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.

Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D from Johns Hopkins University where she researched the impact adults have on children’s social/emotional development.

Tamara taught kindergarten for over 10 years, with experience in Pre-K, and first grade. She has also worked one-on-one with students from 2 to 20 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency and comprehension. She has been trained in Wilson, Fundations, Fountas and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue and Reading Recovery and is currently the Associate Director of Professional Learning for Reading Rescue. She is also now a Certified Structured Literacy/Dyslexia Interventionist.

Tamara’s methods of instruction focus on the reading science through a multisensory approach to instruction, as well as on the fun. She prides herself on students LOVING her sessions. She works with students on not only their literacy skills, but also focusing on their self-esteem and comfort level so they are prepared to take their learning back to their classrooms.  She has experience working with students with various needs including ADHD, autism, anxiety, behavior disorders, and dyslexia.

Raquel is a handwriting specialist who has been helping children improve their handwriting skills for over 12 years. She graduated magna cum laude from Florida International University with a Master’s in Occupational Therapy. She has worked in various school districts in Florida, Boston, and New York City, working with children with various needs, specializing in handwriting instruction and support. She provides services to young children and has volunteered abroad, assisting parents, educators, and healthcare practitioners in child development. Raquel is a licensed and registered occupational therapist and certified pediatric massage therapist. She is currently seeking additional certification in brain coursework with Amen clinics to understand how neurodiversity impacts individuals. She has been trained in the Handwriting Without Tears program, uses methods found in TV Teacher, and tailors her approach to each child’s needs.

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 “Who’s Who Among American Teachers 2007.” Taryn holds a Master’s 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.

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. 

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.

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.

Michelle is a professionally certified Special Education teacher (Birth – 6th grade) and works as a Special Education Itinerant Teacher (SEIT) with over 10 years of experience. She holds a bachelor’s degree from Syracuse University and a master’s degree from Mercy College. Michelle has also worked with many students 1:1 to support their individualized needs in their home setting.

Michelle currently resides in Manhattan where she works as a SEIT for families throughout the east side neighborhoods. In her 10+ years of experience, Michelle has had the opportunity to work with many different types of children with their individual, unique needs. Due to her diverse professional experience, Michelle possesses a strong background in working with students with learning delays, speech and language development, processing difficulties, ADD/ADHD, as well as, children on the Autism spectrum and emotional/behavior disorders. In addition to working with a diverse range of learners, Michelle has supported parents and teachers on behavior management strategies and utilizing positive behavioral interventions both at home and in their classrooms. Given her extensive experience in special education, she is able to effectively differentiate /modify instruction, provide various scaffolds to assist students, and utilize positive reinforcement strategies to help children stay on task throughout instruction and routines.

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.

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.

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.

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.

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.

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.

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.

Brian is certified to teach in Grades 1-6. He has spent the previous eight years teaching children in Ecuador, Azerbaijan, China, and New York City. His students have ranged from pre-K to fifth grade, representing a spectrum of cultures, languages, and abilities. He is passionate about making education a fun and rewarding endeavor for children while encouraging them to take ownership of their own learning goals.

Brian  earned his Masters in Teaching at the University of Georgia with a program focus on constructivist principles within early childhood education. These principles guide his lesson plans which create experiences for students to construct their understanding throughimportant ‘A-ha’ moments. Brian also recognizes the important role of direct and explicit instruction, which is part of a balanced approach to helping any child grow to their potential.

Carlos is a resolute, multilingual educator with seven years of teaching experience. He holds a Bachelor’s degree from the University of Scranton in French and Francophone Studies, a DUEF level C1 diploma from the Université de Rennes II, and an M.S. ED from City College in Bilingual Education. Carlos prides himself in accommodating the varied learning styles and aptitudes of his students in his sessions. He believes students learn best when they are understood and when learning materials are adjusted to meet their needs. This has prompted him to cultivate a safe space so students can openly discuss the content of the sessions and solidify their learning. He consistently makes use of visual aids and varies the amount of structured and creative assignments so students have ample opportunities to exercise their creativity and formulate their arguments. Carlos designs his instruction around student interests and provides them with engaging assignments that speak to them.

Carlos has taught fourth grade in French in a dual-language program for seven years. His instructional expertise covers all elementary subjects including math, writing, grammar, fluency and comprehension, and state test-prep. He has experience working with students with ADHD, behavior disorder, and anxiety. Beyond the elementary level, Carlos has provided students with language instruction in French and Spanish to target the areas of oral expression and comprehension, fluency, composition, and the study of literature. Carlos has also taught English as a new language to children and adults.

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.

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. 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.

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.