pace University. Meghan has experience teaching science to students from a wide variety of backgrounds and skill levels both in the NYCDOE and abroad in Mexico, including students with IEPs, English Language Learners, and gifted students. She has taught IB Biology, AP Biology, Living Environment, Environmental Science, Earth Science, Chemistry, and Physics, along with a variety of additional courses (Spanish, Math, History, and English). Through her teaching experience, Meghan has developed a strong rapport with her students, allowing her to better understand students’ interests, areas of strengths, and areas for improvement. Meghan believes that students learn best through classes that are individualized, hands-on, and inquiry-based. She loves providing students with the opportunity to play the role of scientists and build their knowledge first-hand through questioning and designing experiments.
Krystan is a licensed Special Education teacher for Grades 7-12. She has over five years’ experience in a middle school classroom as well as in an elementary school. She earned a Bachelor’s Degree in Psychology at Brooklyn College, as well as a Master’s Degree in Special Education. Krystan also holds a certification in Science. She is currently enrolled in a School Building & District Leadership Program at Touro College. Krystan is the lead Special Education teacher in her building and has worked diligently to develop a curriculum tailored to meet her students’ needs. She is familiar with IEP’s and how to develop strategies and implement modifications and accommodations to help students reach their academic goals. Krystan has experience teaching English Language Arts, Social Studies, and Biology to all middle school grades, as well as a Writing Workshop elective. Krystan has helped students in small group settings by giving students individualized attention to enhance their reading and writing skills. Krystan currently works in an Inclusive setting as well as a Self -Contained classroom. She has taught students with various Learning Disabilities, Speech/Language Impairments, ASD as well as ADD/ADHD. She has also worked with students diagnosed with various psychological disorders, executive function disorders as well as behavioral concerns. Throughout her teaching, she has learned to engage students through a multisensory approach to learning. She has had students with varied reading comprehension levels and has used techniques to help them become more fluent readers. She often uses formative and summative assessments in the classroom to monitor student progress. She has tutored students in preparation for the New York State English Language Arts Exam (grades 4-8) in a large group setting as well as one on one. Working in her schools after school program has given her the experience of assisting students to increase vocabulary, develop reading fluency and comprehension skills as well as utilize writing techniques to write at a grade-appropriate level. She utilizes techniques such as note-taking, highlighting, graphic organizers to develop writing and read for meaning. In preparation for state exams, she uses techniques such as the process of elimination, chunking the text, repetition of directions, and translating and breaking down common question types with students. She has graded the English Language Arts State Exam for the past three years for grades 6-8. She is well versed in the state rubrics and requirements for the test. Krystan often motivates students and praises them for achievements no matter how big or small. It is important for her to build students’ confidence levels and motivate them to succeed. She wants to help children feel safe and secure and create a welcoming environment where kids are more likely to take educational risks towards achieving their goals. She also wants to help students transition to work independently and advocate for themselves. She will work endlessly to ensure that her kids reach their goals and create an open line of communication with parents.
Mansi is a NYC independent school educator. She earned her Bachelor’s degree in Mathematics from University of Delhi and Master’s degree in Statistical Science from University College London, UK. She has ten years of tutoring experience and currently teaches middle school math at Convent of the Sacred Heart on the Upper East Side. Mansi coaches math at Prep for Prep where she assists the most promising students of color in NYC in gaining admissions into independent schools throughout the Northeast. Her previous experience includes preparing international students at the Lawrenceville School for the ISEE and SSAT Math Test. Mansi has experience in teaching upper elementary math, Pre-Algebra, and Algebra 1. She has expertise in incorporating visuals into her teaching including the Singapore Math approach. In addition, she supports students with learning disabilities including ADHD and Dyslexia as well as Executive Functioning issues using a variety of intervention strategies including explicit instruction, note-taking skills, and manipulatives. She strongly believes in the importance of developing a growth mindset as the key to mathematical success and lifelong learning.
Jessica is a Ph.D. candidate in Clinical Psychology at St. John’s University. She received her B.S. and M.A. in Psychology from Old Dominion University and St. John’s University, respectively. At Old Dominion University’s student success center, she tutored and was selected as the teaching assistant for the Quality Enhancement Plan to Improve Writing in the College of Sciences. Jessica has provided evidence-based psychotherapy and psychoeducational evaluations to children, adolescents, and adults in various settings, including St. John’s University Center for Psychological Services, Nassau University Medical Center, and Bio-Behavioral Institute. Jessica currently provides trauma-specific cognitive-behavioral therapies to families at Child HELP Partnership at St. John’s University.
Jessica works with adults and students, from elementary school through college. Her style is collaborative and evidence-based. She provides assessment and feedback, engages clients in goal-setting, and develops individualized intervention plans. Jessica uses visual progress monitoring to guide her work and aid clients in achieving their goals. Depending on the age and developmental level, she involves parents throughout the process and teaches the implementation of behavioral strategies to maximize success.
As an executive functioning coach, Jessica teaches skills of emotion regulation, organization, time management, task planning, prioritization, and self-reinforcement. She provides tutoring in English Language Arts, History, and Psychology. Jessica offers general study skills and helps students in scientific writing, research design, and data analyses. She considers underlying contributors to procrastination and low motivation and works with individuals who have ADHD, Obsessive-Compulsive Disorder, and anxiety and depressive disorders. Her combined clinical and academic background allows her to aid teens and young adults in transitions to higher levels of work.
Steven is a licensed, certified teacher in both New Jersey and Florida with specific certifications in Math, English, and History. He is also licensed K-8 in New Jersey. He possesses a bachelor’s degree in Education from Monmouth University inWest Long Branch, New Jersey, and is completing a master’s degree in Administration which was started at Florida State University in Boca Raton, Florida. Teaching for three years in New Jersey, he was responsible for 8th-grade math classes and self-contained 6th-grade classes. While in Florida, he specialized in AP Classes in Rogers Traditional Middle School in Ft. Lauderdale and Alternative Education classes for at-risk students in Sunrise Middle School, Sunrise Florida, over a five year period. Also while in Florida, he worked exclusively for the New York Yankees Baseball Team teaching during Spring Training. He also tutored a Hall of a Fame baseball player when he was younger.He also has financial expertise in commercial real estate banking. As the vice President of Major Lending at Shadow Lawn Bankhe oversaw and managed a $300 million dollar portfolio. At Rumson Fair Haven Bank, he was Vice President of Commercial Lending. He enjoys teaching financial literacy to his students.
Joy is a New York State certified Reading Teacher K-12, Elementary Education (Pre K, Kindergarten, Grades 1-6). English Grades 7-12, earning a Masters in the Art of Teaching, Masters of Fine Arts in Creative Writing, including Bachelor of Arts in English Literature from Manhattanville College. Also, recently receiving her Advanced Special Education certificate from Manhattanville College in Purchase, New York. In addition, she is a Wilson Dyslexic Practitioner (W.D.P) as well as receiving her TESOL certificate from Westchester Community College. Joy has always enjoyed teaching as a Literacy Specialist and found herself working to help students with significant reading delays and difficulties, e.g. dyslexia, students reading below grade level, and those struggling with comprehension. She works with various levels in schools grades K-12. As a lifelong learner and educator, Joy has completed course work in Secondary Education in English for Middle School and High School. Her knowledge of working with students with disabilities has been an asset to her teaching career.
Joy achieved the title of Certified Wilson Instructor in steps 1-6 in which she teaches her students the multi-steps of the Wilson Reading Program using the multi-sensory approach. Her creative ability in teaching literacy provides the students with transferable skills to help the reluctant reader to engage with the text as they become able readers and writers.
Joy is a dedicated, dynamic professional who cares deeply about her teaching, and the individual needs of each of her students. The work that she does inspires and changes the lives of her students every day through methods in response to literature. She especially enjoys instructing those students with disabilities; that has made all the difference. Joy has worked one-on-one with children who have been diagnosed with emotional and behavioral needs as well as learning disabilities. She has assisted children with executive functioning skills.
