Google review, Brooklyn LettersBrooklyn Letters

1139 Prospect Avenue, Brooklyn

4.9 56 reviews

  • Google review, Brooklyn Letters Emily Matles ★★★★★ a week ago
    We would highly recommend Ally! Our son always asks about her, so very thankful to Brooklyn Letters for introducing us.
    ~ Emily, mom of Brooklyn 2 year old
  • Google review, Brooklyn Letters T Ainsley ★★★★★ 5 months ago
    I cannot express how grateful and rewarding my experience with Brooklyn Letters has been. Her tutor Ms. Daria is so knowledgeable, amazing, kind and awesome. My daughter has made so much progress in Literacy and Math and it's all … More thanks to Ms. Daria. I know my daughter is sad that she can no longer work with Ms. Daria, as she looked forward to their sessions every week. Thank you again!
  • Google review, Brooklyn Letters Natalie Levon ★★★★★ 4 months ago
    Nicole has been an amazing therapist!! She played a tremendous role in our daughter’s speech progress and overall development. She has come such a long way and we are so happy with the therapy she received!
  • Google review, Brooklyn Letters Colin Peters ★★★★★ 6 months ago
    We could not be happier with the services Valerie provided! She is very thoughtful and knowledgeable and provided significant guidance to support our daughter's speech development outside of our scheduled sessions. She established … More a great working relationship with her, and she will definitely be missed! Your business model is amazing and it was an absolute pleasure working with Valerie. I've referred your organization and Valerie to the Executive Director of our daughter's school and friends/colleagues who are in need of speech therapy services.
  • Google review, Brooklyn Letters Lil Amatore ★★★★★ 7 months ago
    Christina was absolutely wonderful. She went out of her way to win my son over and it worked. He looked forward to her visits and his speech improved so much under her care. She was super flexible and it’s clear she truly cares. We adore … More Christina and we’re going to miss her. Almost sad he improved so much! She’s simply amazing and we can’t say enough how great she is. I would recommend her services to anyone and everyone, without hesitation. Thank you so much for connecting us with her!
  • Google review, Brooklyn Letters Heather Liljengren ★★★★★ a year ago
    We cannot say enough good things about Effie, the ASL teacher, who was so engaged and effective with our 2 year old daughter from the very first session! Effie gladly included our whole family in the sessions! Her expertise and fantastic … More personality gave our daughter a way to communicate that she was so desperately seeking. The coordinators at Brooklyn Letters were so helpful and communicative…I would highly recommend their services!
  • Google review, Brooklyn Letters Brigid Bower ★★★★★ 11 months ago
    Samantha Dalmas was fantastic! We saw her for a feeding therapy evaluation and while she doesn’t think my daughter needs more feeding therapy sessions at this time, but she gave me lots of tips to try. If my daughter's doctors want … More to see more progress at her next appointment, I wouldn’t hesitate to reach out to Samantha again.
  • Google review, Brooklyn Letters Duygu Başaran ★★★★★ 11 months ago
    Brooklyn Letters was recommended to me through a friend's speech therapist friend in NJ. The articulation evaluation for my daughter went well. We were pleased with Kristin's services.
  • Google review, Brooklyn Letters Kelley Peters-Patel ★★★★★ a year ago
    Melissa was wonderful. Our daughter warmed to her immediately and by the time she left, had already started "practicing" some of the techniques Melissa had shown her. I will not hesitate at all to reach out to Melissa again, should … More the need arise.
  • Google review, Brooklyn Letters R Elmore ★★★★★ a year ago
    Aileen was INCREDIBLY helpful to us, both in assessing possible origins of my grandson's food aversions, as well as informing us of various available interventions to consider.
    I can’t thank you and Brooklyn Letters enough for connecting
    … More us with Aileen. In all our feeding therapy journey we have not gotten anything near the kind of benefit that we did from her. Her knowledge, professionalism, and responsiveness have put us on the path of progress with my grandson and has also made us feel genuinely well cared for.
  • Google review, Brooklyn Letters Christine Weiher ★★★★★ 2 years ago
    We were amazed with Allison! She met my son at 2 1/2 years old, not speaking much at all, and over a computer, and she was able to develop a bond and friendship, so much so that he would look forward to his weekly computer time with Allison. … More I was not sure how the speech therapy would go- but we are so happy that we tried it out and continued. It allowed my son to gain confidence in his speech, make a new friend :), and also give him the skills and a bit of understanding of how to shape his mouth or where to place his tongue to make the proper sounds. We were extremely happy with Allison- she was fantastic to work with.
  • Google review, Brooklyn Letters Andrea Saffady ★★★★★ 2 years ago
    My sessions with Karen have been extremely helpful. My speech has improved tremendously. In fact, I just finished 2 hours of conducting interviews with a consulting client via MS Teams and I have an upcoming conference call. Both my … More neurologist and neurosurgeon remarked about how good my speech is. Much of the day it is perfect, although I still have some rough spots when I get tired or speak too quickly. One of my granddaughters is a speech pathology student at Ithaca College. She sat in on 2 sessions while she was home for winter break, and she was very impressed with Karen.
  • Google review, Brooklyn Letters Jacob B ★★★★★ 4 years ago
    We were delighted with Christie. First, and most importantly, our son made great strides under her guidance. So great, that we felt he no longer needed help! She was incredibly patient and kind with him and our son really responded to … More her. Christie was also great with me and my wife. She provided thorough and informative updates on our son's progress and which exercises she was using with him, so we could reinforce what she was teaching him. All in all, we had a fabulous experience with Christie and would highly recommend her.
  • Google review, Brooklyn Letters Jessica C ★★★★★ a year ago
    Theo was wonderful and his work with my son has produced some progress. I am grateful for the services Theo provided.
  • Google review, Brooklyn Letters Melissa Stevens ★★★★★ 2 years ago
    Highly recommend Jill. She is a total pleasure to work with. After a few months working with Jill, my son is reading above grade level and LOVES to read. Mission accomplished!
  • Google review, Brooklyn Letters Demet Evren ★★★★★ 2 years ago
    Paige was great and we had been really happy with her. I would highly recommend her! I recommend Brooklyn Letters to whomever asks for a speech therapist.
  • Google review, Brooklyn Letters Jeizel Rosenthal ★★★★★ 2 years ago
    Isabel was WONDERFUL and our son absolutely adored her, and he is making great progress with his reading and writing.
  • Google review, Brooklyn Letters Lesley Duval ★★★★★ 3 years ago
    Theo was fantastic with our 4yo son. We were very worried that his progress would fall off when we had to switch to remote sessions, but Theo kept our son happy and engaged through the screen. Highly highly recommend!
  • Google review, Brooklyn Letters Samantha Packard ★★★★★ 3 years ago
    We've been working with Theo from Brooklyn Letters for close to 4 months now and the results are apparent; our daughter has vastly improved her speech in a relatively short amount of time. We make "Theo Day" a celebration … More in our house with pancakes for breakfast, and the enthusiasm is matched in the sessions. Theo is fun, patient, professional, and caring, and he gives us the tools to take the lessons beyond the session. Thank you Theo, and Brooklyn Letters, for helping our daughter express herself.
  • Google review, Brooklyn Letters Travis Ricca ★★★★★ 3 years ago
    I worked with Alina to enhance my pronunciation, tone, and pacing while communicating socially and in a work environment. She was great to work with and clear about goals and learning objectives. The improvement from day 1 has been tremendous! … More
  • Google review, Brooklyn Letters Enrico Bermudez ★★★★★ 3 years ago
    Cathy has been excellent with us and our son. We will sorely miss her. He has improved significantly with Cathy’s help. Cathy was a true partner with us, especially as we pursued additional help through our son’s school system.
  • Google review, Brooklyn Letters Kayne Elisabeth Wilk ★★★★★ 4 years ago
    We really loved working with Alina, she is so fantastic. Patient yet firm, and determined the best course of action very clearly and succintly for us. And it all transitioned so well to Zoom as well. I will definitely be back in touch for … More services for our other child after summer break!
  • Google review, Brooklyn Letters Jen S ★★★★★ 4 years ago
    Vera was amazing! My 11 yo daughter made progress so quickly and really looked forward to her sessions. She was kept motivated and engaged.
  • Google review, Brooklyn Letters susie tofte ★★★★★ 3 years ago
    The work that Allison P. did with our daughter over the years has been invaluable to us. Our daughter had such a good relationship with Allison, and it allowed them to work really well together - even remotely these past 6 months. This … More year, Allison went above and beyond by helping us throughout the neuropsych eval we did, trying to re-open our daughter's IEP at her school, and eventually landing her at our chosen school. She was in contact with our daughter's teachers, with the neuropsychologist, and made herself available as a reference to speak on behalf of our daughter's learning differences.
    Allison stopped by our house last week to give our daughter cupcakes and say goodbye, and I literally cried with appreciation for what an amazing speech therapist she has been. She has been our daughter's biggest champion. The new families that she will work with this year are lucky to have her.
  • Google review, Brooklyn Letters Alicia Perez-Katz ★★★★★ 4 years ago
    Sydney was great! Our son was sad to end his sessions with her, which says a lot. We appreciated her honest assessment of his skill level, and he now has materials to self monitor and practice. Thank you!
  • Google review, Brooklyn Letters Kristin Ames ★★★★★ 4 years ago
    Our experience with Theo was terrific. Theo was great with my son. He developed a positive relationship with him based on sincerity, respect, trust and a deep personal connection. In their lessons, Theo was encouraging, creative and kind. … More He helped our son understand how to differentiate the sounds he made when he spoke, and gave him great exercises to practice every week between lessons. Our son was sorry to have the lessons come to an end, but recognized that Theo had helped him as much as possible and it was time for him to stop. Theo explained to him (and us) how to keep working to get the last 5%, and encouraged him to keep working on the exercises on his own. I have recommended Theo to another parent who noticed my son's improvement and inquired for her own son.
    We are all grateful to have gotten to know Theo, and we greatly appreciate all the work he did to help our son.
  • Google review, Brooklyn Letters Aisha Holder ★★★★★ 4 years ago
    "I have nothing but wonderful things to say about Michelle Macroy-Higgins. We are extremely pleased with her work with our daughter. I was so grateful for my daughter to have a speech therapist who is a researcher (specialty in late … More talkers), graduate professor and practitioner. Her expertise was clearly evident in our conversations and work with our daughter. She was very responsive to my questions and often sent articles and other materials about language development that I found helpful. Thankfully, my daughter's speech improved tremendously. Michelle developed such a warm relationship with my daughter. My daughter was always excited to see Michelle and would greet her at the door with a big hug. Lastly, I would add that Michelle always demonstrated empathy with me as a mother who was initially worried about her daughter's language development. I could go on and on about how pleased we were with Michelle's work."
  • Google review, Brooklyn Letters Andrea Peartree ★★★★★ 4 years ago
    Theo is a wonderful Clinton Hill speech therapist. We were really pleased with him. Our son showed drastic improvement, not only in his speech but in his confidence.
  • Google review, Brooklyn Letters mario costa ★★★★★ 4 years ago
    Alexa has been an enthusiastic, reliable, well prepared and caring teacher for our 6 year old daughter. She has been able to improve and increase our daughter's confidence lesson by lesson with patience and competence; through varied … More and productive didactic practice. Alexa has engaged our daughter in several activities that always kept her motivated and eager to learn literacy. My wife and I, both of us are educators, feel so fortunate to have had the opportunity to observe Alexa's pedagogical skills. Alexa has had a big impact on our daughter literacy growth. Thank you Brooklyn Letters!
  • Google review, Brooklyn Letters Lily Alt ★★★★★ 4 years ago
    We were absolutely DELIGHTED with Marsha's services. She was wonderful. We found her to be kind, fun, engaging, very knowledgeable. She provided us with clear instructions and additional written handouts each week. She engaged our … More son with different techniques and toys, and showed us how to use her techniques when we were interacting with him. I actually just texted her on Saturday - Our son finally said "more" - one of the target words we had been working on with her. It was a total joy to hear, and I had to share it with her - she wrote back immediately to congratulate us. I am so appreciative of her expertise, and wish we could have seen her for longer. I recommended her to another family in our neighborhood who is looking for a speech therapist.

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Manhattan, NYC, Reading Writing Tutors Specialists

READING WRITING TUTORS SPECIALISTS 2 1

Manhattan, NYC, Reading Writing Tutors Specialists

READING WRITING TUTORS SPECIALISTS 2 1
As Featured In:
Serving you since 2010! We are caring Literacy Specialists traveling to you! In-home, at-school, remote Manhattan, NYC metro area private pay literacy tutoring for school-aged students. We work with students of all ages, in private and public schools teaching decoding, spelling, reading fluency, and reading comprehension skills.
Serving you since 2010! We are caring Literacy Specialists traveling to you! In-home, at-school, remote Manhattan, NYC metro area private pay literacy tutoring for school-aged students. We work with students of all ages, in private and public schools teaching decoding, spelling, reading fluency, and reading comprehension skills.
WE TRAVEL TO THE FOLLOWING MANHATTAN NEIGHBORHOODS
Battery Park City Central Midtown Chelsea Chinatown Clinton East Village Financial District Flatiron District Garment District Gramercy Park Greenwich Village Harlem Hell’s Kitchen Hudson Square Kips Bay Little Italy Lower East Side Midtown Murray Hill SOHO Sutton Place Theatre District Times Square TriBeCa Turtle Bay Union Square Upper East Side Upper West Side West Village and More!
We also travel to:
The Bronx Riverdale Yonkers
Training/Certifications
Training/Certifications

TRAVEL TIME IS INCLUDED WITH THESE RATES!

Manhattan Literacy rates

  • $160-$195 Per Hour

  • $140-$175 for 45 minutes

  • $110-$140 for 30 minutes (online only)

Get StartedGet Started
manhattan rates
Manhattan Literacy rates

  • $150-$190 Per Hour

  • $130-$170 for 45 minutes

  • $100-$135 for 30 minutes (online only)

Get Started
manhattan rates

The Five Pillars of Reading

5Pillars1

Just like a house needs strong support and a foundation, developing literacy skills in young learners requires the Five Pillars of Reading. Learn how early literacy benefits from both¬†print-to-speech and speech-to-print instruction. When literacy instruction includes all important aspects of literacy and the students are actively engaged in learning literacy, it’s called¬†structured literacy.¬†To learn more about these structures, the¬†National Reading Panel¬†recommends that the best approach to reading instruction include the following pillars:

Backed by studies and scientific research, these five pillars make up the essential building blocks of reading. And by combining these techniques, teachers and parents can effectively introduce the concept of reading and language.

Here is a closer look at how the Five Pillars of Reading work to ensure successful reading instruction:

 

Phonemic Awareness

Phonemic awareness refers to the knowledge and understanding that words are built from and can be broken apart into smaller segments of a sound called phonemes. Phonemic awareness is one’s ability to hear, recognize, and manipulate sounds heard in words- think of it as the ears to brain connection. Learn about¬†phonemic awareness benchmarks.

Phonemic awareness can be taught even before a child learns to read or identify printed letters. When babies are born, they are processing phonemes when parents speak and sing to their bundle of joy. In the English language, phonemic awareness means being able to identify its approximately 44 phonemes. Additionally, teaching letter sounds with letter names is an effective way for students to grasp the concept of phonemes. Learn what is phonology.

 

Phonics

Whereas phonemic awareness refers to one’s ability to recognize sounds or phonemes in words, phonics mastery means understanding that letters (graphemes or printed letters) of the alphabet represent sounds (phonemes)- think of it as the ears, eyes, and brain connection. Learn¬†what are phonological awareness and phonemic awareness.

A child who has mastered phonics can sound out new or unfamiliar words on their own. The child is ‚Äúcracking the code‚ÄĚ and is receiving feedback by listening to oneself sound out words.¬†

Teaching phonics is all about establishing the relationship between sounds and printed letters or printed letter combinations. Starting with the printed letter-sound correspondence, a child then learns how to match sounds to letters and uses this relationship to understand printed words. 

 

Vocabulary

Vocabulary refers to one’s understanding of words, including their definitions and context. Vocabulary is broken up into oral (speaking), understanding (listening), and print (reading vocabulary).

Needless to say, vocabulary is crucial in strengthening reading comprehension and fluency. In most instances, poor vocabulary can limit and interrupt a child’s learning and reading experience. And while it can grow naturally from daily reading and conversations, it is just as important to explicitly teach and expand vocabulary.

Strategies in teaching vocabulary can include word mapping (graphic display of words/concept relationships), word substitutions, semantic relationships (how words are related), acting out meanings, and focusing on word structure (root words and its derivations).

5Pillars2

Fluency

Learners achieve fluency when they recognize and read words with accuracy, intonation, fluidity, and speed, whether while reading aloud or silently to oneself. Hence, fluent readers are able to read automatically without needing to pause to decode words or look up definitions.

Fluency plays a key role in comprehension and is essential in keeping young learners motivated. When children are reading fluently, it frees up mental resources to allow them to improve their comprehension of what they are reading.

When developing reading fluency, it is crucial to provide a child with frequent oral reading opportunities and to monitor progress. This involves reading out loud while being guided and receiving feedback from an adult. It is important to provide the student with opportunities to self-correct. This combination of consistent practice and regular feedback is critical in promoting fluency.

 

Comprehension

The ultimate goal for literacy is to comprehend well what one is reading.  Reading comprehension enables a child to predict outcomes, evaluate characters, deduce, and make connections to real-world events.

A child’s comprehension skills can begin to develop before becoming an independent reader. One way to do this is by reading to a child and discussing the story’s main idea, characters, and setting. Explicit teaching, modeling, and guided practice of comprehension skills are also crucial. This is especially true for students whose reading comprehension skills lag behind their peers.

