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. 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. 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.
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
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.
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.
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.
Cailin is currently earning her Doctor of Education at the University of Arkansas Online. She received her Bachelor of Arts in English at Marymount Manhattan College, and her Master of Arts in Special Education with a focus on Intellectual Disability and Autism from Teachers College Columbia University. Cailin began her teaching career at a private high school for students with special needs and has been working as a special education teacher for the Department of Education for the past few years. Cailin has taught a variety of subjects at the high school level. She is passionate about helping students transition to adulthood, workforce education, and college readiness. In her teaching career, Cailin has worked with students on the Autism Spectrum, with intellectual or learning disabilities, speech and language processing disorders, emotional disturbances, ADD/ADHD as well as students with self-regulation and executive functioning challenges. Cailin is also passionate about literacy. She enjoys reading and has experience teaching reading comprehension skills to students at a variety of cognitive levels. Cailin has worked with high school students transitioning into college and the workforce for the majority of her career. She places emphasis on helping students overcome the challenges that inhibit them from achieving independence and success.
Jeffrey has a master's degree in Mathematics Education(5-9) from Brooklyn College. He also holds a bachelor's of arts degree in Computer Information Systems from New York City College of Technology. He is a certified Math teacher who has worked for the Department of Education for the past eleven years. He has taught grades 6 -8, which includes general education, Integrated Co-Teaching (ICT)/Collaborative Team-Teaching (CTT) , and gifted classes. For the past three years, he has prepared students for the Specialized High School Admissions Test (SHSAT) . As a private tutor, Mr. Bradshaw is skilled working with students from grades 2-8. While building a relationship with his students he then supports their learning styles using a wide range of techniques custom towards their learning needs. Aside from working with students without learning needs, Mr. Bradshaw is skilled teaching students with various learning disabilities and educates students who are hearing impaired.
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.
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.
Ivy is a New York City teacher with 13 years of teaching experience. She holds a Bachelor's degree in Elementary Education from New York University and a Master's degree in Special Education from Touro College. She worked as a Pre K-Grade 6 mathematics and science teacher for many years. She has been a fourth grade classroom teacher for a few years and a math coach, supporting teachers in mathematics instruction by providing professional development. Ivy has worked as a teacher content trainer and scorer on the Common Core New York State Math exam and ELA exams. She has also helped students improve their math skills, their conceptual math understanding, and their capacity to problem solve multi-step tasks. She has worked with students with emotional issues, speech and language disorders, dyslexia, executive functioning issues, ADHD, and oppositional defiant disorder, as well as with students on the autism spectrum. Currently, she is an ICT fourth grade teacher at an elementary school in Brooklyn. To help learners experience success, she adapts and adjusts her instruction to individual learning styles. Ivy believes that all children have a capacity to learn and construct understanding by thinking critically through varied approaches and experiences.
Brittany is a New York State licensed special education teacher for grades 7-12. 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.
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.
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.
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.
Alina is a learning specialist, New York State licensed Speech-Language Pathologist and certified Teacher of Students with Speech and Language Disabilities (TSSLD). She holds her Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association. Alina completed her Master's of Science in Speech-Language Pathology at Brooklyn College. She received her Bachelor of Science in Speech-Language Pathology from Brooklyn College. Although she does not hold a bilingual extension, she is fluent in Russian and conversational in Spanish. In her role as a learning specialist and SLP, Alina works with executive functioning disabilities, language based learning disabilities, specific learning impairments, and ADHD, among others. Alina is passionate about literacy and has extensive experience in helping students in middle school, high school, and college maximize their potential by using strategies to improve their organization, regulation, memory, comprehension, written/oral expression and overall performance. She believes that all individuals can reach their full potential when provided with a multi-faceted, stimulating, challenging and relevant learning environment. Further, Alina collaborates with families and educators to empower all students to build confidence and independence across all domains of learning.
Jackie 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.
Sofia is a school psychologist who received her bachelor's degree from Binghamton University and her master's in School Psychology from St. John's University. She has experience working with children and adults diagnosed with Autism Spectrum Disorder, learning differences, dyslexia, speech and language delays, ADHD, and executive functioning disorders. She has tutored students in reading, writing, and math as well as for standardized tests. Currently, Sofia conducts psychological and adaptive evaluations as the psychologist and behavior specialist at a private clinic. Previously, she worked in both public and private schools developing individualized education programs for elementary, middle, and high school students. She is passionate about the field of school psychology and learning. She believes that everyone has the ability to learn and be successful if they are taught in a way that is appropriate to their specific needs. In addition, Sofia advocates a whole-team approach and values input from other professionals as well as parents to create programs that are optimal for students.
Kate is a licensed Special Education teacher with over 7 years of classroom teaching experience. Currently, Kate teaches high school English and writing at a private special education school in Manhattan. She earned both her bachelor's and master's degrees in Special Education from the University of Tennessee, where she graduated summa cum laude. She has experience teaching students in grades 7 through 12 in a variety of subjects, including American and British Literature, high school English and writing, Biology, Sociology, and Algebra I. Outside of school, Kate has tutored many middle and high school students, assisting them with both academics and executive functioning skills, such as organization and planning. She has extensive experience teaching students with moderate to high-functioning autism, executive functioning disorders, non-verbal learning disorders, ADHD, dyslexia, oppositional defiant disorder, conduct disorder, Asperger s, and speech and hearing disorders. Kate specializes in using creative solutions to teach students the organizational skills they need to become effective writers and thinkers across all subject areas. She enjoys getting to know each student and his or her family and developing a plan to meet the student's individual needs.
Anthony is an educator, writer, and artist. He holds a BA in International Studies and Journalism and a MSEd in Teaching Children with Special Needs. He has taught Pre-K up to 3rd grade in Integrated Co-Teaching (ICT) and Self Contained Special Education classrooms in the NYC public schools and also was a founding teacher at a private school in Park Slope. Anthony's approach to teaching is simple, yet complex, prioritizing strategies that build skills while activating curiosity and intrinsic motivation to learn. His knowledge and experience is a unique blend of traditional literacy and math methodologies, such as Wilson (including FUNdations), Orton Gillingham, Lucy Calkins Reading and Writing Workshop, TERC Math, Everyday Mathematics, and Mathematics in the City, and others with a whole brain and body approach. Anthony's approach to both literacy and math is geared specifically to the needs of the student and is based on careful assessment. For older elementary and middle school students, assessing the student is of the greatest important because the breakdown in understanding could have happened earlier in the student's schooling. Anthony uses a combination of academic skill building and reinforcing positive work habits to help students of all ages succeed. He incorporates activities designed to stimulate neural development through the building the perception skills of auditory and visual memory processing, sequencing, cognitive and metacognitive strategies, visual analysis and synthesis, eye-hand coordination, and whole body balance, integration, and motor skills. These skills support the development of executive functioning, which Anthony has supported many students in improving. These activities and frameworks are also seamlessly applied to test prep.