Joy is trained in phonics, spelling, and decoding skills along with handwriting with her younger students. She has also received training in the “Just Words” Wilson Program for the intermediate grades. When providing literacy instruction, Joy will specifically address the major areas of literacy: phonemic awareness, phonics, vocabulary, fluency, and reading comprehension. When providing math instruction, she will work on number concepts, basic computational skills, word problems, and use manipulatives for a hands-on approach. Joy knows that students learn in different ways and have different learning styles. Joy is a creative thinker who designs her lessons to fit the learner’s needs. Her specialized reading instruction helps to make the student feel confident and safe while building up his or her student’s self-esteem through her nurturing, patient nature, and style.
Brooke is a tutor and academic coach with extensive experience working with children and adolescents. Brooke is currently pursuing her doctoral degree in Clinical Child Psychology at St. John’s University and recently received her MA at St. John’s University. Brooke graduated with a BA in psychology from the University of Pennsylvania. She is a member of the Phi Beta Kappa society.
Brooke has intensive experience providing evidence-based academic interventions with a wide range of presenting problems. She has worked in school settings as a teacher, academic tutor, and behavioral specialist. She has also worked in clinic settings working with children with ADHD, Autism, executive functioning difficulties, and emotional disorders. Brooke collaborates and consults with parents, teachers, and providers to develop individual therapeutic, behavioral and academic plans.
Brooke currently works with students on organizational and executive functioning skills, study skills, test-taking strategies, college prep (resume production, interview preparation, personal statements) as well as select academic subjects including English and math. Brooke works with children, adolescents, and young adults. She uses evidence-based, behaviorally informed techniques to set her students up for success. Brooke also uses motivational, emotion-regulation, coping, and assertiveness training as necessary.
Brooke is committed to promoting social and emotional coping skills for children. She prioritizes creating a trusting, supportive relationship with her students and using strength-based approaches.
Patricia is a New York State licensed special education teacher for grades 7-12. She received a Bachelor of Science in Civil Engineering with a Minor in Mathematics from Manhattan College, and worked as a Civil Engineer for several years. Patricia began her teaching career at a private school teaching Chemistry (including Honors courses) and preparing students for the NYS Chemistry Regents exam. She participated in the Teaching Fellows program and began working as a special education teacher for students with varying abilities for the Department of Education. She received her Master of Arts in Secondary Special Education from Pace University. Patricia has taught a variety of subjects at the middle school and high school level and has worked with a diverse population of students in both inclusive and self-contained settings. She has worked with students with Autism Spectrum Disorder, ADD/ADHD, limited English proficiency, learning and intellectual disabilities, emotional disturbances, and speech and language processing disorders.
Patricia is skilled in working with students from 4-9th grade (including Algebra and Science). As a tutor, Patricia believes in incorporating visuals and real-world examples to make material relevant and attainable for all students. She uses collaborative activities and questioning and discussion techniques to aide in student engagement. She helps students in their organizational skills, time management, and study routines. She strongly believes in creating materials to meet the individual needs of every student.
Miles graduated cum laude from Harvard College with a degree in English. His poetry thesis, “The Candle is Forever Learning to Sing,” won several awards, including the David McCord Prize for unusual creative talent at Harvard College and the Lloyd McKim Garrison Prize for best poem by a Harvard undergraduate. As a senior in high school, Miles was chosen as one of five National Student Poets by the Library of Congress and traveled around the country advocating for creative writing and teaching workshops (and got to meet President Obama!).
In the course of writing everything from travel guidebooks to poetry to political campaign statements to PR copy, Miles has come to understand the drafting and editing process intimately. He was a guest instructor at the University of Iowa’s Between the Lines summer program for high school writers and has taught privately for more than two years.
As a tutor, Miles works with students grade 6 to adult and specializes in the following subjects: all genres and forms of writing, the college application process, humanities subjects (including AP tests), SAT/ACT, SSAT/ISEE/SHSAT, other standardized tests, English literature/language, study skills, and music. His application mentees have been accepted at Stanford, MIT-Sloan, University of Pittsburgh’s 8-year medical program, the London School of Economics, NYU, and the University of California Berkeley.
With a Postgraduate Diploma in Learning Support and Special Educational Needs and a Postgraduate Diploma in Education from Trinity College, Dublin, Ireland, Stephen worked for eight years as a special educator for a middle/high school in Dublin, Ireland. He taught one-on-one and with groups music to students aged twelve to eighteen years of age. Stephen then relocated to New York City and has spent the last four years working with elementary age students (K through 5) teaching ELA, reading, writing, math, science, social studies, and executive functioning skills in a therapeutic setting. He also has co-lead individual sessions, social skills, and playgroups with clinicians and psychologists. During this time, he also acted as a home tutor to students who were unable to attend school for differing reasons such as anxiety, and serious health impairments. He currently tutors to all learners. Stephen believes that through academic attainment, whatever that may look like, students will enhance social-emotional goals such as increased self-esteem, among others. Stephen’s secret ingredient is his passion for music. Stephen strives to promote student independence by creating an empowering strength-based, academic learning environment. For him, there is nothing more satisfying than helping students grow in confidence, whether it be academic, social/emotional, or otherwise to reach their full potential.
Masters of Science in Cognitive Neuroscience
Lilly is a learning specialist for children, teens, and adults. She has a Masters of Science in Cognitive Neuroscience from the University of College London and a Bachelor of Arts in Psychology with a minor in pre-medicine from Chapman University, California. She is also trained in Orton-Gillingham. During her time in London, she worked for the Neurology and Neurosurgery Hospital as part of a multidisciplinary team (neuropsychologist, speech and language therapist, nurses and occupational therapist).
Lilly has experience working with a diverse group of cultures from California to New York and Paris to London. She also has worked with all ages, with students with a variety of learning abilities and disorders, including teaching students with learning disabilities, ADHD, dyslexia, dyscalculia, dysgraphia, autism, and cerebral palsy.
Currently, Lilly tutors students of all ages from elementary through college level (K-16). She provides support for reading, writing, and math skills along with academic tutoring for English Language Arts, Social Sciences, Algebra, Trigonometry, Pre-calculus, Biology, Chemistry, Physics, Organic Chemistry, and Neuroscience.
Lilly incorporates teaching executive functioning skills to promote learning. She tailors her lessons as needed by including movement-based activities for younger kids to excel sheets and calendars for adults. It is her goal that all of her students gain academic confidence but also learn invaluable skills that they can push beyond the classroom.
M.S. in Childhood Education
After receiving her MBA in Human Resources, Carly knew she had to follow her passion for teaching students. She completed her Masters Degree at New York University in Childhood Education and has since taught at PS9 on The Upper West Side. She has had the privilege of working in general education, integrated co-teaching (ICT), and gifted and talented classrooms, collaborating with co-teachers, special education teachers, parents, the assessment team, and paraprofessionals to provide a diverse group of students with access to and success with the curriculum. She teaches English Language Learners and students with a variety of needs including: Speech and Language Impairments, Dyslexia, Learning Disabilities, ADHD, and Autism Spectrum Disorder. While at PS 9, she has also become certified in the Orton Gillingham Multisensory Approach of reading and writing instruction.
Carly provides tutoring and support for students in grades k to 8 in reading, writing, English Language Arts, and Math. She specializes in literacy support for struggling readers. She uses multiple systems including Orton Gillingham, Fountas and Pinnell, Words their Way, and a Teacher's College approach to learning. After strengthening a child's ability to decode words, she focuses on deeper comprehension of texts. She teaches both reading and writing skills through a combination of multi-sensory games, repetition, and sequential learning.
Carly takes a hands-on approach to teaching math, making sure the student remains engaged while learning the foundations. She incorporates EngageNY, Everyday Mathematics, TERC Investigations, number talks, and cognitively guided instruction (CGI) to develop an enriched math curriculum that provides entry points and extensions to all students. Along with test-prep strategies, she also serves as an intervention specialist, breaking down difficult concepts to make them easier for students to grasp. Carly tutors both pre-Algebra and Algebra.
Carly provides students K to 8 with strategies and skills for studying, test taking, active listening, note-taking, and memorization. She coaches students who need help with executive functioning skills including planning, organizing, time management across academics. Carly is also experienced in preparing students for the NYS ELA and math exams.
For all her students, Carly does an initial assessment and then develops a comprehensive, personalized and effective plan.
