MANHATTAN, NYC READING WRITING TUTORS SPECIALISTS

Stephen is a highly qualified educator with a wealth of experience and a deep commitment to student success. He holds a New York State Social Studies teaching license for grades 1–12 and a New York City Department of Education Common Branch license for grades 7–12. His educational journey includes a BA in English and History from Marquette University, an MA in Teaching from Teachers College at Columbia University, and an MA in Liberal Studies from the City University of New York Graduate Center.

Throughout his career, Stephen has played a pivotal role in various educational settings. He has founded charity schools in Tijuana, Mexico, and Mzuzu, Malawi, where he taught elementary school and pre-K, respectively. Since 2003, Stephen has been a dedicated educator at the Brooklyn School for Collaborative Studies (BCS), where he teaches middle and high school reading, social studies, and film electives.

Elizabeth is an accomplished educator with a strong foundation in both Childhood Education and Students with Disabilities (Grades 1-6). She holds a bachelor’s degree from Marist College and a master’s degree from Touro University, with memberships in both the International Honor Society in Education and Psychology. Throughout her career, Elizabeth has played pivotal roles, starting as a Special Education teacher in various New York City schools. She has excelled in mentoring new teachers, taking on leadership roles such as grade-level team leader, and conducting professional development training sessions for teachers and families. Currently serving as an Assistant Principal at the elementary level, Elizabeth is dedicated to cultivating students’ love for learning while fostering their self-confidence to achieve individualized goals.

As a literacy and math instructor, Elizabeth brings a wealth of experience in mentoring and tutoring children with diverse backgrounds and needs. Her instructional expertise encompasses phonics, phonological awareness, decoding, spelling, fluency, reading comprehension, vocabulary, and elementary math. Elizabeth is well-versed in implementing multisensory programs such as Wilson Fundations, Success For All (SFA), and Guided Reading Leveled Literacy, all designed to promote reading, writing, and oral language development.

Christine is a dedicated Handwriting Specialist and Occupational Therapist committed to imparting the principles and mechanics of handwriting to children of all ages and learning styles. She earned her master’s degree in occupational therapy from Long Island University in 2014 and currently serves in the Department of Education in NYC, where she supports students with handwriting, sensory processing, fine motor, and visual perceptual needs.

Proficient in the Handwriting Without Tears program, Christine integrates elements of TV Teacher and the Zaner-Bloser Method to craft personalized learning plans for each student, tailored to their skill level and learning preferences. Drawing from her occupational therapy background, she incorporates sensory modalities to teach pre-writing skills and letter formation in a dynamic and engaging environment, ensuring sustained interest and participation.

Christine focuses on improving children’s pencil grasp by addressing fine motor skills and hand manipulation. Recognizing the impact of posture on learning and handwriting, she emphasizes the importance of good posture, incorporating posture-improving exercises and making seating recommendations as needed during her sessions.

Alyssa is certified in General Education and Special Education for birth through sixth grade. She received her Bachelor’s degree from SUNY Cortland and her Master’s Degree from Manhattanville College. Alyssa teaches within the NYC DOE and is going on her fifth year as a Kindergarten Special Education teacher in an Integrated Co-Taught (ICT) class. She also has experience as a Pre-kindergarten enrichment teacher, and in first and second grade. Alyssa has worked as a Grade Team Lead, where she differentiated lesson plans for all types of learners based on data and led development sessions for teachers. She has also worked as a New Teacher Coach, helping new teachers plan engaging and meaningful lessons. Alyssa has experience working with children who are English Language Learners, have autism, ADHD, behavior disorders, speech and language disorders and other learning differences.

Alyssa prides herself in being a friendly, enthusiastic and caring individual who is constantly striving to gain more knowledge on how to effectively support her students. She believes students learn best when their specific learning styles and strengths are leveraged to assist them in meeting their goals. Alyssa will track their data and progress to further customize their engaging and hands-on lessons.

Alyssa aspires to be a teacher who inspires her students to be life-long learners and find confidence and joy in learning!

Clint is a highly qualified Childhood Education and Students With Disabilities teacher, boasting nearly a decade of invaluable experience in the education sector. He holds a B.S. from Siena College and a Master’s in General and Special Education (grades 1-6) from Touro College, demonstrating his commitment to both foundational and inclusive teaching practices.

Firmly believing in the transformative power of empathy, patience, and meaningful relationships, Clint has served in various roles, including ICT teacher, general education homeroom teacher, and TESOL teacher. His diverse experience extends to working with students facing specific challenges, such as reading, writing, and math learning disabilities, speech and language delays, ADD, ADHD, and general learning disabilities.

Understanding the unique needs of each student, Clint emphasizes personalized education plans tailored to individual differences. His expertise shines in assisting students struggling with decoding/encoding, fluency, reading, and reading comprehension. Clint adeptly supports phonemic awareness, letter/sound identification, blending sounds, guided reading, reading comprehension skills, and writing.

Alicia holds a Master’s Degree in Elementary Education from the University of New Hampshire and brings a wealth of experience as an educator across diverse settings, including public and independent schools, small group tutoring, and personalized 1-on-1 sessions within students’ homes. Her primary focus lies in teaching young children, spanning from toddlers through 3rd grade. Alicia has honed her skills in differentiating instruction, fostering safe learning environments, and assessing and supporting students across all developmental domains.

In her approach to teaching math, Alicia integrates manipulatives like ten frames and double-sided counters. She employs follow-up questions to deepen students’ understanding, and she values discussions on math topics to establish connections between various concepts, enhance retention, and promote reflective thinking (metacognition). Notably, Alicia has utilized programs such as Math in Focus and Bridges in Math.