Discover some online phonics materials for struggling readers that can help them develop the five pillars of reading. Read Sold a Story: How Teaching Kids to Read Went So Wrong (host: Emily Hanford), and watch Blame It On Gutenberg, a powerful film “about the evolving science of dyslexia, dueling theories of how to teach reading, and one family’s landmark struggle with an unresponsive school system.“

Read this article to learn more about dyslexia, recognize the signs, impact, support, and accommodations, how to identify the indicators, and get a diagnosis, post-diagnosis steps, approaches, assistance, how to boost self-worth, and many more!

Learning his or her ABCs is your child’s first step towards mastering reading and writing. But sometimes, teaching such an important skill can be confusing for parents. Do you start with the letter names or the letter sounds first? Is there a right way to teach a child the alphabet? Click here to read what speech-language pathologist Dr. Jan Wasowicz has to say on our blog!

Kirsten T.

Bachelor’s degree in Elementary Education, Master’s degree from Touro University in Childhood Education & Students with Disabilities (Grades 1-6)
Kirsten

Kirsten is an enthusiastic educator with four years of lead teaching experience. 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. Prior to moving to New York City, Kirsten served as a 1st-grade student teacher, day camp director, and 2nd-grade teaching intern combating summer learning loss in low-income, high-need communities. Most recently Kirsten taught 4th grade for four years in an integrated co-teaching classroom for a high-performing charter school network in New York City. 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. Beginning in the fall of 2022 Kirsten will teach 3rd-grade literacy and math at a private school on the Upper East Side.

Kirsten is especially adept at quickly targeting a students’ highest-need area and making an action plan to reach their specific goals. She has worked frequently with students requiring intensive support in both literacy and math. She prides herself on getting to know each student on both an academic and personal level to not only best drive outcomes, but also to take into account that students’ preferences and interests. She is passionate about making learning engaging, relevant, and fun! Kirsten has specifically worked with students on decoding, spelling, fluency, reading comprehension, and elementary math. Kirsten combines many modalities within her lessons to help students grasp each concept in interactive and age-appropriate ways. She highly values open communication with students and families to work together to best support each student as they progress. Kirsten works with students in grades 1-5 and is highly familiar with the NYS elementary grade-level scope and sequence.

Types of Services: Multi-sensory Reading Instruction, Reading Comprehension, Writing, Spelling, ELA, Math, Test Prep
Expertise: Individualized assessment and intervention in elementary math and literacy, targeting specific learning disabilities
Ages: 5-9 years (Kindergarten through 3rd grade), 9-11 years (3rd through 5th grade)

Kirsten

Bachelor’s degree in Elementary Education, Master’s degree from Touro University in Childhood Education & Students with Disabilities (Grades 1-6)
Kirsten

Kirsten is an enthusiastic educator with four years of lead teaching experience. 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. Prior to moving to New York City, Kirsten served as a 1st-grade student teacher, day camp director, and 2nd-grade teaching intern combating summer learning loss in low-income, high-need communities. Most recently Kirsten taught 4th grade for four years in an integrated co-teaching classroom for a high-performing charter school network in New York City. 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. Beginning in the fall of 2022 Kirsten will teach 3rd-grade literacy and math at a private school on the Upper East Side.

Kirsten is especially adept at quickly targeting a students’ highest-need area and making an action plan to reach their specific goals. She has worked frequently with students requiring intensive support in both literacy and math. She prides herself on getting to know each student on both an academic and personal level to not only best drive outcomes, but also to take into account that students’ preferences and interests. She is passionate about making learning engaging, relevant, and fun! Kirsten has specifically worked with students on decoding, spelling, fluency, reading comprehension, and elementary math. Kirsten combines many modalities within her lessons to help students grasp each concept in interactive and age-appropriate ways. She highly values open communication with students and families to work together to best support each student as they progress. Kirsten works with students in grades 1-5 and is highly familiar with the NYS elementary grade-level scope and sequence.

Types of Services: Multisensory Reading/Math Instruction & Individualized Intervention, Formal and Informal Reading Assessments and Interventions, Guided Reading, Reading Disabilities, Test Prep
Expertise: Individualized assessment and intervention in elementary math and literacy, targeting specific learning disabilities
Ages: grades 1-5

Dan B.

M.S. ED., NYS Certified Childhood General And Special Education (Grades 1-6)

Dan B.

M.S. ED., NYS Certified Childhood General And Special Education (Grades 1-6)
DanBlackburnPhoto
DanBlackburnPhoto

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.

Dan has worked with a multitude of students implementing multisensory reading instruction and specializes his instruction to students who have difficulties with decoding or dyslexia. He has experience in implementing the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy, Novel Studies, Core-Knowledge and the Teachers College Readers Workshop.

Dan also has a passion for teaching math and uses kinesthetic/tactile strategies to reach all learners. He has used Go-Math, NY Engage, Everyday Math from the University of Chicago and TERC Investigations. When teaching writing Dan uses a variety of approaches to engage his students which includes the Hochman Method and Word Study/Vocabulary Instruction using Words Their Way.

Dan earned a Master's Degree in Regular Education and Special Education from Touro college and holds a bachelor degree from High Point University in North Carolina. He holds professional teaching certificates for both regular and special education (grades 1-6).

TYPE OF SERVICES: Multisensory Reading Instruction, Administration and Interpretation of formal and informal Reading and Math Assessments, Math Instruction and Remediation, Executive Functioning, Study Skills, Common Core Homework Help
EXPERTISE: Working with children who have difficulty decoding (reading words correctly) including those with dyslexia, reading fluently, spelling difficulties, showing reading comprehension, expository and narrative writing instruction, grade level and remedial math instruction, homework help, common core tutoring, building executive functions.
AGES: Kindergarten through 8th Grade

Michelle L.

M.S. CCC-SLP, SPEECH LANGUAGE PATHOLOGIST

Michelle L.

M.S. CCC-SLP, SPEECH LANGUAGE PATHOLOGIST
Michelle
Michelle L.

Michelle is a learning specialist who received her Bachelor of Science degree in Cognitive Science with minors in psychology and disabilities studies from the University of Delaware. She went on to complete her Masters in Speech and Language Pathology at Hunter College, and in 2020 she received her Juris Doctor degree from New York Law School intending to pursue Education Law in the future. During tutoring sessions, Michelle helps students develop skills from a variety of subjects including reading, math, and writing. 

Regarding reading skills, Michelle has provided in-home tutoring to assist students in developing their phonemic awareness, phonics, decoding, vocabulary, and reading comprehension skills. Michelle’s approach is student-centered, and she makes a conscious effort to plan activities that align with a student’s specific interests to keep sessions engaging and enjoyable. Michelle has provided writing support to students in first grade through eighth grade, with a particular emphasis on the planning stage, and organizational strategies used in writing. She has assisted students in learning to write persuasive, narrative, and informative essays.

She utilizes a process-based approach focusing on writing full texts and meaningful ideas. This approach de-emphasizes spelling, punctuation, and grammar in the initial writing stage, coming back to these constructs later in the process. In the area of math, Michelle has experience working with first through third-grade math curricula. She is skilled at helping students enhance their problem-solving skills, and master mathematical concepts through the use of tangible manipulatives and visual aids. She places emphasis on making sure students fully understand early mathematical concepts, rather than just completing problems in a rote manner, as early concepts are fundamental to complete more complex equations in later years.

Lastly, Michelle has experience helping students strengthen their executive functioning skills. Specifically, she has provided in-home tutoring to address adaptable thinking, helping students adjust to situations when necessary, and how to see situations from another’s perspective. She also has experience improving students’ working memory, by helping students retain and store learned information efficiently and then later put it to use.

Peter W.

Special Educator And Childhood Literacy Specialist, PRE-K 4th Grade, MS, PhD

Peter W.

Special Educator And Childhood Literacy Specialist, PRE-K 4th Grade, MS, PhD
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Peter is a special educator and childhood literacy specialist, pre-K 4th grade, the learning to read phase of literacy instruction. He holds permanent New York State certification in special education, a masters in special education from Hunter College (CUNY) and a PhD in urban education from the Graduate Center (CUNY). He has supervised pre-service elementary school teachers at the undergraduate level and taught literacy assessment and instruction at the undergraduate and graduate levels. Peter currently contributes, edits, and reviews book chapters and articles on the history, philosophy, and sociology of education for various academic publications.

Peter is trained in the Wilson Reading System, one of the many Orton-Gillingham approaches to multi-sensory phonics instruction. He has taught in both inclusive and self-contained special education environments (K 2nd grade). He has learned through his experience that multi-sensory phonics instruction braided with robust comprehension modalities is the sine qua non of childhood literacy instruction. Phonics and comprehension are not mutually exclusive. In fact, they must be coupled for effective assessment and instruction. Peter also has an arts background. He has a BA in dramatic literature from NYU and was trained as an actor and musician (electric bass). He has taught arts in education courses at the undergraduate level. He likes to think that he brings a certain amount of creativity to his work that is rooted in a pedagogy of compassion and open-heartedness.

TYPE OF SERVICES: Pre-K 4th grade Orton-Gillingham and qualitative (comprehension) literacy assessment and instruction tailored to a student's individual needs; implementing IEPs; providing test prep for the New York State ELA exam, K 4th grade.
EXPERTISE: Orton-Gillingham-based literacy assessment and instruction (decoding and encoding) and all that it entails beginning with phonemic awareness and ending with fluency; literacy assessment and instruction for comprehension, for example, the Qualitative Reading Inventory (QRI) and reciprocal teaching, respectively. Peter has experience writing and implementing IEPs and using the ELA Common Core as a guide for instruction.
AGES: Pre-K 4th grade, ages 4 through 10 or 11.

Stephen S.

BA in English and History, MA in Teaching, MA in Liberal Studies

Stephen S.

BA in English and History, MA in Teaching, MA in Liberal Studies
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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‚Äď12 and a New York City Department of Education Common Branch license for grades 7‚Äď12. 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.

As a founding member of both the BCS and The Brooklyn New School communities, Stephen brings a wealth of knowledge and a special gift for building community. He serves as an advisory teacher for a high school ‚Äúcrew,‚ÄĚ offering mentorship and guidance in social-emotional learning, scholarly development, and college counseling. Stephen has assisted thousands of high school juniors and seniors in preparing for college, applying his expertise from NYSACAC, the state association of college counselors.

Beyond the traditional classroom, Stephen has extensive experience working with students of varying abilities, including those with IEPs, in general education and Collaborative Team Teaching (CTT) classes. He also contributes to the NYC Department of Education’s after-school Home Instruction Corps, providing in-person and virtual learning for students granted home instruction due to physical and/or social-emotional injuries and conditions.

Stephen is well-versed in multiple teaching methodologies, including the Orton-Gillingham method, Wilson literacy method, Fundations, Running Records, and is a specialist in Phonics and Phonetics. He is also a handwriting expert trained in Handwriting Without Tears. His mission is to re-center the core idea of Phonics in reading and writing education, and he conducts workshops for teachers in NYC on how to teach with Phonics and Phonetics.

Recognizing the importance of executive function skills, Stephen employs a multi-sensory approach to address the unique needs of each student. He is particularly skilled in helping students with organizational challenges, utilizing tools such as google classroom and IXL.

As a teacher and tutor, Stephen’s bedrock strategy is rooted in the belief that every student is someone’s child, possessing special gifts worthy of care, kindness, humor, and level-headed expectations. He strives to know his learners well, engaging them through instruction, discussion, and praise. In his free time, Stephen is actively involved in charity work and enjoys exploring Park Slope with his wife, Randi, a librarian.

TYPE OF SERVICES: Phonics; reading acuity; handwriting; math skills; social studies, science enrichment
EXPERTISE: language improvement; math spiral;
AGES: Grades: 1-6, middle school and high school

Rachel G.

M.S.Ed. in Literacy Education, Teacher

Rachel G.

M.S.Ed. in Literacy Education, Teacher
Rachel G
Rachel G.

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.

This means that students first learn to decode words by moving counters or playdoh for the sounds they hear. Once they are able to break down sounds, they can then read an unknown word. Through this work, she has helped students with dyslexia, ADHD, speech and language delays, Autism Spectrum Disorder, and other reading disabilities learn to read. In math, this approach includes using manipulatives such as cubes, counters, and playdoh to make learning hands-on. Students are able to see the math problem ‚Äúcome to life.‚ÄĚ She has experience working with students one on one both at home and remotely, working with students to build their skills and also confidence in themselves.

Rachel believes that all students are able to learn and it is up to the teacher to modify the curriculum to meet the needs of the student. Just as important as academic content, is the child’s social-emotional needs. Rachel works to develop a relationship with each of her students, ensuring they feel comfortable learning with her and proud of their successes. 

TYPES OF SERVICES: Individual and group instruction in reading, writing, phonics, math instruction (levels: pre-k through second grade)
EXPERTISE: phonics and reading intervention, Wiley Blevins/ Science of Reading-based approach
AGES: pre-k through elementary school

Jurga C.

Special Education Teacher, Certified Orton-Gillingham Literacy Specialist

Jurga C.

Special Education Teacher, Certified Orton-Gillingham Literacy Specialist
jurgac
jurgac

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‚Äôs 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.

TYPE OF SERVICE: Initial reading assessment, phonics, phonemic awareness, blending, syllabication, reading comprehension, fluency, math intervention
EXPERTISE: Orton-Gillingham, Eureka Math, Fountas & Pinnell, Teachers College Reading, and writing

Elizabeth L.

Bachelor’s degree in Childhood Education & Students with Disabilities (Grades 1-6), Master’s degree in Childhood Education & Students with Disabilities (Grades 1-6)

Elizabeth L.

Elizabeth L
Elizabeth L

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.

Elizabeth is particularly passionate about math, employing a tactile approach to cater to the unique needs of each child. She has successfully implemented programs like TERC Investigations, Go-Math, and EngageNY. Elizabeth’s approach involves designing individualized lessons to maximize student outcomes, utilizing a range of instructional tools, from math manipulatives to technological resources. Beyond her work with students, she places significant value on building partnerships with families. Elizabeth collaborates with families, providing them with effective strategies to support their child’s learning at home. Her holistic and individualized approach reflects her commitment to creating an environment where every learner can thrive academically and personally.

Types of Services: Multisensory Reading Instruction, Multisensory Math Instruction, Formal and Informal Reading Assessments, and Interventions, Behavioral Interventions
Expertise: Working with children with specific reading, writing, and math learning disabilities, working with children with ADD and ADHD, NYS Exam preparation, NYS common core tutoring.

Jenna P.

M.S. Education
Jenna Masters Degree in Elementary Education and a Bachelors Degree in Psychology

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.

Jenna is skilled in providing literacy support, as well as helping with math concepts and problem-solving. She uses a variety of approaches and modifications based on the student‚Äôs learning styles to help them tackle these commonly challenging content areas. Jenna provides multi-sensory math support through the use of tactile methods including using manipulatives and visual aids to represent numerical values. This helps support math skills such as counting, one-to-one correspondence, addition, subtraction, multiplication, and division. Jenna also uses various multisensory and interactive techniques to help improve literacy skills such as reading fluency, reading comprehension, sight word recognition, decoding, and spelling. To teach sight words and spelling, Jenna uses a ‚Äúread it, build it, write it‚ÄĚ technique, as well as air writing, word recognition games, and focus on segmenting and blending to help the students connect in various ways to what the words they are learning. To support reading comprehension skills, Jenna encourages the student to create pictures in their head or visualizations as they read, use context clues, and locate keywords to help them understand the text. Jenna evaluates each student to see what strategies would work best and ways to modify the learning to best support the child.

Executive functioning skills can be difficult for many students and can impact their academic success, as well as their ability to build strong social relationships. Jenna helps students strengthen these skills by focusing on organizational skills, planning, time management, self-control, flexibility, attention, and working memory. Some techniques used to improve these areas are creating schedules to set expectations, teaching and practicing routines, using timers, playing games and songs to improve memory and recall, and using reinforcers and breaks to help improve impulse control and self-regulation. For improvement with working memory deficits, students are shown how to use notes, lists, and other visuals to help them retain and store learned information and use it in other areas. To help build social skills, Jenna uses social stories to demonstrate different conversation starters and appropriate topics when in a social setting. Modeling, role-playing, and videos are also used to help students gain confidence to improve their social relationships.

TYPE OF SERVICES: Individualized literacy instruction, math problem-solving skills, homework help, executive functioning skills, and building social skills.
EXPERTISE: Working one-to-one with students with learning differences in all content areas.
AGES: Grades 1-6

Jenna P.

M.S. Education
Jenna Masters Degree in Elementary Education and a Bachelors Degree in Psychology

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.

Jenna is skilled in providing literacy support, as well as helping with math concepts and problem-solving. She uses a variety of approaches and modifications based on the student‚Äôs learning styles to help them tackle these commonly challenging content areas. Jenna provides multi-sensory math support through the use of tactile methods including using manipulatives and visual aids to represent numerical values. This helps support math skills such as counting, one-to-one correspondence, addition, subtraction, multiplication, and division. Jenna also uses various multisensory and interactive techniques to help improve literacy skills such as reading fluency, reading comprehension, sight word recognition, decoding, and spelling. To teach sight words and spelling, Jenna uses a ‚Äúread it, build it, write it‚ÄĚ technique, as well as air writing, word recognition games, and focus on segmenting and blending to help the students connect in various ways to what the words they are learning. To support reading comprehension skills, Jenna encourages the student to create pictures in their head or visualizations as they read, use context clues, and locate keywords to help them understand the text. Jenna evaluates each student to see what strategies would work best and ways to modify the learning to best support the child.

Executive functioning skills can be difficult for many students and can impact their academic success, as well as their ability to build strong social relationships. Jenna helps students strengthen these skills by focusing on organizational skills, planning, time management, self-control, flexibility, attention, and working memory. Some techniques used to improve these areas are creating schedules to set expectations, teaching and practicing routines, using timers, playing games and songs to improve memory and recall, and using reinforcers and breaks to help improve impulse control and self-regulation. For improvement with working memory deficits, students are shown how to use notes, lists, and other visuals to help them retain and store learned information and use it in other areas. To help build social skills, Jenna uses social stories to demonstrate different conversation starters and appropriate topics when in a social setting. Modeling, role-playing, and videos are also used to help students gain confidence to improve their social relationships.