MS in Bilingual, Childhood and Special Education & Ed.M in Language and Literacy
Maria, M.S. Ed., Ed. M. is currently a Learning Specialist at a New York City independent school. She received her B.A. in Sociology from Mount Holyoke College. After college, she received a New York City Teaching Fellowship, which allowed her to become a certified teacher while simultaneously earning her Master’s degree in Bilingual, Childhood, and Special Education. Maria earned a Master’s degree in Language and Literacy from Harvard, after realizing she needed the skills to give her students the gift of literacy. She has been working in the field of education in the past decade – as a researcher, learning specialist, private tutor, and educational consultant. In her career, Maria has been involved in a variety of research projects and presented at conferences on topics having to do with trauma-informed teaching, bilingualism, and dyslexia. Maria is a practitioner of structured literacy who provides multisensory tutoring across different subject areas. She tutors academic subjects to middle and high school students including ELA (3-Adult); Science (3-12); Math (3-9); History (3-Adult); Spanish (K-Adult); and French (K-12) She also has vast experience and a track record of success in preparing students for the 3rd to 8th grade state tests and ISEE, SSAT, and SHSAT exams. As a learning specialist, Maria's primary goal is always to find out what students strengths and weaknesses are, in order to develop a plan that makes the most sense for each individual student. Maria enjoys working with students of all ages and specializes in test preparation for all students, with a keen focus on test preparation skills for diverse learners.
MS in Communications Sciences and Disorders
Ayodele is a 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. Ayodele completed her Master of Science in Communications Sciences and Disorders at Howard University in Washington, DC. Ayodele s experience includes working over 10 years in NYC s Early Intervention Program for children ages birth-3, school-age (elementary, middle school, and high school), multiple handicapped, learning disabled, ADHD, and geriatric populations. She also has advanced training in LIPS Lindamoode Phonological Sequencing, Lively Letters, PECS, and Visualizing and Verbalizing
Ayodele s niche is working with learners of all ages who present with executive function weaknesses such as working memory and impulse control. In addition, she has expertise in increasing students’ literacy skills. She has given students strategies to improve their reading by working addressing decoding and comprehension skills. Also, she offers assistance with vocabulary expansion and improving written language skills. Ayodele tutors students grades K to 12, college students and adults in History, English Language Arts, Reading Comprehension, Decoding, Vocabulary expansion, Writing skills, Organization, Executive Functioning skills, and Verbal Expression. She has helped prepare students for the NYS ELA exams. She is passionate about helping children succeed and become lifelong learners.
Dr. Annalisa holds a doctorate in Literacy from St. John's University. She received her B.A. in Italian Studies from the prestigious Macaulay Honors College at CUNY, as well as a Masters in Education in Curriculum and Instruction & TESOL. Dr. Annalisa is a NYS certified teacher of Italian and has worked with CUNY and the NYCDOE for over 9 years. She specializes in all areas of literacy from grades K-12+ and also enjoys fostering literacy skills through the instruction of additional languages.
Dr. Annalisa has worked for over 10 years to help struggling readers and writers blossom into confident learners. She specializes in working with learners with specific disabilities in reading, writing and processing and uses evidence-based methods such as Orton-Gillingham, Preventing Academic Failure (PAF) and the Hochman Method to provide actionable solutions for the needs unique to each learner. Annalisa also specializes in Executive Function and self-regulation skill building. She understands the value of the individuality of every learner and takes pride and care in her ability to tailor instruction in order to provide results that are more far-reaching than academic success alone.
Annalisa is an associate member of the Association of Educational Therapists (AET) and is currently pursuing full board certification. Her work on content-area reading skills in a new language was advancement in the field of Second Language Acquisition and content area/disciplinary literacy.
Annalisa was a nominee for the International Literacy Association s 2018 30 under 30 and has published articles in several edited volumes as well as in The Oklahoma Reader. She recently received the 2019 Outstanding Author Contribution award from Emerald Press, for her article entitled Disruptive Innovations for Teacher Education. She has also created materials for two of Wiley Publishing's most important Italian textbooks, Crescendo! and Parliamo Italiano! As a doctoral fellow, Annalisa assisted in the development of graduate- level courses in literacy research at St. John's University.
Annalisa has also taught US history and IB 20th Century World History to a diverse body of learners, from gifted and talented to ICT/ special needs. She assisted in NYS Regents Exam preparation and one-on-one tutoring for Global Studies and US History, as well as exam preparation for the IB History Examination.
Caitlin is a New York State licensed special education teacher (grades 1- 6) and teaches middle school students at NYC Department of Education. Caitlin teaches Math in an Integrated Co-teaching (ICT) classroom for grades 6 8 as well as in a Self-Contained (12:1:1) classroom for grades 6 & 7. She also has experience teaching 6th grade science. Recently, Caitlin just went through the Algebra for All training that prepares students to take the Algebra regents in 8th grade. Caitlin has a Bachelor's degree in Special Education from the University of Arizona and a M.S. in Education with a degree to Teach English to Speakers of Other Languages (TESOL) from Queens College.
Caitlin has experience teaching students with varied learning and emotional needs, including ADD/ADHD, Autism, Emotional Disturbance, Dyslexia, Speech-Language disorders and students with limited English proficiency. As a tutor, Caitlin supports elementary and middle school students with their math skills and also works with 8th and 9th graders with Algebra. She prepares all students for the NYS math exams.
Caitlin implements differentiated teaching strategies from a variety of curriculum that allows each learner to have positive outcomes. She understands that every learner is unique and believes all students are capable of success.
Victoria has seven years of special education teaching experience in New York City independent schools. She earned a Bachelor’s degree in History and Social Studies Education 7-12 from the State University of New York College at Cortland and a Master's Degree in Special Education 5-12 from Concordia University. She spent the majority of her teaching career at the IDEAL School of Manhattan where she was a Learning Specialist and taught numerous history, English, government, and economics courses. Currently, she works as a Learning Specialist at Poly Prep Country Day School where she works with middle and high schoolers. In this role, she works with students on executive functioning, study skills, time management skills, and assists them academically in all subjects. Additionally, Victoria teaches reading comprehension, writing, test-taking strategies, and math skills. She has taught students, grades 5 – 12, with a range of disabilities, including learning disabilities, dyslexia, autism, ADHD, and speech and language impairments. Throughout her career, she has helped students prepare for various exams such as the Regents, ACT, SAT, ERB, and other standardized tests. Victoria is passionate about inclusivity and enjoys getting to know her students as individuals.
Masters in Special Education
Gillian is a learning specialist with extensive experience working with students with emotional disabilities, ADHD, Autism, speech and language disorders, intellectual disabilities, and specific learning disabilities. She received a Master's Degree in Special Education from Queens College, City University of New York where she studied moderate disabilities and a Bachelor's Degree in Education with a focus in mathematics from the State University of New York at New Paltz. At SUNY, she played Division 3 softball for the New Paltz Hawks entering the SUNYAC Championship in 2010 and ranked one of the top 10 pitchers of Long Island with All County and All Conference awards.
Gillian has been working as a Special Education math teacher for the New York City Department of Education for the past 4 years. At her school, She was elected by her colleagues and administrators to work as the IEP Liaison. She works with teachers on improving their IEP writing and differentiating their instructional objectives in the classroom to best fit the needs of individual students. Gillian currently teaches math to middle school students, grades 5 to 8, including algebra, geometry, statistics, probability, functions, equations, and proportional relationships. In addition, she teaches the Saturday Academy at her school and prepares students for their NYS Math Assessment. She also runs the Homework Help in the mornings to assist students of all grades and in all subject areas. Students receive 1:1 explicit instruction for 30 minutes to help them with any subject or assignment they are struggling with. As a tutor, Gillian also tutors elementary subject areas including English Language Arts, Science, Social Studies, and of course, Math.
Gillian is passionate about what she does. As an educator, her biggest goal is to help students with disabilities realize that they too can pursue their dreams just like everyone else. She prepares her students for adulthood both academically and socially, and helps them build confidence and self sufficiency.