Anthony's relationship with the families he works with are a priority and views his work in education as a service to the community, working tirelessly to receive the desired results of academic improvement, increased confidence, and general well-being in the child's school experience. He works with parents in navigating the important and sometimes difficult realm of schooling and learning.
Anthony has developed a series of executive functioning recordings for parents and children to use together at home to cultivate positive attitudes and practices for learning.
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.
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.
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.
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.
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
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.
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
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.
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Dara is a learning specialist, a New York State licensed Speech-Language Pathologist (holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association), and is certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). She received her Master of Science degree in Communication Disorders from Emerson College in Boston and holds a Bachelor of Science degree in Economics. Dara’s professional experiences include working in private practice and K-12 schools, including working at a middle school for five years. Currently, she is employed as a full-time speech-language therapist at a private special education high school in Manhattan. She works with students with various language-based and executive functioning challenges, such as ADD/ADHD, dysgraphia, dyslexia, reading and writing learning disabilities, and language disorders. She is trained in the Hochman Method for writing. With adolescents, she targets effective communication by addressing speaking, listening, reading, and writing by implementing evidence-based practices tailored to each individual’s needs. Her language intervention includes helping students with their grammar, vocabulary, comprehension, verbal working memory, and social-cognitive skills. Also, she intertwines executive functioning support by helping students initiate, plan, organize, and execute their reading and writing assignments.
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.
•High School and College Term Papers
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.
Ethan, is a Harvard PhD student studying systems and synthetic biology as well as an elite private tutor. Ethan graduated (summa cum laude) from The College of William & Mary with a B.S. in Applied Mathematics and Mathematical Biology and has helped countless students improve their grades and standardized test scores.
Ethan works with middle school, high school and undergraduate students in a number of areas including standardized test prep (SAT, ACT, SSAT, ISEE, GRE, AP tests) and high school and college level STEM subjects (Mathematics, Biology, Chemistry, Computer Science, etc).
In addition to helping countless students improve their test scores and grades, Ethan is also an accomplished research scientist with multiple peer reviewed publications in the fields of synthetic biology and bioengineering.
Currently Ethan is a Ph.D. student in the Systems, Synthetic and Quantitative Biology program at Harvard University whose research focuses on methods development and synthetic biology tool design. He scored 165V/167Q on the GRE and was accepted to Ph.D. programs at Princeton, Stanford and others. During his undergraduate, Ethan led William & Mary’s International Genetically Engineered Machines (iGEM) team to numerous awards and a world 2nd place finish. His unique scientific skills and background makes him the perfect fit for students struggling in their STEM subjects, undergraduates applying to graduate programs, students looking for custom enrichment courses and prospective scientists looking for help with a science fair project or finding a lab. Outside of his scientific career Ethan has worked as a consultant in the private credit markets. In his spare time Ethan enjoys running, aquascaping and watching the Eagles on Sundays.
Maggi is a multi-certified teacher with over 20 years experience teaching students in New York City. Maggi teaches in general education classes as well as integrated co-teaching classes as the special education provider. Maggi also has over ten years experience as an English as a second language provider. In this role, she has successfully worked with a variety of learners with both language acquisition needs as well as reading deficiencies. Maggi trained in the Orton Gillingham approach to reading as well as Fundations, Leveled Literacy Instruction, and SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Word). She has worked extensively on developing her students reading comprehension while working on fluency, phonics, phonemic awareness, and sight words recognition. She believes all aspects of reading needs are addressed during literacy instruction. In addition to instruction, Maggi is experienced using both formative and summative assessments to determine next steps for her students. These assessments include TC running records, timed fluency passages, and comprehension checks. Using this comprehensive approach not only helps her keep track of her students goals, but it also increases their interest in learning literacy.
In addition to her experience in teaching literacy, Maggi is trained in Go Math (K-5), everyday math (K-3) and Exemplars (K-3).
Maggi is also 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.
TYPES OF SERVICES: Orton Gillingham, Fundations, SIPPS, Administer individual assessments in reading and writing, develop student specific learning plans, homework and organization, phonics/phonemic awareness/reading comprehension, ELA test prep, math support (K-4th grade)
EXPERTISE: working with a variety of learners, reading intervention, fluency, extra support in all content areas including organization
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.
Samara, also known as Sam, is licensed and tenured to teach grades 7-12 in Mathematics and Science, and she specializes in middle and high school math and science. Samara holds a Master’s Degree in Biology and a Master’s Degree in Adolescent Special Education. With over a decade of experience in both the New York City Department of Education and private instruction, Samara has taught advanced placement, honors, ICT, and general education classes. Her teaching experiences include working with students with ASD, ADD/ADHD, executive functioning difficulties, learning disabilities, Culturally Diverse Learners, students with delayed processing, selective mutism, and English Language Learners. She targets executive functioning/organizational skills, test-taking strategies, time management to facilitate learning. Since going remote due to the pandemic, Samara has been able to teach remote tips and techniques to help students navigate the world of online learning. She uses different platforms to engage students with virtual learning. She has also been part of a team of curriculum writers for the science department, the National Honor Society Coordinator, and the testing coordinator at her high school. With this comes in-depth knowledge about testing requirements and procedures for middle school and high school students. Samara regularly delivers the highest quality instruction in all academic subject areas by incorporating information retention techniques, drills, mental math capabilities, executive functioning skills, and making connections to real-world experiences. Many of her students have made significant gains due to her comprehensive approach.
Her teaching background includes, but is not limited to, NYS ELA and Math tests grades 3-8, SHSAT, ISEE, TACHS, Hunter School Exam, Scholarship Tests, NYS Regents (Algebra, Geometry, Algebra2/Trigonometry, Living Environment, Chemistry, Physics, Earth Science, Global, US History, and ELA), SAT, ACT, College Readiness Exams, College Placement Exams, AP Exams, TASC Exam, and some college-level math and science courses.
When not teaching, Samara enjoys the outdoors. She has three dogs and a toddler that enjoy walking, hiking, bike riding, digging in the dirt, and jumping in puddles. She enjoys time with her family and traveling to explore different states, cities, and countries.
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%.