Maribell earned her Bachelor of Science in Economics at the University at Albany, followed by a Bachelor of Science in Education at Hunter College. Discovering her passion for teaching, she pursued a Certificate in Special Education, accumulating years of diverse experiences working with students with varying needs. Her teaching journey includes instructing grades 2-5, both with and without learning differences. For three years, Maribell served as the lead Special Education Classroom Teacher for Second Grade, including two years as a lead in the United Arab Emirates, teaching 62 Third Grade English Language Learners.

Lillian brings twelve years of teaching experience to her role, having taught 5th and 6th-grade ICT for students with mild to moderate disabilities, worked in a 2nd-3rd grade self-contained classroom for students with moderate disabilities, and currently serves as a math and reading interventionist for general education students. Currently serving as the Special Education Liaison and Lead IEP teacher at a public elementary school in Manhattan, Lillian holds a BA from Tufts University in Peace and Justice Studies and a dual MA from New York University in Child Education and Special Education.

Believing in the inherent capacity of all students to learn, Lillian emphasizes research-based methods coupled with compassion, understanding, and engaging instructional approaches. She supports students in reading, writing, math skills, and executive functioning strategies, tailoring her methods to each individual through personal connections. In math intervention, Lillian concentrates on developing number sense and fluency through number talks and games while reinforcing conceptual understanding with manipulatives and tools. In literacy, she focuses on building strong phonics and phonological awareness through multisensory approaches to enhance decoding and encoding abilities. Recognizing the importance of self-perception in learning challenges, Lillian also prioritizes building student self-confidence and advocacy.

Lillian has extensive experience working with students facing diverse learning challenges, including Specific Learning Disabilities, ADHD/ADD, executive functioning needs, ASD, dyscalculia, and other learning issues. She is proficient in Fundations, TC Reading and Writing Workshop, Heggerty, SPIRE, and other literacy programs. In math, she participated in the Algebra For All NYC initiative and possesses proficiency with EngageNY and Metamorphosis strategies.

Jessica is a dedicated elementary school teacher with three years of teaching experience in Ireland, covering 4th grade, 1st grade, and special education. For the past two years, she has been teaching 2nd grade in a New York City school. Jessica holds a Bachelor of Social Science degree from the University College of Cork, Ireland, and a Master of Education degree from the University of Limerick, Ireland. With a focus on assessing children’s learning styles and needs, she strives to find the best approaches to boost their grades and confidence. Jessica employs various suitable teaching strategies and resources to cater to individual needs, creating a positive and safe learning environment. Passionate about education, Jessica utilizes technology, visual aids, games, inquiry-based activities, manipulatives, and graphic organizers to ensure children’s understanding. With four years of experience tutoring children individually and in small groups, ranging in ages from 5 to 12 years old, Jessica provides support for students struggling with mathematics, reading, and writing.

Jana is an accomplished educator with a B.A. in English Literature and Spanish from the University of Massachusetts, Amherst, and an M.A. in TESOL from Hunter College. Her time at Hunter College allowed her to refine her skills in developing multisensory instructional methods and social-emotional skill-building practices. Jana is dedicated to forming authentic connections and creating nurturing spaces where students can comfortably grow and learn.

Having worked in both public and private educational sectors, Jana brings a unique perspective as an ENL (English as a New Language) classroom teacher in NYC’s DOE, supporting self-contained classes of 1st-graders, 7th-graders, and 10th-12th graders. Throughout her career, she has championed accessibility and acquisition by tailoring the curriculum to the differing proficiencies of her English Language Learners (ELLs).

Christopher is an accomplished educator with a Bachelor’s degree, with honors, in Sociology and a Master’s degree in Special Education and Literacy from The State University of New York at Albany. Certified as a Literacy Specialist, Special Education Teacher, and General Education Teacher in New York State, Christopher has dedicated twelve years to teaching students in grades K-5 within New York City Public Schools. His roles have included Schoolwide Literacy Specialist, Special Education and Movement Teacher, and extensive experience in tutoring students of all ages.

In the realm of Special Education, Christopher excels in developing specialized instruction, conducting professional development seminars for fellow educators, and employing an individualized approach to learning. He embraces asset-based, social-emotional, and growth-mindset methodologies that recognize and amplify each student’s strengths and interests. Christopher fosters purposeful goal-setting, emphasizing tools and resources to achieve them, while instilling patience, self-regulation, confidence-building, and essential executive functioning skills.

Kristen earned her Bachelor’s degree in Special Education from the University of Florida in 2017, followed by a Master’s degree in Early Childhood Education in 2018. She currently serves as an Assistant Principal at a charter school in the Bronx, overseeing the Special Education department.

Before moving into administration, Kristen worked as a reading and math specialist and a classroom teacher. During her time as a teacher, 100% of her students passed the ELA and Math State Exams. She is particularly skilled in promoting reading growth through the Wilson Reading Program and has experience with the Russian School of Mathematics Program.

Eliana holds a Bachelor of Arts in International Relations from American University and a Master of Arts in Education from Relay Graduate School of Education. She is certified to teach grades 1-6 and has received specialized training in Fundations, Orton-Gillingham, and Reading Workshop methodologies. Eliana teaches second-grade general studies at a private school, focusing on reading, writing, math, and social studies. She also tutors elementary-aged students in reading and writing and works with students from Pre-K to 6th grade. 

