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Brooklyn Letters

Google review, Brooklyn LettersBrooklyn Letters

1139 Prospect Avenue, Brooklyn

4.9 48 reviews

  • Google review, Brooklyn Letters Heather Liljengren ★★★★★ 8 months 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 R Elmore ★★★★★ 5 months 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 Kelley Peters-Patel ★★★★★ a month 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 Christine Weiher ★★★★★ a year 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 ★★★★★ a year 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 ★★★★★ 3 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 ★★★★★ 6 months 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 ★★★★★ a year 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 ★★★★★ a year 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 ★★★★★ a year 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 ★★★★★ 2 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 ★★★★★ 2 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 ★★★★★ 2 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 ★★★★★ 2 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 ★★★★★ 3 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 ★★★★★ 3 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 ★★★★★ 2 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 ★★★★★ 3 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 ★★★★★ 3 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
As Featured In:
In-home and at-school Manhattan 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, Westchester, New Jersey (NJ), and Connecticut (CT)
Training/Certifications

TRAVEL TIME IS INCLUDED WITH THESE RATES!

Manhattan Literacy rates

  • $150-$190 Per Hour

  • $130-$170 for 45 minutes

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

Get 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

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!

The Five Pillars of Reading

 

Just like a house needs strong support and 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. Recognized by the National Reading Panel as the “best approach to reading instruction,” these pillars include:

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).

 

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.“

Craig Selinger, Owner
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MANHATTAN STAFF

Megan

NYS Certified Educator with Master’s in Special Education/Childhood Education & Certification in Orton-Gillingham

Megan

NYS Certified Educator with Master’s in Special Education/Childhood Education & Certification in Orton-Gillingham
Megan
Megan

Megan graduated from Boston College with a Bachelor of Arts Degree in Elementary Education and Human Development/Applied Psychology, with a minor in Special Education, and with a Division I Athletic Scholarship to play softball for four years. She then received her Master’s Degree in Special Education & Childhood Education, and a NYS Teaching Certification from Fordham University. Megan received Certification in the Orton-Gillingham method to teach reading to students with reading difficulties.

Throughout Megan’s seven years of lead teaching experience, she has taught in various educational settings across Manhattan, meeting wonderfully diverse students. For three years, Megan taught in a general education setting and is experienced in the Common Core curricula while working with General Education students, English Language Learners, and students with disabilities, teaching core subjects (e.g., reading, writing, math, social studies, science) to second through fifth graders. For the last four years, Megan has been a Special Education Head Teacher at a private special education school. She 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, and learning differences including students diagnosed with autism, dyslexia, speech and language impairments, social pragmatic language disorder, ADD/ADHD, learning disorder in reading/math, dysgraphia, developmental coordination disorder, mood disorders, and students with hearing impairments. Due to the pandemic, Megan gained experience teaching remotely, as well as teaching on-ground students simultaneously with remote learners each day.

Megan believes and gratefully witnesses how all students have the potential to grow and succeed both in and out of the classroom. She understands the importance of getting to know a student as a whole, while building off a student’s strengths, honoring their developing skills or challenges, and including their interests within instruction. Megan believes using this understanding to develop an individualized program for a student, while providing a warm, comfortable and fun environment is essential in supporting a student’s academic success. Megan focuses on positive encouragement as a tool to help students develop confidence and build or continue their love for learning.

LOCATIONS: Staten Island, Manhattan; In-Person & Online
TYPES OF SERVICES: Individualized reading and writing instruction/remediation (grades pre-K through 6th), and math instruction (grades pre-K through 3rd)

EXPERTISE: Reading, writing and math instruction/intervention; Learning differences and disabilities; Orton-Gillingham approach

AGES: Pre-K through 6th Grade

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).

LOCATION: Manhattan: All of Manhattan
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

Kaitlyn

Bachelor’s degree in Childhood Education (Grades 1-6), Master’s Degree in Special Education (Grade 1- Grade 6)

Kaitlyn

Bachelor’s degree in Childhood Education (Grades 1-6), Master’s Degree in Special Education (Grade 1- Grade 6)
Kaitlyn
Kaitlyn

Kaitlyn is a childhood (Grade 1- Grade 5) special education teacher at a public school in Brooklyn. She obtained a Bachelor’s degree in Childhood Education (Grades 1-6) from The College of Staten Island. She continued at The College of Staten Island to obtain a Master’s Degree in Special Education (Grade 1- Grade 6). Kaitlyn recently completed the CITE program through The College of Saint Rose to obtain advanced certifications in School Building Leadership and School District Leadership. Kaitlyn has six years of experience working with students with diverse backgrounds. She has experience working with students with ADHD, autism, speech and language impairments, and dyslexia. She prides herself in differentiating her instruction to meet her students’ unique needs. She has experience teaching the Common Core Standards and newly adapted Next Generation Learning Standards. Kaitlyn incorporates the Wilson/Fundation program in her teaching and applies the Orton-Gillingham approach. She is currently teaching in a 4th grade ICT setting as the special education teacher and also has experience as a 1st grade special education teacher. Kaitlyn worked at A+ Academy as a 4th and 5th grade test prep teacher specializing in math instruction and summer school for the Department of Education during the summers of 2018-2019.