Masters in Psychology
Giulia, M.A., is a Ph.D. Candidate in Clinical Psychology (Health Emphasis), with a focus in Neuropsychology at Ferkauf Graduate School of Psychology Yeshiva University. She previously received an M.A. in Psychology from New York University. She earned her Bachelor of Arts degree, with double majors in Psychology and Spanish, from Wake Forest University. Giulia is tri-lingual as she is a native Italian speaker and has advanced professional proficiency in Spanish. Giulia is currently working at Columbia University Medical Center, conducting multilingual neuropsychological assessments (English/Spanish) in both pediatric and adult populations suffering from various neuromedical disorders. She is also conducting psychoeducational assessments for elementary school and middle school children applying to private schools across NYC. She previously trained at Montefiore Medical Center, as a Leadership Education in Neurodevelopmental Disabilities fellow, conducting individual therapy sessions and psychoeducational assessments with individuals suffering from various neurodevelopmental disorders and learning disabilities. Giulia has experience working with students of various ages, teaching an undergraduate psychology recitation as well as tutoring one-on-one. While at Wake Forest, she became a certified College Reading & Learning Association tutor, tutoring students individually in psychology and foreign language courses as well as overall study skills. In addition to working with individuals with learning disabilities and ADHD, Giulia has experience working with individuals with anxiety and mood disorders as well as other executive functioning difficulties. She has extensive experience with executive functioning coaching with clients of all ages, helping address concerns with organizational skills, planning, multitasking, keeping track of deadlines, and time management. She also tutors students (elementary school to adults) in foreign languages (Italian, Spanish), study skills, and test-taking strategies. Giulia is passionate about understanding each client's specific needs, and customizing an empirically-based program utilizing the client's strengths to successfully achieve his/her goals.
Mabel is a well-rounded, experienced, and empathetic special education New York City Public School teacher. She has a Master's degree in Education from Long Island University as well as a Master's degree in Public Administration from Stony Brook University. With over ten years of teaching and tutoring experience, Mabel is comfortable serving all student populations, grades 1 -12, including students with disabilities. She has experience teaching children, adolescents and adults with Autism Spectrum Disorder, Asperger’s, ADHD/ADD, emotional disturbance, processing disorders, anxiety, executive function disorders, limited English proficiency, interrupted formal education, and other learning differences. As a professional dedicated to improving student achievement, she recognizes the importance of setting high standards, building rapport with students and families, and developing targeted strategies that will build upon student strengths while bridging gaps in student learning.
Mabel tutors many subjects across the elementary and middle school curriculum including Math, English Language Arts, Spanish and General Science. For High School students, she teaches Introductory Algebra, American History, Global History, Living Environment, Chemistry, Earth Science, English Language Arts and Spanish. Tutoring sessions will include the use of manipulatives, technology, and project-based learning to engage students in the content. Mabel also works on strategies to improve reading comprehension, analysis skills, and number sense. Teaching science is a content specialty for Mabel. She enjoys allowing the student to apply principles in science through hands-on kinesthetic activities such as making their own polymer and even ice cream to apply topics learned in Chemistry. Mabel prepares students for the New York State Regents exams as well as state tests for students in third through 8th grade. Adults who need to prepare for the TASC exam may also reach out to Mabel for services.
Dr. Nikki is a New York State Certified School Psychologist and a New York State Licensed Psychologist. She works with students of all ages and she has extensive experience working with middle school and high school students. She works with a variety of different populations, including individuals with learning disabilities, ADHD, Autism Spectrum Disorder, audio processing difficulties, anxiety and depression, as well as individuals without disabilities who need extra support. Dr. Nikki specializes in providing executive functioning coaching and interventions to middle school students, high school students, and adults. She has experience helping students improve their study skills, time management, organization, sustained attention, homework completion and test taking skills, while also decreasing their procrastination, careless errors and test anxiety. She provides executive functioning interventions and services that are tailored to the specific needs of each student, and helps students identify and utilize relevant assistive technology. Dr. Nikki also specializes in providing tutoring services to elementary and middle school students who are struggling with math, science or history. She provides one on one instruction to help students learn, master and apply academic skills and information.
Dr. Nikki has a Ph.D. in School Psychology from Fordham University. She has received comprehensive training in the assessment, diagnosis and treatment of learning and behavioral disorders. She has worked as a school psychologist in multiple schools in New York City and Westchester County, as well as in day treatment and residential programs. As a school psychologist, she has had extensive experience providing academic and executive functioning services to children, adolescents, and young adults, as well as implementing interventions in school and home settings. Before becoming a school psychologist, she worked as a researcher at SUNY Albany, Long Island Jewish Medical Center, and Fordham University. She worked on studies that investigated effective treatments for children with ADHD, mood disorders and Autism Spectrum Disorder. As a research coordinator, she had the opportunity to work with several experts in the field and she gained an in-depth understanding of the significant impact that disabilities can have on school performance, daily functioning, and well-being.
Dr. Netta has a Ph.D. in counseling psychology from Lehigh University, where she also received her M.Ed. in Counseling and Human Services. Currently, she works as a psychologist at Columbia University's Counseling and Psychological Services where she treats undergraduate and graduate students with individual and group psychotherapy. Her specialty areas are early childhood development, parent-child relationships, and mood disorders.
Netta graduated from the State University of New York at Geneseo in 2013 with a BA in Psychology and a minor in Human Development. She has worked across various settings, such as university counseling centers, hospitals, schools, and community agencies, providing individual and group therapy, as well as neuropsychological assessments for children and adults (ages 0-65).
For the last six years, she has worked with children, adolescents, and adults with learning disabilities, including ADHD, Autism Spectrum Disorder, and individuals with executive functioning issues like difficulties processing, organizing, time planning, decision-making, and sustaining attention. In addition, she helps students with their writing, reading, and study skills. Using cognitive and behavioral approaches, she has instructed clients in strategies related to attention regulation, time management, prioritizing, and avoiding distractions in academic settings and in activities of daily life. Given her clinical focus within university settings in her career, Netta can pay specific attention to transitional phases (changing schools, applying and starting college or graduate school, applying for internships and employment), functioning within specific courses, and making career/vocational decisions. She can aid with college essays and test preparation (SAT verbal, GRE verbal reasoning, and the middle school SSAT). She tries to understand how a students feelings and self-efficacy may impact their academic and interpersonal (i.e., peer relationships and family) functioning.
Additionally, she has experience consulting in order to aid clients in acquiring appropriate accommodations within academic settings, such as extended testing time, accommodated testing spaces, and room assignment changes. Netta uses a strength-based approach, which highlights mutual goals, regular review of progress on goals, and encouragement of new achievement and skills. She also tries to get to know the student well and be considerate of their cultural and family background when developing treatment plans. She also would be happy to collaborate with parents and/or guardians to formulate the most optimal plans. She speaks Hebrew fluently.
MS in Special Education
McEdwin earned his Master's Degree in Special Education from Pace University where he currently serves as a graduate school level Professor of Education. McEdwin holds a Master's of Divinity in Biblical Theology with a concentration in Greek and a Bachelor's of Science in Business Management and Finance. McEdwin is a certified special education teacher (grades 7-12) and currently teaches secondary education at Brooklyn Transition Center. He teaches English Language Arts (ELA) in both departmentalized classes and self-contained settings. McEdwin serves as the curriculum writer for the school s literacy program. He's passionate about making literacy accessible for all students. He also facilitates workshops for the NYS Council for Exceptional Children.
McEdwin has experience working with adolescents with a range of disabilities including autism, ADHD/ADD, oppositional defiant disorder, emotional disturbance, other behavioral issues along with speech and language impairments. McEdwin tutors students who need support with writing skills (grades 4-12), reading comprehension (grades 4-12), ELA (grades 6-12), US History and Global History (grades 9-12) and test prep for the English and US History Regents. As a tutor, he believes it's important to individualize learning and assessments and tailor sessions to a student's individual needs. He is also an executive function coach for middle and high school students and helps them organize their thoughts and physical environments in order to maximize effectiveness. He equips students with the tools needed to take a large task and break it down into smaller more manageable tasks
As a teacher and tutor, McEdwin teaches students different strategies to enhance written expression, reading comprehension, fluency skills, behavioral regulation and executive functioning skills. His goal is to support students who have challenges that may affect their executive functioning. He firmly believes that all students have the capacity to learn and he uses each student's unique strengths and interests to enhance their learning process.
Tucker, M.S., is a doctoral candidate in the Clinical Psychology Doctoral Program (Psy.D.) at LIU Post. He received his B.S. in Psychology with a Neural and Behavioral Sciences Concentration from Haverford College. Tucker is currently training in the ADHD Across the Lifespan track in Developmental and Pediatric Services unit at the Cohen Children s Medical Center. Tucker previously completed training at the Montefiore Medical Center, Child Outpatient Psychiatry Department, where he used a multifaceted approach to improving executive functioning skills. Tucker's clients range from elementary school children through young adulthood, with treatment addressing a variety of disorders, including ADHD, Oppositional Defiant Disorder, anxiety disorders, mood disorders, and language processing disorders. Tucker also has a history of administering and interpreting the neuropsychological assessments used to measure executive functioning skills for 504 and IEP plans.
