Laurie has a B.A. in Communications from SUNY New Paltz and an M.S. in School Counseling for grades K-12 from New York Institute of Technology. She specialized in using cognitive behavioral approaches to help students in grades 6-12, as well as college students, with executive functioning, time management, study skills, and social-emotional concerns that interfere with academics. Laurie has been a school counselor and intern at Stuyvesant High School in Manhattan, and New Heights Middle School in Brooklyn, as well as a volunteer tutor and college prep coach at several high schools across Brooklyn and Manhattan. She has helped students to develop strategies for managing ADHD, anxiety, or depression, and has supported students struggling with school refusal, and academic motivation. Her approach also encourages goal-setting and relationship building for the development of self-advocacy skills, which also boosts students’ confidence in their ability to succeed. Laurie tutors students in grades 6-8 in ELA, writing, and math, and assists high school students with writing, algebra, and geometry to prepare for unit tests and NY State Regents Exams. She is experienced with SAT test-taking strategies, and preparing students for the math, reading, and writing sections through a combination of skill and confidence building.
Masters in English Language Arts
Victoria is a New York City public school teacher with eight years of classroom experience teaching middle and high school English Language Arts (ELA). She received her BFA in Film, Television, and Radio Production from New York Institute of Technology, and her Master’s degree in Adolescent Education in English Language Arts from St. John’s University. Victoria is a Peer Collaborative Teacher leader, and the head of the eighth grade ELA department at her school. She has experience working with special education students in an inclusion setting, as well as general education and advanced placement students. She has both classroom and tutoring experience with students with autism, ADHD, dyslexia, emotional disturbance, and speech disorders. She has experience teaching reading from K-8, and uses the FUNdations program to develop phonics and sight words in early readers. Victoria is an expert in New York State Common Core learning standards and is experienced in teaching reading comprehension, writing skills, and test-taking strategies. She also teaches study skills and can provide homework help in English Language Arts, social studies, science, and elementary math. She has provided very successful test prep for the NYS English Language Arts test (all grades), the English Regents, AP English exams, social studies, and science Regents, the Specialized High School Test (SHSAT), the ACT, and the SAT. Victoria has a creative background that allows her to bring a unique eye to all academic endeavors and struggles her students may face
Masters in Literacy
Emily graduated with a Bachelor’s in English from Brandeis University and has a Master’s in Literacy Development and Instruction from Cleveland State University. She began her teaching career in public school teaching middle school humanities. In this role, she prepared students for the state benchmark exams at Success Academy with most of her students receiving distinguished status. At Success Academy, Emily mentored other teachers and provided Fountas and Pinnell leveled literacy exams for students regularly. She was also trained in providing excellent literacy instruction with a particular focus on shared texts, fluency, writing clearly and creatively, decoding, and academic essay organization. Emily worked closely with the math and science teachers to implement a school-wide approach to literacy, where students used the skills they learned in English in all of their classes for skills such as question interpretation, decoding challenging articles, short responses, persuasion, and clarity. Emily saw firsthand the growth that came from a strong emphasis on literacy and believes high-quality literacy instruction is vital for success in school.
Emily is now teaching at the independent school on the Upper East Side, where she is responsible for managing her own curriculum for math, reading, social studies. In this role, she works closely with the school’s learning specialist to create modifications when necessary and provide tailored instruction to meet the needs of students diagnosed with reading disorders, ADHD, dyslexia, and other behavioral issues. In her current job and tutoring experience, Emily regularly provides executive functioning coaching and is able to provide students with the skills they need to better organize their work and build study skills to benefit them for the rest of their academic career.
Emily has formal training in Fountas and Pinnell Leveled Literacy, Teacher’s College Reading and Writing Program, Math in Focus, and Orton Gillingham. Emily regularly speaks to the parents and teachers of those she is tutoring and believes it takes a team and frequent communication to best help each child. Emily is passionate about teaching and takes particular pride in working with students, grades k to 8, that are struggling and helping them to discover their capacity for success. In her free time, Emily runs marathons and coaches Girls on the Run- an organization that aims to build the confidence and character of girls through running based activities.
Licensed Special Educator
Caitlyn has been a special education teacher in a NYC public high school for 6 years. She now supports students from the 2nd to 12th grade as a learning specialist and executive function coach. Caitlyn has worked in both an inclusive setting and one on one with students with learning disabilities, ADHD, OCD, speech and language impairments, emotional disturbances and ASD. Caitlyn has taught reading, writing, algebra, geometry and living environment. She has also taught a writing workshop for three years focusing on genre practice and the writing process. Throughout her time as an educator she has learned best practices for teaching self-regulation, reading comprehension strategies, executive functioning skills and writing through genre practice. She has taught Common Core Algebra Regents prep for 4 consecutive summers and raised students’ exam scores by an average of 10 points. She has served as assessment lead and special education lead at her school and utilizes this expertise as a learning specialist. She infuses formative and summative assessments into her instruction in order to empower students to analyze their progress and evaluate their strategy use. She also utilizes manipulatives, graphic organizers, repetition, and visual, auditory and kinesthetic learning opportunities when applicable. Caitlyn holds a Bachelor’s degree in English and Secondary Education from The College of New Jersey and a Masters in Students with Disabilities from Touro College. As a learning specialist, Caitlyn helps students to be purposeful in their learning, to understand other perspectives, and to approach challenges with confidence and a growth mindset.