Kaitlyn works with a student-centered approach celebrating their accomplishments and building their self-confidence. Kaitlyn teaches with the use of manipulatives and scaffolds. She specializes in teaching test preparation skills in reading, writing, and math. Kaitlyn provides support to students with phonics instruction, decoding, developing comprehension skills using a variety of sources. She has experience using the programs Go-Math, NY Engage, Envisions, and Everyday Math. She teaches strategies for students to apply classroom learning to real life.

Kaitlyn teaches that communication is key for forming meaningful relationships with teachers, parents, and service providers in order to support student’s wellbeing and development. Every student is a success story!

LOCATION: Brooklyn: All Areas, Lower Manhattan, Staten Island, New Jersey

TYPE OF SERVICES: Initial Reading Evaluation, Individualized reading, writing, and math intervention, Multisensory Reading, Executive Functioning

EXPERTISE: Working with students with disabilities and building their executive functioning, improving  phonemic awareness, decoding skills, and comprehension, improving understanding of math concepts using manipulatives and real world connections

AGES: Kindergarten-6th Grade

TEST PREP: Grades 3-5 ELA and Math State Tests

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.

Location: Manhattan – Upper East Side, Upper West Side, Midtown East
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

Michelle L.

M.S. CCC-SLP, SPEECH LANGUAGE PATHOLOGIST

Michelle L.

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

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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fullsizeoutput 828

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.

LOCATION: Manhattan, Brooklyn, or Queens available Saturdays, Sundays, Mondays, and Tuesdays, all day to 10 pm.
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.

Maddie

B.S. Occupational Therapy

Maddie

B.S. Occupational Therapy
Maddie
Maddie

Maddie received her bachelor‚Äôs degree at the University of Massachusetts ‚Äď Amherst and is currently a full-time graduate Occupational Therapy student at New York University. She plans on specializing in pediatrics after graduation next winter. Prior to graduate school, Maddie was the Office Manager of a pediatric clinic offering Occupational, Physical, and Speech Therapy services. Maddie spent a lot of time working with the Department of Education and learning how to navigate specialized services for children in New York City. While working at the clinic, she was fortunate enough to take the Developmental Individual-difference Relationship-based model (DIR) course and obtain the introductory certificate.

Maddie has over 10 years of experience working with children of all ages. She strongly believes in play-based learning and feels as though this helps with motivating a child to learn. Maddie encourages movement before and during sessions to help stimulate the child throughout and to keep them engaged. Typical handwriting sessions may begin with a game, such as a tic tac toe, jumping jacks, or something else that interests the child. Depending on the focus of the session they may do worksheets together or handwrite scenes of their favorite books. Alternatively, the child may practice writing on a large piece of paper taped to the wall in order to help with hand positioning. Sometimes in order to inspire creative learning, Maddie may use playdough, spaghetti, or other foods to work on letter formation. Overall, her biggest priority is individualizing each session for each child. Maddie is very dedicated to making learning fun and effective!

LOCATION: Brooklyn: Park Slope, Windsor Terrace, Prospect Heights, Clinton Hill, Prospect Lefferts Gardens, Fort Greene, Brooklyn Heights, Cobble Hill, Gowanus, Carroll Gardens
Manhattan: West Village, Greenwich Village, East Village, Chelsea, Tribeca, Midtown (east/west), Upper East/West Side
TYPE OF SERVICES: Handwriting Tutoring, Writing Tutoring, Spelling Tutoring, Reading Comprehension Assistance, Math Tutoring
EXPERTISE: Attention, behavioral, dyslexia, dysgraphia, dyscalculia, emotional disorders, Autism Spectrum Disorder, ADHD, ADD, Developmental Disabilities & Delays
AGES: Birth through 18 years of age

Stephen

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

Stephen

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

Stephen holds a New York State Social Studies teaching license for grades 1-12 as well as a New York City Department of Education Common Branch license for grades 7-12. He earned 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. 

Since 2003, Stephen has taught middle and high school social studies and film electives at the Brooklyn School for Collaborative Studies (BCS). Another core role for Stephen is as an advisory teacher for a ‚Äúcrew‚ÄĚ of high school students, serving as a mentor and guide through their 4-year journey, for social-emotional learning and scholarly development, as well as college counseling and active application engagement in junior/seniors years. At BCS, Stephen has run ‚Äúreading buddy‚ÄĚ programs pairing middle school and Brooklyn New School elementary school students.