Tucker is practiced in evidence-based interventions addressing various areas including time management, information retention, decreasing procrastination, organizational skills, and impulse control. These strategies are grounded in a strengths-based approach before individuals tackle their unique areas for growth. For younger children, Tucker is effective in collaborating with parents and schools to design and implement effective behavior plans. Tucker is passionate about building the relationships that facilitate growth in these areas, and he is driven to deliver coaching that supports confidence and competence.
Olga is a Ph.D. candidate in Clinical Psychology (child track) at St. John's University, where she also received her M.A. in Psychology. She earned her Bachelor of Arts degree in Psychology, with a minor in English, from Hunter College, CUNY. Currently, Olga provides psychotherapy and conducts psychological and psychoeducational assessments at St. John's University and New York-Presbyterian/Weill Cornell, and works with children, adolescents, and adults with a variety of diagnoses including ADHD, OCD, Anxiety, Depression, Autism Spectrum Disorder, Tourette's Syndrome, and learning and executive functioning difficulties.
Olga has been tutoring students of all ages with learning differences for 10 years. She provides support for elementary, middle and high school students, college students, and adults in reading comprehension, writing, study skills, test-taking strategies along with their studies in English Language Arts, Social Studies and American History. She tutors elementary students in science and mathematics (up to 5th grade).Olga is also an executive functioning skills coach for students all ages, with and without ADHD. She helps with organizational systems, time management, and planning strategies for academic studies and daily life activities.
Olga also has experience working with adolescents during times of transition (changing schools, applying to and starting college, etc.) and works with college students and adults in supporting occupational functioning (job and internship applications, interviewing skills, skills of daily living). She tailors and customizes evidence-based approaches for each session based on a thorough understanding of each person s areas of strengths and needs. Olga's goal is to equip individuals with the tools and strategies they need to be successful, independent learners with a sense of self-efficacy, and to make the learning process fun, engaging and enjoyable.
MS in Applied Educational Psychology
Sarah has over 15 years of experience working with teenagers in New York City. Through her work as Guidance Counselor, Mindfulness Educator, Director of Guidance, Social Work and Social Services as well as through her private work as Executive Function Coach, SAT Tutor and Independent College Advisor, Sarah has supported young people through the emotions and responsibilities of growing up in a world that moves quickly, expects much and is often unknown. Her knack for speaking the language of teenagers and parents helps bridge the communication gap between the two to empower young people to find their own voice, break down tasks into manageable pieces, and harness their incredible talents to build confidence and move from good to great.
Sarah is a School Counselor at Stuyvesant High School, and received her M.S. in Applied Educational Psychology from Northeastern University. She works with students from 7th grade to college level with ADD, ADHD, Executive Function weaknesses and who need general support organizing, addressing test anxiety, who struggle in reading, writing, history and study strategies. She prepares students for both the SHSAT, ISEE and SAT Verbal exams as well as does Independent College Advising, from choosing appropriate schools to college (and high school) application support.
As an Executive Function Coach, Sarah works with grades 7-adult to help organize people, manage their study or work spaces, effectively prioritize and find ways to break down large tasks into much more manageable small pieces, and hold them accountable to finish what they start. She communicates with classroom teachers as needed to provide the wrap around support that scholars need to succeed. She is also a certified yoga and meditation instructor, and uses mindfulness in her sessions to address test anxiety and help students tackle problems effectively.
MS in Adolescent Special Education
Alissa has a Master’s degree in Adolescent Special Education from Pace University and a Bachelor’s degree in Biology with a minor in English Language Arts from St. Francis College. She is a currently teaching for the NYC Department of Education supporting students who have learning differences with their academic studies and preparation for the TASC exam, previously known as the GED/high school equivalency exam. For over 12 years, Alissa has been working with special needs students in both inclusion and co-teaching settings. She has experience with students who have ADHD/ADD and executive functioning, reading disorders, dyslexia, dysgraphia, math disorders, dyscalculia, Autism, and other learning disabilities. Alissa has experience as a curriculum writer for the science department revising both the Living Environment and Earth Science courses to fit the needs of the district’s student population. She also facilitated Math and English Language Arts (ELA) professional development workshops for special education teachers. Alissa teaches and tutors middle and high school students in all levels of Math, the Sciences, Social Studies, and ELA. She teaches test-taking strategies and prepares students for NYS exams at the middle and high school level. Alissa has worked with after-school organizations to tutor students for Regents based exams as well as SAT preparation. Based on individual student’s needs, she uses a variety of hands-on and inquiry-based learning, multi-sensory methods, multi-media, manipulatives, and critical thinking activities for engaging students in content and skill building. Alissa enjoys bridging the classroom to the real world and encouraging life long learning and confidence in her students.
Felicia is a Clinical Psychology Ph.D. Candidate at Long Island University, Brooklyn. She received her M.A. from Columbia University Teachers College and B.A. from Rutgers University. She has been working in a therapeutic capacity with children, adolescents, and adults for over six years. She teaches undergraduate psychology courses at Long Island University and taught an executive functioning skills course at the Fountain House College Re-Entry Program. Her clinical experience treating ADHD, anxiety, depression, and PTSD informs her open-minded teaching style. She trained at Mount Sinai Division for ADHD, Learning Disabilities and Related Disorders to treat a range of executive functioning difficulties. She is available for tutoring as well as executive function coaching for individuals of all ages. She tutors in English Language Arts, Social Studies, History, Psychology and French Language through 12th grade as well as college-level writing, test-taking, and research skills. Felicia is passionate about working collaboratively with students to help them build upon their strengths and develop individualized strategies to overcome challenges.
Master's in Mathematics Education
Daniel has a master's in mathematics education from Bard College. He received a Bachelor of Science degree in mathematics from the University of Rochester.
He is currently pursuing a Master’s degree in Data Science from The Graduate Center of the City University of New York. For seven years, Daniel taught math to high school students and adult learners. He teaches Algebra, Geometry, Algebra II, Statistics, Calculus, and Computer Programming. He also tutors students to prepare for all NYS Math Regents, PSAT, SAT, and GRE exams. In addition, he works with students to develop literacy and research skills. In all subjects, he believes it’s important to develop conceptual fluency, as well as procedural. Daniel also has extensive experience working with English Language Learners and students with disabilities including developmental delays, ADHD, ADD, anxiety, dyslexia, dyscalculia, oppositional defiant disorder, and challenges with executive functioning. Overall, he works in partnership with students to build their confidence and self-sufficiency.
Masters in School Counseling
Laurie has a B.A. in Communications from SUNY New Paltz and an M.S. in School Counseling for grades K-12 from New York Institute of Technology. She specialized in using cognitive behavioral approaches to help students in grades 6-12, as well as college students, with executive functioning, time management, study skills, and social-emotional concerns that interfere with academics. Laurie has been a school counselor and intern at Stuyvesant High School in Manhattan, and New Heights Middle School in Brooklyn, as well as a volunteer tutor and college prep coach at several high schools across Brooklyn and Manhattan. She has helped students to develop strategies for managing ADHD, anxiety, or depression, and has supported students struggling with school refusal, and academic motivation. Her approach also encourages goal-setting and relationship building for the development of self-advocacy skills, which also boosts students confidence in their ability to succeed. Laurie tutors students in grades 6-8 in ELA, writing, and math, and assists high school students with writing, algebra, and geometry to prepare for unit tests and NY State Regents Exams. She is experienced with SAT test-taking strategies, and preparing students for the math, reading, and writing sections through a combination of skill and confidence building.
Masters in TESOL, NYS Certifications in ESL, Students with Disabilities and Elementary Education
Maggi has a Bachelor’s degree in Elementary Education from SUNY College at Oneonta and a Masters degree in TESOL (Teaching English to Students of Other Languages) from SUNY Albany. She is a multi-certified teacher with over 20 years experience teaching students, grades K to 5, in New York City schools. Maggi teaches in general education classes as well as in integrated co-teaching classes as the special education provider. She has experience teaching students with learning issues including ADD, ADHD, Dyslexia, and processing issues.