Master's in Special Education
Anthony is an educator, writer, and artist. He holds a BA in International Studies and Journalism and a MSEd in Teaching Children with Special Needs. He has taught Pre-K up to 3rd grade in Integrated Co-Teaching (ICT) and Self Contained Special Education classrooms in the NYC public schools and also was a founding teacher at a private school in Park Slope. Anthony’s approach to teaching is simple, yet complex, prioritizing strategies that build skills while activating curiosity and intrinsic motivation to learn. His knowledge and experience is a unique blend of traditional literacy and math methodologies, such as Wilson (including FUNdations), Orton Gillingham, Lucy Calkins’ Reading and Writing Workshop, TERC Math, Everyday Mathematics, and Mathematics in the City, and others with a whole brain and body approach. Anthony’s approach to both literacy and math is geared specifically to the needs of the student and is based on careful assessment. For older elementary and middle school students, assessing the student is of the greatest important because the breakdown in understanding could have happened earlier in the student’s schooling. Anthony uses a combination of academic skill building and reinforcing positive work habits to help students of all ages succeed. He incorporates activities designed to stimulate neural development through the building the perception skills of auditory and visual memory processing, sequencing, cognitive and metacognitive strategies, visual analysis and synthesis, eye-hand coordination, and whole body balance, integration, and motor skills. These skills support the development of executive functioning, which Anthony has supported many students in improving. These activities and frameworks are also seamlessly applied to test prep.
Anthony’s relationship with the families he works with are a priority and views his work in education as a service to the community, working tirelessly to receive the desired results of academic improvement, increased confidence, and general well-being in the child’s school experience. He works with parents in navigating the important and sometimes difficult realm of schooling and learning.
Master’s - Special & General Education
Jacob is a full-time private learning specialist. He holds a dual Masters of Science in General and Special Education from Bank Street. He is certified in New York State for grades 1-6, and has over a decade of experience working with students from Kindergarten to college. He works mainly with students diagnosed with ADD/ADHD, dysgraphia, dyslexia, dyscalculia, general language-based disorders, and communication disorders (including ASD). His areas of expertise include reading comprehension, writing, and executive functioning coaching. Jacob is fluent in all aspects of English Language Arts, Social Studies, Science, and History curricula, including preparation for Regents and college-level work, and he is capable of math remediation up to 8th grade. In his work, he adheres to up-to-date educational practices, including multi-sensory approaches, the use of informal assessments to get constant data and feedback on students’ progress, and sensitivity to the student’s developmental stage. He strives to develop his students’ meta-cognition, with the ultimate goal always being his students’ independence and full realization of their abilities. He also always strives to make the sessions fun and engaging, using his undergraduate training as a historian to imbue his practice with a wide-ranging knowledge of culture, literature, art, and politics. Jacob often works as an executive functioning coach, often working with students diagnosed with ADHD or ADD. He helps students define and understand their general goals and strengths, in conjunction with teaching specific strategies, techniques, and habits for time management and organization. He has much experience helping students and families understand how executive functioning affects learning at school and at home. He is also very comfortable forming learning teams and acting as a liaison between school and home, as well as engaging with psychologists who may be involved in supporting a student. This combination of sensitivity to individual needs and the use of rigorous, up to date pedagogical practices has led to success with students who had previously been struggling and considering changing schools. He also brings this suite of skills and practices to bear on test prep, when necessary, for all typical school and college admissions tests.
Jordan, M.S. Ed., is a doctoral candidate in Human and Organizational Psychology at Touro University. He received his B.S. in Psychology with a minor in Sociology from Indiana State University and his M.S. in Special Education from Touro College. Jordan’s professional endeavors include curriculum development and educational reform with a focus on intercultural education and informal learning. He has extensive experience in teaching and providing academic and personal advising in multicultural environments. Jordan has been involved in multiple research experiments in Education and Psychology at Indiana State University, The New School, Columbia University, and New York University. He has taught special education at the elementary, middle school, and high school level and has experience teaching all content-based subjects, including math. He has provided one-on-one multisensory tutoring in every content-based subject to both special education and general education students between the ages of 7-21. Jordan has both classroom and tutoring experience with students with autism, oppositional defiant disorder, ADHD, emotional disturbance, learning differences, and executive functioning disorders. He also has experience teaching test-taking and study skills strategies to students preparing to take Regents and SAT examinations. He is knowledgeable about the New York State Common Core learning standards and is experienced in teaching reading comprehension skills, reading strategies, and writing strategies. Jordan emphasizes the importance of fostering students’ independent academic skills to assist their transitions to college and the workplace.