Stephen has years of classroom experience working with students of varying abilities, including those with IEPs, in general, education classes, and as a co-teacher in Collaborative Team Teaching (CTT) classes. Stephen also works with the NYC Department of Education on the after-school Home Instruction Corps, providing in-person and virtual learning for individual students who have been granted home instruction due to physical and/or social-emotional injuries and conditions. During the unusual 2020-21 school year, Stephen taught student participants of Camp Power’s virtual tutoring program. For many years, from 1996-2012, Stephen worked as a supervisor, enrichment teacher, and counselor for Project Reach Youth’s after-school and summer academic and recreational programs. He is also a certified Red Cross first responder for physical and emotional trauma.

Stephen is trained in the Wilson literacy method, Running Records, the Reading and Writing Project of Teachers College at Columbia University, Restorative Justice in the Schools, and Expeditionary Learning Teachers’ Toolkit.

As a teacher and tutor, Stephen’s bedrock strategy has been to begin with the idea that every student is someone’s child, possessing special gifts, worthy of care, great kindness, humor, and level-headed expectations to help them learn, grow, and make progress as students and fellow citizens. Stephen strives to know his learners well and engage/heighten their language level through instruction and discussion and, always, praise. He spends his free time doing charity work and enjoying the city with his wife.

LOCATION: Brooklyn: Park Slope; downtown, Ft Greene; Kensington; Bk Heights
Manhattan: anywhere on the island
TYPE OF SERVICES: reading acuity; math skills; social studies, science enrichment
EXPERTISE: language improvement; math spiral
Skills, grades 1-6
AGES: 6-11

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.

Rachel taught Fundations in a kindergarten classroom, and she incorporates Orton Gillingham-based methods by incorporating systematic, explicit, and multi-sensory instruction throughout her literacy instruction.

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. 

LOCATION: Manhattan, In-person and online
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

Tamara C.

M.A. in Secondary Education English Teacher Specialization, Certified Structured Literacy/Dyslexia Interventionist
Tamara C.

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.

In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.
LOCATION: Brooklyn: Downtown Brooklyn, Sunset Park, Bensonhurst, Bay Ridge, Dyker Heights; Manhattan: Upper West Side, Midtown West, Chelsea, The Village, Financial District;  Staten Island; Bronx; New Jersey: Bergen and Hudson counties
TYPE OF SERVICES: Individualized reading instruction, test prep, executive functioning, study skills, parent consultation and coaching
EXPERTISE: Early childhood education, special education, early literacy acquisition, social/emotional development
AGES: birth through elementary school

Tamara C.

M.A. in Secondary Education English Teacher Specialization
Tamara C.

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

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

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

In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.
LOCATION: Brooklyn: Downtown Brooklyn, Sunset Park, Bensonhurst, Bay Ridge, Dyker Heights; Manhattan: Upper West Side, Midtown West, Chelsea, The Village, Financial District;  Staten Island; Bronx; New Jersey: Bergen and Hudson counties
TYPE OF SERVICES: Individualized reading instruction, test prep, executive functioning, study skills, parent consultation and coaching
EXPERTISE: Early childhood education, special education, early literacy acquisition, social/emotional development
AGES: birth through elementary school

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.

LOCATION: Bronx, Riverdale, Upper and Midtown Manhattan, Northern New Jersey
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

Betsy S.

M.S. Education
Betsy

Betsy is a first-grade teacher at Purchase Elementary School in the Harrison Central School District. She previously taught at a private school on the Upper West Side for nine years. She received her Master’s Degree in General Education from Hunter College for first through sixth grades. Betsy has a passion for teaching math and reading to first through third-graders, including those who are advanced and those who need support to learn these fundamental skills.

Betsy had taught through an inquiry-based curriculum and the Common Core curriculum. She loves to see her students take ownership of their math and literacy learning. She uses a variety of strategies through personalized instruction to meet the needs of her students. She believes in a game-based, hands-on, multi-sensory approach to mastering mathematical concepts. Her areas of expertise are helping students learn a number sense, building strategies to solve math word problems, and understanding math concepts (connecting abstract to concrete). She teaches using the Singapore Math curriculum and is trained in EveryMath, Exemplars, Mathletics, and Matific.

Betsy is also passionate about reading and believes in the importance of building students’ confidence at the elementary level. She has experience in the Teachers College Reading Workshop and Fountas and Pinnel reading programs. She loves to find ways to spark reading in young children and scaffold and develop reading strategies to support them in acquiring underlying literacy skills.

Location: Westchester
Type of Services: Initial reading and math assessments, individualized reading, phonemic awareness, phonics, spelling and math intervention, and instruction.
Expertise: Homework help, spelling difficulties, reading comprehension, expository and narrative writing instruction
Ages: elementary school

Betsy S.