Maggi also has ten years of experience as an English as a second language (ESL) teacher. In this role, she has successfully worked with a variety of learners with language acquisition needs as well as reading deficiencies. As a literacy expert, Maggi believes all aspects of reading needs are addressed during literacy instruction. She uses a comprehensive approach to her keep track of her students goals, which also increases their interest in learning literacy. She provides support with reading comprehension, fluency, writing, and other English Language Arts skills and is trained in Orton Gillingham, FUNdations, and other literacy programs.
In addition to her experience in teaching literacy, Maggi supports students with math for grades K to 5, Science for ages 5 + years, and 4th graders preparing for the NYS science test. Maggi provides executive skills coaching and helps students organize, plan and manage all aspects of their academic work and daily activities. Maggi is a professional storyteller, writer, and actor with an improvisational children's theater. She brings this passion and enthusiasm to her work with students. Maggi provides a safe learning environment where both student and teacher are encouraged to take risks.
Masters in Secondary Mathematics Education
Brian has been working in the field of education for most of his life. From the 10 years leading informal activities in the Jewish youth movement, Habonim Dror, to 11 years of formal math teaching experience, he has worked with youth aged 9-18 years old in a variety of settings between Philadelphia and New York. He earned his Bachelor's in Urban Studies and Master's in Secondary Mathematics Education degree from the University of Pennsylvania. He has also worked in private tutoring settings for the past four years and with students from grades 5-12. Currently, he is a math and computer science teacher at a Brooklyn public high school.
Brian believes every student can learn and his main objective is to ensure students feel comfortable and safe while trying new things, making mistakes, and learning at every step of the process. He works in mainly ICT (integrated co-teaching) classrooms and has experience teaching students with varied learning and emotional needs, including ADD/ADHD, executive function disorders, limited English proficiency, oppositional defiance disorder, dyslexia, dysgraphia, and psychological disorders. Specific math topics in which he specializes include basic numeracy, arithmetic, algebra (I and II), geometry, precalculus, calculus, and statistics. Additional topics include executive functioning, organization, and mindfulness. In his spare time, Brian is deeply involved in the Jewish communities of Park Slope and Prospect Heights. He reads novels and non-fiction on a variety of subjects and tries to travel as much as he can (40 countries and counting).
Masters in Special Education and Elementary Education
Jessica is a certified Elementary Education (K-6) and Special Education (K-8) teacher with over 15 years of classroom experience. She earned a Bachelors degree in Communications from Boston University; a Masters degree in Elementary Education and Special Education from Fordham University; and received her Orton Gillingham Certification from Fairleigh Dickinson University. Jessica has taught 2nd grade thru 5th-grade students and currently, she s the school’s Resource Room teacher providing reading and math support for Kindergarten thru 3rd-grade students. She has taught students with a range of disabilities, including learning disabilities and dyslexia, autism, processing disorders, ADHD and attention issues, and speech and language impairments. As a private tutor, Jessica has vast experience working with students (K-8) who need support in reading, writing, math, executive functioning, and study skills.
Dr. Chris received a PhD in urban education from the Graduate Center of the City University of New York. He received a Masters degree in special education from Hunter College, also of the City University of New York. He has spent much of his 25-year career as a literacy specialist working with students with learning disabilities. He has been a tutor, public and private school teacher, a literacy specialist, an administrator, and a college professor. His focus in all of these positions and stages of his career has been to teach children to read. As a teacher and tutor, he developed literacy skills in children of all ages but mostly older children, between 10 and 18. As a professor, he has taught special education methods with a focus on literacy instruction. He has made it his personal mission to teach his graduate students how to teach children who struggle with basic reading skills such as decoding and fluency and, of course, comprehension. Throughout his career, he has been shocked by how many teachers, special education teachers included, are unprepared to help children who struggle with reading. He has many years of experience using and teaching Orton Gillingham-based decoding methods (Wilson Reading System, Recipe for Reading, etc.) and reading comprehension instructional methods such as Reciprocal Teaching, Visualizing and Verbalizing, among others. He is also experienced in writing instructional methods such as Basic Writing Skills (Hochman), and Framing Your Thoughts (Project Read). He is also versed in helping children develop executive function skills.
Masters in Teaching and Licensed Math Specialist
Steffanie earned her Master of Art in Teaching with a specialization in secondary Mathematics from Texas Woman s University. Before her teaching career, she received her Bachelor of Business Administration in Marketing from Baylor University in Texas while playing major division I women s basketball for the Lady Bears culminating in a national title in 2005. She was an All-American (basketball), an Academic All-American as well as a Provost's scholarship recipient for her academic performance.
Steffanie has ten years of education experience in Texas and New York City. In Texas, as a licensed Math teacher, she taught high school math where’she had a record of proven student success and progress in Algebra I and Algebra II as well as state test preparation for re-testers. She went on to become a Math instructional coach supporting Math campus teachers and later went on to become a Math academic facilitator supporting the growth of Math campus instructional coaches. Steffanie has worked in the New York City, since 2017, as a private Math tutor serving students from grades 3 – 11 with a specialization in secondary Mathematics. She has supported students with Regents Prep in both Algebra I and Geometry. She has also successfully worked with both individual students and small groups, from grade 3 to grade 8), to prepare students for both the ISEE and SSAT. Additionally, she has experience working with NYC schools as an academic tutor with the Dream Charter school system. Steffanie has worked with students with mild to moderate learning disabilities including ADD/ADHD and her strategies are able to support students with dyscalculia and non-verbal learning issues.
Steffanie’s approach to mathematics lies in building competence through conceptual understanding, reasonableness and sense making. She works to reinforce academic vocabulary, utilize concrete models and multiple representations and actively engages her students through questioning and discussion. She works to ensure her students develop a problem solving mentality, strong reading comprehension, and test-taking strategies. Additionally, Steffanie is proficient with TI graphing calculator technology. She promotes a growth mindset and fosters a supportive environment. It is important to Steffanie that her students believe that they can be good in Math. She also supports students build study skills, organization and time-management. Every student requires a customized approach, Steffanie’s approach to meeting students where they are to support them towards their goals
Masters in Math Education
Karina is a New York State Educator for grades 7-12 in mathematics. She earned her Bachelor's degree in Pure Mathematics from CUNY Hunter College and her Master's degree in Adolescent Math Education 7-12 from the Hunter College’s School of Education. She was a recipient of the Robert Noyce Teacher Scholarship Program, which is a highly selective program that seeks to encourage talented mathematics, science, technology, and engineering majors and professionals to become K-12 mathematics and science teachers. She has experience teaching high school students in a variety of math disciplines, including Calculus, Algebra II/Trigonometry, Algebra II Common Core, Algebra I Common Core, Geometry Common Core, Finance and AP Statistics. Karina was also chosen to teach a Finance pilot course (Fi-Cycle) that was launched in only four public schools across New York City. Through this one of a kind course, she was able to apply mathematics to basic financial concepts, to which the students were very receptive. Karina taught at the Brooklyn High School of the Arts for three years and is currently teaching at Midwood High School in Brooklyn. Aside from her work teaching in school, she also provides one-on-one and group tutoring services, teaching varying levels of junior high school to college mathematics. She also prepares students for various examinations including New York Statewide exams, Regents exams, SHSAT and SAT. Karina's approach to education revolves around classroom management, the application of real-world examples to make math relevant and fun, and collaboration with colleagues as well as parents to help her students achieve their goals.
Masters in English Language Arts
Victoria is a New York City public school teacher with eight years of classroom experience teaching middle and high school English Language Arts (ELA). She received her BFA in Film, Television, and Radio Production from New York Institute of Technology, and her Master’s degree in Adolescent Education in English Language Arts from St. John's University. Victoria is a Peer Collaborative Teacher leader, and the head of the eighth grade ELA department at her school. She has experience working with special education students in an inclusion setting, as well as general education and advanced placement students. She has both classroom and tutoring experience with students with autism, ADHD, dyslexia, emotional disturbance, and speech disorders. She has experience teaching reading from K-8, and uses the FUNdations program to develop phonics and sight words in early readers. Victoria is an expert in New York State Common Core learning standards and is experienced in teaching reading comprehension, writing skills, and test-taking strategies. She also teaches study skills and can provide homework help in English Language Arts, social studies, science, and elementary math. She has provided very successful test prep for the NYS English Language Arts test (all grades), the English Regents, AP English exams, social studies, and science Regents, the Specialized High School Test (SHSAT), the ACT, and the SAT. Victoria has a creative background that allows her to bring a unique eye to all academic endeavors and struggles her students may face
Masters in Special Education
Edwouine is an experienced educator and counselor with over 20 years combined experience in the education and counseling fields. Currently, Edwouine is a Special Education Teacher in the New York City public schools and has enjoyed this role over the past five years. In addition, for the past three years, she has worked for the Queens Transitional Center where she primarily educates students with developmental disabilities.