With over ten years of experience under her belt, Sharon is a learning specialist, a New York State licensed Speech-Language Pathologist (she holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association), and she is certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). Sharon completed her Masters of Arts in Speech-Language Pathology at CUNY Lehman, while receiving her Bachelor of Arts in Psychology from CUNY Brooklyn. Sharon has experience with all ages who have difficulties with expressive and receptive language, cognition, reading comprehension, auditory processing, writing, executive functioning, and pragmatic language. Sharon specializes in work with adolescents and teenagers in middle school and high school with language-based learning disabilities (language disorders), ASD, ADHD, autism, sensory processing disorders, and emotional disturbances. Sharon also has received extensive training in the use of the Story Grammar Marker to facilitate language and writing development, as well as the Orton Gillingham approach for reading instruction. She targets executive functioning challenges, social thinking (she’s trained in the Social Development Intervention), reading comprehension, and writing skills with her clients. Sharon helps students (when needed) with their grammar, vocabulary, comprehension, and working memory. She intertwines executive functioning support by helping students initiate, plan, organize, and execute their reading and writing assignments. Sharon’s dynamic approach incorporates using tools from her psychology background to develop a strong rapport with her clients, and help them identify and work through any challenges that they may encounter throughout the learning process. Tutoring is geared towards accommodating individual learning styles, acknowledging the critical role of collaboration with other service providers and family members, while incorporating the strengths and interests of her clients. One of her main goals is to help her adolescent clients self-advocate, problem-solve, and use critical thinking skills as they transition towards college.
Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D from Johns Hopkins University where she researched the impact adults have on children’s social/emotional development.
Tamara taught kindergarten for over 10 years, with experience in Pre-K, and first grade. She has also worked one-on-one with students from 2 to 20 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency and comprehension. She has been trained in Wilson, Fundations, Fountas and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue and Reading Recovery and is currently the Associate Director of Professional Learning for Reading Rescue.
Tamara’s methods of instruction focus on the reading science through a multisensory approach to instruction, as well as on the fun. She prides herself on students LOVING her sessions. She works with students on not only their literacy skills, but also focusing on their self-esteem and comfort level so they are prepared to take their learning back to their classrooms. She has experience working with students with various needs including ADHD, autism, anxiety, behavior disorders, and dyslexia.
Tamara has experience working with pre-K through fifth-grade math curricula. She supports students in developing all aspects of mathematics using a multi-sensory approach. Students use real-world situations and manipulatives to not only learn the HOW of math concepts, but also the WHY. Tamara has experience working with Everyday Math, Go Math, Singapore Math, and state test prep.
In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.
In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.
LOCATION: Brooklyn: Downtown Brooklyn, Sunset Park, Bensonhurst, Bay Ridge, Dyker Heights; Manhattan: Upper West Side, Midtown West, Chelsea, The Village, Financial District; Staten Island; Bronx; New Jersey: Bergen and Hudson counties
TYPE OF SERVICES: Individualized reading instruction, test prep, executive functioning, study skills, parent consultation and coaching
EXPERTISE: Early childhood education, special education, early literacy acquisition, social/emotional development
AGES: birth through elementary school
Paula has worked as a speech-language pathologist for 15 years. She holds a New York State Speech-Language Pathology license and holds her TSSLD certification, providing services in English and Spanish. Paula received a B.A. in Psychology from the University of Western Ontario, and a M.S. in Speech-Language Pathology from SUNY College at Fredonia. She completed the Bilingual Extension at Columbia University Teachers College, Bilingual Extension.
Much of Paula’s professional experience has involved working with students of all ages with receptive, expressive, and social language difficulties, social skills, and Autism Spectrum Disorder. Prior to working as a speech-language pathologist, Paula worked for seven years as a behavior therapist, providing ABA therapy in the private and public sectors. Paula has experience working with adolescents in the areas of language disorders, ADHD, and executive functioning (organizing, planning, and executing) difficulties. Paula has expertise in teaching grammar and vocabulary, boosting reading comprehension, and improving her students’ expressive writing skills. As a result of providing services across a wide range of clinical, school, and home settings, Paula is skilled in the areas of relating to clients, making goals functional and attainable, and fostering independence.
Kenny has been a New York City personal trainer for over 17 years. He is a National Council on Strength and Fitness (NCSF) certified personal trainer, holds certifications for Nutrition through Precision Nutrition, Kettlebell Level 1, Pre/Post Natal, Kids, and Youth Training, and has certifications in Suspension Training (TRX style), Foam Rolling Techniques, and Core and Abdominal Assessments. He is also proficient in TRX, ViPR, and Bosu training. His experience in the fitness industry spans 18 years. He began his fitness career in Baltimore, Maryland, training family, friends, and private clients. Kenny moved to New York in 2003 and has been a team member of many different corporate fitness organizations over the past 16 plus years. Kenny has experience as a one-on-one private personal trainer, small group trainer, corporate group trainer, and a corporate fitness manager to experienced and inspiring trainers. Through fitness, he designs a program that is specifically designed for his clients and their goals. His personal training plans include monthly, half-year, and even yearly personalized workout programs, including modifications for life’s many obstacles. Kenny also provides his clients with nutrition consulting and helps to find realistic and simplified ways to maintain healthy eating habits to aid in the journey to better overall health and fitness.
In 2019 Kenny started to pursue more guidance and competence in life coaching. With many years of conversations with clients about perspectives, habits, and choices, he felt that he felt that he should add life coaching to his services. In 2020, Kenny graduated from Coach U’s ICF Accredited Core Essentials Program (Life Coaching/International Coaching Federation). Kenny has been trained to actively listen, explore possibilities, and ask the important questions that make one unveil the choices they have within. Through partnered coaching conversations and a focus on the curiosity of exploration, Kenny’s clients will identify their values and perspectives to dig into what is most prominent in the NOW, helping his clients to see the available choices and options. Perspective is key. The coaching partnership is to assist the client in seeing, feeling, and experiencing the effects of a new unbiased outlook, which leads to personal empowerment.
Kenny’s passion for fitness and coaching has allowed him to work with a diverse array of clients working towards various goals such as weight loss, sport-specific training, improved health, and sustainable life satisfaction. Kenny is upbeat, energetic, and positive, and brings a learner’s mindset to increase his client’s motivation. Kenny’s excitement is contagious, and being able to be a part of these new discoveries and successes for his clients is a huge part of why he loves what he does. He also understands, first-hand through his own experiences with various coaches, that, “We don’t know what we don’t know”. For personal growth, clients just need that compassionate factor to help get out of their own way, to help them see and question what they truly value. These qualities are especially beneficial in working with kids and young adults, to begin guiding them while they are in the early stages of their chosen paths. He can provide an unbiased outlook on the things that interest youth and to help them truly express themselves. Youth need to be heard; and, Kenny is there to assist with a partnered thought process.