M.S. Education
Betsy

Betsy is a first-grade teacher at Purchase Elementary School in the Harrison Central School District. She previously taught at a private school on the Upper West Side for nine years. She received her Master’s Degree in General Education from Hunter College for first through sixth grades. Betsy has a passion for teaching math and reading to first through third-graders, including those who are advanced and those who need support to learn these fundamental skills.

Betsy had taught through an inquiry-based curriculum and the Common Core curriculum. She loves to see her students take ownership of their math and literacy learning. She uses a variety of strategies through personalized instruction to meet the needs of her students. She believes in a game-based, hands-on, multi-sensory approach to mastering mathematical concepts. Her areas of expertise are helping students learn a number sense, building strategies to solve math word problems, and understanding math concepts (connecting abstract to concrete). She teaches using the Singapore Math curriculum and is trained in EveryMath, Exemplars, Mathletics, and Matific.

Betsy is also passionate about reading and believes in the importance of building students’ confidence at the elementary level. She has experience in the Teachers College Reading Workshop and Fountas and Pinnel reading programs. She loves to find ways to spark reading in young children and scaffold and develop reading strategies to support them in acquiring underlying literacy skills.

Location: Westchester
Type of Services: Initial reading and math assessments, individualized reading, phonemic awareness, phonics, spelling and math intervention, and instruction.
Expertise: Homework help, spelling difficulties, reading comprehension, expository and narrative writing instruction
Ages: elementary school

Raquel

Handwriting Specialist
Raquel

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.

Raquel helps her students express their thoughts and concepts so they can be proud of their written and typing output. She uses various multi-sensory modalities (i.e., chalk, paint, playdough, etc.) and tactile and sensory experiences to help children grasp pre-writing and writing skills in developmentally appropriate and fun ways. Taking advantage of play by incorporating children’s individual interests has helped many of her younger children stay focused during her sessions.  Children are encouraged to find their unique way of recalling letter formation with mantras or songs.  Exercises warm up their hand and upper body muscles, helping her students write more legibly. Varied fine motor activities also help them isolate their fingers and support pencil grasp- which are other ways to help improve handwriting. During the toddler years, she supports pre-writing and readiness activities. She focuses on creating strokes, lines, and curves that prepare them for writing and early literacy. She supports letter formation and directionality in preschool and kindergarten, which is essential for writing efficiently and consistently. Once her students write sentences, Raquel focuses on legibility and spacing between letters and words to improve their readability. As children mature, cursive may be incorporated, which may help them express their ideas with greater fluidity. Raquel teaches typing to students who find handwriting arduous and laborious.

  • A review of school-based written work
  • Interview with the child and parent(s)
  • Observation of near-point and far-point copying
  • The WOLD handwriting assessment is timed. This assesses for accuracy, legibility, spacing, and how the child is positioned as they write (nuanced behaviors that demonstrate difficulties, which may make writing more challenging).
  • The Berry VMI, the long form, and the short forms. This helps identify possible visual integration and motor and perceptual deficits that may contribute to handwriting difficulties.
All findings will be summarized in a report with goals and recommendations for continued support.

LOCATION: Online and throughout Manhattan
TYPE OF SERVICES: Handwriting Assessments, Handwriting Tutor (pre-writing, print, and cursive), and typing.
EXPERTISE: Handwriting
AGES: Preschool through adolescence.

See Sample Handwriting Assessment

Samantha

Samantha

Samantha
Samantha

Samantha M will be graduating from NYU’s occupational therapy program in 2022. She has over 15 years of experience tutoring children of all ages varying from homework help to handwriting and reading skills. She also plans to specialize in pediatrics upon graduation. Samantha utilizes a multi-sensory approach to reading and writing skills for preschool and elementary students. Her aim is to support the child, thus, complement what the child is currently learning in school. She prioritizes homework assignments given by teachers, but may also use her own worksheets and tools to determine which specific areas the child needs to work on in order to succeed.

Samantha makes it a priority to target the specific interests of the students to keep them attentive and engaged in her sessions. She believes in a play-based model which includes movement breaks for the child throughout the session. She also makes use of sound charts combining fine motor activities with phonics and sight words to work on reading skills. For writing skills, Samantha uses the Handwriting Without Tears approach to model the order in which children learn to write in school to further facilitate the learning process. This approach emphasizes learning capital letters before lower case letters while incorporating fun sayings as strategies for the child. These help with remembering letter placement for ‚Äúdiver letters‚ÄĚ such as p and q as well as letter formation. She practices these strategies with the child by making use of interactive worksheets that incorporate repetition of each letter. Samantha looks at all factors relating to handwriting performance and will emphasize proper body mechanics during her sessions. Samantha‚Äôs aim is for the child to confidently succeed in his or her schoolwork by participating in activities they enjoy which target specific intervention areas.