TYPE OF SERVICES: Individualized literacy instruction, math problem-solving skills, homework help, executive functioning skills, and building social skills.
EXPERTISE: Working one-to-one with students with learning differences in all content areas.
AGES: Grades 1-6

Taryn T.

Master’s Degree in Elementary Special Education
Taryn T

When Taryn was growing up, she loved stories about famous people who struggled with learning differences. Her struggle with learning at a young age made these stories more relatable. From that time on, she knew that she wanted to devote her career to helping children. She volunteered at YAI, an organization for children and young adults with developmental disabilities. She continued this work for many years.

Taryn attended Lehigh University and graduated Phi Beta Kappa with highest honors with a degree in Communications and French. She was recognized as a winner of the ‚ÄúWho‚Äôs Who Among American Teachers 2007.‚ÄĚ Taryn holds a Master‚Äôs Degree from New York University in Elementary Special Education and is trained in The Orton Gillingham Approach which is a multisensory way to teach literacy when reading, writing and spelling, as well as The Judith Hochman method of writing. Taryn also has vast experience working with children with dyslexia and behavioral needs.

Over the past 23 years, Taryn’s teaching has included working as a reading specialist, a headteacher in a self contained 3rd and 4th grade class, a headteacher in an ICT 4th and 5th grade classroom, and over 10 years as an elementary school teacher in a private school for children with learning differences. In addition, she runs a thriving tutoring practice for children ages 4 through 12 with various learning needs including dyslexia, ADHD, executive functioning delays, behavioral concerns, and many more. Over the years, Taryn has received numerous accolades for her successful teaching work.

Taryn focuses on a child’s self esteem while teaching them at their own educational and developmental level. She is a firm believer that a child’s self confidence plays a critical role in his or her learning. According to Taryn, every child can succeed if they feel confident about themselves and are provided with the right tools. She does this with the use of multi-sensory techniques and meets each child with reverence at their individual academic and developmental level. Taryn believes in child-centered education which uses techniques to support students both academically and emotionally. She collaborates with the entire team both professionally and familial to make sure a group approach is utilized.

Taryn works one-on-one with children at home or school. She also works closely with teachers to adapt instruction to meet the needs of a particular student. As a mother to 3 boys with various learning and behavioral needs, her understanding of how to approach individual differences has been further enhanced. She is passionate about her family, spending time with friends, and helping children to reach their full potential.

Type of Services: individual, small group (2-3 children)
Expertise: Orton Gillingham, ADD, ADHD, Autism Spectrum Disorder, Behavioral Training
Ages: 4 to 12 years old

Taryn T.

Master’s Degree in Elementary Special Education
Taryn T

When Taryn was growing up, she loved stories about famous people who struggled with learning differences. Her struggle with learning at a young age made these stories more relatable. From that time on, she knew that she wanted to devote her career to helping children. She volunteered at YAI, an organization for children and young adults with developmental disabilities. She continued this work for many years.

Taryn attended Lehigh University and graduated Phi Beta Kappa with highest honors with a degree in Communications and French. She was recognized as a winner of the ‚ÄúWho‚Äôs Who Among American Teachers 2007.‚ÄĚ Taryn holds a Master‚Äôs Degree from New York University in Elementary Special Education and is trained in The Orton Gillingham Approach which is a multisensory way to teach literacy when reading, writing and spelling, as well as The Judith Hochman method of writing. Taryn also has vast experience working with children with dyslexia and behavioral needs.

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Liza G.

Masters in Elementary Education
Liza scaled

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).

Throughout her career, Liza has worked with students with diverse needs including students with low English proficiency, dyslexia, anxiety disorders, speech/language impairments, autism spectrum-based behaviors and disabilities, ADD, ADHD, emotional/behavior disorders, as well as low cognitive disabilities. She specializes in working with students who need intervention in phonemic awareness, letter/sound identification, decoding/encoding, fluency, reading comprehension, writing, and math skills/concepts. Liza is a creative thinker who encourages student voice and integrates student interest into learning. Liza values meeting academic goals, while also focusing on social-emotional learning. She is trained in mindfulness and supports students in combating academic anxieties. She uses multi-sensory instruction with various kinesthetic/tactile strategies to reach all learners. She feels passionate about teaching students to advocate for themselves and be intrinsically motivated to learn. Liza prides herself on being organized, compassionate, and dedicated. She has a knack for building strong interpersonal relationships with both her students and their families. Outside of teaching Liza loves to explore new restaurants, go for runs, and pet all the dogs she sees. 

TYPES OF SERVICES: Individualized instruction in reading, decoding/encoding, reading comprehension, reading fluency, writing, and math.
EXPERTISE: Early and emergent readers, reading intervention including phonological awareness, phonics, decoding, encoding, word-solving strategies, fluency, vocabulary, reading comprehension, writing, and math skills/concepts.
AGES: K-5th Grade 

Liza G.

Masters in Elementary Education
Liza scaled

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).

Throughout her career, Liza has worked with students with diverse needs including students with low English proficiency, dyslexia, anxiety disorders, speech/language impairments, autism spectrum-based behaviors and disabilities, ADD, ADHD, emotional/behavior disorders, as well as low cognitive disabilities. She specializes in working with students who need intervention in phonemic awareness, letter/sound identification, decoding/encoding, fluency, reading comprehension, writing, and math skills/concepts. Liza is a creative thinker who encourages student voice and integrates student interest into learning. Liza values meeting academic goals, while also focusing on social-emotional learning. She is trained in mindfulness and supports students in combating academic anxieties. She uses multi-sensory instruction with various kinesthetic/tactile strategies to reach all learners. She feels passionate about teaching students to advocate for themselves and be intrinsically motivated to learn. Liza prides herself on being organized, compassionate, and dedicated. She has a knack for building strong interpersonal relationships with both her students and their families. Outside of teaching Liza loves to explore new restaurants, go for runs, and pet all the dogs she sees. 

TYPES OF SERVICES: Individualized instruction in reading, decoding/encoding, reading comprehension, reading fluency, writing, and math.
EXPERTISE: Early and emergent readers, reading intervention including phonological awareness, phonics, decoding, encoding, word-solving strategies, fluency, vocabulary, reading comprehension, writing, and math skills/concepts.
AGES: K-5th Grade 

Kim O.

M.A.  Early Childhood Special Education
Kim O.

Kim loved the stories about Helen Keller as she was growing up and always knew that she wanted to help children. While she lived in Breckenridge, CO she helped people use sit-ski’s or tethers to enjoy the sport as much as she did. 

Kim received her Master’s degree from Columbia University in Early Childhood Special Education, and then taught at Rusk Hospital for 5 years as a teacher of one and two year old classrooms. At Rusk, she was involved in many research groups, including one that brought sensory integration techniques to the forefront.

Kim specializes in working with children, aged 6 months to 8 years, who are medically fragile, have neurological issues, sensory integration, ADHD, vision therapy and general developmental delays. She is trained in: Brain Gym, Sensory Integration, Stanley Greenspan Floortime techniques, Therapeutic Listening, Feeding therapy, Handwriting without Tears, Social Thinking and Orton Gilllingham.

Kim focuses on basic building blocks to enrich nutrition, vision and sleep patterns. She concentrates on self-esteem and works closely with the needs of families so goals can be incorporated into the daily routine. Parent Training is an integral part of her work.

Kim works one-on-one with children in the office, home or school. She also works closely to help schools assess their environment. Her dog, Hugz, is also therapy trained and her assistant.

LOCATION: Manhattan, UWS, Downtown
TYPES OF SERVICES: SEIT, parent training, special education, vision therapy
EXPERTISE: Child development
AGE: 2-7 years

Kim O.

M.A.  Early Childhood Special Education
Kim O.

Kim loved the stories about Helen Keller as she was growing up and always knew that she wanted to help children. While she lived in Breckenridge, CO she helped people use sit-ski’s or tethers to enjoy the sport as much as she did. 

Kim received her Master’s degree from Columbia University in Early Childhood Special Education, and then taught at Rusk Hospital for 5 years as a teacher of one and two year old classrooms. At Rusk, she was involved in many research groups, including one that brought sensory integration techniques to the forefront.

Kim specializes in working with children, aged 6 months to 8 years, who are medically fragile, have neurological issues, sensory integration, ADHD, vision therapy and general developmental delays. She is trained in: Brain Gym, Sensory Integration, Stanley Greenspan Floortime techniques, Therapeutic Listening, Feeding therapy, Handwriting without Tears, Social Thinking and Orton Gilllingham.

Kim focuses on basic building blocks to enrich nutrition, vision and sleep patterns. She concentrates on self-esteem and works closely with the needs of families so goals can be incorporated into the daily routine. Parent Training is an integral part of her work.

Kim works one-on-one with children in the office, home or school. She also works closely to help schools assess their environment. Her dog, Hugz, is also therapy trained and her assistant.

LOCATION: Manhattan, UWS, Downtown
TYPES OF SERVICES: SEIT, parent training, special education, vision therapy
EXPERTISE: Child development
AGE: 2-7 years

Mariel G.

Master’s Degree in Early Childhood Education, Certificate in Early Childhood Special Education
Mariel scaled

Mariel is a special education teacher with over ten years of experience working with young children. She graduated from Hartwick College in 2010 with degrees in Music Education and German and then spent three years working at the Henry Viscardi School where she was responsible for creating and distributing augmentative communication options for children with varying physical and cognitive disabilities. She went on to complete her Master’s Degree in Early Childhood Education at Brooklyn College and, subsequently, earned a post-master’s Certificate in Early Childhood Special Education from Queens College in 2016.

Mariel has worked in both public and private schools throughout her career and has spent the past five years working as a Special Education Itinerant Teacher (SEIT), special instructor, and ABA therapist for children five years old and younger. Mariel teaches children with autism, expressive language delays, and behavioral challenges in New York City. She is a strong advocate for helping all of her students reach their optimum potential and believes in collaborating with parents, school staff, and colleagues in an effort to provide the best environment and interventions to help children have a positive educational experience.

In her work with each child, Mariel employs the use of prompts, errorless learning strategies, and visual cues to help children achieve independence in the classroom and home environments. Mariel uses basic sign language and prompts to help students engage with both adults and peers so that they can effectively communicate their needs and frustrations. With extensive experience in applied behavior analysis (ABA), Mariel is skilled in developing programs and strategies within the child’s natural environment to help them overcome social challenges, reduce inappropriate behaviors, and engage in classroom and family activities.

TYPES OF SERVICES: Special Instruction (SI), SEIT & SETSS; individual and small group (2-3 children)
EXPERTISE: Autism Spectrum Disorder & Speech-language delays
AGES: Birth- 5 years old

Mariel G.

Master’s Degree in Early Childhood Education, Certificate in Early Childhood Special Education
Mariel scaled

Mariel is a special education teacher with over ten years of experience working with young children. She graduated from Hartwick College in 2010 with degrees in Music Education and German and then spent three years working at the Henry Viscardi School where she was responsible for creating and distributing augmentative communication options for children with varying physical and cognitive disabilities. She went on to complete her Master’s Degree in Early Childhood Education at Brooklyn College and, subsequently, earned a post-master’s Certificate in Early Childhood Special Education from Queens College in 2016.

Mariel has worked in both public and private schools throughout her career and has spent the past five years working as a Special Education Itinerant Teacher (SEIT), special instructor, and ABA therapist for children five years old and younger. Mariel teaches children with autism, expressive language delays, and behavioral challenges in New York City. She is a strong advocate for helping all of her students reach their optimum potential and believes in collaborating with parents, school staff, and colleagues in an effort to provide the best environment and interventions to help children have a positive educational experience.

In her work with each child, Mariel employs the use of prompts, errorless learning strategies, and visual cues to help children achieve independence in the classroom and home environments. Mariel uses basic sign language and prompts to help students engage with both adults and peers so that they can effectively communicate their needs and frustrations. With extensive experience in applied behavior analysis (ABA), Mariel is skilled in developing programs and strategies within the child’s natural environment to help them overcome social challenges, reduce inappropriate behaviors, and engage in classroom and family activities.

TYPES OF SERVICES: Special Instruction (SI), SEIT & SETSS; individual and small group (2-3 children)
EXPERTISE: Autism Spectrum Disorder & Speech-language delays
AGES: Birth- 5 years old

Alyssa L.

M.P.S. ED., NY State Certified Early Childhood and Childhood General and Special Education
Alyssa L

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!

TYPES OF SERVICES: Individualized reading, writing, phonics and math instruction for individuals and groups (two to three)
EXPERTISE: Reading, Writing, (Teacher’s College) Phonics instruction (Fundations, Science of Reading based approaches), Grade level math
AGES: birth through second grade

Alyssa L.

M.P.S. ED., NY State Certified Early Childhood and Childhood General and Special Education
Alyssa L

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!

TYPES OF SERVICES: Individualized reading, writing, phonics and math instruction for individuals and groups (two to three)
EXPERTISE: Reading, Writing, (Teacher’s College) Phonics instruction (Fundations, Science of Reading based approaches), Grade level math
AGES: birth through second grade

Gabrielle S.

Master’s in early childhood education and Special Education
Gabrielle

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.

Gabrielle has had a career both in the classroom and as a private therapist, coach, and mentor. Working one on one with students as well as providing coaching for families. During her eight years in individual and small group therapy, she has worked in public, private, charter, and pre-schools creating and developing measurable and achievable goals and outcomes along-side other educators, administrators, and therapists.

Gabrielle believes in child-centered education, utilizing social-emotional support strategies to support students in both their learning and emotional education journeys. She has worked with a wide range of students from students with severe emotional dysregulation and behavioral issues to students who struggle with social and emotional cues and focus. Gabrielle has worked primarily with students aged birth to second grade however, has experience working up to 5th and 6-9th and undergraduate and graduate school.

Gabrielle is passionate about her family, with her chef husband and two young children ages 4 and 1, in addition to travel, running, cooking, and anything involving the outdoors. She is dedicated to teaching and making it engaging. She loves mystery novels and solving each student’s unique learning puzzle is truly her passion.

Gabrielle S.

Master’s in early childhood education and Special Education
Gabrielle

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.

Gabrielle has had a career both in the classroom and as a private therapist, coach, and mentor. Working one on one with students as well as providing coaching for families. During her eight years in individual and small group therapy, she has worked in public, private, charter, and pre-schools creating and developing measurable and achievable goals and outcomes along-side other educators, administrators, and therapists.

Gabrielle believes in child-centered education, utilizing social-emotional support strategies to support students in both their learning and emotional education journeys. She has worked with a wide range of students from students with severe emotional dysregulation and behavioral issues to students who struggle with social and emotional cues and focus. Gabrielle has worked primarily with students aged birth to second grade however, has experience working up to 5th and 6-9th and undergraduate and graduate school.

Gabrielle is passionate about her family, with her chef husband and two young children ages 4 and 1, in addition to travel, running, cooking, and anything involving the outdoors. She is dedicated to teaching and making it engaging. She loves mystery novels and solving each student’s unique learning puzzle is truly her passion.

Nicole F.

M.S ED, NYS Certified Early Childhood and Special Education
Nicole

It has been over 20 years and working with children is still Nicole’s favorite place to be. In 1998, Nicole stepped into a classroom, working as an assistant teacher to students with learning differences while studying psychology at Hunter College. Today, Nicole’s story has not changed because she can still be found exactly where she began.

Nicole earned her Master of Science from Touro College in Early Childhood Special Education (Dual Certification), (May 2007) and holds a Bachelor of Arts in Psychology from Hunter College. Additionally, Nicole completed a Post Graduate certificate program in Applied Behavior Analysis from the Florida Institute of Technology. Nicole is currently preparing to sit for the BCBA national exam to become a Licensed Behavior Analysis. Nicole’s most current training and certification come from the ADD Coach Academy (ADDCA), where she received training to become an ADHD and Executive Functioning Coach to children and adults. As a mom of two children who exhibit executive functioning deficits, Nicole’s ADHD coach training has equipped her to become a more effective teacher, as well as, a more compassionate mom.

Nicole’s strengths lie within a myriad of experiences as a Teacher (Classroom, SETSS, SEIT), Supervisor, Behavior Specialist, Consultant, Parent Trainer, and ADHD Coach. In these various positions, Nicole has provided remediation to children from birth to young adults within the public and private sectors. This includes students with reading, writing, and math disabilities, Autism Spectrum, ADHD, and EF Disorders, as well as, those with significant behavior challenges and speech and language delays. One of Nicole’s most impressive skills is the ability to individualize school curriculums to meet the needs and challenges of the clients with whom she works.

Nicole uses a multisensory approach to meet the need of each learner she works with by integrating approaches such as Orthon Gillingham, Hochman Method of writing, and behavioral methods through Applied Behavior Analysis to address maladaptive behaviors and increase positive behaviors. Her best approach to facilitating her students is to create a safe space where they can thrive and build trust in each other.

Nicole’s passion is to equip her students with the necessary skills they will need to succeed by providing the resources, skills, and knowledge she has gained on the journey of teaching.

Nicole F.

M.S ED, NYS Certified Early Childhood and Special Education
Nicole

It has been over 20 years and working with children is still Nicole’s favorite place to be. In 1998, Nicole stepped into a classroom, working as an assistant teacher to students with learning differences while studying psychology at Hunter College. Today, Nicole’s story has not changed because she can still be found exactly where she began.

Nicole earned her Master of Science from Touro College in Early Childhood Special Education (Dual Certification), (May 2007) and holds a Bachelor of Arts in Psychology from Hunter College. Additionally, Nicole completed a Post Graduate certificate program in Applied behavior Analysis from the Florida Institute of Technology. Nicole is currently preparing to sit for the BCBA national exam to become a Licensed Behavior Analysis. Nicole’s most current training and certification come from the ADD Coach Academy (ADDCA), were received training to become an ADHD and Executive Functioning Coach to children and adults. As a mom of two children who exhibit executive functioning deficits, Nicole’s ADHD coach training has equipped her to become a more effective teacher, as well as, a more compassionate mom.