Eliana believes in a pedagogical philosophy emphasizing exploration, guided practice, and hands-on learning to nurture critical thinking and inquiry-based skills. She tailors her lessons to each student’s needs, conducting thorough assessments to identify their strengths and areas for growth. Employing a multi-sensory approach rooted in the Orton-Gillingham method, Eliana uses auditory, visual, and kinesthetic strategies to help students become more proficient readers. Her method is supported by research in the science of reading

Perry is a highly qualified, multi-certified teacher specializing in Special and General Education, grades 1-6. She holds a Bachelor’s degree in Therapeutic Recreation from Ithaca College and a Master’s degree in General Education and Special Education, grades 1-6, with a concentration in behavioral disorders from Hunter College. Additionally, Perry is attending Bank Street to extend her certification in Early Childhood Education (birth grade 2). Perry has worked with students from kindergarten through fourth grade, both as a head teacher and a tutor. She has extensive experience with the following populations: ASD, speech-language delays, ADD, EF disorders, ADHD, behavioral disorders, and learning disabilities.

Perry is passionate about providing children with the most individualized instruction and support needed to give them confidence both in the classroom and in their personal lives. She is friendly and enthusiastic and works hard to develop trust with her students and their families. Perry tracks data to show progress and then customizes the supplementary work to meet goals as determined by the school and families.

Peter is a highly qualified teacher with permanent New York State certification in special education, grades N-12. He has a proven track record of success in helping reluctant and struggling young learners to read.

He offers specialized tutoring services in several areas of instruction: structured literacy, also known as multi-sensory phonics instruction, for students in grades K-4, ELA and Common Core instruction for 3rd–8th graders, and advanced research and writing support for college and graduate students, particularly those majoring in the humanities and/or social sciences.

Peter has been a teacher since 1998. He has taught in a number of diverse settings, ranging from kindergarten, 1st, and 2nd grade special education classrooms, both inclusive and self-contained, to 6th and 7th grade inclusive ELA classrooms, to graduate-level structured literacy courses for pre-service teachers. He combines evidence-based structured literacy instruction for young learners, especially those struggling with dyslexia and/or other learning disabilities, with ELA and Common Core instruction for all learners, and advanced academic research and writing assistance for college students and beyond.

Anyelis graduated from the College of Mount Saint Vincent with a Bachelor of Arts in Psychology. She then joined The Center of Autism and Related Disorder, where she conducted Applied Behavioral Analysis (ABA) therapy to children living with Autism Spectrum Disorder. She also coached therapists and families on how to conduct ABA and created individualized programs for scholars, while obtaining her Dual Masters in Science of Education in General and Special Education for grades 1-6. Anyelis taught Kindergarten for over 5 years with experience in Pre-K, and then became the first Multilingual Learner Specialist in her school.

Branka is a dynamic, multi-skilled, and self-motivated educator with 15 years of experience in both general and special education. Her teaching journey highlights her dedication and versatility. She began her career working closely with students and families from multicultural backgrounds in home settings, developing a strong rapport and a deep understanding of individual learning styles. This foundation helped her excel as a preschool and kindergarten teacher in general education, where she brought her passion for early childhood development into the classroom.

Branka’s commitment to inclusive education led her to specialize in special education. She has served on Diversity, Equity, and Inclusion committees, supporting teachers in creating environments where every student feels respected and valued.

Dan is a dual certified special education teacher with over 17 years experience. He currently works as a SETSS Teacher at a public school in New York City. Dan believes relationship building is the cornerstone of a successful teaching practice and strives to quickly engage his students by exuding expertise and passion within his practice. In his 17 years as an educator, Dan has worked as a resource teacher, inclusive special education teacher, as well as a self contained special education teacher. Dan has experience working with a wide variety of students including those with specific reading, writing and math learning disabilities, speech and language delays, ADD, ADHD, as well as issues with Executive Functioning. Through his experience as an educator, he has been able to find his own innovative, progressive approach, which allows him to tailor units, lessons and concepts to the individual learning needs and interests of his students.

Dana is a special education teacher specializing in working with students who have special needs, specifically students who have developmental and academic delays, as well as behavioral challenges. She is knowledgeable in social emotional development, ensuring children are given the appropriate tools to better cope with conflicts and problem solve more effectively.

Dana graduated from West Virginia University with a BS in Early Childhood Development and Family Studies, with an endorsement in Special Needs. Dana received her Master’s Degree in Early Childhood Education Curriculum and Instruction from William Paterson University in Wayne, New Jersey. She holds two certifications in the state of New Jersey: Teacher of Students with Disabilities and Teacher of Preschool through Grade 3.

Danny is an experienced and passionate special education teacher and literacy consultant with nearly ten years of experience in education. He holds a New York State professional certification in Teaching Students with Disabilities (Grades 1-6) and has taught students in a range of educational settings across the elementary grades.

Throughout his career, Danny has used his unique expertise, skills, and training to support students with diverse learning needs. He has worked with students with a range of disabilities, implementing training from Wilson and Fundations as well as methodologies from other structured, multisensory programs to provide phonics and reading intervention for students with print-based learning challenges.

Gabrielle is an experienced special education teacher with over 10 years of teaching experience. She has taught kindergarten – 5th grade in general education, integrated co-teaching, and self contained settings. She has a Master’s in General Education (1-6) and Special Education certification (1-6) from Hunter College: School of Education. She is in school for her School Building Leader and District Leader Certification through the CITE program at The College of St.Rose.