LOCATION: Queens: Astoria, Long Island City, Sunnyside, Forest Hills, Kew Gardens
All of Manhattan
TYPE OF SERVICES: Individual and Group Sessions Focused on Handwriting Tutoring, Writing Tutoring, Spelling Tutoring, Reading Comprehension Assistance
EXPERTISE: Developmental Delays, Behavioral, ADHD, ADD, Autism Spectrum Disorder, Dyslexia and Dysgraphia, Executive Functioning Skills
AGES: Early Childhood through Elementary School

Elizabeth

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

Elizabeth
Elizabeth

Elizabeth graduated from Marist College with a bachelor’s degree in Childhood Education & Students with Disabilities (Grades 1-6) as well as she earned a master‚Äôs degree from Touro University in Childhood Education & Students with Disabilities (Grades 1-6). Elizabeth is also a member of both the International Honor Society in Education and Psychology. Elizabeth spent the first part of her career as a Special Education teacher within schools across New York City. She also mentored new teachers, served as a grade-level team leader, and led several professional development training sessions for teachers and families. She is currently an Assistant Principal at the elementary level where she works with students to cultivate their love of learning while building their self-confidence as they work to meet their individualized goals.

Elizabeth is a literacy and math instructor with years of experience in mentoring as well as tutoring children from diverse backgrounds with various needs. Specifically, Elizabeth’s instructional expertise includes phonics, phonological awareness, decoding, spelling, fluency, reading comprehension, vocabulary, as well as elementary math. She has experience implementing Wilson Fundations, Success For All (SFA), and Guided Reading Leveled Literacy. All programs follow a multisensory approach that promotes reading, writing, and oral language development. Elizabeth has a passion for math and uses a tactile approach in order to meet the needs of every child. She has experience implementing TERC Investigations, Go-Math, and EngageNY. Elizabeth will design individualized lessons to meet the needs of every learner, therefore, maximizing student outcomes. She uses various instructional tools such as math manipulatives to technological resources which all facilitate academic achievement. Not only does she value her work with her students, but she also values her partnerships with their families as well. Elizabeth will work together with the families and provide them with strategies to use at home to support their child.

Location: Brooklyn, Manhattan, QueensTypes 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.

Derycka

Master’s in Special Education, New York State certifications in Childhood Education and Students with Disabilities Grades 1-6

Derycka

Master’s in Special Education, New York State certifications in Childhood Education and Students with Disabilities Grades 1-6
Derycka
Derycka

Derycka has a master’s in Special Education from Grand Canyon University and is pursuing a Ph.D. in Organizational Leadership with an emphasis on Special Education. She has New York State certifications in Childhood Education and Students with Disabilities in Grades 1-6. Derycka is also a literacy curriculum specialist, where she designs, organizes, and develops specialized instructional materials for 2nd-grade scholars. Her administrative work enhances scholars’ ELA critical and inferential thinking skills. Derycka has taught and tutored for nine years in various instructional capacities, including a first-grade self-contained classroom, a kindergarten to 2nd-grade integrated co-teaching classroom (ICT), and general education classrooms. Derycka is a 2nd-grade ICT teacher in a New York City Charter School in the Bronx. Derycka has taught students using many literacy and mathematics programs, including Teacher’s College Reading and Writing Project, Bridges Mathematics, Ready Gen, Go Math, and the Engage NY ELA and Math modules. She has extensive literacy experience using Orton-Gillingham, Read Works, Wilson, and Fundations for supplemental ELA intervention. Additionally, she has experience with integrated instructional technology programs such as Lexia, Dream Box, Epic, and I-Ready in her daily small group and individualized classroom instruction. Derycka strongly understands how to support children with special needs through her work with parents and other special education teachers. Her experience includes: advising parents on appropriate services for their children, leading workshops for general education and special education teachers focused on differentiating instruction in the classroom, and presenting workshops for parents on reading comprehension and literacy strategies, which provides a plethora of strategies to support their children at home. Derycka is committed and will continue to help students and their academic growth.

Jenna

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.

LOCATION: (In-person and remote) Manhattan: Upper East Side, Midtown, Chelsea, Gramercy, Greenwich Village.
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

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.

LOCATION: (In-person and remote) Manhattan: Upper East Side, Midtown, Chelsea, Gramercy, Greenwich Village.
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

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.

Location: Brooklyn: Brooklyn Heights, Cobble Hill, Carroll Gardens, Park Slope
Manhattan: lower Manhattan
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

Jayne

Bachelor of Arts degree in Sociology, MSEd in Childhood Education

Jayne

Bachelor of Arts degree in Sociology, MSEd in Childhood Education
Jayne
Jayne

Jayne graduated from Boston University with a Bachelor of Arts degree in Sociology. She then completed her MSEd in Childhood Education at the College of Staten Island. Jayne is a tenured teacher with 18 years of teaching experience. She has taught in various educational settings with students of different abilities and needs for pre-kindergarten -6th grades. Currently, Jayne is teaching fourth grade in an ICT classroom in Carroll Gardens, Brooklyn. She has extensive experience teaching literacy and with ELA and math test preparation.