Nicole’s strengths lie within a myriad of experiences as a Teacher (Classroom, SETSS, SEIT), Supervisor, Behavior Specialist, Consultant, Parent Trainer, and ADHD Coach. In these various positions, Nicole has provided remediation to children from birth to young adults within the public and private sectors. This includes students with reading, writing, and math disabilities, Autism Spectrum, ADHD, and EF Disorders, as well as, those with significant behavior challenges and speech and language delays. One of Nicole’s most impressive skills is the ability to individualize school curriculums to meet the needs and challenges of the clients with whom she works.

Nicole uses a multisensory approach to meet the need of each learner she works with by integrating approaches such as Orthon Gillingham, Hochman Method of writing, and behavioral methods through Applied Behavior Analysis to address maladaptive behaviors and increase positive behaviors. Her best approach to facilitating her students is to create a safe space where they can thrive and build trust in each other.

Nicole’s passion is to equip her students with the necessary skills they will need to succeed by providing the resources, skills, and knowledge she has gained on the journey of teaching.

Julia B.

M.S.Ed. in Literacy Education (Grades 1-6), Bachelor of Science in Childhood and Special Education (Grades 1-6)
julia b. scaled

Julia graduated from State University of New York at Fredonia with a Bachelor of Science in Childhood and Special Education (Grades 1-6).  She then received her M.S.Ed. in Literacy Education (Grades 1-6) from Nazareth College.  Julia has over eight years of experience working with students with ASD, ADHD, processing delays, and learning disabilities.  During this time, she has taught in a general education setting (ages 5-12), special education settings (ages 4-14), and as a literacy specialist (worked with ages 4-14).  Throughout her years of teaching, she has utilized a multitude of programs including Orton Gillingham, Wilson Fundations Program, Fountas & Pinnell, Reading Street, Wonders, SPIRE, GoMath, and Math Expressions. 

During her individual reading sessions as a literacy specialist, she first assesses the student’s decoding, encoding, fluency, and comprehension skills and uses the assessment results to guide future sessions.  Once she has a full picture of the student’s abilities and has built a relationship with them, she then chooses a curriculum that best suits the needs of the student.  She believes in using a well-balanced approach that encompasses the Five Pillars of Reading (phonemic awareness, phonics, vocabulary, comprehension, and fluency).  Individual math sessions follow the same trajectory and include the use of manipulatives and hands-on learning techniques to give the student a multi-sensory learning experience.

Julia’s personal teaching philosophy is rooted in creating an environment where students feel comfortable celebrating their successes, challenging themselves, and becoming life-long learners.  She believes that all students have unique learning styles, and through individualized instruction that supports different learning styles, they can reach their full potential.

Beyond the classroom, she enjoys hiking, rock climbing, exploring new neighborhoods in NYC, and reading.  She also has experience tutoring and prepping multiple students aged 12-15 (including students with disabilities) for their ISEE exams.  

Julia B.

M.S.Ed. in Literacy Education (Grades 1-6), Bachelor of Science in Childhood and Special Education (Grades 1-6)
julia b. scaled

Julia graduated from State University of New York at Fredonia with a Bachelor of Science in Childhood and Special Education (Grades 1-6).  She then received her M.S.Ed. in Literacy Education (Grades 1-6) from Nazareth College.  Julia has over eight years of experience working with students with ASD, ADHD, processing delays, and learning disabilities.  During this time, she has taught in a general education setting (ages 5-12), special education settings (ages 4-14), and as a literacy specialist (worked with ages 4-14).  Throughout her years of teaching, she has utilized a multitude of programs including Orton Gillingham, Wilson Fundations Program, Fountas & Pinnell, Reading Street, Wonders, SPIRE, GoMath, and Math Expressions. 

During her individual reading sessions as a literacy specialist, she first assesses the student’s decoding, encoding, fluency, and comprehension skills and uses the assessment results to guide future sessions.  Once she has a full picture of the student’s abilities and has built a relationship with them, she then chooses a curriculum that best suits the needs of the student.  She believes in using a well-balanced approach that encompasses the Five Pillars of Reading (phonemic awareness, phonics, vocabulary, comprehension, and fluency).  Individual math sessions follow the same trajectory and include the use of manipulatives and hands-on learning techniques to give the student a multi-sensory learning experience.

Julia’s personal teaching philosophy is rooted in creating an environment where students feel comfortable celebrating their successes, challenging themselves, and becoming life-long learners.  She believes that all students have unique learning styles, and through individualized instruction that supports different learning styles, they can reach their full potential.

Beyond the classroom, she enjoys hiking, rock climbing, exploring new neighborhoods in NYC, and reading.  She also has experience tutoring and prepping multiple students aged 12-15 (including students with disabilities) for their ISEE exams.  

Alicia C.

Master’s Degree in Elementary Education
Alicia

Alicia holds a Master’s Degree in Elementary Education from the University of New Hampshire. She has worked as an educator in various settings, from public and independent schools to tutoring small groups and providing 1-on-1 services within students’ homes. Alicia specializes in teaching young children, toddlers through 3rd grade. Within her repertoire of experience, she has learned how to differentiate instruction, create safe learning environments, and assess and support students across all domains of development.

When teaching math, Alicia incorporates manipulatives such as ten frames and double-sided counters. She uses follow-up questions in response to a student’s work to further support their understanding. Equally important are the discussions she leads on math topics, which create connections across different concepts, support greater retention, and encourage reflection on one’s learning (metacognition). Alicia has utilized the Math in Focus and Bridges in Math programs.

Alicia incorporates multisensory reading activities that use sight, hearing, and touch for deeper learning. Furthermore, these multisensory activities often feel like play for a child, allowing them to engage and connect with their learning naturally. Alicia supports every child by curating book collections that motivate and inspire them. Alicia wants children to develop a love for reading and does so by finding fiction and non-fiction books that her students relate to and find interesting. She has utilized the Wilson / Fundations phonics program and Heggerty’s phonemic awareness program.

She takes the time to build a rapport with every child, getting to know their interests and guiding them to find confidence in their skills. Alicia holds space for the child to let their curiosity, fascination, and inquisitive nature guide the lessons, creating an engaging, unique, individualized experience for every child. She prioritizes fostering strong and positive relationships with families and her students. Alicia believes all children are curious and eager to learn, and she loves to facilitate learning in ways that support their needs and foster their interests and skills.

Alicia currently teaches at an independent school in the Chelsea neighborhood of Manhattan. She specializes in reading, writing, phonics, and math instruction. Alicia has experience working with students with learning differences and knows how to best benefit those students by structuring individualized education plans. She is passionate about education and finds working with her students and their families to be deeply fulfilling.

TYPE OF SERVICES: Tutoring, homework help
EXPERTISE: Personalized instruction; Multisensory reading, phonics, writing, and math instruction; Early emergent literacy; Executive functioning skills coaching
AGES: Toddlers – 3rd grade

Alicia C.

Master’s Degree in Elementary Education
Alicia

Alicia holds a Master’s Degree in Elementary Education from the University of New Hampshire. She has worked as an educator in various settings, from public and independent schools to tutoring small groups and providing 1-on-1 services within students’ homes. Alicia specializes in teaching young children, toddlers through 3rd grade. Within her repertoire of experience, she has learned how to differentiate instruction, create safe learning environments, and assess and support students across all domains of development.

When teaching math, Alicia incorporates manipulatives such as ten frames and double-sided counters. She uses follow-up questions in response to a student’s work to further support their understanding. Equally important are the discussions she leads on math topics, which create connections across different concepts, support greater retention, and encourage reflection on one’s learning (metacognition). Alicia has utilized the Math in Focus and Bridges in Math programs.

Alicia incorporates multisensory reading activities that use sight, hearing, and touch for deeper learning. Furthermore, these multisensory activities often feel like play for a child, allowing them to engage and connect with their learning naturally. Alicia supports every child by curating book collections that motivate and inspire them. Alicia wants children to develop a love for reading and does so by finding fiction and non-fiction books that her students relate to and find interesting. She has utilized the Wilson / Fundations phonics program and Heggerty’s phonemic awareness program.

She takes the time to build a rapport with every child, getting to know their interests and guiding them to find confidence in their skills. Alicia holds space for the child to let their curiosity, fascination, and inquisitive nature guide the lessons, creating an engaging, unique, individualized experience for every child. She prioritizes fostering strong and positive relationships with families and her students. Alicia believes all children are curious and eager to learn, and she loves to facilitate learning in ways that support their needs and foster their interests and skills.

Alicia currently teaches at an independent school in the Chelsea neighborhood of Manhattan. She specializes in reading, writing, phonics, and math instruction. Alicia has experience working with students with learning differences and knows how to best benefit those students by structuring individualized education plans. She is passionate about education and finds working with her students and their families to be deeply fulfilling.

TYPE OF SERVICES: Tutoring, homework help
EXPERTISE: Personalized instruction; Multisensory reading, phonics, writing, and math instruction; Early emergent literacy; Executive functioning skills coaching
AGES: Toddlers – 3rd grade

Dana O.

M. Ed., Certified New Jersey Special Education Teacher/Developmental Specialist-Pre-K through Grade 3 and Teacher of Students with Disabilities
Dana

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.

Dana has been a teacher for 10 years in a public school setting at an elementary school in Teaneck, NJ. Her first year of teaching she taught Kindergarten, Language and Learning Disabilities (LLD), and after that Pre-K 4 special education. Dana understands the importance of individualized instruction to best meet the needs of all students. She also understands the benefits of a home to school connection to ensure children have a continuous learning experience outside of the classroom. Dana’s goals are to help children with the appropriate academic and social skills needed to progress, along with providing a fun, safe, and positive learning experience for both children and their families!

Type of Services: Literacy, Math, Science, Social Emotional Development, Behavioral Support.
Expertise: Child Development/Special Education-Working with children who have special needs, providing differentiated instruction, providing a multi-sensory approach to learning, assessment to drive instruction, Home and Center-based Early Intervention, IEP and IFSP preparation to ensure students are provided with appropriate goals and modifications to best meet their needs. Positive Behavior Support (PBS) to provide families and students with strategies to best cope with challenging behaviors at home and school. Developmentally appropriate state aligned curriculum writing, expertise with Tools of the Mind Curriculum, exposure to Creative Curriculum, emergent reading, writing, and math skills.
Ages: Preschool to Third Grade

Dana O.

M. Ed., Certified New Jersey Special Education Teacher/Developmental Specialist-Pre-K through Grade 3 and Teacher of Students with Disabilities
Dana

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.

Dana has been a teacher for 10 years in a public school setting at an elementary school in Teaneck, NJ. Her first year of teaching she taught Kindergarten, Language and Learning Disabilities (LLD), and after that Pre-K 4 special education. Dana understands the importance of individualized instruction to best meet the needs of all students. She also understands the benefits of a home to school connection to ensure children have a continuous learning experience outside of the classroom. Dana’s goals are to help children with the appropriate academic and social skills needed to progress, along with providing a fun, safe, and positive learning experience for both children and their families!

Type of Services: Literacy, Math, Science, Social Emotional Development, Behavioral Support.
Expertise: Child Development/Special Education-Working with children who have special needs, providing differentiated instruction, providing a multi-sensory approach to learning, assessment to drive instruction, Home and Center-based Early Intervention, IEP and IFSP preparation to ensure students are provided with appropriate goals and modifications to best meet their needs. Positive Behavior Support (PBS) to provide families and students with strategies to best cope with challenging behaviors at home and school. Developmentally appropriate state aligned curriculum writing, expertise with Tools of the Mind Curriculum, exposure to Creative Curriculum, emergent reading, writing, and math skills.
Ages: Preschool to Third Grade

Maggi P.

M.S. TESOL, NYS Certified Elementary Education (K-6), Students With Disabilities (Birth- 2nd), ESL (K-12), Spanish (7-12)
Maggi e1511748155985

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
AGES: 5-12

Maggi P.

M.S. TESOL, NYS Certified Elementary Education (K-6), Students With Disabilities (Birth- 2nd), ESL (K-12), Spanish (7-12)
Maggi e1511748155985

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
AGES: 5-12

Julia J.

Bachelor of Arts in Educational Studies, Dual M.S.Ed in General and Special Education for grades 1-6
Julia

Julia graduated from Colgate University with a Bachelor of Arts in Educational Studies. She then joined the Teach For America Corps, where she taught grades kindergarten- fourth grade, while obtaining her Dual M.S.Ed in General and Special Education for grades 1-6. Julia has 4 years experience teaching whole group and small group instruction. During this time, she has taught SEL, writing, math, science and guided literacy in both the General and Special Education setting. She has experience with reading programs like Amplify, CKLA, iReady, NWEA, STEP tool and F&P and is trained and experienced in the Orton Gillingham method of literacy. In math, she has used tools like Zearn, iReady, NWEA to analyze and target instruction to student needs.

In her most current role, she is a Learning Specialist in which she solely focuses on students with Individual Education Plans (IEPs), for students with processing disorders, learning disabilities and Speech/ Language delays. She uses consistent data tracking to tailor instructional plans that will achieve a student’s IEP and personal goals. Julia progress monitors all of her students frequently to understand what concepts they can grasp and which they need more at bats.

Julia believes in enhancing student’s strengths to target their weaknesses. She knows all learners learn differently, regardless if there is a classification or not. Because of this, she believes students need multiple ways of learning to make concepts stick. This begins with the reteaching of foundational skills that are personalized to the student. To introduce new standards and topics, Julia uses: manipulatives to enhance tactile learning, visuals with graph paper and colored pencils to draw out word problems, audio tools like rhythm and music to access problems through auditory processing, diagrams and colored pencils, and games using real life scenarios to encourage authentic engagement and understanding of math and reading concepts.

She has used Fundations and Wilson’s to target students’ fluency and phonemic awareness needs at the elementary level. It has helped provide a set curriculum that includes hands-on resources for students to engage with while learning the fundamentals of reading and writing.

In her free time, Julia loves seeing theater in NYC, reading, trying new restaurants, and photography.

TYPE OF SERVICES: i.e. Individual tutoring in math and reading, group (2-3 children), state exam test prep
EXPERTISE: i.e. Learning Disabilities, Speech-language delays, Special Education
AGES: i.e. Kindergarten through 6th grade

Julia J.

Bachelor of Arts in Educational Studies, Dual M.S.Ed in General and Special Education for grades 1-6
Julia

Julia graduated from Colgate University with a Bachelor of Arts in Educational Studies. She then joined the Teach For America Corps, where she taught grades kindergarten- fourth grade, while obtaining her Dual M.S.Ed in General and Special Education for grades 1-6. Julia has 4 years experience teaching whole group and small group instruction. During this time, she has taught SEL, writing, math, science and guided literacy in both the General and Special Education setting. She has experience with reading programs like Amplify, CKLA, iReady, NWEA, STEP tool and F&P and is trained and experienced in the Orton Gillingham method of literacy. In math, she has used tools like Zearn, iReady, NWEA to analyze and target instruction to student needs.

In her most current role, she is a Learning Specialist in which she solely focuses on students with Individual Education Plans (IEPs), for students with processing disorders, learning disabilities and Speech/ Language delays. She uses consistent data tracking to tailor instructional plans that will achieve a student’s IEP and personal goals. Julia progress monitors all of her students frequently to understand what concepts they can grasp and which they need more at bats.

Julia believes in enhancing student’s strengths to target their weaknesses. She knows all learners learn differently, regardless if there is a classification or not. Because of this, she believes students need multiple ways of learning to make concepts stick. This begins with the reteaching of foundational skills that are personalized to the student. To introduce new standards and topics, Julia uses: manipulatives to enhance tactile learning, visuals with graph paper and colored pencils to draw out word problems, audio tools like rhythm and music to access problems through auditory processing, diagrams and colored pencils, and games using real life scenarios to encourage authentic engagement and understanding of math and reading concepts.

She has used Fundations and Wilson’s to target students’ fluency and phonemic awareness needs at the elementary level. It has helped provide a set curriculum that includes hands-on resources for students to engage with while learning the fundamentals of reading and writing.

In her free time, Julia loves seeing theater in NYC, reading, trying new restaurants, and photography.

TYPE OF SERVICES: i.e. Individual tutoring in math and reading, group (2-3 children), state exam test prep
EXPERTISE: i.e. Learning Disabilities, Speech-language delays, Special Education
AGES: i.e. Kindergarten through 6th grade

Maribell G.

Bachelor of Science in Economics, Bachelor of Science in Education, Certificate in Special Education

Maribell G.

Bachelor of Science in Economics, Bachelor of Science in Education, Certificate in Special Education
Maribell G.
Maribell G.

Maribell received her Bachelor of Science in Economics at the University at Albany. Soon after, she received her Bachelor of Science in Education at Hunter College. Having realized her passion for teaching, she went ahead and attained her Certificate in Special Education. Having worked for years with students of different needs, Maribell has compile a vast list of unique experiences. She has experience teaching grades 2-5, with and without learning differences. She taught Second Grade students for three years; two of which she was the lead Special Education Classroom Teacher. Her fourth year of teaching was completed in the United Arab Emirates, where she taught 62 Third Grade English Language Learners (between two homeroom classes, both virtually and in-person). 

Maribell is currently a Primary Years Program Educator at a private school in New York City. She has been a fifth grade PYP teacher for two years, and her experience has evolved as she has taken on the Singapore Math curriculum where she focuses on reading comprehension and in-depth understanding around mastery-based problem-solving. While mathematics brings her genuine joy, Maribell has a passion for watching her students grow in all subject areas. Her approach to teaching revolves around a focus of the ‚ÄúWHY‚ÄĚ within academic and social contexts. She believes that when a student understands the reason behind an assignment, particular problem, or situation, their goals become feasible.¬†

Maribell’s previous experience also includes acting as a Clinical Instructor at a Charter School in East Harlem. In this role, she modeled how to modify lesson plans to fit the needs of students with distinct needs within new educator’s classrooms. She also served as a Grade Team Leader where she facilitated meetings to guide language arts curriculum planning. Maribell has experience working with students who are autistic, have ADHD, ADD, specific learning disabilities, emotional disturbance/trauma, and language impairments. She is certified to work with students of all 13 disability disorders. She believes that teaching is one of the most rewarding jobs in the world, often tells others that she does not feel as though she is going to work, but rather enjoying her day-to-day life as an educator and mentor. 