Elissa is a licensed Special Educator. She has over eleven years of experience in middle school-high school classrooms teaching an array of subjects to all types of learners. She earned a B.A. in Media & Communication from SUNY at Old Westbury, a M.S. in Educational Administration and a M.S. in Early Childhood Education. She currently holds professional certifications from New York State in Early Childhood Birth -2, Early Childhood Birth- 2 Students with Disabilities, Childhood Education 1-6 and Special Education 1-6.
Elissa is currently employed as a NYS Special Education Teacher at the Antonia Pantoja Preparatory Academy in The Bronx. She is currently teaching 7th grade ELA, 7th grade science, 9th grade Global History, 9th grade Algebra 2 and 11th grade ELA. During the summer she works as a Special Education teacher at The Committee on Special Education (CSE) writing IEPs.
Elissa has experience teaching English Language Arts, Social Studies, Earth Science and Math to grades 1-12. During the course of her career she has provided instruction to Gifted and Talented students, including twice exceptional students, general education students, as well as students who have Asperger’s, ADHD/ADD, ODD and are emotionally disturbed. She incorporates a multisensory approach to learning, uses executive functioning strategies to help students become more organized, and she teaches students how to improve their study skills.
Elissa is an expert at breaking down tasks into manageable parts so that students feel successful and are able to strategize their approach to complex academic tasks, this is important for the many students with varied reading comprehension levels she encounters as an ICT teacher.
Elissa has tutored students to prepare them for the NYS ELA tests 3-8 NYS math Tests 3-8 as well as various Regents. She is the head coach for Girls on The Run a national physical activity-based positive youth development program for girls.
She is the Transition Coordinator at her school preparing students for life after graduation and linking school staff, families, community, and resource providers, in order to ensure that students have access to available services. Elissa is fluent in Spanish. She grew up in the Washington Heights area of Manhattan.
Elissa is a runner, beach lover, world traveler and The NY Yankees #1 Fan. She is intuitive, approachable, creative, nurturing has a great sense of humor and truly loves being around and helping children reach their full potential.
Peter is a on intimate terms with the English language. He is a special educator, literacy specialist, writing coach, and published author. He holds permanent New York State certification in special education, a BA in dramatic literature (NYU), an MS in special education (Hunter College, CUNY), and a Ph.D. in urban education (Graduate Center, CUNY). He has over fifteen years of teaching experience in elementary and middle schools, both public and private. He’s also taught at the undergraduate and graduate levels, including courses in educational history/philosophy, literacy assessment/instruction, and arts in the curriculum.
Peter is a childhood literacy tutor for elementary grade students, and a writing coach for all students, elementary to adult. As a writing coach, Peter helps his students acquire the necessary skills and stamina for academic writing, as well as the confidence and openness to play that creative writing requires.
Modeling, outlines, templates, and shared story and playwriting are used to help students find their unique academic and creative writers’ voices.
Instruction includes all facets of writing: organization (executive functioning), grammar, and vocabulary. Peter’s support includes direct and (virtual) hands-on help with college application essays, personal essays, expository essays, research papers in the humanities/social sciences, fictional narratives (stories), playwriting, and poetry. He’s also available for SAT/GRE verbal test prep.
Peter has over a decade of experience with students in the elementary grades, remediating for dyslexia, dysgraphia, ADHD, and other learning and behavioral differences.
Fotini has her Master’s degree in Secondary Education for English and a Bachelor’s degree in English with a Minor in Dance from the College of Staten Island. After earning her English general education certification, Fotini went further and earned a teaching certification for Special Education; she is dual certified. She has worked for the NYC Department of Education for nine years. Fotini started teaching at Franklin D. Roosevelt high school and worked there for seven years. She taught English in self-contained, ICT, ESL, and resource classrooms. She has experience working with students with emotional disorders, speech and language disorders, ADHD, dyslexia, oppositional defiant disorder, and autism. She then wanted to gain more experience with different grade levels and continue growing as an educator so she decided to make a switch and is now currently teaching at Dyker Heights Intermediate School teaching General Education, ICT, and self-contained ELA, Health, and Drama for grades 6-8 for two years now. As an ELA teacher has helped students from grades 6-12 on all levels with decoding, spelling, reading fluency, reading comprehension skills, and writing skills. She has prepared students for the ELA regents for high school students and ELA state exams for Junior high school students. Fotini has been given the opportunity in learning how to become an educator since she was eighteen years old. She has been teaching Dance for ages three to adult at various studios till today. This has helped her learn how to differentiate in many ways based on level, age, personality, interest, and skills. She has an open and unique teaching philosophy with teaching Dance, English, and Special Education from her years of experience. This has enabled her to be creative with her instruction by using visual, auditory, tactical, and kinesthetic learning styles to engage and reach all students. She is always reaching to be as diverse and creative as possible to engage students. She adapts and adjusts her instruction to individual learning styles. One of Fotini’s strong attributes is her rapport with her students. She is there for them as for their education and their social-emotional support.
Qituwra has six years of teaching experience in New York City public schools. She earned her Bachelor’s degree in Psychology and Master’s degree in Special Education from Pace University in 2018. She is currently pursuing a Master’s degree in Educational Leadership at Stony Brook University. Her primary goal is to support students in developing critical thinking, problem-solving, and communication skills. She also strives to help students develop positive self-concepts and gain enthusiasm for learning.
Qituwra began her teaching career in 2016, teaching ELA and Math to students with learning differences such as ADHD in grades 9-12. She incorporated skills that would benefit students in post-secondary transitions, such as self-regulation, stamina building for completing tasks, and understanding how to track progress. In 2018, she transitioned to William Alexander Middle School 51 in Park Slope, Brooklyn, teaching ELA in both self-contained and ICT settings. In her current role, she prepares students for specialized high school exams and state assessments by teaching strategies to break down complex material, stress reduction techniques, and visualization exercises to improve working memory.
Qituwra believes that learning is a full-body experience, and children learn best through multi-sensory, inquiry-based, engaging activities that connect to their interests. She works closely with her students to make sure they understand the material at hand and practice the skills needed to continue learning on their own, developing their comprehension and problem-solving skills by implementing project-based and hands-on learning experiences. She also partners with parents to build structures within the student’s life that support their learning needs.