She has a strong understanding of the needs of learners with ADHD (executive functioning), dyslexia, and autism. Jayne has incorporated Ed-tech and adaptive learning tools to meet the needs of her learners. Her expertise is with grades 1-3. Jayne is trained in Columbia University Teachers College’s reading and writing curriculum. This program relies on modeling and inquiry to help students improve their reading and writing skills.

She uses multisensory-based teaching modalities to teach phonics, phonological awareness, reading, writing, and math. Her students practice decoding by tapping out the sounds they hear, followed by air writing, and finally writing the words in sand or shaving cream. Essentially guiding students as they hear, identify, and manipulate phonemes. Teaching fundamental decoding will improve word reading, text comprehension, and spelling. Jayne is also trained in the Fountas and Pinnell reading assessment program that helps students work on specific strategies to improve their ability to answer direct and inferential questions in fiction and nonfiction texts. Jayne incorporates the Savvas, ¬®Words Their Way¬® curriculum for phonics instruction. Each lesson provides strategies to model a word, sort and practice it, apply it while assessing learning. This program reflects students¬ī spelling behavior as they move from one level of word knowledge to the next. This type of differentiated instruction maximizes students’ learning opportunities. Jayne also focuses on developing students¬ī handwriting skills by utilizing the four main aspects of handwriting instruction (pencil grasp, formation, legibility, and pacing.) A focus on handwriting results in positive outcomes for overall literacy development.

Liza

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. 

LOCATION: Upper East Side, Upper West Side, Midtown, Gramercy, Flatiron, East Village, Murray Hill, Greenwich Village, and Noho.
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

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. 

LOCATION: Upper East Side, Upper West Side, Midtown, Gramercy, Flatiron, East Village, Murray Hill, Greenwich Village, and Noho.
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 

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.

Location: MANHATTAN: All areas
BROOKLYN: Williamsburg, Greenpoint, Dumbo, Brooklyn Heights, Cobble Hill, Boerum Hill, Carroll Gardens, Park Slope
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.

Location: MANHATTAN: All areas
BROOKLYN: Williamsburg, Greenpoint, Dumbo, Brooklyn Heights, Cobble Hill, Boerum Hill, Carroll Gardens, Park Slope
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

Raquel

Handwriting Specialist
Raquel

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.

Raquel helps her students express their thoughts and concepts so they can be proud of their written and typing output. She uses various multi-sensory modalities (i.e., chalk, paint, playdough, etc.) and tactile and sensory experiences to help children grasp pre-writing and writing skills in developmentally appropriate and fun ways. Taking advantage of play, by incorporating children’s individual interests, has helped many of her younger children stay focused during her sessions.  Children are encouraged to find their unique way of recalling letter formation with mantras or songs.  Exercises warm up their hand and upper body muscles, helping her students write more legibly. Varied fine motor activities also help them isolate their fingers and support pencil grasp- which are other ways to help improve handwriting. During the toddler years, she supports pre-writing and readiness activities. She focuses on creating strokes, lines, and curves that prepare them for writing and early literacy. She supports letter formation and directionality in preschool and kindergarten, which is essential for writing efficiently and consistently. Once her students write sentences, Raquel focuses on legibility and spacing between letters and words to improve their readability. As children mature, cursive may be incorporated, which may help them express their ideas with greater fluidity. Raquel teaches typing to students who find handwriting arduous and laborious.

LOCATION: Online and throughout Manhattan
TYPE OF SERVICES: Handwriting Assessments, Handwriting Tutor (pre-writing, print, and cursive), and typing.
EXPERTISE: Handwriting
AGES: Preschool through adolescence.

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.

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.

Michelle

Special Education Itinerant Teacher (SEIT),  Academic tutor /support (early childhood grades PreK Р2nd.  Both general ed & special ed students)
Michelle

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.

Michelle is committed to helping each of her students reach their full potential by providing them with the tools that they need in order to become confident, independent, and successful learners. She believes that in order to create an effective learning environment, instruction must be tailored to each student based on their learning styles and interests. Her ultimate goal for each of her students is to foster a love for learning and to have them embrace their unique abilities as learners.

Location: Upper East Side, Midtown East, Murray Hill, Gramercy, East Village, Union square
Types of Services: SEIT 1:1 support in areas of cognitive development, social/emotional development, speech & language development, behavioral support, and adaptive behaviors; in addition, phonics, reading comprehension, sight word recognition, fine motor skills, early math skills, organizational and executive function skills
Expertise: Students with disabilities, general ed students
Ages: PreK – 2nd grade

Michelle

Special Education Itinerant Teacher (SEIT),  Academic tutor /support (early childhood grades PreK Р2nd.  Both general ed & special ed students)
Michelle

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.