TYPE OF SERVICES: one on one tutoring, Small group tutoring (2-3 students), test prep
EXPERTISE: Elementary math, reading comprehension, writing about reading, Singapore Mathematics, vocabulary, fluency, writing, spelling patterns and word recognition.
LANGUAGES: English and Spanish (fluent, reading, and writing)
AGES: Grades 1 Р6, open to other ages depending on client’s preferences and needs

Lillian O.

MA, NYS Certified in Childhood Education and Students with Disabilities, Grades 1-6
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Lillian has been teaching for twelve years teaching both 5th and 6th grade ICT for students with mild to moderate disabilities, in a 2nd-3rd grade self-contained classroom for students with moderate disabilities, and currently math and reading intervention for general education students. She is currently the Special Education Liaison and Lead IEP teacher at a public elementary school in Manhattan. She 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.

Lillian believes that all students have the capacity to learn, and it is the job of educators to use research-based methods partnered with compassion, understanding, and games. She supports students with reading, writing, and math skills, as well as executive functioning strategies. By getting to know students on a personal level, Lillian is able to connect the material to the individual learner and find the best methods to strengthen areas of need. When tutoring in math, Lillian focuses on building number sense and fluency with number talks and games, while simultaneously strengthening conceptual understanding using math manipulatives and tools. For literacy, Lillian focuses on building strong phonics and phonological awareness through multisensory appraochess to grow students’ decoding and encoding abilities. Self-perception is often a significant piece of learning challenges, so she also focuses on building student self-confidence and advocacy.

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

In her free time, Lillian enjoys reading, going to concerts, prestige TV, and gardening. She is originally from Maine and now lives in Northern Brooklyn.

TYPE OF SERVICES: Individual therapy, parent consultations
EXPERTISE: learning difficulties in literacy and/or math; attentional needs, executive functioning, mild ASD
AGES: Grades K-7

Lillian O.

MA, NYS Certified in Childhood Education and Students with Disabilities, Grades 1-6
photo 2023 03 18 04 23 11

Lillian has been teaching for twelve years teaching both 5th and 6th grade ICT for students with mild to moderate disabilities, in a 2nd-3rd grade self-contained classroom for students with moderate disabilities, and currently math and reading intervention for general education students. She is currently the Special Education Liaison and Lead IEP teacher at a public elementary school in Manhattan. She 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.

Lillian believes that all students have the capacity to learn, and it is the job of educators to use research-based methods partnered with compassion, understanding, and games. She supports students with reading, writing, and math skills, as well as executive functioning strategies. By getting to know students on a personal level, Lillian is able to connect the material to the individual learner and find the best methods to strengthen areas of need. When tutoring in math, Lillian focuses on building number sense and fluency with number talks and games, while simultaneously strengthening conceptual understanding using math manipulatives and tools. For literacy, Lillian focuses on building strong phonics and phonological awareness through multisensory appraochess to grow students’ decoding and encoding abilities. Self-perception is often a significant piece of learning challenges, so she also focuses on building student self-confidence and advocacy.

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

In her free time, Lillian enjoys reading, going to concerts, prestige TV, and gardening. She is originally from Maine and now lives in Northern Brooklyn.

TYPE OF SERVICES: Individual therapy, parent consultations
EXPERTISE: learning difficulties in literacy and/or math; attentional needs, executive functioning, mild ASD
AGES: Grades K-7

Rachel H

School Psychologist & Reading Specialist
Rachel H

Rachel is a School Psychologist with the New York City Department of Education and 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 that is possible for them.

As a Brooklyn Letters reading tutor, Rachel uses the Wilson (Grade 3 and above) and Fundations (Grades K-2) programs to improve children’s decoding fluency, comprehension, and spelling skills. She is intent on creating a nurturing and supportive learning environment for her students so they feel most comfortable persisting and challenging themselves. She highlights students’ strengths by tailoring lessons to meet each student’s unique learning style.

Types of Services: Assessment and intervention for children struggling with decoding, reading comprehension, fluency, and spelling; developing and implementing behavior intervention plans
Expertise: Initial reading assessments, individualized reading and spelling intervention, and instruction

Rachel H

School Psychologist & Reading Specialist
Rachel H

Rachel is a School Psychologist with the New York City Department of Education and 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 that is possible for them.

As a Brooklyn Letters reading tutor, Rachel uses the Wilson (Grade 3 and above) and Fundations (Grades K-2) programs to improve children’s decoding fluency, comprehension, and spelling skills. She is intent on creating a nurturing and supportive learning environment for her students so they feel most comfortable persisting and challenging themselves. She highlights students’ strengths by tailoring lessons to meet each student’s unique learning style.

Types of Services: Assessment and intervention for children struggling with decoding, reading comprehension, fluency, and spelling; developing and implementing behavior intervention plans
Expertise: Initial reading assessments, individualized reading and spelling intervention, and instruction

Gabrielle D.

Masters in Special Education, Kindergarten – 3rd grade
Gabrielle

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 Р2nd 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.

Gabrielle uses a multi-sensory approach to math providing tools such as manipulatives, counters, and ten frames for student use. Gabrielle has experience in the following math curriculums: Engage NY, Envisions, and Illustrative Math. 

As a teacher and tutor Gabrielle customizes education specifically for each student. She tailors instruction to the needs of each student she works with. She is a dedicated and passionate tutor with a primary focus in creating well-rounded educational experiences for young students. She has developed a strong passion for helping all students learn and succeed.

TYPE OF SERVICES: individual therapy, group (2-3 children), assessments, literacy and math instruction
EXPERTISE: phonological awareness, phonics, decoding, spelling, fluency, reading comprehension, and elementary math
AGES: K-3rd

Gabrielle D.

Masters in Special Education, Kindergarten – 3rd grade
Gabrielle

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 Р2nd 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.

Gabrielle uses a multi-sensory approach to math providing tools such as manipulatives, counters, and ten frames for student use. Gabrielle has experience in the following math curriculums: Engage NY, Envisions, and Illustrative Math. 

As a teacher and tutor Gabrielle customizes education specifically for each student. She tailors instruction to the needs of each student she works with. She is a dedicated and passionate tutor with a primary focus in creating well-rounded educational experiences for young students. She has developed a strong passion for helping all students learn and succeed.

TYPE OF SERVICES: individual therapy, group (2-3 children), assessments, literacy and math instruction
EXPERTISE: phonological awareness, phonics, decoding, spelling, fluency, reading comprehension, and elementary math
AGES: K-3rd

Zachary Z.

NYS Professional teaching certificate in Childhood Education, Grades 1-6
Zachary

Zachary is an experienced educator with over a decade of experience in the K-2 learning space.  He holds an Ed.M. and M.S.Ed from Teachers College, Columbia University and The College of St. Rose.  He has a NYS Professional teaching certificate in Childhood Education, Grades 1-6 and his school building leader license, as well.  

Zach has taught first and second grades for over a decade prior to transitioning to a school leader role.  Throughout his work he has had extensive development on the Science of Reading and foundational skills in early literacy and math and has consistently been able to move the needle on student achievement with struggling leaders. Zach has experience with the following curricula:  Success For All (phonics), Reading Mastery (phonics), Great Minds/Eureka Math, Math In Focus, Singapore Math and Cognitively Guided Instruction.  Zach has been trained in the University of Chicago’s STEP Assessment and Fountas and Pinnell’s Benchmark Assessment System.  

Zach creates a trusting environment in which students are not afraid to take risks and apply their learning.  Zach takes a strength based approach and builds on the capitol students already have. Zachary has extensive experience working with children with exceptionalities and neurotypical learners.

Zach will employ a variety of research based strategies, hands-on activities and direct instruction to support your learner:  this includes a variety of phonics practices focused on decoding/encoding, in math numeracy, cardinality and how numbers work.  Additionally, Zach has experience with upper elementary school students (3rd and 4th grades) in preparing them for NYS assessments, both ELA and Math.  In addition to coaching students on test taking strategies Zach also focuses on comprehension.  

TYPE OF SERVICES: Individual tutoring, group tutoring, Foundational Skills in Literacy and Math, assessment
EXPERTISE: Increasing fluency and comprehension with emergent readers and mathematicians.
AGES:  Kindergarten through Grade 4

Zachary Z.

NYS Professional teaching certificate in Childhood Education, Grades 1-6
Zachary

Zachary is an experienced educator with over a decade of experience in the K-2 learning space.  He holds an Ed.M. and M.S.Ed from Teachers College, Columbia University and The College of St. Rose.  He has a NYS Professional teaching certificate in Childhood Education, Grades 1-6 and his school building leader license, as well.

Zach has taught first and second grades for over a decade prior to transitioning to a school leader role.  Throughout his work he has had extensive development on the Science of Reading and foundational skills in early literacy and math and has consistently been able to move the needle on student achievement with struggling leaders. Zach has experience with the following curricula:  Success For All (phonics), Reading Mastery (phonics), Great Minds/Eureka Math, Math In Focus, Singapore Math and Cognitively Guided Instruction.  Zach has been trained in the University of Chicago’s STEP Assessment and Fountas and Pinnell’s Benchmark Assessment System.

Zach creates a trusting environment in which students are not afraid to take risks and apply their learning.  Zach takes a strength based approach and builds on the capitol students already have. Zachary has extensive experience working with children with exceptionalities and neurotypical learners.

Zach will employ a variety of research based strategies, hands-on activities and direct instruction to support your learner:  this includes a variety of phonics practices focused on decoding/encoding, in math numeracy, cardinality and how numbers work.  Additionally, Zach has experience with upper elementary school students (3rd and 4th grades) in preparing them for NYS assessments, both ELA and Math.  In addition to coaching students on test taking strategies Zach also focuses on comprehension.

TYPE OF SERVICES: Individual tutoring, group tutoring, Foundational Skills in Literacy and Math, assessment
EXPERTISE: Increasing fluency and comprehension with emergent readers and mathematicians.
AGES:  Kindergarten through Grade 4

Christopher M.

B.S in Sociology and his Master’s degree in Special Education and Literacy, Certified Literacy Specialist, Special Education Teacher and General Education Teacher
Christopher scaled

Christopher is an experienced tutor who received his Bachelor’s degree, with honors, in Sociology and his Master’s degree in Special Education and Literacy from The State University of New York at Albany. Christopher is a New York State certified Literacy Specialist, Special Education Teacher, and General Education Teacher. He has been teaching students in grades K-5 in New York City Public Schools for the past twelve years in many capacities including Schoolwide Literacy Specialist, Special Education Teacher and Movement Teacher, and has taught and tutored students of all ages. Within the field of Special Education, Christopher also continues to develop and design specialized instruction and facilitate professional development seminars to support the professional growth of fellow New York City educators.

According to Christopher, there is no one-size-fits-all learning method. Whether one learns best with visual, auditory, kinesthetic or tactile supports, Christopher is prepared to support every student’s individualized needs and to meet them at their current level of performance. Christopher employs an asset-based, social-emotional and growth-mindset approach to learning that incorporates and highlights each student’s strengths and interests.

He works diligently with his students in creating purposeful goals with the tools and resources to obtain them. He models and promotes patience, self-regulation, confidence-building and executive functioning skills such as time management, organization and problem-solving. With Christopher’s instructional support, students feel excited to take ownership over their learning, are willing to take positive academic risks, and build self-efficacy and self-esteem along the way!

Christopher has over a decade of experience preparing students for the New York State standardized English Language Arts exams in Grades 3-8 (of which he also has years of experience administering and grading), New York State English Language Arts Regents exams, and the New York State Mathematics exam in Grades 3-8. He also has vast knowledge and experience with the New York State Alterative Assessment (NYSAA) and the Gifted and Talented exams. Christopher is well-versed in numerous highly-acclaimed programs including the Wilson Reading System, Fundations, Fountas and Pinnell, SMILE and current ELA and math curriculum used throughout New York City.

Christopher has extensive experience teaching students with anxiety, executive functioning disorders, Autism Spectrum Disorder, Asperger’s, ADHD, emotional disturbance, depression, processing disorders, dyslexia, dysgraphia, dyscalculia, and other learning challenges. He prides himself on making every learning experience fun, exciting and meaningful. He believes in building and maintaining strong, trusting rapport with his students and their families and is committed to working closely together to obtain success.

Beyond his time in the classroom, Christopher holds the role of Teacher Leader for a national nonprofit organization that supports teachers in developing differentiated instructional strategies that integrates music and visual art into English Language Arts, Math and Social-Emotional learning. In his spare time Christopher enjoys writing, playing guitar, and coaching for the Special Olympics.

TYPES OF SERVICES: Administration and analysis of (informal and formal) literacy and math assessments, reading, writing and math instructional support for individuals and groups (2-3 students), Response to intervention services, exam/test preparation, homework assistance, executive functioning, study skills, social-emotional (SEL) skills, parent consultations
EXPERTISE: Early childhood and general education, special education and related supports, literacy (reading comprehension, phonological awareness, phonics, decoding, spelling fluency, writing composition, reading and writing stamina, etc.), Elementary math skills, social-emotional and behavioral development, New York State standardized and alternate assessments.
AGES: Literacy (Pre-K to Adult), Math (Pre-K ‚Äď 8th grade)

Christopher M.

B.S in Sociology and his Master’s degree in Special Education and Literacy, Certified Literacy Specialist, Special Education Teacher and General Education Teacher
Christopher scaled

Christopher is an experienced tutor who received his Bachelor’s degree, with honors, in Sociology and his Master’s degree in Special Education and Literacy from The State University of New York at Albany. Christopher is a New York State certified Literacy Specialist, Special Education Teacher, and General Education Teacher. He has been teaching students in grades K-5 in New York City Public Schools for the past twelve years in many capacities including Schoolwide Literacy Specialist, Special Education Teacher and Movement Teacher, and has taught and tutored students of all ages. Within the field of Special Education, Christopher also continues to develop and design specialized instruction and facilitate professional development seminars to support the professional growth of fellow New York City educators.

According to Christopher, there is no one-size-fits-all learning method. Whether one learns best with visual, auditory, kinesthetic or tactile supports, Christopher is prepared to support every student’s individualized needs and to meet them at their current level of performance. Christopher employs an asset-based, social-emotional and growth-mindset approach to learning that incorporates and highlights each student’s strengths and interests.

He works diligently with his students in creating purposeful goals with the tools and resources to obtain them. He models and promotes patience, self-regulation, confidence-building and executive functioning skills such as time management, organization and problem-solving. With Christopher’s instructional support, students feel excited to take ownership over their learning, are willing to take positive academic risks, and build self-efficacy and self-esteem along the way!

Christopher has over a decade of experience preparing students for the New York State standardized English Language Arts exams in Grades 3-8 (of which he also has years of experience administering and grading), New York State English Language Arts Regents exams, and the New York State Mathematics exam in Grades 3-8. He also has vast knowledge and experience with the New York State Alterative Assessment (NYSAA) and the Gifted and Talented exams. Christopher is well-versed in numerous highly-acclaimed programs including the Wilson Reading System, Fundations, Fountas and Pinnell, SMILE and current ELA and math curriculum used throughout New York City.

Christopher has extensive experience teaching students with anxiety, executive functioning disorders, Autism Spectrum Disorder, Asperger’s, ADHD, emotional disturbance, depression, processing disorders, dyslexia, dysgraphia, dyscalculia, and other learning challenges. He prides himself on making every learning experience fun, exciting and meaningful. He believes in building and maintaining strong, trusting rapport with his students and their families and is committed to working closely together to obtain success.

Beyond his time in the classroom, Christopher holds the role of Teacher Leader for a national nonprofit organization that supports teachers in developing differentiated instructional strategies that integrates music and visual art into English Language Arts, Math and Social-Emotional learning. In his spare time Christopher enjoys writing, playing guitar, and coaching for the Special Olympics.

TYPES OF SERVICES: Administration and analysis of (informal and formal) literacy and math assessments, reading, writing and math instructional support for individuals and groups (2-3 students), Response to intervention services, exam/test preparation, homework assistance, executive functioning, study skills, social-emotional (SEL) skills, parent consultations
EXPERTISE: Early childhood and general education, special education and related supports, literacy (reading comprehension, phonological awareness, phonics, decoding, spelling fluency, writing composition, reading and writing stamina, etc.), Elementary math skills, social-emotional and behavioral development, New York State standardized and alternate assessments.
AGES: Literacy (Pre-K to Adult), Math (Pre-K ‚Äď 8th grade)

Sohayla E.

M.S. Elementary and Special Education
Sohayla

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.

Sohayla is familiar with tools such as What Works Clearinghouse and is able to implement evidence-based practices. She also has experience working one-to-one with students or in larger group settings specifically in literacy and math. Sohayla’s teaching style is unique in that it is student-centered and can apply to a wide range of ages and abilities. Sohayla’s top priority is for her students to master new concepts while simultaneously building self-efficacy.

Sohayla knows that each student learns differently. She believes in designing accommodations and modifying content to meet the needs of her students. When it comes to math or literacy, Sohayla focuses on the concepts being taught and works with students to determine their abilities. Sohayla is able to highlight a student’s strengths and uses those strengths to hone their weaknesses in math or literacy. When a student seems to not grasp a concept, Sohayla first analyzes her own teaching and checks to see how she can design a re-teach to meet the student’s specific needs.