As a former HR manager, Qituwra is able to use her organizational skills to teach students how to extract and organize information, break down goals into smaller steps, and articulate ideas. She co-creates systems with students to organize class content and course expectations, confirm progress in each course, and help students accommodate schedules. Her organizational skills and academic background also allow her to teach students study skills, time management, and test-taking techniques.
In addition to her work in the classroom, Qituwra serves on the William Alexander Middle School Leadership Team, supporting curriculum design and implementing academic programs to best support the school community’s needs. She also co-chairs the school’s Diversity, Equity & Inclusion committee.
In her free time, Qituwra enjoys reading, listening to podcasts, and interior design.
Kristie specializes in online tutoring. While earning her Bachelor’s degree at UCLA, she focused on Ancient History, and studied Latin and Greek so that she could study the past in the words of the ancient authors themselves. After completing a year in UCLA’s Post-Baccalaureate Program in Classics, she began her Master’s degree in the Program in the Ancient Mediterranean World under the Classics department at the University of Chicago. She plans to complete her Ph.D. so that she can become an educator and share her love of knowledge with the next generation.
She can read in seven languages and offers lessons in Latin, Ancient Greek, and Italian. She also tutors students in History, English, Reading Skills, and Reading Comprehension. Her students range in age from pre-teens to retirees; She believes that no one is too young or too old to learn, and she finds that she often learn from her students, in turn!
Her teaching strategies draw on the lessons that she still remember from the teachers and professors who inspired her when she was young. Their zeal for teaching and their encouragement for her to connect with the material led her to develop an approach that combines her animated personality with her ability to draw analogies and parallels to relatable examples and to contextualize ancient ideas and concepts within today’s world.
Dwaina received her degree and certification in secondary mathematics education from Queens College in 2013. She continued her studies at Teachers College Columbia University, and earned her Masters Degree in 2015. Dwaina is a certified secondary education mathematics teacher (grades 7-12). She currently is in her eighth year of teaching and currently works at a 6-12 NYC DOE school in East New York, Brooklyn.
Dwaina has experience in a variety of classrooms, including settings with students with disabilities such as learning disabled, ADHD/ADD, autism, emotional disturbance, and speech and language impairments. Her teaching philosophy includes discover learning and cooperative engaging curriculum. She has been tutoring since 2010 and has experience with grades 4 – 12 both one on one and in small groups, and has provided test prep for the Algebra 1 Regents, Geometry Regents, Algebra 2 Regents, PSATs, and SATs. As a teacher and a tutor, she believes it is very important to provide scaffolding and individualized instruction to meet each student’s needs. She works to provide step by step help and multiple examples to enforce skills and content knowledge.
Her approach to differentiation includes multi-sensory manipulatives such as base ten blocks, algebra tiles, lab gear. She always encourages students to write out what they know and identify what they need to know, with visual aids to help organize their understanding. Models such as tables, graphs, drawings and counters are some of her favorite ways to enforce content knowledge. While her differentiation is not limited to students with math disabilities, she has had many successes with students who require additional support.
Dwaina believes all students are capable of achieving success in mathematics, regardless of prior experiences. As a student who struggled in high school mathematics, she has first hand knowledge of the benefits of a dedicated teacher and reinforced opportunities to learn.
Bella earned her B.A. in Psychology and Management from Clemson University. She is currently pursuing her M.S. in Applied Psychology with a specialization in Industrial-Organizational Psychology at Clemson University. She has taught and tutored mostly college-age students. She excels at teaching Statistics, including SPSS, Biostatistics, Algebra 1, Prealgebra, and Psychology.
She also provides test prep. for the GRE and TOEFL exams. She is from Vietnam and teaches all levels of Vietnamese! She is patient, organized, and makes learning less stressful!
She is excited to answer your questions!
Heather completed her M.A. and Ph.D. in Italian Literature at UCLA. She also holds a B.A. in German Literature from the University of Notre Dame and a second B.A. in French and American Literature from the Università degli Studi di Firenze in Florence, Italy. Last year she was Visiting Assistant Professor of Italian and Comparative Literature at UC Riverside and Principal Editor for the UCLA Center for Medieval and Renaissance Studies where she managed the journals Viator and Comitatus and the book series Cursor Mundi. She is currently teaching remotely for UCLA. Heather understands what professors and colleges are looking for when it comes to academic writing, and she specializes in helping students with their research papers, personal statements, and resumes. Having scored a perfect 800 on the math section of her SAT, she also enjoys helping students maximize their standardized test results.
Heather has 15 years of experience tutoring Geometry, Algebra, Literature, Academic Writing, Public Speaking and Debate, Spanish, French, Italian, and German. She is fluent in all of the aforementioned languages and has taught Italian 1-3, Intensive Italian, and German 1 at UCLA. Because Heather has a substantial amount of experience teaching remotely, she is very familiar with online teaching platforms such as Zoom, Moodle, iLearn, and Blackboard. She received her pedagogical training under the direction of Elissa Tognozzi (author of the Italian language textbook Piazza), who has ensured that all UCLA instructors are up to date with the latest methodologies and technology.
Heather has worked with students with ADHD, anxiety, depression, autism, Obsessive Compulsive Disorder, and PANDAS. She has a gentle and encouraging online presence, and it is her foremost goal to make students feel comfortable and confident in order to set them up for long-term success in their academic careers.
Remy is a professionally certified Special Education Teacher (Birth-Grade 6) and Reading Specialist with over 10 years of experience. She holds a bachelor’s degree from Manhattanville College and a master’s degree from The College of New Rochelle. Remy is trained in Orton Gillingham. Additionally, she is trained in PAF, Fundations, and Fountas and Pinnell.
Remy currently resides in Manhattan where she works as a private SEIT and Reading Specialist for families throughout the UES. In her 10 + years of experience as an educator, Remy has had the opportunity to work as an AIS Teacher, Resource Room Teacher, SETSS Teacher, and a Special Education Teacher in an ABA center-based program affiliated with Teacher’s College. Due to her diverse professional experience, Remy possesses a strong background in working with students with learning disabilities, speech and language delays, ADD/ADHD as well as autism, emotional/behavior disorders, and processing difficulties. In addition to her experience working with a diverse range of learners, Remy has also received 1500 hours of supervision under a Board-Certified Behavior Analyst (BCBA). She has experience creating behavior intervention plans, coaching parents and teachers on behavior management strategies, and utilizing positive behavioral interventions. Given her extensive experience in special education, she is able to effectively differentiate/modify instruction, provide various scaffolds to assist students, and utilize positive reinforcement strategies to help students stay on task throughout instruction.