Gabrielle is an elementary school teacher (K-5) with experience tutoring students (one-on-one and in small groups) and mentoring novice teachers. She provides a nurturing and caring learning experience that allows students to engage in productive struggles and become critical thinkers. She teaches students with diverse backgrounds and abilities (Autism Spectrum Disorder, ADHD, Speech and Language Impairment) and has a strong rapport with students and families. She believes all students can and will learn and thrive in society when provided with excellent instruction, tools, and resources based on their needs. She gives students skills that can be transferable to different areas of their everyday lives.

Gabrielle’s experience over the last 16 years of teaching has included early childhood special education, middle/upper school executive functioning and guidance, undergraduate and graduate education, and executive functioning in addition to parent education and social-emotional/responsive classroom (life) in 1:1 and group settings.

Gabrielle attended the University of Michigan with a degree in Latin American and Caribbean studies with a minor in Art History. She holds her Master’s in early childhood education and Special Education and has an annotation and additional training in working with students on the Autism Spectrum. She is trained in a variety of multi-sensory learning methods, Brain Gym, Smile Therapeutic Message, etc.

Jenna is a certified educator with over ten years of experience working with students in Grades 1-6. She holds a Master’s Degree in Elementary Education and a Bachelors’s Degree in Psychology. She also has her Students with Disabilities certification in New York. Jenna has training and experience working with students with Autism, behavior management, and teaching students with learning differences. Her experience helps her understand the best ways to address students’ specific needs.

Jenna has experience in Manhattan providing one-to-one instruction and small group instruction, as well as SEIT work in various schools. She has worked with children with a diverse range of diagnoses including Autism Spectrum Disorder, ADD/ADHD, speech/language delays, and other learning differences. She focuses on creating a personalized and supportive relationship with each student while targeting their specific needs and goals. She identifies what motivates each child and uses reinforcers and breaks throughout her sessions to maintain engagement and focus.

Julia graduated from Colgate University with a Bachelor of Arts in Educational Studies before embarking on her journey with the Teach For America Corps. During her time in the corps, she taught grades kindergarten through fourth grade while pursuing her Dual M.S.Ed in General and Special Education for grades 1-6. With four years of experience in both whole group and small group instruction, Julia has taught a diverse range of subjects, including Social-Emotional Learning (SEL), writing, math, science, and guided literacy in both general and special education settings.

Julia is well-versed in various reading programs such as Amplify, CKLA, iReady, NWEA, STEP tool, and F&P. In the realm of mathematics, she has utilized tools like Zearn, iReady, and NWEA to analyze and tailor instruction to meet individual student needs.

Kirsten is an enthusiastic educator with seven years of lead teaching experience in both charter and independent school settings. Kirsten obtained her Bachelor’s degree in Elementary Education from Eastern Nazarene College and went on to receive her Master’s degree from Touro University in Childhood Education & Students with Disabilities (Grades 1-6). She is certified in New York State in both General and Special Education for grades 1-6. Kirsten’s career in NYC began with teaching 4th grade for four years in an integrated co-teaching classroom for a high-performing charter school network. Kirsten consistently worked with classes containing up to 30% of students requiring Individualized Education Plans. She served as a grade level leader for a team of 5 fourth-grade teachers, providing coaching to other adults and spearheading the curriculum planning across the grade. Currently, Kirsten teaches third grade at a progressive independent school on the Upper East Side that is consistently recognized as a top 10 school in the nation.

Liza is a motivated, goal-oriented elementary education teacher (grades 1-6). She is currently working in a first grade classroom in a NYC Department of Education public school in Gramercy. She is from Minneapolis, Minnesota and has 8 years of teaching experience in grades K-5. In Summer 2019 Liza spent 6 weeks teaching English overseas to 4th-6th grade students. Liza received a Masters in Elementary Education from the University of Minnesota and a bachelor’s degree in Business and Communication from Indiana University. Liza is trained in Wilson Fundations, Guided Reading Leveled Literacy, Fountas and Pinnell, Teachers College Reading and Writing, and EngageNY Math (Eureka Math).

Megan is a New York State certified teacher with Professional Licenses in Childhood Education (Grades 1-6) and Special Education (all grades). Megan is a certified teacher in the Orton-Gillingham approach used to teach reading to students with reading difficulties. Her education includes a M.A. from Fordham University in Elementary Education and Special Education, and a B.A. from Boston College in Elementary Education, Special Education, Human Development and Applied Psychology. Megan was a Division I Athlete at Boston College for 4 years.

With over 10 years of teaching experience, Megan has taught in various educational settings across Manhattan, meeting wonderfully diverse students. Her experience includes teaching general education students, English Language Learners, and students with disabilities. Most recently as a Head Special Education Teacher, Megan created and implemented individualized instruction across academic domains to meet the specific needs of students with a variety of learning and physical disabilities, and learning differences including students diagnosed with dyslexia, speech and language disabilities, social pragmatic language disorder, ADHD, learning disorders, dysgraphia, developmental coordination disorder, mood disorders, autism, and students with hearing impairments.

Rachel is a New York State licensed teacher, with a dual certification in early childhood and childhood education. She earned her Masters of Education in Literacy at SUNY Oneonta and holds a Bachelor of Science from SUNY Cortland.
Rachel is a tenured teacher and has been teaching for the Department of Education for five years. Rachel currently teaches in an ICT first-grade classroom and has previously taught kindergarten as well. She has worked with diverse groups of students, working to meet the needs of English language learners, students diagnosed with learning disabilities, and general education students. Rachel is responsible for creating and implementing individualized instruction across academic domains to meet the specific needs of students with a variety of learning and physical disabilities. She uses multisensory-based teaching methods to teach phonics, reading, writing, and math to her first graders. Rachel believes in an explicit approach to teaching students to read using tools such as decodable texts, play-doh, sound boxes, and magnet chips.