Sohayla has proven effective communication through her success with clients, and she updates parents on all significant matters in a timely manner. She believes that her love for student curiosity, coupled with helping others to succeed, makes her passionate and driven in the field. Sohayla works with students to learn their interests and applies those interests within her lessons when appropriate. She works hard to make learning intriguing for her students, and she understands the importance of building teacher to student rapport. Sohayla’s admiration for teaching extends far beyond her own philosophy and exists to help the voices of others be realized and expressed. She believes in order to set students up for success, a positive classroom environment that meets the needs of all learners regardless of race, language, or ability needs to be established.

TYPES OF SERVICES: Literacy, Reading Comprehension, writing, spelling, vocabulary, math skills, and concepts.
EXPERTISE: Specializing in working with students with learning disabilities. Following systematic and explicit instruction. Implementing Evidence-based practices.
AGES: K-6 also works with 12th grade and & students on writing assignments.

Sohayla E.

M.S. Elementary and Special Education
Sohayla

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.

Sohayla is familiar with tools such as What Works Clearinghouse and is able to implement evidence-based practices. She also has experience working one-to-one with students or in larger group settings specifically in literacy and math. Sohayla’s teaching style is unique in that it is student-centered and can apply to a wide range of ages and abilities. Sohayla’s top priority is for her students to master new concepts while simultaneously building self-efficacy.

Sohayla knows that each student learns differently. She believes in designing accommodations and modifying content to meet the needs of her students. When it comes to math or literacy, Sohayla focuses on the concepts being taught and works with students to determine their abilities. Sohayla is able to highlight a student’s strengths and uses those strengths to hone their weaknesses in math or literacy. When a student seems to not grasp a concept, Sohayla first analyzes her own teaching and checks to see how she can design a re-teach to meet the student’s specific needs.

Sohayla has proven effective communication through her success with clients, and she updates parents on all significant matters in a timely manner. She believes that her love for student curiosity, coupled with helping others to succeed, makes her passionate and driven in the field. Sohayla works with students to learn their interests and applies those interests within her lessons when appropriate. She works hard to make learning intriguing for her students, and she understands the importance of building teacher to student rapport. Sohayla’s admiration for teaching extends far beyond her own philosophy and exists to help the voices of others be realized and expressed. She believes in order to set students up for success, a positive classroom environment that meets the needs of all learners regardless of race, language, or ability needs to be established.

TYPES OF SERVICES: Literacy, Reading Comprehension, writing, spelling, vocabulary, math skills, and concepts.
EXPERTISE: Specializing in working with students with learning disabilities. Following systematic and explicit instruction. Implementing Evidence-based practices.
AGES: K-6 also works with 12th grade and & students on writing assignments.

Jessica T.

Master’s Degree in Elementary Education
Jessica T

Jessica is an elementary school teacher who has three years teaching experience in Ireland where she taught the 4th grade, 1st grade and special education. She has been teaching the 2nd grade for the past two years in a New York City school. Jessica received a Bachelor of Social Science degree from the University College of Cork, Ireland. She graduated with a Master of Education degree from the University of Limerick, Ireland. She has had the opportunity to educate students with various educational needs from different backgrounds. She focuses on assessing children’s learning styles and needs and strives to find the best approach to boosting their grades and confidence. Jessica utilizes various suitable teaching strategies and resources in order to cater to children’s individual needs. She is extremely passionate about educating children by establishing a positive and safe learning environment. Jessica utilizes technology, visual aids, games, inquiry based activities, manipulatives and graphic organizers in order to ensure children’s understanding. Jessica has four years experience tutoring children individually and in small group settings ranging in ages from 5 years old to 12 years old.  She supports students struggling with mathematics, reading and writing.

Jessica assists children with test preparation and provides them with study skills in order to succeed. Jessica’s instructional expertise includes phonics, phonological awareness, reading comprehension, fluency, decoding and elementary mathematical skills. Jessica is trained in Fundations, Fountas and Pinnell Leveled Literacy Intervention and Jolly Phonics. She has extensive experience working with children with various needs such as anxiety, ADHD, autism, down syndrome, dyslexia, dyscalculia and children for whom English is an additional language.  Jessica is fluent in Gaelic and offers tutoring to children wishing to learn the Irish language.

Jessica is extremely passionate about educating children by establishing a positive and safe learning environment. She understands that all children learn differently and takes the time to work with children at a pace that is beneficial for the children. Jessica loves to volunteer with various children’s groups such as The Ronald McDonald House and Hole in the Wall Gang Camp. Jessica was a youth club leader for 9 years where she built strong relationships with both the children and parents in order to create a fun learning experience for the children.

TYPE OF SERVICES: Tutoring elementary children (Kindergarten to 5th grade) in academic areas such as math and literacy. State exam preparation services.
EXPERTISE:  Autism Spectrum Disorder, Childhood Education, Special Education, dyslexia, English language learners.
AGES:  Elementary school- Kindergarten to 5th grade.

Jessica T.

Master’s Degree in Elementary Education
Jessica T

Jessica is an elementary school teacher who has three years teaching experience in Ireland where she taught the 4th grade, 1st grade and special education. She has been teaching the 2nd grade for the past two years in a New York City school.

Jessica received a Bachelor of Social Science degree from the University College of Cork, Ireland. She graduated with a Master of Education degree from the University of Limerick, Ireland. She has had the opportunity to educate students with various educational needs from different backgrounds. She focuses on assessing children’s learning styles and needs and strives to find the best approach to boosting their grades and confidence. Jessica utilizes various suitable teaching strategies and resources in order to cater to children’s individual needs. She is extremely passionate about educating children by establishing a positive and safe learning environment. Jessica utilizes technology, visual aids, games, inquiry based activities, manipulatives and graphic organizers in order to ensure children’s understanding. Jessica has four years experience tutoring children individually and in small group settings ranging in ages from 5 years old to 12 years old.  She supports students struggling with mathematics, reading and writing.

Jessica assists children with test preparation and provides them with study skills in order to succeed. Jessica’s instructional expertise includes phonics, phonological awareness, reading comprehension, fluency, decoding and elementary mathematical skills. Jessica is trained in Fundations, Fountas and Pinnell Leveled Literacy Intervention and Jolly Phonics. She has extensive experience working with children with various needs such as anxiety, ADHD, autism, down syndrome, dyslexia, dyscalculia and children for whom English is an additional language.  Jessica is fluent in Gaelic and offers tutoring to children wishing to learn the Irish language.

Jessica is extremely passionate about educating children by establishing a positive and safe learning environment. She understands that all children learn differently and takes the time to work with children at a pace that is beneficial for the children. Jessica loves to volunteer with various children’s groups such as The Ronald McDonald House and Hole in the Wall Gang Camp. Jessica was a youth club leader for 9 years where she built strong relationships with both the children and parents in order to create a fun learning experience for the children.

TYPE OF SERVICES: Tutoring elementary children (Kindergarten to 5th grade) in academic areas such as math and literacy. State exam preparation services.
EXPERTISE:  Autism Spectrum Disorder, Childhood Education, Special Education, dyslexia, English language learners.
AGES:  Elementary school- Kindergarten to 5th grade.

Jana U.

B.A. in English Literature and Spanish, M.A. in TESOL
Jana U

Jana Ulanoff is an educator who has B.A. in English Literature and Spanish from the University of Massachusetts, Amherst
and an M.A. in TESOL at Hunter College where she honed her craft at developing multisensory instructional methods and social-emotional skill-building practices. She prides herself on forming real connections and creating a nurturing space where students can comfortably grow and learn.

Jana has worked in both the public and private educational sectors, offering a unique educational 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 time as a classroom teacher, she promoted accessibility and acquisition by tailoring the curriculum to promote her ELLs’ [English Language Learners] differing proficiencies.

Tailoring the curriculum and connecting with her students led her to private tutoring for 5+ years and she is absolutely loving it! Jana has experience working with students with varying learning differences such as math, reading, writing, attention, social-emotional, and behavioral skills, dysgraphia, dyscalculia, ADHD, and Executive Functioning Disorder. Currently, she thrives in remediating 4th and 5th graders who have dyscalculia through playful yet strategic multi-sensory exercises via manipulatives, color-coding, base ten blocks, and 100s charts. She is currently doing dyscalculia research to better support and level-up her students’ learning. To ensure students’ confidence and comfortability with the content, she likes to preview material beforehand.

Additionally, Jana has experience working with neurotypical students from ages 4 to 11. Her experience in tutoring varies from preparing preschoolers for their kindergarten interviews which include phonological and phonemic awareness and early math skills e.g. identifying patterns and number recognition. She uses multisensory reading and writing techniques via Orton-Gillingham and Handwriting Without Tears; for her lower and upper elementary students, she uses real-world math examples via manipulatives e.g. math-link cubes to make content more accessible and meaningful.
Jana has also taught ELL adult students at Brooklyn College. There she promoted learning through interactive, role-playing activities based on everyday life skills that varied from introducing greetings to writing professional emails.

Jana’s teaching methods are constructed upon positive reinforcement and interactive exercises to promote whole-child education.
Jana believes every student has untapped potential waiting to be unlocked. She takes pride in igniting students’ passions through a mix of research-based tools and strategies that work for them, so they can seize their potential. While Jana is an advocate for her students, she also serves as a partner to her families she works with by being transparent and supportive.

Lastly, when Jana is not supporting her students, she loves to engage her mind with reading and puzzles. She loves to explore NYC with her friends, go on long walks which vary from relaxing to rigorous hikes, bake, and play with her two beautiful cats!

TYPE OF SERVICES: i.e. Individualized math instruction (ages 5-12), Kindergarten readiness assessments e.g. phonological and early math assessments, math and literacy private school entry assessments for lower to upper elementary schoolers (ages 5-12), and parent consultations.
EXPERTISE: i.e. Math reading, writing, attention, social-emotional and behavioral skills, dysgraphia, dyscalculia, and Spanish.
AGES: i.e. Pre-K (ages 2.5-4) through upper elementary school (ages 5-12).

Jana U.

B.A. in English Literature and Spanish, M.A. in TESOL
Jana U

Jana Ulanoff is an educator who has B.A. in English Literature and Spanish from the University of Massachusetts, Amherst
and an M.A. in TESOL at Hunter College where she honed her craft at developing multisensory instructional methods and social-emotional skill-building practices. She prides herself on forming real connections and creating a nurturing space where students can comfortably grow and learn.

Jana has worked in both the public and private educational sectors, offering a unique educational 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 time as a classroom teacher, she promoted accessibility and acquisition by tailoring the curriculum to promote her ELLs’ [English Language Learners] differing proficiencies.

Tailoring the curriculum and connecting with her students led her to private tutoring for 5+ years and she is absolutely loving it! Jana has experience working with students with varying learning differences such as math, reading, writing, attention, social-emotional, and behavioral skills, dysgraphia, dyscalculia, ADHD, and Executive Functioning Disorder. Currently, she thrives in remediating 4th and 5th graders who have dyscalculia through playful yet strategic multi-sensory exercises via manipulatives, color-coding, base ten blocks, and 100s charts. She is currently doing dyscalculia research to better support and level-up her students’ learning. To ensure students’ confidence and comfortability with the content, she likes to preview material beforehand.

Additionally, Jana has experience working with neurotypical students from ages 4 to 11. Her experience in tutoring varies from preparing preschoolers for their kindergarten interviews which include phonological and phonemic awareness and early math skills e.g. identifying patterns and number recognition. She uses multisensory reading and writing techniques via Orton-Gillingham and Handwriting Without Tears; for her lower and upper elementary students, she uses real-world math examples via manipulatives e.g. math-link cubes to make content more accessible and meaningful.
Jana has also taught ELL adult students at Brooklyn College. There she promoted learning through interactive, role-playing activities based on everyday life skills that varied from introducing greetings to writing professional emails.

Jana’s teaching methods are constructed upon positive reinforcement and interactive exercises to promote whole-child education.
Jana believes every student has untapped potential waiting to be unlocked. She takes pride in igniting students’ passions through a mix of research-based tools and strategies that work for them, so they can seize their potential. While Jana is an advocate for her students, she also serves as a partner to her families she works with by being transparent and supportive.

Lastly, when Jana is not supporting her students, she loves to engage her mind with reading and puzzles. She loves to explore NYC with her friends, go on long walks which vary from relaxing to rigorous hikes, bake, and play with her two beautiful cats!

TYPE OF SERVICES: i.e. Individualized math instruction (ages 5-12), Kindergarten readiness assessments e.g. phonological and early math assessments, math and literacy private school entry assessments for lower to upper elementary schoolers (ages 5-12), and parent consultations.
EXPERTISE: i.e. Math reading, writing, attention, social-emotional and behavioral skills, dysgraphia, dyscalculia, and Spanish.
AGES: i.e. Pre-K (ages 2.5-4) through upper elementary school (ages 5-12).

Patricia S.

M.S., Ph.D., Literacy Specialist
Patricia

Dr. Patricia is committed to offering multisensory instruction in reading, spelling, writing, and mathematics. Boasting over 25 years of teaching experience and armed with advanced degrees, including an M.S. and a Ph.D., she is adept at designing personalized literacy and math instruction that meets the unique needs of each student, particularly those facing language-based learning challenges. Specializing in assisting children and adults to develop crucial literacy and numeracy skills, she focuses on learners who have had limited exposure to educational resources or are overcoming language-based learning obstacles, such as dyslexia.

Her proficiency in the Orton-Gillingham approach, known for its multisensory learning strategies, plays a significant role in aiding students with dyslexia and other reading and math difficulties. This structured, yet adaptable method is central to her mission to make reading and fundamental math concepts more engaging and accessible. Patricia’s literacy sessions are dynamic and interactive, tailored to match students’ interests and needs. She employs a hands-on approach, utilizing phonics-based instruction, expressive read-aloud sessions, and playful learning activities to encourage active student engagement.

With specialized expertise in Special Education and a focus on autism, Patricia’s teaching style is both nuanced and flexible. She incorporates multisensory techniques to not only meet individual learning preferences but also to support the development of fine motor skills, such as improving handwriting skills.

Patricia has been recognized by both parents and colleagues for her steadfast dedication to her students’ development, creating an educational atmosphere that boosts self-esteem, fosters continuous learning, and promotes active involvement. Her ability to craft culturally respectful educational experiences that acknowledge the diverse backgrounds, strengths, and interests of her students underscores her commitment to the students she services.

LOCATION: In-person or online
TYPES OF SERVICES: Multisensory reading, spelling and writing instruction.
EXPERTISE: Teaching children and adults to read and write who may have limited experience with books, who struggle with language-based learning disabilities, including dyslexia
AGES: Children and Adults

Patricia S.

M.S., Ph.D., Literacy Specialist
Patricia

Dr. Patricia is committed to offering multisensory instruction in reading, spelling, writing, and mathematics. Boasting over 25 years of teaching experience and armed with advanced degrees, including an M.S. and a Ph.D., she is adept at designing personalized literacy and math instruction that meets the unique needs of each student, particularly those facing language-based learning challenges. Specializing in assisting children and adults to develop crucial literacy and numeracy skills, she focuses on learners who have had limited exposure to educational resources or are overcoming language-based learning obstacles, such as dyslexia.

Her proficiency in the Orton-Gillingham approach, known for its multisensory learning strategies, plays a significant role in aiding students with dyslexia and other reading and math difficulties. This structured, yet adaptable method is central to her mission to make reading and fundamental math concepts more engaging and accessible. Patricia’s literacy sessions are dynamic and interactive, tailored to match students’ interests and needs. She employs a hands-on approach, utilizing phonics-based instruction, expressive read-aloud sessions, and playful learning activities to encourage active student engagement.

With specialized expertise in Special Education and a focus on autism, Patricia’s teaching style is both nuanced and flexible. She incorporates multisensory techniques to not only meet individual learning preferences but also to support the development of fine motor skills, such as improving handwriting skills.

Patricia has been recognized by both parents and colleagues for her steadfast dedication to her students’ development, creating an educational atmosphere that boosts self-esteem, fosters continuous learning, and promotes active involvement. Her ability to craft culturally respectful educational experiences that acknowledge the diverse backgrounds, strengths, and interests of her students underscores her commitment to the students she services.

LOCATION: In-person or online
TYPES OF SERVICES: Multisensory reading, spelling and writing instruction.
EXPERTISE: Teaching children and adults to read and write who may have limited experience with books, who struggle with language-based learning disabilities, including dyslexia
AGES: Children and Adults

Sophia R.

Master’s degree in Elementary Education, Certificate in Special Education
Sophia R

Sophia is an enthusiastic, goal-oriented teacher, who is sure to help your child fall in love with learning. Sophia is a New York State certified teacher, with a masters in Elementary education and a certification in Special Education from Relay School of Education. She earned her bachelors of the arts at Wesleyan University, where she studied government. Sophia is currently a first grade teacher for the New York Department of Education. She also taught third grade in an ICT homeroom as well as second grade science at Zeta Charter Schools from 2021-2023. As someone who struggled with engagement as a student, Sophia takes great pride in making learning fun and exciting.

Sophia also believes in a whole-child approach to learning, in which students require confidence, joy, and trust to be academically successful. In this capacity, Sophia is passionate about building trusting relationships with students and parents. With a history in the performing arts, she has a vibrant presence in the classroom and brings this magic to tutoring.

Sophia has experience working with many diverse learners. She has supported English Language learners, students diagnosed with various learning disabilities, and general education students. In her ICT classroom, Sophia is responsible for creating and implementing targeted instruction across academic components to meet the needs of her diverse students.

Sophia uses a multisensory approach to phonics, reading, writing, and math with her students. For reading instruction, she uses decodable texts, sand, sound boxes, foam letters, and magnets to solidify learning. In math, she utilizes a variety of hands-on tools such as base ten blocks, ten frames, foam chips, white boards, and number lines. She believes in the importance of explicit, individualized instruction and making learning ‚Äústicky‚ÄĚ for her students.

Sophia is highly organized, trustworthy, approachable and detail-oriented. Outside of teaching, you will find Sophia at the gym, running on the West Side Highway, petting every dog she sees, and eating her way through the best restaurants in the city. She is an ex-Bostonian who has fallen in love with New York.