Remy is truly committed to helping each of her students reach their full potential by providing them with the tools that they need in order to become confident, independent and successful learners. She believes that in order to create an effective learning environment, instruction must be tailored to the individual learning needs of each student based on their learning styles and interests. In order to accomplish this, her programming focuses on a highly individualized and student-centered based approach. Her ultimate goal for each of her students is to foster a love for learning and to have them embrace their unique abilities as learners.
Allison is a learning specialist and NYS licensed language therapist. She earned her B.A. and M.S. in Speech-Language Pathology from The State University of New York College at Fredonia. For over 19 years, she has taught in schools, clinical settings, and in private practice.
She is highly skilled at working with a variety of language, social/pragmatic deficits, and learning disabilities. She is experienced working with ADHD, dyslexia, and twice-exceptional students. As a learning specialist, she has worked with preschool, elementary, and secondary students for developing skills such as literacy (decoding and comprehension), writing, working and short term memory, executive functioning, and social thinking. Allison recognizes the importance of developing customized learning programs specific to each students’ unique needs. She recognizes how organizational skills, sensory regulation, attention, written and verbal expression intertwine, and impact learning.
Allison prides herself on her ability to effectively collaborate with families, teachers, and other professionals to encourage effective communication across all platforms and environments. She believes that a combination of evidence-based practice, parent/caregiver involvement, and engaging activities that make learning enjoyable is the key to success.
Christopher has worked for several New York State school districts and holds certifications in Special Education, Birth through 12th Grade, and a General Education degree for grades 5 through 9. Christopher has taught 6th – 12th grades in all four major subject areas, including Regents classes such as the ELA, SS – Global & US, Math 9th -11th grades, Science – Biology and Earth Science, college and career readiness.
Christopher currently teaches Special Education at the Freeport Public School District. He is trained in Applied Behavioral Analysis, speaks Spanish fluently, and coached basketball, football, baseball, and chess at the schools he taught. Christopher has experience developing and implementing IEP modifications and accommodations while using various assessments to help each student reach their academic goals. He has taught in multiple settings such as general education, self-contained, and ICT with students varying widely in skill sets. He primarily teaches students in small group settings by giving students the needed individualized attention to enhance their reading, writing, and math skills.
Teaching humanities and civic responsibility is intertwined with his students. Christopher will work tirelessly to ensure his students achieve their fullest potential. He will effectively communicate and keep teachers, students, and parents updated with the child’s progress.
Alex holds a Bachelor’s Degree in Health Science & Rehab Counseling and a Master’s Degree in Occupational Therapy and has over 12 years of clinical & counseling experience. In 2011, Alex and his wife opened a Pediatric Occupational Therapy Clinic. He has worked for Outpatient and Inpatient facilities and was a transitional instructor and therapist for the College Internship Program (CIP) from 2010-2015. He was also an instructor for Keiser University, where he taught classes in the occupational therapy department. He was instrumental in Keiser’s OT program re-accreditation through data analysis and live interviews.
Alex is also the inventor of “I Can Tie Shoelaces” and his business is the sole distributor of ‘LegiGuide” handwriting paper, both aids for independence for school-age children. Currently, Alex works as the owner of two specialty coffee shops which he built from the ground up while simultaneously providing guidance and counseling strategies to his therapy practice and other small business entrepreneurs. Due to his diverse personal and professional experience, Alex possesses a strong background in working with children, teenagers and adults of all abilities to assist them in managing important transitional periods of their lives. Alex is fluent in Spanish & English and has a gift for quick problem solving and constantly seeking efficient solutions to an array of problems and/or difficulties. These problems can range from difficulties in executive functioning, problem-solving, social skills, entrepreneurial strategies, lack of motivation, and acquisition or development of hidden talents or gifts. Areas of his expertise include ADL & IADL’s training, coaching emerging entrepreneurs, teaching students to find their purpose in life, helping individuals spend less time on screens and more time outside, self-regulation, and executive functioning coaching.
Alex is devoted to helping each of his students reach their full potential by providing them with the tools they need to become confident, independent, and motivated individuals. He believes that everyone has a gift(s) or a talent(s) that needs to be identified, trained, and explored to their full potential. Alex enjoys spending time with his wife and daughter and racing his car in autocross events around the state.
Chris is currently the Learning Specialist at The Lang School, a K-12 independent institution serving twice-exceptional learners, and he holds a Master of Education from Columbia University and a Master of Science in Teaching from Pace University. Chris excels in supporting and challenging children in literacy at every age and capacity, especially middle and high school.
Trained in key writing models, Chris melds the Hochman Method, Self-Regulated Strategy Development, and the Teacher’s College Writing Workshop to provide clear, structured support for resistant, reluctant, and struggling writers. Chris demystifies the writing process by guiding kids through simple, sequential steps with targeted skill practice at each interval. His students possess efficient strategies, clear planning structures, and positive self-talk for writing tasks ranging from reading comprehension short-responses to critical literary essays.
With intimate knowledge of neuropsychological evaluation processes, Chris regularly confers with evaluators and school staff to bring a team-based approach to each child’s learning goals. He personalizes instruction for children with ADD/ADHD, receptive and expressive speech vulnerabilities, dyslexia, dyscalculia, visual processing disorders, mild to severe anxiety, and executive function and working memory disorders.
As an instructional leader and expert in project-based learning, Chris presents at national conferences and leads professional development in-house and off-site. When not conspiring with students, he can be found exploring the Catskills with his two kids and failing forward at his newest passion, stone-age tool creation.
Sam is a native New Yorker and proud alumnus of Stuyvesant High School. In 2008, he graduated from Middlebury College with departmental honors, majoring in English and minoring in Spanish. While at Middlebury, Sam was invited to attend the prestigious Bread Loaf Writers Conference for his work in fiction. He was also one of a handful of American students to participate in a student exchange program with the University of Havana in Cuba, where he spent two full semesters. Following graduation, Sam was hired by the Middlebury College Film Department to work as a full-time teaching assistant, supporting the department’s video production curriculum. Upon returning to New York, Sam worked at the crossroads of the film and tech industries for close to a decade before shifting his focus back to his roots in academia, specializing in private tutoring for the SAT, ACT, SHSAT, SSAT, ISEE as well as college essay writing. Sam brings the unique perspective of someone who knows firsthand what it takes to flourish academically as a young New Yorker. He is committed to creating a safe space for each of his students where they are empowered to ask questions, feel at ease and master material that might otherwise feel daunting in a classroom environment. In his spare time, Sam is an avid traveler (41 countries to date!), local sports fan, movie buff and gamer.