Michelle is committed to helping each of her students reach their full potential by providing them with the tools that they need in order to become confident, independent, and successful learners. She believes that in order to create an effective learning environment, instruction must be tailored to each student based on their learning styles and interests. Her ultimate goal for each of her students is to foster a love for learning and to have them embrace their unique abilities as learners.

Location: Upper East Side, Midtown East, Murray Hill, Gramercy, East Village, Union square
Types of Services: SEIT 1:1 support in areas of cognitive development, social/emotional development, speech & language development, behavioral support, and adaptive behaviors; in addition, phonics, reading comprehension, sight word recognition, fine motor skills, early math skills, organizational and executive function skills
Expertise: Students with disabilities, general ed students
Ages: PreK – 2nd grade

Mariel

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.

LOCATION: Manhattan: Upper West Side, Upper East Side & Midtown West
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

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.

LOCATION: Manhattan: Upper West Side, Upper East Side & Midtown West
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!

LOCATIONS: Manhattan, Brooklyn (Downtown, Williamsburg) and Jersey City
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!

LOCATIONS: Manhattan, Brooklyn (Downtown, Williamsburg) and Jersey City
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

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

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

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

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

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

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

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.

LOCATION: Queens (Astoria, Long Island City), Manhattan (Chelsea, West Village, East Village, Upper East Side), Brooklyn (Greenpoint, Williamsburg)
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

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.

LOCATION: Queens (Astoria, Long Island City), Manhattan (Chelsea, West Village, East Village, Upper East Side), Brooklyn (Greenpoint, Williamsburg)
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

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!

Location: All neighborhoods in Manhattan, Bergen and Hudson County, NJ
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

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!

Location: All neighborhoods in Manhattan, Bergen and Hudson County, NJ
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

Brian

MAT in Early Childhood Education, Certificate in Childhood Education (Grades 1-6)
Brian

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 ‚ÄėA-ha‚Äô 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.

Brian has taught a variety of learners in both general education and ICT classrooms. His students have had speech and language delays, ADD/ADHD, and English as an additional language. In literacy, he has extensive experience implementing the Success for All Stepping Stones and Reading Roots programs and believes in the power of word work in the pursuit of mastery. Brian currently teaches first grade for a successful charter school network. When he isn’t teaching he enjoys birdwatching with his fiancee, playing guitar, and taking photographs.

LOCATION: Brooklyn: Greenwood, Sunset Park, Park Slope, Windsor Terrace, Bay Ridge, Gowanus, Cobble Hill, Boreum Hill, Red Hook, Dumbo, Brooklyn Heights, Downtown, Carroll Gardens, Fort Greene, Prospect Heights, Crown Heights Manhattan: Financial District, Lower East Side, Seaport, Tribeca, Civic Center, Lower Manhattan, SOHO
TYPES OF SERVICES: phonemic awareness, letters and sounds, sight words, decoding/encoding, fluency, reading comprehension
EXPERTISE: multi sensory literacy and math instruction, students with IEPs,
Ages: Pre-K – 5th grade

Brian

MAT in Early Childhood Education, Certificate in Childhood Education (Grades 1-6)
Brian

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 ‚ÄėA-ha‚Äô 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.

Brian has taught a variety of learners in both general education and ICT classrooms. His students have had speech and language delays, ADD/ADHD, and English as an additional language. In literacy, he has extensive experience implementing the Success for All Stepping Stones and Reading Roots programs and believes in the power of word work in the pursuit of mastery. Brian currently teaches first grade for a successful charter school network. When he isn’t teaching he enjoys birdwatching with his fiancee, playing guitar, and taking photographs.

LOCATION: Brooklyn: Greenwood, Sunset Park, Park Slope, Windsor Terrace, Bay Ridge, Gowanus, Cobble Hill, Boreum Hill, Red Hook, Dumbo, Brooklyn Heights, Downtown, Carroll Gardens, Fort Greene, Prospect Heights, Crown Heights Manhattan: Financial District, Lower East Side, Seaport, Tribeca, Civic Center, Lower Manhattan, SOHO
TYPES OF SERVICES: phonemic awareness, letters and sounds, sight words, decoding/encoding, fluency, reading comprehension
EXPERTISE: multi sensory literacy and math instruction, students with IEPs,
Ages: Pre-K – 5th grade

Carlos

Bachelor’s degree in French and Francophone Studies, a DUEF level C1 diploma, and an M.S. ED
Carlos

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 Universit√© 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.

In addition to his rich experience as an educator, Carlos enjoys being a student himself. He is actively pursuing a Doctoral degree in French from the CUNY Graduate Center where he seeks to expand understanding of other people’s lived experience through the study of world literature. His primary academic interests include life writing, translation, and contemporary francophone and hispanophone literature. He is also an avid soccer player, cyclist, cinephile and (vegetarian) foodie.

