Learning has many layers.
Let’s honor all of them.
Reading, Writing & Executive Functioning
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Learning is layered.
Each layer is valuable, even the layers that make learning tough.
When a child is struggling in school, we need to peel back the layers and discover the core strengths that are inaccessible due to ________________________________________.
Layered Learning can help fill in the blank.
What is our approach?
-Reading and spelling: we follow the Orton-Gillingham approach which is explicit, diagnostic, emotionally sound and follows a sequential sequence.
-Social emotional: WE take a holistic, whole-child approach that considers your child’s interests and personality.
-WE know that all students are unique, learn differently, and aim to help them embrace their strengths and develop independence.
-Our approach is informed by teaching in elementary, middle school, high school, and university settings for almost two decades—as well as current full-time roles as a Learning Specialist and Literacy Interventionist at an independent school in Brooklyn—and as a Special Education and Literacy teacher at the DOE.
-We host sessions in person, online, or in hybrid form.
Who do we work with?
Elementary–high school students
Students with dyslexia, language disorders, ADHD, executive-function issues, and low academic self-esteem.
A diagnosis or an IEP is not required. We can support you in the evaluation process and perform diagnostic testing.
Learning is layered. All layers are valuable.
Learning is layered. All layers are valuable.
Reading & Spelling
Did you know that even a strong reader might not be a strong speller? Alternatively, a strong speller will most likely be a strong reader. Decoding (reading) and encoding (spelling) are closely tied because automaticity with letter-sound correspondence gives children the tools to read novel and complex words.
Additionally, reading fluency (including prosody and speed) are important gateways to comprehension, especially as content becomes more complex or reading demands increase.
How we can help?
We make reading feel possible and fun using Orton-Gillingham multisensory methods and assess regularly for progress in comprehension, spelling, and decoding. We follow a structured literacy approach based on the science of reading and use age-appropriate games and word puzzles to motivate reluctant readers. We work on reading confidently and accurately based on exactly what your child needs.
Writing
Writing is the most challenging thing that the human brain is not actually designed to do! Writing must be explicitly taught with strategies that give kids the independence to communicate.
Some kids decide they’re “bad writers,” and that label sticks, becoming an obstacle greater than the the blank page. Sometimes students have a learning difference, ADHD, or executive functioning challenges, which causes them to struggle to organize their ideas. Other students might need a coach to verbally process ideas before they can type them out.
How we can help?
In each case, we can teach clear, step-by-step writing strategies and also address obstacles to writing. We teach practical methods that reduce writing anxiety. Whether your child needs help with sentences or with organizing ideas,
ExecutiveFunctioning
Executive functioning is the ability to focus, prioritize, plan, and multitask, as well as manage impulsivity. These skills support daily life, such as packing a bag for school or researching for a paper. We work on skills such as sustaining focus, building awareness of how to time tasks, and estimating workload.
How can we help?
We can support your family in organizing a student’s workspace, and backpack, and helping them bring awareness to time by using charts and timers and self-talk. I can also support sequencing and writing skills that are impacted by EF challenges.
Using cutting-edge training, we rely on tried and true strategies that have been proven to support student productivity.
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Reach out by email to get us started. We will have a 20 minute phone call to discuss your child’s learning.
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The Intake process is important. It is a valuable tool and assessment for me to begin working with your family.
Once we complete the paperwork and commit to working together, I speak to teachers, psychologists, or other allied professionals who already support your family.
I review any evaluations and assignments requested in our initial meeting.
I give informal and formal reading or writing assessments based on your child’s learning profile so that I can start to build a timeline of our work together.
If a child needs more support, outside of my expertise, I make recommendations and connect you with the appropriate allied professionals.
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Then, we get to work. Each session with your child is usually 45 minutes to 1 hour long.
We always spend time downloading the week and any hotspots of anxiety or pressure. Then, we dive into reading, writing or executive functioning practice. Before we close, we might also do a backpack and folder check-up and make a plan with time stamps for their homework ahead.
What is the process of working together?
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I ask for a minimum of 3 month working relationship as it takes time to build a relationship.
Sessions are at least 2x per week. Brain science shows repetition and practice is necessary.
75 minutes - reserved for older students
50 minutes - typical session time frame.
20 - 30 minute boost sessions: These are reserved for current students who have a big project or assignment and would benefit from ongoing guidance beyond our weekly meeting(s).
Fees: we discuss based on your child’s learning needs and sessions per week
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-We make an agreement to work together for 3 months
-All paperwork and intake forms must be completed in advance of our first session.
-I have a 24 hour cancellation policy
-If cancelled less than 24 hours there is a charge of 1/2 a session
-I will always make an attempt to accommodate a make-up session but it is not guaranteed.
-I work virtually and sometimes in person depending on location and timing
-I bill after each session and add notes to your child’s running record that can be shared with teachers and allied professionals
Practice Policies & Fees
Practice Values
Learning has many layers. All of them fit together and sometimes there are gaps. When left unfilled, students are met with challenges or overcompensate in other areas.
I believe in neuroplasticity: With frequent practice, the brain rewires itself as it learns new strategies and overrides processes that did not serve them well. This applies to reading, writing, comprehension, organization, and critical thinking.
A Learning Difference = A Superpower: A learning difference often feels less than a superpower. We will not ignore weaknesses, but we will focus on strategies that leverage a student’s strengths. It is important to note that learning differences do not affect intelligence, just processes of learning.
No one is a bad reader: Reading is a skill that needs to be taught explicitly. Full stop.
No one is a bad writer: Writing is a layered skill and the most difficult of all communication processes. It takes explicit instruction for most people to become fluent writers.
When we work together, you must be all in: We work as a team—family, and child participation is essential for progress.
Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
~Maria Montessori
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