Sohayla graduated from Saint John’s University with a Bachelor of Science in Childhood Education and a Masters of Science in Special Education. She is certified in New York State to teach 1st through 6th grade and also has extensive experience working with students all the way up to the doctoral level. Sohayla built her academic career and gained leadership experience during her 5 years as a Saint John’s student. While being an after school teacher, and a graduate assistant at Saint John’s University’s Writing Center, Sohayla has learned the skills necessary to facilitate a culturally responsive and inclusive learning environment for all her students. Her experiences as a Writing Consultant have allowed her to view learning through multiple interconnected perspectives. She has held writer’s workshops for elementary age students. Sohayla has an ability to work with students with various ranges of abilities and she is known for her patience and creativity. Sohayla has worked in various classroom settings including self-contained, inclusive, ICT, and general. Within these classroom settings, Sohayla has taught students using literacy and mathematics programs/strategies including Teachers College, Self-Regulated Strategy Development (SRSD), Go Math, and enVision Math.

Katherine is a highly skilled and energetic early childhood educator. She received a Bachelor’s Degree in Childhood/Special Education (Grades 1-6) from NYU and a Master’s Degree in Early Childhood/Special Education (Birth-Grade 2) from Hunter College. She is well versed in a variety of phonics and literacy programs, including Wilson’s Fundations, the Teachers College Reading and Writing Project and Handwriting without Tears. She is also trained in the Orton-Gillingham Approach and integrates multisensory activities to teach literacy skills to children, including English Language Learners and students with dyslexia.  

Katherine has taught for over nine years across various age groups from birth to grade 3. Her experience includes instructing a first grade and pre-kindergarten classroom. As a first-grade teacher, Katherine developed differentiated, highly engaging and appropriately challenging lessons across all subject areas and aligned to the Common Core Standards. She also ensured consistent student data collection and adjusted instruction to strategically remediate for misconceptions. While instructing a pre-kindergarten classroom, Katherine delivered creative and hands-on lessons that taught phonological awareness and encouraged children to problem-solve and construct their own knowledge.

Emily is an experienced elementary educator. She holds an MST from Fordham University in Childhood Education and studied psychology during her undergraduate years at Fordham. She is New York State certified.

Emily has taught first and second grade and worked one-on-one with students from 4 to 9 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency, and comprehension. She has been trained in Orton Gillingham and has experience using Wilson Fundations, Fountas and Pinnell, and Orton Gillingham in her classroom. 

Additionally, Emily has experience working with students from pre-k through third grade who need support in math. She has been trained in and teaches using Singapore Math strategies, but she also has experience teaching Envision Mathematics. 

Ciaran (pronounced “Keeran”) has 25 years of combined experience in the general education classroom (10 years) and as a 1:1 Special Education Instructor (15 years). He has worked with a variety of students with learning differences throughout Manhattan and parts of Long Island. 

Ciaran has a Bachelor’s in Sociology and two Master’s degrees: General Education, Grade 1-6th, and Special Education, Grade 6. He is currently working on certification for Special Education Grades 7-12th and plans to further his ability to help his students by pursuing a Master’s in Child Mental Health Counseling.

Megan is a certified Special Education teacher specializing in grades K-5. She holds a Master’s in Special Education from Saint Joseph’s University. She has a decade of experience working with students in private and public schools and abroad.

Throughout her career, Megan has had a passion for literacy. She completed her initial teacher training at The Windward Institute and taught third and fourth grade at an independent school for students with dyslexia and other language-based learning disabilities. Since then, Megan has served as a reading interventionist and Special Education Teacher Support Services provider and taught in ICT classrooms in public elementary schools in the Hudson Valley and New York City. Megan is trained in the PAF Reading Program and has extensive experience utilizing similar reading programs such as Wilson Fundations, UFLI Foundations, and Orton-Gillingham-based methods. She is also trained in the Writing Revolution/Hochman Method.

Patricia has over 25 years of experience teaching children and adults from diverse educational backgrounds to read, write, and spell using the rigorous standards of the Orton-Gillingham approach. Her extensive background includes a Master of Science degree in Special Education/Dyslexia (grades 1-6) and PhD in Literacy Education.

Patricia understands the importance of meeting at-risk learners’ academic as well as psychological needs to promote motivation and achieve positive outcomes. Before instruction begins, Patricia assesses each student to determine his or her strengths, weaknesses, interests, and optimal learning styles. She then creates highly engaging lessons that utilize research-based strategies to target students’ individual goals. Depending on the student, goals can range from mastering the fluid formation of letters to developing more effective independent study skills.

Patricia is described by parents as having a genuine interest and commitment to her students’ progress. She appreciates the tremendous toll that falling behind in reading and writing can have on students’ self-esteem and desire to learn. As such, she strives to create an environment that encourages students to actively participate in the learning process and take pride in their unique strengths and abilities.

Rachel is a School Psychologist with the New York City Department of Education and is certified in the Wilson Reading System. Rachel is passionate about working with children to promote their academic, social, and emotional growth. Her education includes a B.S. in Marketing from the Rutgers School of Business and a Master’s in Education with an Advanced Certificate in School Psychology from CUNY Brooklyn College.