David worked for four years as an elementary school special education teacher in California. In New York, David focused on supporting individual students to succeed in school. He worked with all ages of students from elementary to teenager. He specializes in teaching literacy to students with special needs like Dyslexia, ADHD, Autism, and other learning disabilities. Success comes because David tailors his instruction to meet individual students’ needs. David has taught full general education classrooms, but his favorite practice is teaching small groups of special needs students, and individuals one-to-one. David believes that one of the key components to effective teaching is to build strong relationships based on mutual trust.
David earned his bachelor’s degree in International Relations at the University of California, Davis. He earned his general education teaching credential at Mills College in Oakland. He earned his Masters degree in Special Education at California State University, East Bay. David is trained in the Orton-Gillingham approach to literacy, guided reading, Fountas and Pinnell, Barton and Sonday systems, Do the Math, reading comprehension, Assistive Technology, Executive Function and study skills, functional behavioral assessments, as well as a variety of other instructional practices for teaching English language arts, math, and behavior. When working with students with reading disabilities, David typically builds a strong foundation in phonics using a multi-sensory approach first. Then, he will help students to expand their comprehension skills through reading, questions, and dialogue. However, every student is different. He conducts informal assessments to determine the exact needs of every student. David also supports students in writing by building skills such as handwriting, spelling, sentence structure, editing, pre-writing planning, paragraph structure, story structure, essay structure, grammar, and developing complex ideas.
Alexa received her Bachelor’s Degree and certification in Secondary Mathematics Education from SUNY Old Westbury in 2015. She later continued her studies at Queens College, where she earned her Master’s Degree in 2019. During the summer of 2020, she took courses to obtain her 5–6 mathematics extension. Alexa has her professional teaching license in Secondary Education Mathematics grades 7–12. She is in her sixth year of teaching and currently works at a 6–8 NYC DOE school in Fresh Meadows, Queens.
Alexa has experience in a variety of classrooms, including settings with students with disabilities and English language learners. She has taught math in grades 6–11 throughout her teaching career thus far. She has been tutoring on and off since 2013 in which has experience in grades 6–12. She has provided test prep for the Algebra 1 Regents, Geometry Regents, Algebra 2 Regents, and SATs.
Her teaching philosophy is as follows: make the math interesting, make the math relevant, and most importantly, make the math possible. As a teacher and a tutor, Alexa believes that every student is entitled to and deserves an equitable and equal opportunity to learn. As their teacher or tutor, she knows that it is essential that she understands and meets each of their needs all while making their activities engaging, rigorous, and enjoyable.
Dusty is a teacher and artist with a Master’s Degree in Special Education in the Urban Setting from Long Island University (7-12). He has been teaching in NYC public schools at the high school level for over 7 years. As an undergrad, he studied fashion, graphic design, and photography and spent 8 years in the fashion industry before transitioning into the field of education.
Dusty’s educational specialties lie in the areas of executive functioning skills development and improvement in written and verbal expression. He has taught 9th-12th graders of various skill levels both in the classroom and in a one-on-one setting. Dusty works with students to devise both a custom organization system for their schoolwork (including digital files), as well as fine-tuning their daily schedule, making sure there is a healthy school/life balance. He finds that once these things are taken care of, students are more accessible for learning. Dusty’s goal is for his students to succeed in school while learning real-world skills that are applicable to any path they choose after graduation. With major work around goal setting and time management, all students can exceed their (and their parents’) wildest expectations.
As for written and verbal expression, Dusty utilizes the art of interview and personal inventory-taking to aid in the writing process. By helping students speak more eloquently about themselves, they are able to enter any room and feel confident about holding their own in conversations and job interviews. This process of inventory-taking teaches students to craft deeper and more meaningful personal narratives, which in turn prepares them for the hurdle of writing their college entrance essays.
Dusty is also a history buff who has taught Global and U.S. History and Government/Economics. In his classrooms, he focuses on Project Based Learning and has helped students complete fantastic projects and presentations. He has also extensively tutored students for Regents exams in both Global and U.S. History.
In addition to teaching and tutoring, Dusty is very involved with the arts community in NYC. He has written, directed, dramaturged, costumed, designed, starred in, and produced many theatrical and cinematic works. He has worked in conjunction with The Guggenheim, St. Ann’s Warehouse, Joe’s Pub, Abrons Art Center, Judson Memorial Church, Intl. Center of Photography, Parsons, Pratt Institute, Institute of Contemporary Art, La MaMa Theater, Signature Theatre, NY Live Arts, Irving Plaza, The Whitney, BAM, Town Hall, Sundance Film Festival, Edinburgh Fringe Festival, and Soho Playhouse.
Erin received a Bachelor of Science in both Elementary and Special Education from Towson University. She then acquired a Master of Science in Special Education specializing in behavior disorders from Hunter College. She works with students ranging from ages 3 -16 years inside the classroom and at their homes to help improve their social-emotional and academic skills.
She facilitates playtime activities, implements and monitors behavior plans, improves communication skills, increases self-esteem through positive reinforcement, modifies and adapts instructions, and teaches coping strategies and flexibility. In addition, she provides behavior coaching, expands play skills, facilitates playdates, teaches reading, writing, math, and handwriting skills. She is experienced working with students who have ADD/ADHD, autism, behavior challenges, dyslexia, executive functioning challenges, learning disabilities, and more. She looks forward to working with families and collaborating with others by being part of a team to facilitate student and family growth.
Ann Marie is a New York and New Jersey State Certified Reading teacher for grades K-12. She earned her M.S.ed as a Reading Teacher from CUNY Lehman College and her B.A. in English from Hunter College. She has over 20 years of experience teaching reading in various school settings. She is experienced and trained in many Orton-Gillingham based reading programs and methodologies. She is passionate about helping students learn to the best of their abilities. Ann Marie believes that all children can learn to their fullest potential and that having a deep understanding of a child’s learning profile is essential in helping them to reach their goals.
Ann Marie is experienced with many reading programs and curriculums within the public, charter, private, and progressive school systems. She’s had formal training with all three tiers of the Wilson Reading System (Fundations, Just Words, and the Wilson Reading System) and she also has certification from The Institute of Multisensory Education (IMSE). She is also experienced working with Lindamood-Bell programs (Seeing Stars and Visualizing and Verbalizing). She has experience teaching many curriculums such as Fountas and Pinnell’’s Leveled Literacy, F & P Guided Reading, Reading Mastery, and Wheatley Reading. In addition to teaching reading, she is experienced in teaching basic writing skills (K-12) and Singapore based math (grades K – 2) using the Eureka Math Program. With her knowledge and experience of teaching, she can quickly target gaps and create a program based on the learning profile of each student.