TYPES OF SERVICES: Individual and group instruction in reading, writing, phonics, math, and science instruction (levels: K through Sixth grade)
EXPERTISE: Phonics and Reading intervention, Reading Comprehension, Writing, Math Skills/Concepts, Wiley Blevins/Science of Reading-based approach, Fontas and Pinnell, and Guided Reading Leveled Literacy
AGES: K-6th Grade

Sophia R.

Master’s degree in Elementary Education, Certificate in Special Education
Sophia R

Sophia is an enthusiastic, goal-oriented teacher, who is sure to help your child fall in love with learning. Sophia is a New York State certified teacher, with a masters in Elementary education and a certification in Special Education from Relay School of Education. She earned her bachelors of the arts at Wesleyan University, where she studied government. Sophia is currently a first grade teacher for the New York Department of Education. She also taught third grade in an ICT homeroom as well as second grade science at Zeta Charter Schools from 2021-2023.

As someone who struggled with engagement as a student, Sophia takes great pride in making learning fun and exciting. Sophia also believes in a whole-child approach to learning, in which students require confidence, joy, and trust to be academically successful. In this capacity, Sophia is passionate about building trusting relationships with students and parents. With a history in the performing arts, she has a vibrant presence in the classroom and brings this magic to tutoring.

Sophia has experience working with many diverse learners. She has supported English Language learners, students diagnosed with various learning disabilities, and general education students. In her ICT classroom, Sophia is responsible for creating and implementing targeted instruction across academic components to meet the needs of her diverse students.

Sophia uses a multisensory approach to phonics, reading, writing, and math with her students. For reading instruction, she uses decodable texts, sand, sound boxes, foam letters, and magnets to solidify learning. In math, she utilizes a variety of hands-on tools such as base ten blocks, ten frames, foam chips, white boards, and number lines. She believes in the importance of explicit, individualized instruction and making learning ‚Äústicky‚ÄĚ for her students.

Sophia is highly organized, trustworthy, approachable and detail-oriented. Outside of teaching, you will find Sophia at the gym, running on the West Side Highway, petting every dog she sees, and eating her way through the best restaurants in the city. She is an ex-Bostonian who has fallen in love with New York.

TYPES OF SERVICES: Individual and group instruction in reading, writing, phonics, math, and science instruction (levels: K through Sixth grade)
EXPERTISE: Phonics and Reading intervention, Reading Comprehension, Writing, Math Skills/Concepts, Wiley Blevins/Science of Reading-based approach, Fontas and Pinnell, and Guided Reading Leveled Literacy
AGES: K-6th Grade

Martha S.

Bachelor’s degree in Elementary Education, Master’s Degree in Special Education
Martha S scaled

Martha is a seasoned educator with a wealth of experience spanning 16 years in successfully teaching both neurotypical and neurodiverse children. Her teaching philosophy centers around addressing individual needs, creating a positive learning environment, and empowering students to recognize their influence on the world around them.

Equipped with a Bachelor‚Äôs degree in Elementary Education and a minor in Mathematics from Northeastern Illinois University, Martha has built a strong foundation for effective teaching. Committed to inclusive education, she pursued and achieved a Master‚Äôs in Special Education from the University of Michigan ‚Äď Dearborn, along with a Certificate in Special Education from DePaul University. As a licensed teacher in Illinois, Martha continues to stay at the forefront of educational practices.

Martha has undergone specialized training in Orton Gillingham IMSE, covering both Comprehensive and Morphology modules. Her commitment to meeting diverse learning needs is further demonstrated by her training in Multisensory Math.

Currently, Martha is making a significant impact in the private sector, teaching 5th-grade math and social studies. She dedicates specific attention to honing the executive functioning skills of twice-exceptional students. Her career has taken her across various educational landscapes, having worked with children at all elementary grade levels (K-5) in schools in Chicago, NYC, and internationally in Rio de Janeiro and Salvador, Brazil.

Marthais deeply involved in supporting students across a spectrum of needs, including math, reading fluency and comprehension, phonological awareness, phonics, vocabulary, writing, attention, dyslexia, dysgraphia, dyscalculia, ASD, ADHD, ADD, EF, as well as behavioral and emotional disorders. Her approach is characterized by a holistic understanding of each student, fostering an environment where they can flourish academically and personally. Martha’s passion for education and commitment to student success make her an invaluable asset in shaping the futures of the young minds she guides.

TYPE OF SERVICES: multisensory math, reading fluency and comprehension, phonological awareness, phonics, vocabulary, writing.
EXPERTISE: twice exceptional, attention, dyslexia, dysgraphia, dyscalculia, ASD, ADHD, ADD, EF, as well as behavioral and emotional disorders.
AGES: K-8th grades (5-14 years old)

Martha S.

Bachelor’s degree in Elementary Education, Master’s Degree in Special Education
Martha S scaled

Martha is a seasoned educator with a wealth of experience spanning 16 years in successfully teaching both neurotypical and neurodiverse children. Her teaching philosophy centers around addressing individual needs, creating a positive learning environment, and empowering students to recognize their influence on the world around them.

Equipped with a Bachelor‚Äôs degree in Elementary Education and a minor in Mathematics from Northeastern Illinois University, Martha has built a strong foundation for effective teaching. Committed to inclusive education, she pursued and achieved a Master‚Äôs in Special Education from the University of Michigan ‚Äď Dearborn, along with a Certificate in Special Education from DePaul University. As a licensed teacher in Illinois, Martha continues to stay at the forefront of educational practices.

Martha has undergone specialized training in Orton Gillingham IMSE, covering both Comprehensive and Morphology modules. Her commitment to meeting diverse learning needs is further demonstrated by her training in Multisensory Math.

Currently, Martha is making a significant impact in the private sector, teaching 5th-grade math and social studies. She dedicates specific attention to honing the executive functioning skills of twice-exceptional students. Her career has taken her across various educational landscapes, having worked with children at all elementary grade levels (K-5) in schools in Chicago, NYC, and internationally in Rio de Janeiro and Salvador, Brazil.

Marthais deeply involved in supporting students across a spectrum of needs, including math, reading fluency and comprehension, phonological awareness, phonics, vocabulary, writing, attention, dyslexia, dysgraphia, dyscalculia, ASD, ADHD, ADD, EF, as well as behavioral and emotional disorders. Her approach is characterized by a holistic understanding of each student, fostering an environment where they can flourish academically and personally. Martha’s passion for education and commitment to student success make her an invaluable asset in shaping the futures of the young minds she guides.

TYPE OF SERVICES: multisensory math, reading fluency and comprehension, phonological awareness, phonics, vocabulary, writing.
EXPERTISE: twice exceptional, attention, dyslexia, dysgraphia, dyscalculia, ASD, ADHD, ADD, EF, as well as behavioral and emotional disorders.
AGES: K-8th grades (5-14 years old)

Christine G.

Handwriting Specialist and an Occupational Therapist
Christine

Christine is a Handwriting Specialist and an Occupational Therapist who is passionate about teaching the principles and mechanics of handwriting to children of all ages and learning styles. Christine graduated with a masters in occupational therapy from Long Island University in 2014. She currently works in the Department of Education in NYC assisting students with needs in the areas of handwriting, sensory processing, fine motor, and visual perceptual skills. Christine has also worked in a sensory clinic with children ages 2 to 18 addressing several areas of need and helping children reach their goals.

Christine is trained in using the Handwriting without Tears program and applies aspects of TV Teacher and the Zaner-Bloser Method to create individualized learning plans for each student based on their skill level and learning styles.

Inspired by her occupational therapy background, Christine implements sensory modalities to teach pre-writing skills and letter formation in a fun-filled environment, keeping the children engaged and interested. Additionally, Christine uses her expertise to improve children’s pencil grasp through working on fine motor skills and hand manipulation skills.

Christine believes in the importance of having a good posture as it directly impacts learning and handwriting. Christine incorporates posture improving exercises and makes seating recommendations for students as needed during her sessions.

Christine has a long experience in working with children with various learning disabilities such as dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and visual motor deficits. She uses different learning techniques to provide children with the needed adaptations based on their learning disability.

Christine also has a long experience in working with children with special needs such as Autism Spectrum disorder, Cerebral Palsy, Down Syndrome, and other developmental and intellectual disorders. Christine is familiar with using augmented communication devices with non-verbal children. She is trained in the Keyboarding without Tears program and uses various typing programs to teach typing skills to students who are unable to write or form letters. Once children are ready, Christine introduces cursive writing as studies show it improves spelling, fluidity, and speed.

Christine G.

Handwriting Specialist and an Occupational Therapist
Christine

Christine is a Handwriting Specialist and an Occupational Therapist who is passionate about teaching the principles and mechanics of handwriting to children of all ages and learning styles. Christine graduated with a masters in occupational therapy from Long Island University in 2014. She currently works in the Department of Education in NYC assisting students with needs in the areas of handwriting, sensory processing, fine motor, and visual perceptual skills. Christine has also worked in a sensory clinic with children ages 2 to 18 addressing several areas of need and helping children reach their goals.

Christine is trained in using the Handwriting without Tears program and applies aspects of TV Teacher and the Zaner-Bloser Method to create individualized learning plans for each student based on their skill level and learning styles.

Inspired by her occupational therapy background, Christine implements sensory modalities to teach pre-writing skills and letter formation in a fun-filled environment, keeping the children engaged and interested. Additionally, Christine uses her expertise to improve children’s pencil grasp through working on fine motor skills and hand manipulation skills.

Christine believes in the importance of having a good posture as it directly impacts learning and handwriting. Christine incorporates posture improving exercises and makes seating recommendations for students as needed during her sessions.

Christine has a long experience in working with children with various learning disabilities such as dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and visual motor deficits. She uses different learning techniques to provide children with the needed adaptations based on their learning disability.

Christine also has a long experience in working with children with special needs such as Autism Spectrum disorder, Cerebral Palsy, Down Syndrome, and other developmental and intellectual disorders. Christine is familiar with using augmented communication devices with non-verbal children. She is trained in the Keyboarding without Tears program and uses various typing programs to teach typing skills to students who are unable to write or form letters. Once children are ready, Christine introduces cursive writing as studies show it improves spelling, fluidity, and speed.

Anyelis T.

Bachelor of Arts in Psychology, Dual Masters in Science of Education in General and Special Education for grades 1-6
Anyelis

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.

During this time, she has taught socio-emotional learning, writing, math, science, social studies, read aloud, math stories and targeted literacy in both the General and Special Education setting. In her numerous roles, Anyelis has offered growth to all students in various settings including the classroom, in small group and one-on-one intervention. This includes students who struggle with reading, writing, and math as well as those who have attention deficit hyperactivity disorder (ADHD), executive functioning disorders, behavioral challenges, and speech and language impairment. Individualizing and fostering great joy on school curricula to match the requirements and problems of the clients with whom she works is one of Anyelis’ most amazing abilities.

She has been trained and has experience with the following Math and Language Arts programs like Amplify, CKLA, iReady, NWEA, STEP tool, F&P, and Zearn to analyze and target instruction to student needs. Anyelis is also trained on data collection of academic progress and behavioral progress, as well as creating Behavioral Intervention Plans and  collecting Functional Behavioral Analysis data. Her experience broadened her understanding of teaching techniques as well as her capacity for adaptability, individualization, acceptance and appreciation for a variety of cultures, beliefs, and learning styles.

Through enthusiastic affirmation of each student’s unique potential, Anyelis thrives to inspire all of her students to pursue lifelong learning. Anyelis has witnessed how this approach promotes independence and ownership in students. She uses a range of tactics through tailored training to fulfill the requirements of her students. She works with children to improve not just their literacy abilities but also their confidence and self-esteem so they are ready to use what they have learned back in their classes.

Anyelis enjoys going to museums, trying out new restaurants, doing adventures activities, event decorating and crafting.

TYPE OF SERVICES: Individual therapy, literacy and math instruction for individual students and groups (2-3 children), ABA therapy
EXPERTISE: Early childhood education, special education, social/emotional development. Early Literacy: Phonological awareness, phonics, decoding, spelling fluency, reading comprehension, writing and Autism Spectrum Disorder.
AGES: birth through elementary school

Anyelis T.

Bachelor of Arts in Psychology, Dual Masters in Science of Education in General and Special Education for grades 1-6
Anyelis

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.

During this time, she has taught socio-emotional learning, writing, math, science, social studies, read aloud, math stories and targeted literacy in both the General and Special Education setting. In her numerous roles, Anyelis has offered growth to all students in various settings including the classroom, in small group and one-on-one intervention. This includes students who struggle with reading, writing, and math as well as those who have attention deficit hyperactivity disorder (ADHD), executive functioning disorders, behavioral challenges, and speech and language impairment. Individualizing and fostering great joy on school curricula to match the requirements and problems of the clients with whom she works is one of Anyelis’ most amazing abilities.

She has been trained and has experience with the following Math and Language Arts programs like Amplify, CKLA, iReady, NWEA, STEP tool, F&P, and Zearn to analyze and target instruction to student needs. Anyelis is also trained on data collection of academic progress and behavioral progress, as well as creating Behavioral Intervention Plans and collecting Functional Behavioral Analysis data. Her experience broadened her understanding of teaching techniques as well as her capacity for adaptability, individualization, acceptance and appreciation for a variety of cultures, beliefs, and learning styles.

Through enthusiastic affirmation of each student’s unique potential, Anyelis thrives to inspire all of her students to pursue lifelong learning. Anyelis has witnessed how this approach promotes independence and ownership in students. She uses a range of tactics through tailored training to fulfill the requirements of her students. She works with children to improve not just their literacy abilities but also their confidence and self-esteem so they are ready to use what they have learned back in their classes.

Anyelis enjoys going to museums, trying out new restaurants, doing adventures activities, event decorating and crafting.

TYPE OF SERVICES: Individual therapy, literacy and math instruction for individual students and groups (2-3 children), ABA therapy
EXPERTISE: Early childhood education, special education, social/emotional development. Early Literacy: Phonological awareness, phonics, decoding, spelling fluency, reading comprehension, writing and Autism Spectrum Disorder.
AGES: birth through elementary school

Brianne L.

Bachelor degrees in Childhood Education, Special Education, Literature, as well as a Masters Degree in Literacy
Brianne Lynch

Brianne is a strong, empathic, and lively educator. She has degrees in Childhood Education, Special Education, Literature, as well as a Masters Degree in Literacy. Brianne has been teaching in New York City for ten years, as a special educator in both integrated co-teaching and self-contained settings, grades 2-5. In working with students over the years, Brianne has developed many skills, strategies, and tools so that students at all readiness levels can access content. Brianne pairs well with students with learning disabilities, ADHD, Autism, anxiety, behavior disorders and dyslexia. Brianne specializes in creating accessible entry points for all students by implementing Universal Design for Learning (UDL) strategies and tools.

Brianne firmly believes in building strong relationships with students, and finding organic connections to learning so that students are intrinsically invested in their education. A lifelong reader, she loves matching readers to their new favorite books, as well as convincing those readers that Math is just as important! Parents and students have proclaimed they look forward to sessions with Brianne. One parent shared, ‚ÄúBrianne made each tutoring session highly engaging, yet jam-packed with tricks and techniques that my daughter could use independently. As a bonus, we often heard laughter throughout her sessions; all great signs that my little one was happy and invested in the tutoring.‚ÄĚ

Brianne has training in Wilson, Fountas & Pinnell, the Teachers College Reading and Writing Project, and Reading Rescue. She also has experience with Orton Gilingham, as well as supplemental reading strategies and tools. Brianne’s literacy instruction focuses on decoding strategies, phonological and phonemic awareness, spelling, fluency, and reading comprehension. Pairing this with finding just right books with readers makes Brianne the perfect literacy tutor. Correspondingly, Brianne is passionate about helping students create and solve real life math problems that show the fun in foundational math skills. A firm believer in play for all ages, Brianne implements math games that concentrate on addition, subtraction, multiplication, and division so that more abstract concepts (such as decimals and fractions) are attainable for all students. As students engage in games, they have room to explore and deepen their mathematical understandings.

Types of Services: Assessments, Literacy & Math Instruction, SEL skills; both individual and groups
Expertise: Special Education, Differentiating content to suit individual needs, Elementary Math skills, Reading Comprehension, Phonics, Phonological awareness, Decoding, Spelling, Fluency, Writing.
Ages: Birth through 6th grade

Brianne L.

Bachelor degrees in Childhood Education, Special Education, Literature, as well as a Masters Degree in Literacy
Brianne Lynch

Brianne is a strong, empathic, and lively educator. She has degrees in Childhood Education, Special Education, Literature, as well as a Masters Degree in Literacy. Brianne has been teaching in New York City for ten years, as a special educator in both integrated co-teaching and self-contained settings, grades 2-5. In working with students over the years, Brianne has developed many skills, strategies, and tools so that students at all readiness levels can access content. Brianne pairs well with students with learning disabilities, ADHD, Autism, anxiety, behavior disorders and dyslexia. Brianne specializes in creating accessible entry points for all students by implementing Universal Design for Learning (UDL) strategies and tools.

Brianne firmly believes in building strong relationships with students, and finding organic connections to learning so that students are intrinsically invested in their education. A lifelong reader, she loves matching readers to their new favorite books, as well as convincing those readers that Math is just as important! Parents and students have proclaimed they look forward to sessions with Brianne. One parent shared, ‚ÄúBrianne made each tutoring session highly engaging, yet jam-packed with tricks and techniques that my daughter could use independently. As a bonus, we often heard laughter throughout her sessions; all great signs that my little one was happy and invested in the tutoring.‚ÄĚ

Brianne has training in Wilson, Fountas & Pinnell, the Teachers College Reading and Writing Project, and Reading Rescue. She also has experience with Orton Gilingham, as well as supplemental reading strategies and tools. Brianne’s literacy instruction focuses on decoding strategies, phonological and phonemic awareness, spelling, fluency, and reading comprehension. Pairing this with finding just right books with readers makes Brianne the perfect literacy tutor. Correspondingly, Brianne is passionate about helping students create and solve real life math problems that show the fun in foundational math skills. A firm believer in play for all ages, Brianne implements math games that concentrate on addition, subtraction, multiplication, and division so that more abstract concepts (such as decimals and fractions) are attainable for all students. As students engage in games, they have room to explore and deepen their mathematical understandings.