As a School Psychologist, Rachel has worked with a diverse population of general and special education students at the elementary and middle school levels, conducting psycho-educational assessments and providing counseling services. She also fosters collaborative relationships in which children, parents, school staff, and outside agencies can work together to maximize students’ potential and create the most positive school environment possible for them.

Gabrielle attended the University of Rhode Island for her undergraduate degree, equipping herself with the knowledge and skills necessary to impart education effectively. She continued on to get her masters in Special Education at New York University. While getting her masters, she worked as a teacher at Chelsea Piers Kids. Since the start of her career she has been teaching first grade in a DOE public school and has experience with students in Kindergarten – 2nd grade, as well as being a part of many after school programs.

As a tutor, Gabrielle specializes in phonological awareness, phonics, decoding, spelling, fluency, reading comprehension, and elementary math. Gabrielle assists students in various ways to help them in their studies, making the learning process more accessible to students with specific needs. Gabrielle is trained in the Wilson method of literacy and has administered the program in both whole group and small group settings, using it’s evidence-based processes for intervention for students.

Gabrielle explains math concepts in a clear and concise manner. She also helps students develop number sense and provide word problems that are culturally relevant for them to have a better understanding.

Manisha is a professional early childhood and special education teacher with experience teaching students of various diverse backgrounds. Manisha has studied at CUNY Medgar Evers College and CUNY Brooklyn College. She has two professional teaching licenses (one in early childhood education and another in early childhood special education). Manisha has worked in various settings which are: public schools (general and special ed classrooms), day care centers, and in students’ homes. She has gained experience in both of her licenses while working as a general education teacher and tutor, as a special education teacher and tutor, and as an ABA (Applied Behavioral Analysis) therapist.

With a passion for nurturing young minds and fostering a love for learning, Amanda brings over 8 years of experience in education. Spanning both public and private school environments, she has honed her skills in creating dynamic and inclusive learning spaces where children of diverse backgrounds can thrive. Amanda has earned a bachelor’s degree in Psychology from Queens College and a master’s degree in Early Childhood (B-2) and Special Education from Hunter College. Additionally, she is trained in the Orton Gillingham approach, a multisensory method designed for struggling readers and writers.

As an early childhood educator, Amanda worked with preschool children, fostering social, emotional, and cognitive skills crucial for their developmental milestones. She also has experience teaching and tutoring elementary school-aged children. She works with children with diverse needs, such as ASD, processing delays, learning disabilities, ADD/ADHD, ODD, and speech/language impairments.

LaSheune graduated from Columbia University, earning a Master’s in Communications. She also holds multiple certifications through a collaborative program in New York City, including licensure as a special education teacher and school media specialist. LaSheune has received specialized training in working with ESL students and those who may be non-verbal, and she holds a Department of Health (DOH) letter. Additionally, she has experience implementing IEPs and IFSPs. Currently, LaSheune is pursuing a counseling degree at Alfred University and working toward earning her BCBA certification.

Michelle brings over 13 years of diverse experience in the field of education, specializing in working with students of varying needs and abilities. Her career has included roles as a 1:1 aide, teacher in both inclusion and self-contained classrooms, middle school educator, early intervention provider, SEIT support, and providing ABA methods in individual sessions through early intervention programs.

Michelle holds a Bachelor’s degree in Elementary Education with a specialization in Mathematics from the College of St. Rose. She earned her Master’s degree in Early Childhood and Special Education from Touro College and has since pursued advanced certification in Behavioral Analysis. She is currently working toward the completion of her accreditation hours to become a Board-Certified Behavior Analyst (BCBA).

With over 15 years of experience in New York City schools, Hilarie has dedicated her career to empowering students through innovative and individualized education. She holds two master’s degrees—one in Special Education and the other in Educational Leadership—and five teaching certifications in Special Education, Visual Arts, and General Education, including New York State certification in Birth through 2nd Grade (B-2).

As an expert in early childhood, elementary, and middle school education, Hilarie excels at engaging learners across developmental stages, fostering academic and social-emotional growth. She has worked with a diverse range of students, including those diagnosed with autism, ADD/ADHD, dyslexia, dysgraphia, OCD, emotional challenges, and speech and language impairments, as well as students without disabilities. Hilarie customizes her instruction to meet each learner’s unique needs and abilities, using evidence-based strategies and personalized approaches that build confidence and independence.

With expertise in executive functioning skill development, Hilarie supports school-aged students and adults in improving organization, time management, independence, and other essential life skills. She has extensive experience helping individuals develop customized systems to manage routines and build self-sufficiency, empowering them to succeed in school, work, and everyday life.

Kelly is a passionate, highly experienced private tutor specializing in early elementary education. With a strong foundation in child development and learning differences, Kelly is committed to providing individualized, evidence-based instruction that helps young learners thrive academically and emotionally. Her warm yet structured approach creates a nurturing and supportive environment where students feel seen, understood, and empowered to reach their full potential. Kelly holds a Master of Science in Special Education with a focus on Learning Disabilities from Hunter College, as well as a Bachelor of Science in Elementary and Special Education from Manhattan College. She is professionally certified in New York State to teach Students with Disabilities (Grades 1–6).

Kelly specializes in supporting students with a wide range of learning differences, including ADHD/ADD, dyslexia and other reading disorders, dysgraphia and writing disorders, dyscalculia and math challenges, language and auditory processing disorders, and Autism Spectrum Disorder. She also has extensive experience working with twice-exceptional (2e) students and those receiving special education services or with IEPs. Kelly also has experience working long-term with students who are typically developing, providing extra academic support.