Over the years, Edwouine s has worked with students who present with Attention Deficit Hyperactivity Disorder (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. She has also worked with preschool through high school age students and their families providing interventions and support for students presenting with learning differences, ADHD, anxiety, and Autism Spectrum Disorder. Edwouine 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.
Edwouine received a Bachelor of Arts in Human Relations with a minor in Psychology from Pace University, a Master's in Counseling from Long Island University and a Master's Degree in Special Education from St. John's University where she received focused training in the assessment, diagnosis, and treatment of psychological and developmental disorders in children. She is also an Applied Behavior Analysis (ABA) Therapist and a member of Kappa Delta Pi, an International Honor Society in Education.
Masters in Special Education
Samara is a creative and outgoing educator, who prides herself on building positive and supportive relationships with students and families. She is an experienced special educator within the New York City Department of Education. She has earned her Master's Degree from St. John's University, having also earned her Bachelor's Degree in English (7-12 Literature Studies) from The City College of New York. As a teacher, Samara has experience working with students grades 6 – 12; having taught all subject areas for grades 6 – 8, and English Language Arts, AP Literature, and business planning for High School. Her experience includes self-contained, Integrated Co-Teaching, and general education class. She has experience working with various learners and behavioral disabilities. In addition to daytime teaching, she provides one to one academic and self-efficacy support to home schooled students of all grade levels. Samara is a trained and experienced Registered Behavior Technician, currently working towards her second Master's Degree in Applied Behavior Analysis. She believes that happy and safe spaces are essential to children’s learning and social/emotional growth.
Masters in Literacy
Emily graduated with a Bachelor's in English from Brandeis University and has a Master's in Literacy Development and Instruction from Cleveland State University. She began her teaching career in public school teaching middle school humanities. In this role, she prepared students for the state benchmark exams at Success Academy with most of her students receiving distinguished status. At Success Academy, Emily mentored other teachers and provided Fountas and Pinnell leveled literacy exams for students regularly. She was also trained in providing excellent literacy instruction with a particular focus on shared texts, fluency, writing clearly and creatively, decoding, and academic essay organization. Emily worked closely with the math and science teachers to implement a school-wide approach to literacy, where students used the skills they learned in English in all of their classes for skills such as question interpretation, decoding challenging articles, short responses, persuasion, and clarity. Emily saw firsthand the growth that came from a strong emphasis on literacy and believes high-quality literacy instruction is vital for success in school.
Emily is now teaching at the independent school on the Upper East Side, where she is responsible for managing her own curriculum for math, reading, social studies. In this role, she works closely with the school’s learning specialist to create modifications when necessary and provide tailored instruction to meet the needs of students diagnosed with reading disorders, ADHD, dyslexia, and other behavioral issues. In her current job and tutoring experience, Emily regularly provides executive functioning coaching and is able to provide students with the skills they need to better organize their work and build study skills to benefit them for the rest of their academic career.
Emily has formal training in Fountas and Pinnell Leveled Literacy, Teacher's College Reading and Writing Program, Math in Focus, and Orton Gillingham. Emily regularly speaks to the parents and teachers of those she is tutoring and believes it takes a team and frequent communication to best help each child. Emily is passionate about teaching and takes particular pride in working with students, grades k to 8, that are struggling and helping them to discover their capacity for success. In her free time, Emily runs marathons and coaches Girls on the Run- an organization that aims to build the confidence and character of girls through running based activities.
Master's in Language Pathology
Ewa is a New York State licensed speech-language pathologist with over 11 year s experience in the field. She holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association and is a certified Teacher of Students with Speech and Language Disabilities. Ewa graduated from St. John's University with a Bachelor of Arts and Master of Arts in Speech-Language Pathology and is currently enrolled in the Doctoral Program for Speech-Language Pathology at Adelphi University. Additionally, Ewa is an Adjunct Professor at Hofstra University teaching language learning disabilities courses on the undergraduate and graduate levels.
Ewa has experience working with students ranging from elementary to high school with language-based learning disabilities in academics, including English Language Arts. She teaches language skills, inference, reading, vocabulary from context, writing, editing written work, understanding texts and prose, metalinguistic skills, and other higher-level cognitive skills. She also teaches compensatory strategies, study habits, executive function and organization skills to help the client gain independence. In addition to collaborating with parents and other professionals, she believes in a multi-modality approach to learning. Ewa takes advantage of each child's unique strengths to help him/her acquire the needed skill(s) to become more autonomous in his/her academic and daily life.
Licensed Special Educator
Caitlyn has been a special education teacher in a NYC public high school for 6 years. She now supports students from the 2nd to 12th grade as a learning specialist and executive function coach. Caitlyn has worked in both an inclusive setting and one on one with students with learning disabilities, ADHD, OCD, speech and language impairments, emotional disturbances and ASD. Caitlyn has taught reading, writing, algebra, geometry and living environment. She has also taught a writing workshop for three years focusing on genre practice and the writing process. Throughout her time as an educator she has learned best practices for teaching self-regulation, reading comprehension strategies, executive functioning skills and writing through genre practice. She has taught Common Core Algebra Regents prep for 4 consecutive summers and raised students exam scores by an average of 10 points. She has served as assessment lead and special education lead at her school and utilizes this expertise as a learning specialist. She infuses formative and summative assessments into her instruction in order to empower students to analyze their progress and evaluate their strategy use. She also utilizes manipulatives, graphic organizers, repetition, and visual, auditory and kinesthetic learning opportunities when applicable. Caitlyn holds a Bachelor's degree in English and Secondary Education from The College of New Jersey and a Masters in Students with Disabilities from Touro College. As a learning specialist, Caitlyn helps students to be purposeful in their learning, to understand other perspectives, and to approach challenges with confidence and a growth mindset.
Licensed in Students with Disabilities Grades 1-6
Derek has a master's in Professional Studies and a Professional Diploma in Educational Leadership from Manhattanville College in Purchase, New York. He has the following New York State certifications: Childhood Education and Students with Disabilities Grades 1-6; Early Childhood Education and Students with Disabilities Birth-Grade 2: and School Building and School District Leader. Derek has been teaching and tutoring for seven years in many different instructional capacities including a 3rd-5th grade self-contained classroom, an education consultant for grades 2-4, and 4th grade integrated co-teaching (ICT) classroom and general education classrooms. Currently, Derek is a 4th grade ICT teacher in a New York City public school in Brooklyn.
Derek has worked with students diagnosed with ADHD, Autism, learning and emotional disabilities, and speech and language impairments. He has worked with students, K- 8, in the areas of English Language Arts, Mathematics, test-prep, and study skills strategies. Derek's teaching experience provides students with the necessary skills to break down reading and writing assignments, approach math word problems, and effectively plan for long-term projects. Also, his outstanding knowledge and expertise of many curriculum materials supports students daily academic progress. Derek uses data from pre and post-assessments, work samples, and the students current level of academic functioning to drive and inform his instruction. He implements specific strategies to modify instruction by using a task analysis, breaking down tasks into smaller and more manageable parts, and integrates various multi-sensory approaches. Derek's goals are to identify the student's academic skills, break down tasks, and teach numerous strategies in order for students to apply them on an independent basis. Derek's drive, patience, and commitment to support students academic growth has been instrumental in the various educational settings he has worked with in his career.
Master's in Neuroscience and Education
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.
Master's in Special Education
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.
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.
Master's in Language Pathology
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.
ofia 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.
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.
Master's in Language Pathology
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.
M.S - Special Education
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.
Master's in Language Pathology
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.
Master's Education and ESL
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.