Types of Services: Assessments, Literacy & Math Instruction, SEL skills; both individual and groups
Expertise: Special Education, Differentiating content to suit individual needs, Elementary Math skills, Reading Comprehension, Phonics, Phonological awareness, Decoding, Spelling, Fluency, Writing.
Ages: Birth through 6th grade

Tricia Z.

Master’s degree in English Literature, Master’s in Philosophy and Education
Tricia Zephyr

Tricia is a seasoned elementary teacher with a decade of valuable experience. Holding a Masters degree in English Literature from Queens College, she is currently pursuing her Masters in Philosophy and Education at Teachers College, Columbia University. Tricia’s teaching journey has spanned various independent schools across New York City, where she has contributed to the academic growth of students ranging from Kindergarten to 3rd grade, catering to diverse needs within families.

From the earliest learners to upper elementary school children, Tricia dedicates herself to supporting literacy instruction through personalized one-on-one sessions, small group activities, and comprehensive whole group lessons. Proficient in literary programs such as Orton Gillingham, Fundations, and Spell-links, she employs a range of methods firmly grounded in the science of reading to impart essential literacy skills. Trained in the Writing Revolution, Tricia excels in guiding students through the intricacies of the writing process, including brainstorming, cohesive idea planning, note-taking, sentence structure, syntax, and grammar.

Tricia’s approach revolves around building positive, growth-oriented, and respectful learning environments. She leverages her students’ passions to establish connections both personally and within the curriculum, ensuring they are actively engaged in their own educational journey. Employing diverse learning modes such as kinetic, tactile, and auditory methods, Tricia tailors her instruction to resonate with each student, making the learning experience more engaging and effective. As a continuous learner herself, she actively seeks out additional resources beyond designated learning times to empower students in fortifying and enhancing their skills.

In her leisure time, Tricia indulges in her love for reading, cooking, and exercising. She also finds joy in listening to podcasts that challenge and expand her thinking, as well as those that bring laughter. As a proud native New Yorker, Tricia embraces the opportunity to explore the city, consistently captivated by the joy and wonder it continues to inspire.

TYPE OF SERVICES:  Individual & Group sessions (2-3 children), Individualized reading, writing, and math intervention, Multisensory Reading, teaching elaboration and writing organization
EXPERTISE: Working with students to build phonemic awareness, strengthen decoding and encoding skills, comprehension, fluency, improving understanding of math concepts using manipulatives and real world connections, homework help, Orton Gillingham-based literacy instruction, Wilson
AGES:  4 through 10

Tricia Z.

Master’s degree in English Literature, Master’s in Philosophy and Education
Tricia Zephyr

Tricia is a seasoned elementary teacher with a decade of valuable experience. Holding a Masters degree in English Literature from Queens College, she is currently pursuing her Masters in Philosophy and Education at Teachers College, Columbia University. Tricia’s teaching journey has spanned various independent schools across New York City, where she has contributed to the academic growth of students ranging from Kindergarten to 3rd grade, catering to diverse needs within families.

From the earliest learners to upper elementary school children, Tricia dedicates herself to supporting literacy instruction through personalized one-on-one sessions, small group activities, and comprehensive whole group lessons. Proficient in literary programs such as Orton Gillingham, Fundations, and Spell-links, she employs a range of methods firmly grounded in the science of reading to impart essential literacy skills. Trained in the Writing Revolution, Tricia excels in guiding students through the intricacies of the writing process, including brainstorming, cohesive idea planning, note-taking, sentence structure, syntax, and grammar.

Tricia’s approach revolves around building positive, growth-oriented, and respectful learning environments. She leverages her students’ passions to establish connections both personally and within the curriculum, ensuring they are actively engaged in their own educational journey. Employing diverse learning modes such as kinetic, tactile, and auditory methods, Tricia tailors her instruction to resonate with each student, making the learning experience more engaging and effective. As a continuous learner herself, she actively seeks out additional resources beyond designated learning times to empower students in fortifying and enhancing their skills.

In her leisure time, Tricia indulges in her love for reading, cooking, and exercising. She also finds joy in listening to podcasts that challenge and expand her thinking, as well as those that bring laughter. As a proud native New Yorker, Tricia embraces the opportunity to explore the city, consistently captivated by the joy and wonder it continues to inspire.

TYPE OF SERVICES: Individual & Group sessions (2-3 children), Individualized reading, writing, and math intervention, Multisensory Reading, teaching elaboration and writing organization
EXPERTISE: Working with students to build phonemic awareness, strengthen decoding and encoding skills, comprehension, fluency, improving understanding of math concepts using manipulatives and real world connections, homework help, Orton Gillingham-based literacy instruction, Wilson
AGES: 4 through 10

Michelle S.

M.S. ED., NYS Certified Early Childhood and Special Education (Birth ‚Äď 2nd Grade)
Michelle

Michelle’s experience over the past 16 years has included working as a math and reading learning specialist, a headteacher in a two-year-old classroom, co-teaching in a kindergarten and first-grade special education classroom, private SEIT work, as well as, leading social groups, providing a safe environment to strengthen social interaction and communication skills for children.

What truly sets Michelle apart from other learning specialists is her ability to connect to children encountering learning differences.  As a child, Michelle struggled with massive learning disabilities.  She attended the Windward school and was personally taught by Dr. Judith Hochman, creator of the Hochman Method.  Dr. Hochman taught Michelle how to learn, despite being ADD, having dyslexia, auditory processing issues, executive function issues, a weak working memory, and retrieval difficulties amongst a long list of other learning differences.  It is this life experience that motivates and allows her the ability to truly understand the frustration children with learning differences encounter.   As a mother of two young girls, Michelle now has the perspective from every angle of learning and child development to be a truly extraordinary educator.

Michelle’s most significant accomplishment throughout her extensive career is the educational consulting firm she started in 2009.  In this position, she works one on one with parents and students ranging from ages two to nine.  Students work with Michelle for a litany of reasons. She specializes in providing remedies to children who may present with developmental delays, fine motor delays, speech and language delays reading, writing and math learning disabilities, ADD, ADHD, socialization difficulties, as well as those children who may be confronted with executive functioning, academic delays, anxiety, and any behavior challenges.

Michelle focuses on meeting each child’s individual educational and developmental needs with a multisensory approach.  Her sessions are centered on self-directed learning, critical thinking, problem-solving, and socialization. Based on parent, teacher, and therapist recommendations She provides students with their own specialized programs.  Michelle strongly believes that team involvement is the key to academic growth. She consistently collaborates with specialists across all domains, ensuring the entire team is on the same page.  Michelle believes this is an absolute necessity to ensure strategies, language, and coping mechanisms are carried across the board, solidifying newly acquired skill sets.  Michelle feels young children’s confidence plays an imperative role in emotionally allowing children to be open to learning.  Her goal is to give every child the opportunity to excel with confidence and self-assurance, in order to reach their optimum potential.

Michelle earned a Master of Science in Teaching, Early Childhood Special Education (Dual Certification), (May 2009) From Toro College, and holds a Bachelor of Arts in communications, from Baruch College (May 2005.)  She is New York State Certification, Early Childhood Education, (September 2009) and New York State Certification, Students with Disabilities (September 2009) Michelle is formally trained in the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy.  She also has a passion for teaching math and has training in the Stern Arrhythmic program which incorporates both kinesthetic/tactile strategies to reach all learners. Michelle is trained in the Handwriting without Tears, Sounds in Motion Program, and is a member of ATIS (Association of Teachers in Independent Schools.)

Michelle S.

M.S. ED., NYS Certified Early Childhood and Special Education (Birth ‚Äď 2nd Grade)
Michelle

 

Michelle’s experience over the past 16 years has included working as a math and reading learning specialist, a headteacher in a two-year-old classroom, co-teaching in a kindergarten and first-grade special education classroom, private SEIT work, as well as, leading social groups, providing a safe environment to strengthen social interaction and communication skills for children.

What truly sets Michelle apart from other learning specialists is her ability to connect to children encountering learning differences.  As a child, Michelle struggled with massive learning disabilities.  She attended the Windward school and was personally taught by Dr. Judith Hochman, creator of the Hochman Method.  Dr. Hochman taught Michelle how to learn, despite being ADD, having dyslexia, auditory processing issues, executive function issues, a weak working memory, and retrieval difficulties amongst a long list of other learning differences.  It is this life experience that motivates and allows her the ability to truly understand the frustration children with learning differences encounter.   As a mother of two young girls, Michelle now has the perspective from every angle of learning and child development to be a truly extraordinary educator.

Michelle’s most significant accomplishment throughout her extensive career is the educational consulting firm she started in 2009.  In this position, she works one on one with parents and students ranging from ages two to nine.  Students work with Michelle for a litany of reasons. She specializes in providing remedies to children who may present with developmental delays, fine motor delays, speech and language delays reading, writing and math learning disabilities, ADD, ADHD, socialization difficulties, as well as those children who may be confronted with executive functioning, academic delays, anxiety, and any behavior challenges.

Michelle focuses on meeting each child’s individual educational and developmental needs with a multisensory approach.  Her sessions are centered on self-directed learning, critical thinking, problem-solving, and socialization. Based on parent, teacher, and therapist recommendations She provides students with their own specialized programs.  Michelle strongly believes that team involvement is the key to academic growth. She consistently collaborates with specialists across all domains, ensuring the entire team is on the same page.  Michelle believes this is an absolute necessity to ensure strategies, language, and coping mechanisms are carried across the board, solidifying newly acquired skill sets.  Michelle feels young children’s confidence plays an imperative role in emotionally allowing children to be open to learning.  Her goal is to give every child the opportunity to excel with confidence and self-assurance, in order to reach their optimum potential.

Michelle earned a Master of Science in Teaching, Early Childhood Special Education (Dual Certification), (May 2009) From Toro College, and holds a Bachelor of Arts in communications, from Baruch College (May 2005.)  She is New York State Certification, Early Childhood Education, (September 2009) and New York State Certification, Students with Disabilities (September 2009) Michelle is formally trained in the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy.  She also has a passion for teaching math and has training in the Stern Arrhythmic program which incorporates both kinesthetic/tactile strategies to reach all learners. Michelle is trained in the Handwriting without Tears, Sounds in Motion Program, and is a member of ATIS (Association of Teachers in Independent Schools.)

Michelle P.

Master’s in Educational Leadership and Special Education, Bachelor’s degree in Communications and Psychology
Michelle P

Michelle is a dedicated and passionate educator, boasting a robust academic background that includes a Bachelor’s degree in Communications and Psychology from Indiana University, as well as dual Master’s degrees in Special Education and Educational Leadership from Hunter College in New York City.

With a commendable 14-year tenure in the New York City public school system, Michelle has excelled as a special educator at the high school level. In this role, she has emerged as a leader within the special education department, fostering empowerment among students, families, and fellow teachers to guarantee the delivery of appropriate instruction and services.

Functioning as a model teacher, Michelle actively supports staff in crafting individualized curricula and implementing Universal Design for Learning (UDL) instruction. Her expertise extends to a decade of private tutoring, where she has successfully assisted students from 1st to 12th grade.

Michelle’s proficiency in elementary education encompasses critical areas such as phonemic awareness, letters and sound cognition, decoding of one and multi-syllable words, spelling, reading comprehension, and vocabulary acquisition. She is equally adept at guiding students through the writing process, from sentence construction to paragraph development and the creation of 5-paragraph essays.

In the domain of mathematics, Michelle provides foundational support, placing emphasis on numeracy fluency through visual aids and manipulatives, problem-solving, and arithmetic skills. Acknowledging the importance of executive functioning at the elementary level, she prioritizes organizational skills, imparts fundamental study skills, and underscores the significance of effective time management. Michelle’s comprehensive approach ensures a well-rounded support system tailored to the individual needs of elementary students.

Currently serving as a Reading Intervention Teacher, Michelle specializes in decoding, reading fluency, and comprehension strategies for students several grade levels behind. Her expertise includes leveraging programs such as Wilson Reading, Phonics for Reading, and the REWARDS reading program.

Beyond her professional commitments, Michelle finds joy in spending quality time with her family, experimenting with new recipes, indulging in music, exploring travel opportunities, and maintaining a healthy lifestyle through practices like yoga and Pilates.

TYPES OF SERVICES: reading and math intervention; executive function support; writing development; reading comprehension
EXPERTISE: reading and math foundations; organizational supports; all aspects of the writing process and reading comprehension process
AGE: 1st grade Рhigh school 

Michelle P.

Master’s in Educational Leadership and Special Education, Bachelor’s degree in Communications and Psychology
Michelle P

Michelle is a dedicated and passionate educator, boasting a robust academic background that includes a Bachelor’s degree in Communications and Psychology from Indiana University, as well as dual Master’s degrees in Special Education and Educational Leadership from Hunter College in New York City.

With a commendable 14-year tenure in the New York City public school system, Michelle has excelled as a special educator at the high school level. In this role, she has emerged as a leader within the special education department, fostering empowerment among students, families, and fellow teachers to guarantee the delivery of appropriate instruction and services.

Functioning as a model teacher, Michelle actively supports staff in crafting individualized curricula and implementing Universal Design for Learning (UDL) instruction. Her expertise extends to a decade of private tutoring, where she has successfully assisted students from 1st to 12th grade. Michelle’s proficiency in elementary education encompasses critical areas such as phonemic awareness, letters and sound cognition, decoding of one and multi-syllable words, spelling, reading comprehension, and vocabulary acquisition. She is equally adept at guiding students through the writing process, from sentence construction to paragraph development and the creation of 5-paragraph essays.

In the domain of mathematics, Michelle provides foundational support, placing emphasis on numeracy fluency through visual aids and manipulatives, problem-solving, and arithmetic skills. Acknowledging the importance of executive functioning at the elementary level, she prioritizes organizational skills, imparts fundamental study skills, and underscores the significance of effective time management. Michelle’s comprehensive approach ensures a well-rounded support system tailored to the individual needs of elementary students.

Currently serving as a Reading Intervention Teacher, Michelle specializes in decoding, reading fluency, and comprehension strategies for students several grade levels behind. Her expertise includes leveraging programs such as Wilson Reading, Phonics for Reading, and the REWARDS reading program.

Beyond her professional commitments, Michelle finds joy in spending quality time with her family, experimenting with new recipes, indulging in music, exploring travel opportunities, and maintaining a healthy lifestyle through practices like yoga and Pilates.

TYPES OF SERVICES: reading and math intervention; executive function support; writing development; reading comprehension
EXPERTISE: reading and math foundations; organizational supports; all aspects of the writing process and reading comprehension process
AGE: 1st grade ‚Äď high school

Christina R.

Master’s Degree in Special Education and Bachelor’s Degree in General Education
Christina R

Christina is a certified educator with dual qualifications in general and special education, boasting nine years of experience as a classroom teacher. She earned her bachelor’s degree in General Education from SUNY Oneonta and her master’s in Special Education from Molloy College. Currently, Christina is a devoted special education teacher, specializing in working with students with autism in an 8:1:1 classroom setting. She manages a team of 10 educators, collaborating closely to ensure a safe and productive environment for all students.

Throughout her extensive career in New York City, particularly in Queens and Brooklyn, Christina has served a diverse student body, including those with and without disabilities, primarily in grades K-5. She has extensive experience working with students facing learning disabilities such as Attention Deficit Disorder, intellectual disabilities, and emotional disturbances. Christina excels in facilitating learning that aligns with students’ individual education plans and behavior intervention plans, as well as integrating students in the general curriculum at suitable or accelerated paces.

Additionally, Christina has been active as a parent trainer, helping parents address specific challenges at home and utilizing visual supports for their children on the autism spectrum.

Driven by a passion for advocating for students’ educational and emotional needs, Christina dedicates her spare time to practicing yoga and volunteering at animal shelters across the city. She also enjoys taking her dog on day hikes during trips upstate.

TYPE OF SERVICES: individual sessions, group (2-3 children), parent consultations
EXPERTISE: Learning delays, Autism Spectrum Disorder, General Education Curriculum
AGES: 6-14 years old

Christina R.

Master’s Degree in Special Education and Bachelor’s Degree in General Education
Christina R

Christina is a certified educator with dual qualifications in general and special education, boasting nine years of experience as a classroom teacher. She earned her bachelor‚Äôs degree in General Education from SUNY Oneonta and her master’s in Special Education from Molloy College. Currently, Christina is a devoted special education teacher, specializing in working with students with autism in an 8:1:1 classroom setting. She manages a team of 10 educators, collaborating closely to ensure a safe and productive environment for all students.

Throughout her extensive career in New York City, particularly in Queens and Brooklyn, Christina has served a diverse student body, including those with and without disabilities, primarily in grades K-5. She has extensive experience working with students facing learning disabilities such as Attention Deficit Disorder, intellectual disabilities, and emotional disturbances. Christina excels in facilitating learning that aligns with students’ individual education plans and behavior intervention plans, as well as integrating students in the general curriculum at suitable or accelerated paces.

Additionally, Christina has been active as a parent trainer, helping parents address specific challenges at home and utilizing visual supports for their children on the autism spectrum.

Driven by a passion for advocating for students’ educational and emotional needs, Christina dedicates her spare time to practicing yoga and volunteering at animal shelters across the city. She also enjoys taking her dog on day hikes during trips upstate.

TYPE OF SERVICES: individual sessions, group (2-3 children), parent consultations
EXPERTISE: Learning delays, Autism Spectrum Disorder, General Education Curriculum
AGES: 6-14 years old

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