Danielle is a dedicated and experienced Special Education Itinerant Teacher (SEIT) and tutor with 18 years of experience supporting students with disabilities across various educational settings. She provides private in-person and remote services for learners from early childhood through adulthood, using a student-centered, individualized approach grounded in empathy, structure, and collaboration.

Danielle is pursuing a Master of Education in Educational Leadership at the University of Cincinnati. She has completed advanced training through the AIM Institute for Learning and Research in Pathways to Proficient Reading and Pathways to Structured Literacy, as well as, 10 graduate credits at Fitchburg State University’s Professional Studies program for the International Dyslexia Association (IDA) accreditation. She holds a Master of Science in Urban Education from Mercy College (Bronx, NY, 2008) and a Bachelor of Arts in Political Science from Taylor University (Upland, IN, 2006).

Heidi is a rare combination of academic expertise, hands-on teaching experience, and deep heartfelt commitment to her students’ success and growth. Heidi brings warmth, patience, and innovation to every student interaction. Her holistic, student-centered approach fosters meaningful growth and lasting confidence in learners of all ages and abilities.

Heidi is a compassionate and highly qualified educator, with a PhD in Developmental Psychology and over two decades of experience supporting diverse learners across K–12th grade into adult education. Her academic background also includes a Master’s in Vocational Special Education from San Francisco State University, a B.S. in Speech Pathology from Florida State University, and dual teaching credentials in Special Education (Severely Handicapped) and General Education (K–8) from San Diego State University. She has a strong foundation in special education, developmental psychology, and current methodologies. Heidi is deeply committed to empowering students with learning differences to thrive academically, socially, and emotionally.

Heidi has extensive experience teaching and supporting neurodiverse learners, specifically Autism Spectrum Disorders,  auditory and language processing delays, and a range of executive functioning challenges. She specializes in developing individualized support plans, accommodations, and modifications to ensure every learner’s unique needs are met. Her approach is strengths-based and relationship-driven, helping students feel seen, safe, and supported.

Lauren is a passionate, dedicated, and highly qualified educator with a strong foundation in both general and special education. With a New York State licensure in Childhood Education, she brings a wealth of teaching experience across various public and charter schools in New York, Connecticut, and Massachusetts. Her work has been shaped by a deep commitment to meeting the unique learning needs of every student she teaches. She earned her Master of Arts in Special Education—Moderate Disabilities from Lasell University in 2021 and also holds a Bachelor of Science in Elementary Education from Southern Connecticut State University.

Throughout her career, Lauren has taught across various grade levels and educational settings. She has developed a strong reputation for working effectively with students who have a wide range of learning differences, specializing in supporting learners with ADHD/ADD, Autism Spectrum Disorder, Dyslexia, dysgraphia, dyscalculia, reading and writing disorders, math disorders, and those who are twice exceptional (2e).

Laurie is a dedicated and experienced educator with a passion for supporting diverse learners through a holistic, student-centered approach. She holds a Bachelor’s degree in Social Work from New York University, where she graduated summa cum laude, and a Master’s degree in Students with Disabilities from CUNY City College, magna cum laude. Over the past 15+ years, Laurie has worked extensively with elementary and middle school students, helping them grow in the areas of reading, writing, and executive functioning.

Laurie’s professional journey has taken her through a wide range of educational settings in both New York City and Miami Beach, including public schools, private institutions, and one-to-one learning environments. This diverse experience has given her a deep understanding of how to meet students where they are and how to tailor instruction to meet a variety of academic, emotional, and cognitive needs.

Stephanie is an experienced special educator and school leader with a strong background in elementary and early childhood education. Stephanie earned her Bachelor of Arts in Psychology and Special Education from Marist College and a Master of Science in Early Childhood Education (Birth–2) with a concentration in Literacy from Brooklyn College. She is NYS certified to teach grades 1-6 General Education, 1-6 Students with Disabilities, and Early Childhood.

Stephanie has over nine years of experience in teaching and leadership across charter, public, and international schools, which included training and coaching teachers in literacy instruction and the Science of Reading. She has contributed to a 21% increase in proficiency on the New York State Test and significant growth in DIBELS benchmarks across grades, strengthening her school’s literacy initiatives. In the past, she has established strong systems and structures that capacitated teachers to effectively teach guided reading, targeted literacy, and close reading. Currently, Stephanie is an Assistant Principal, developing teachers in their practice to ensure all students receive an outstanding education.

Adam is an experienced international educator with over a decade of experience in teaching, leadership, and coaching across the United States and the United Kingdom. He currently serves as an elementary and middle school teacher in New York, where he designs and implements curriculum within the International Baccalaureate framework, fostering critical thinking, creativity, and holistic student development. His dedication to student growth and excellence has earned him a nomination for the prestigious Torchbearer Award.

Adam is deeply committed to supporting students across reading, writing, and mathematics, tailoring instruction to meet individual needs. In reading, he combines individualized assessments with evidence-based, multisensory strategies to support students, including those with dyslexia, in decoding, fluency, and comprehension. He provides differentiated materials, scaffolded comprehension techniques, and structured peer learning to build confidence and engagement. In writing, he guides students through structured frameworks such as ISPACED, scaffolded stages of planning, drafting, and revising, and incorporates multisensory tools and targeted feedback to strengthen written expression across subjects.