Master's in Language Pathology
Vera 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, Vera 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. Vera 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. 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 Vera instill confidence, focus, and effective communication in her students. Vera also teaches math through 4th grade.
Master's in Language Pathology
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.
M.S. - Mathematics Education
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.
Master's in Language Pathology
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.
M.E. - Curriculum & Instruction
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.
Master's in Language Pathology
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.
Licensed Special Education
Brittany is a New York State licensed special education teacher for grades 7-12. For the past six years, she has worked in a Brooklyn public high school, primarily teaching in Chemistry and Physics ICT (Integrated Co-Teaching) classrooms for 9-12 graders, in addition to a self-designed Architectural Drafting elective course. She also has experience teaching English Language Arts, Living Environment, Algebra 1, Geometry and tutoring ages 11-18 in various subjects and skills, including organization, executive functioning skills, and mindfulness. Brittany earned a Bachelor of Science degree in Interior Design from High Point University and completed coursework towards her Master of Architecture degree at University of Colorado-Denver before changing careers into education. She participated in the Teaching Fellows program and received her Master of Science degree in Special Education for Urban Adolescents. Brittany has experience teaching students with varied learning and emotional needs, including ADHD, executive function disorder, limited English proficiency, speech-language disorders, dyslexia, oppositional defiance disorder, dysgraphia, autism and varied psychological disorders. She served as the Science Department chair for the past three years and leads a daily advisory group with academic and post-secondary planning. Outside of the classroom, Brittany has participated in several week-long camping trips with ninth graders in upstate New York and has led multiple service-learning trips for high schoolers to the Caribbean and South America. Brittany strongly believes in the power of experiential learning to build students’ confidence that can then be transferred to the classroom.
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.
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 7th grade math (pre-Algebra and Algebra) and life science for the last 6 years at Bank Street School for Children. Before that, he was teaching math, including Pre-Algebra, Algebra, Geometry, and Trigonometry, at a special education private school in Manhattan for four years. He has extensive experience working with students with ADHD, autism, executive functioning needs, varied learning differences (processing speed, memory variance, dyscalculia, dyslexia, dysgraphia, etc). 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 or task are outlined. He collaborates with administrators, co-teachers, parents, and counselors to guarantee his students needs are met. In addition to classroom teaching experience he has over ten years of tutoring and test prep experience, including supports for students with learning differences. Matthieu has prepared students for the math sections of the ISEE, SHSAT, PSAT, SAT, and ACT.
Jacob is a learning specialist with 15 years of experience serving the learning and developmental needs of students at educational levels ranging from Kindergarten to college. His full-time private practice combines his extensive teaching and tutoring experience with current advancements in educational research and training. Jacob is a graduate of the Bank Street College of Education, with a dual Masters of Science in general and special education, and is certified in New York State for all subjects in grades 1-6, but with years of teaching experience that goes well beyond that age range. Jacob’s research-supported interventions have helped students diagnosed with ADD/ADHD, dysgraphia, dyslexia, dyscalculia, language-based disorders, and communication disorders (including ASD) overcome these barriers and achieve successful outcomes. His areas of expertise include reading comprehension, writing, executive functioning coaching, and subject area remediation. Jacob brings a familiarity with a broad swath of New York public and private school curricula, ranging from elementary to high school levels. He is fluent in all aspects of English, social studies, science, and history content, up to and including preparation for Regents tests, college-level work, and adult education.
Jacob adheres to educational best practices, including multi-sensory approaches, the use of informal assessments to get consistent data and feedback on students’ progress, and sensitivity to students’ developmental stages. His ultimate goal is facilitating his students’ independence and the full realization of their abilities. He strives to make the sessions fun and engaging, using his training as a historian to imbue his practice with a wide-ranging knowledge of culture, literature, art, and politics. Jacob also works as an executive functioning coach, helping students define and understand their goals and strengths, in conjunction with teaching specific strategies, techniques, and habits for time management, organization, and mental stamina. He has had success helping students and families understand how executive functioning affects learning at school and at home. He is comfortable forming learning teams and acting as a liaison between school and home, and regularly engages with psychologists and other specialists who share his students. While retaining a holistic approach centered on student strengths, Jacob is also results-oriented and ultimately focused on student success at their school.
For the 2020-21 school year, Jacob is drawing on his many years of helping families and students get organized to deal with the inevitable disruptions caused by remote learning and reduced in-person teaching. In addition to assisting families with this shift, Jacob is expanding his practice to add daytime teaching hours for homeschooling, learning pods, and other modified pedagogical arrangements, drawing on his experience in the classroom and leading small group learning. While this school year will be different, Jacob’s combination of a holistic strength-based approach with a rigorous focus on organization and follow-through will provide the necessary support needed for students and their families.
Psy.D in School Psychology
Dr. Arielle is a certified school psychologist in both New York and New Jersey. She received her doctorate from the Graduate School of Applied and Professional Psychology at Rutgers University and her undergraduate degree 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.
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.
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.
M.A. - Special Education
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.
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 English, History and Social Studies, Math and Science at all levels. 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 5 and 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 the Algebra, Living Environment, English, and U.S. History and World History Regents examinations, SAT, ACT, and ISEE. 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 transition to college and the workforce.
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.
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 in 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.
Dr. Brooke has a doctorate from 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 has a Ph.D. in political science from 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. Dr. 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.
Kristen has eleven 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 most recently earned a Professional Diploma in School Psychology from Fordham University. She is now a Nationally Certified School Psychologist. She has spent the majority of her teaching career 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. Kristen developed an executive functioning curriculum for both students and parents, and led monthly parent workshops. As part of her school psychology internship, Kristen assisted young adults in developing their adaptive skills/activities of daily living. 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.
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.
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
Dr. Jacqueline, M.Ed., is a Ph.D. candidate in School Psychology at Lehigh University. She received her B.A. in Psychology with a minor in Africana Studies from the University of Pennsylvania. Jacqueline has worked with students of a range of ages, from young children in early childhood settings to high school students. She has provided support to students in many subjects, including mathematics, reading, and writing. Jacqueline has also worked with students and their families to address executive functioning difficulties. In addition, Jacqueline has conducted evaluations in a range of settings, including in schools, mental health programs, and a neuropsychology clinic. She has experience working with students diagnosed with Autism Spectrum Disorder, ADHD, and learning disabilities. In her work with students, Jacqueline employs a strengths-based approach and utilizes empirically-supported interventions whenever possible.
Dr. Tamique, Ph.D., is a recent graduate of the School Psychology program at Lehigh University. She earned her Bachelor of Science in Psychology from Yale University and a Master's of Education in Human Development from Lehigh University. Tamique has provided assessment and intervention services to children in a variety of settings, including the public school system grades K -12, private boarding schools, alternative education programs, outpatient mental health centers, university-affiliated medical centers, pediatric primary care centers, and home visiting programs. In addition, she has worked with individuals from infancy to young adulthood with a range of abilities and areas of need. Tamique has experience supporting students diagnosed with various disorders, including learning differences in reading, writing, and mathematics, ADHD, Oppositional Defiant Disorder, anxiety disorders, and autism spectrum disorder. Additionally, she has taught SAT test preparation courses. Tamique s approach is to work in partnership with families to implement evidence-based interventions that build on students strengths and teach them new skills.
Dr. 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. 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. Rachel is a New York State Licensed Psychologist and 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 learning and psychological disorders in children and youth. She has worked with populations ranging from school age to young adults and their families and has experience providing interventions and support for individuals presenting with learning differences, ADHD, anxiety, depression, and Autism Spectrum Disorder, among other psychiatric presentations. Rachel specializes in providing individualized instruction and interventions that are tailored to clients strengths and weaknesses in executive functioning, reading, and writing to support their academic growth and success.
Rachel has extensive experience conducting psychological evaluations and developing and implementing recommendations to support growth in the areas of academic, social-emotional, and executive functioning. Presently, Rachel is a full-time psychologist at New York Presbyterian-Hospital/Columbia University Medical Center. She serves a school-age through young adult population, and specializes in psychotherapeutic clinical interventions and collaboration with school personnel, families, and community resources. With regard to executive functioning, Rachel has experience providing interventions to school age through young adult populations around supporting organization, time management, and written expression skills, in addition to supporting clients with strategies for increasing retention of information, decreasing procrastination, and bolstering study skills and efficiency and follow-through on task completion.