LOCATIONS: BROOKLYN: Dumbo, Brooklyn Heights, Cobble Hill, Carroll Gardens, Park Slope Windsor Terrace, Sunset Park. MANHATTAN: Upper East Side, Murray Hill, Lower East Side
TYPE OF SERVICES: i.e. Individual therapy, group (2-3 children), Parent consultations, Test preparation, Conversational tutoring (foreign language)
EXPERTISE: i.e. Spanish, English, French Language instruction, Elementary curriculum (reading, writing, math, test-prep), ENL instruction
AGES: Upper elementary school (3-5) – Adults

Carlos

Bachelor’s degree in French and Francophone Studies, a DUEF level C1 diploma, and an M.S. ED
Carlos

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 Universit√© 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.

In addition to his rich experience as an educator, Carlos enjoys being a student himself. He is actively pursuing a Doctoral degree in French from the CUNY Graduate Center where he seeks to expand understanding of other people’s lived experience through the study of world literature. His primary academic interests include life writing, translation, and contemporary francophone and hispanophone literature. He is also an avid soccer player, cyclist, cinephile and (vegetarian) foodie.

LOCATIONS: BROOKLYN: Dumbo, Brooklyn Heights, Cobble Hill, Carroll Gardens, Park Slope Windsor Terrace, Sunset Park. MANHATTAN: Upper East Side, Murray Hill, Lower East Side
TYPE OF SERVICES: i.e. Individual therapy, group (2-3 children), Parent consultations, Test preparation, Conversational tutoring (foreign language)
EXPERTISE: i.e. Spanish, English, French Language instruction, Elementary curriculum (reading, writing, math, test-prep), ENL instruction
AGES: Upper elementary school (3-5) – Adults

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.

LOCATION: Manhattan
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.

LOCATION: Manhattan
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

Evelyn

B.S. Majored in Interdisciplinary Health Services and minored in both Autism Behavioral Studies and Health Care Ethics

Evelyn

B.S. Majored in Interdisciplinary Health Services and minored in both Autism Behavioral Studies and Health Care Ethics
Evelyn
Evelyn

Evelyn received her Bachelor‚Äôs degree from Saint Joseph‚Äôs University in Philadelphia where she majored in Interdisciplinary Health Services and minored in both Autism Behavioral Studies and Health Care Ethics. Currently, she is working towards her master’s in occupational therapy from New York University. During her years as an undergrad, as well as during her gap year after undergrad, Evelyn worked with both children and adults on the autism spectrum in various settings and was trained in applied behavior analysis (ABA). Her expertise is with individuals of all ages who have ASD, ADHD, ADD, and Executive Functioning disorders. She also has experience tutoring typically developing children in Pre-K and 5th grade in reading, writing, and math.

Evelyn’s philosophy as an educator is to keep her students motivated to learn through active engagement! Understanding the goals of her students and their parents is essential to her, as she believes that individuals thrive when they are given buy-in and understand why they are doing what they are doing. Evelyn believes that every child learns differently and understands that it is crucial to adapt learning strategies accordingly.

One of the approaches she is a proponent of is scaffolding, a method that aims to increase an individual’s independence over time. For example, when teaching a child a new lesson, she would give them the chance to think through the question first and give them the opportunity to either problem-solve or ask for help before immediately stepping in. The goal of this approach is to strengthen the child’s problem-solving abilities, self-confidence, ability to ask for help, and ultimately, independence. Additionally, she believes it is necessary to implement movement breaks and/or provide sensory-stimulating activities to prevent fatigue and to increase engagement in her students. Her ultimate goal is to motivate her students to do their best while making learning fun and enjoyable!

Location: Lower Manhattan
Type of Services: Individual tutoring sessions
Expertise: Autism Spectrum Disorder, ADD, ADHD
Ages: Birth-Elementary

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. 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.

LOCATION: Brooklyn (Williamsburg, Park Slope, Crown Heights, Greenpoint) and Manhattan (all of lower Manhattan up to Upper East and West Side)
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. 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.

LOCATION: Brooklyn (Williamsburg, Park Slope, Crown Heights, Greenpoint) and Manhattan (all of lower Manhattan up to Upper East and West Side)
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. 

LOCATION: MANHATTAN: Battery Park City, Tribeca, FiDi, all neighborhoods below 100th Street (including the East and West side)
BROOKLYN: Downtown Brooklyn, Park Slope.
NEW JERSEY: Hoboken, Jersey City
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

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.

LOCATION: Brooklyn (preference for trains off L or G but flexible) and Manhattan (Downtown or Midtown)
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

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.

LOCATION: Brooklyn (preference for trains off L or G but flexible) and Manhattan (Downtown or Midtown)
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