Shanna is a passionate and dedicated educator with over 15 years of teaching experience across public and private schools in New York City. Shanna holds a Bachelor of Arts in Psychology with a minor in Education and a Master’s in Early Education and Special Education. She is currently pursuing a Ph.D. in Innovative Curriculum and Instruction – Special Education at Fordham University. Her professional skills include curriculum development and design, educational leadership, staff development, unit planning, and public speaking. She is experienced in strategies to support children with developmental and behavioral challenges.

Throughout her career, Shanna has served as both a head teacher and UPK teacher where she has developed innovative, hands-on lessons aligned with Common Core standards. Her classroom management approach emphasizes social-emotional learning (SEL), positive behavior strategies, and inclusive education. Currently, Shanna is teaching in a first grade classroom. She has experience with supporting students with reading and writing disorders, including dyslexia and dysgraphia. Shanna also has experience working with ADHD, ADD and ASD students practicing their writing and reading skills. Shanna utilizes graphic organizers with students to organize and enhance their writing skills. Shanna regularly implements individualized tools and strategies to increase student success.

Nilda is a dedicated, compassionate, and highly attentive special educator and private SEIT with extensive experience supporting early learners and students with a wide range of learning differences. Over the course of her career, Nilda has developed strong expertise in teaching Pre-Reading Skills for Pre-K students, helping young children build the essential foundations needed for literacy development. She is deeply committed to nurturing early academic skills in a way that feels engaging, developmentally appropriate, and confidence-building for every child she works with.

Nilda has significant experience supporting preschool students with ADHD/ADD, Autism Spectrum Disorder, and Language Processing Disorders, as well as those who require specialized instruction under Special Education services. Her understanding of these learning differences allows her to adapt her support methods with thoughtfulness and precision, ensuring that each child receives instruction that aligns with their unique needs, strengths, and learning styles. She believes strongly in the importance of meeting students where they are and creating learning experiences that promote growth at a comfortable and supportive pace.

Arely is a dedicated and compassionate educator based in New York City, committed to fostering both the academic and social-emotional growth of her students. With a Master of Science in Teaching Childhood Special Education from Fordham University and a Bachelor’s degree in Psychology and Education from the College of the Holy Cross, Arely brings a strong foundation in child development, instructional practice, and inclusive education.

Fully certified in Childhood Education and Childhood Special Education (Grades 1–6), she has extensive experience designing differentiated lessons, developing Individualized Education Plans, and implementing evidence-based instructional programs such as Wilson Fundations, Bridges in Mathematics, Fish Tank Learning, Amplify, JUMP Math, and more. She is also fluent in Spanish and skilled in numerous EdTech platforms including IXL, SplashLearn, Lalilo, Prodigy, Zearn, Freckle, Mathspace, MAP Testing, STAR, and Quill.

Ben is a certified Dyslexia Practitioner and Literacy Tutor, trained in and experienced with the Orton-Gillingham multisensory approach. He specializes in supporting students with dyslexia, dysgraphia, and ADHD/ADD through structured, explicit, and individualized instruction tailored to each learner’s needs.

He holds a Bachelor of Arts in Jazz Studies on Guitar from the University of Central Florida which strengthened his skills in discipline, creativity, and communication. He went on to earn his Dyslexia Practitioner I certification, where he received specialized training in structured literacy and the Orton-Gillingham approach to support students with dyslexia and related learning differences. Although his training is specified towards helping students who struggle with dyslexia, the OG approach has proven to also be highly effective for students without learning differences who want to improve their reading comprehension and literacy skills. 

Sarah is a dedicated and thoughtful education professional with extensive experience in special education, school operations, and student support services. She is passionate about creating strong structures and frameworks that support children’s developmental and academic growth while meeting each child’s individual needs. Sarah deeply believes in every child’s honesty, sincerity, and potential. She understands that when children struggle, it is rarely because they are lazy or unmotivated; more often, they simply need the right tools or guidance to succeed. Her work is rooted in empowering children by building skills, strengthening supports, and helping them experience confidence and success.

Sarah holds a Master’s Degree in Education with a specialization in Special Education from Concordia College. She has also completed specialized coursework in ADHD through ADDCA. Sarah supports students with a wide range of learning differences, including ADHD/ADD, Reading Disorders, Language Processing Disorder, Auditory Processing Disorder, and Special Education needs. 

April is an experienced educator and school leader with nearly 20 years of experience supporting students, families, and school communities. She brings deep expertise in literacy instruction and works extensively with students who have ADHD/ADD, reading disorders, dyslexia, and twice-exceptional (2e) profiles.

April holds a Ph.D. in Sociology from Howard University, a Master of Education from American University, and a Bachelor of Arts in Communications from Howard University.

April has served as Director of a New York City lower school where she led a successful program merger, coached and evaluated faculty, redesigned inclusive curricula, and partnered with admissions teams to strengthen enrollment and family engagement. Her leadership is grounded in knowing students deeply and creating environments where they feel confident, empowered, and supported as learners.

Danielle is a dedicated and experienced elementary educator with a strong background in early literacy, math instruction, and social-emotional learning. She currently serves as a Second Grade Head Teacher and provides targeted small-group instruction to meet diverse learning needs.

Danielle earned her Bachelor of Arts from New York University, majoring in Religious Studies, with minors in Child and Adolescent Mental Health Studies and Bioethics and received two Masters degrees from Bank Street Graduate School of Education; a Masters in Early Childhood Education and a Masters in Advanced Literacy Specialization. 

In addition to her academic background, Danielle has completed Responsive Classroom Elementary Core Course Training, further strengthening her ability to create supportive, structured, and emotionally responsive learning environments.