LOCATION: Bronx, Manhattan, Westchester, New Jersey
TYPES OF SERVICES: Formal and informal reading assessments, Cognitive Abilities Testing
EXPERTISE: Working with students with extreme challenges, using assessments to target weaknesses, creating individualized programs for students based on learning profiles, Data-driven instruction, multi-sensory approaches
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.
William is a Brooklyn born and raised licensed secondary science teacher (grades 6-12). He has been teaching since 2015 in a 6-12 public school in Brooklyn that supports restorative practice and performance based assessments. He has taught 6th grade computer skills, 8th grade science, and high school level ecology, physics, and robotics. Almost all of the classes at his school are programmed for Integrated Co-Teaching, so he has experience with various types of learners and abilities. William has a Bachelor’s in Environmental Science from St. John’s University, and was a recipient of President Obama’s Race to the Top initiative to attend N.Y.U. for his Master’s in secondary science education. He enjoys citizen science projects, and has worked with the Billion Oyster Project, Earthwatch in the Cayman Islands, and the Gowanus Canal Conservancy.
Jessie is a certified Special Education teacher with experience working in a multitude of classroom settings. Jessie has over seven years of childcare experience and has taught, tutored, and assessed students from ages four to twenty-one. Jessie is a member of the New York City Teaching Fellows Program’s Cohort 29. She has taught in and developed learning plans for typically developing elementary students in a variety of settings including summer camps, religious schools, after-school programs, and in-home tutoring. Jessie deeply values social-emotional learning, trauma-informed teaching, and culturally responsive educational plans. She believes in a constructivist approach where students are actively involved in their own learning and become critical, independent thinkers. Through the creation of student portfolios, students working with Jessie will be able to track their ongoing progress and have a role in goal-setting for their own future achievements. She understands that the traditional classroom setting and emphasis on formal assessment can create difficulties for students processing trauma, coping with life changes, or for students who have had negative classroom experiences in the past. Jessie strives to create calming, student-centered spaces in which students’ emotions and backgrounds are prioritized throughout their educational journey. She employs a multitude of strategies to reach students including scaffolded assignments, lessons redesigned around student interests, multisensory lessons, mood boards, using texts leveled to current reading ability, and goal setting and tracking within units. Coming from a musical and theatrical background, she implements song, dance, visual art, and music into the classroom experience.
Jessie holds a Masters of Education for Students with Disabilities from Pace University and received her Bachelor’s degree in Africana and Puerto Rican/Latino Studies from CUNY Hunter College. She has met a wide range of student needs including ADHD, autism, learning disabilities, emotional disturbances, and intellectual disabilities. She has experience teaching in District 75, a district of specialized schools in New York City for students with moderate to severe disabilities and has been trained in Therapeutic Crisis Intervention (TCI) and trauma response for teenagers. She has written and implemented Individualized Education Programs (IEPs), held IEP meetings with families, and has developed a student-facing IEP guide to help students understand their own IEPs. Jessie has been trained in the Great Leaps Reading Fluency Program. For middle school students, she teaches math, social studies, science, and English. For high school students, she teaches English and social studies.
Claire hails from Paris. Before the pandemic, she spends a portion of her summers in Paris. For five years, while in France, she taught French and French Literature to middle and high schoolers. She achieved the highest teaching certification available in France, called the “agrégation”. Since moving to the States, she taught at Rutgers University (New Jersey) and as a teacher at a summer school program in California. In New York City she has been teaching French as a Second Language to students of all levels (Beginners to Advanced) for all grades/ages. She is also a teacher and an Enrichment Program Coordinator for Education Francaise à New York (EFNY), a non-profit organization promoting Dual Language Programs in NYC public schools. She prides herself on tailoring each lesson to each student’s specific needs in a friendly atmosphere. She helps her clients with their French reading, writing, and conversation skills. She looks forward to working with you!
Jurga is an early childhood special education teacher. She has been teaching since 2009 as a SEIT, an Early Intervention teacher, reading specialist, special education teacher in an ICT classroom, as well as a teacher in a self-contained special education classroom. She is experienced to work with students from kindergarten through middle school. Jurga has completed the Orton-Gillingham training, practicum, and certification through Institute for Multi-Sensory Education (IMSE). She has extensive knowledge of Wilson Fundations, Eureka Math, Go Math, and Teachers College’s reading and writing curriculum. Jurga has experience working with students with speech and language disabilities, autism, ADHD, executive functioning difficulties, dyscalculia, and learning disabilities. Jurga‘s knowledge of a variety of approaches helps her find the right activities for each student. She works at the student’s functional level and progresses in sequential order from basic to more complex skills. Jurga loves to use literacy or math games whenever possible to make learning fun.
Jill is an experienced literacy specialist with 18 years of service in public education where she is certified in Bilingual Elementary Education (Pre-K-4), English Language Arts and Reading (4-8), Special Education (EC-12), and Principal (EC-12). Additionally, she is MTA certified (Multi-Sensory Teaching Approach) for assisting students with dyslexia remediation.
Jill earned a Master of Science in Education Law from Nova Southeastern University. She is currently pursuing a Ph.D. in Reading Education from Texas Woman’s University to have a greater impact in schools and the community in the area of literacy.
Throughout her career, she has worked with students across grade levels with diverse language and cultural backgrounds and specific learning needs such as dyslexia. Teaching students to become fluent readers and skilled writers is her passion. She incorporates a variety of hands-on instructional strategies, interventions, and teaching methods to scaffold instruction so that your child can gain the foundational skills necessary to build confidence in their abilities and to become successful academically. She believes that learning should be fun and strives to motivate kids to reach their greatest potential. Jill’s specialties include spelling and decoding, word-solving strategies, phonological awareness, fluency, reading comprehension, vocabulary, and writing.
Her teaching style can be described as individualized, hands-on, and engaging. Jill utilizes a variety of resources to meet the needs of her students such as Words Their Way, MTA, Fountas & Pinnell, Leveled Literacy Intervention (LLI), Reading A-Z, Writing Without Tears, and much more. Her reading intervention includes phonological awareness, phonics, decoding, encoding, word-solving strategies, fluency, vocabulary, reading comprehension, and writing.
Jill believes in celebrating each child’s strengths and creating a nurturing environment where students can grow and feel empowered to take ownership of their learning as partners in their education.