Learning has many layers.
Let’s honor all of them.
Reading, Writing, Executive Functioning & Creative Expression
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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 my approach?
-I use the Science of Reading and evidenced-based executive functioning practices + a dash of humor.
-I take a holistic, whole-child approach that considers your child’s interests.
-I know that all students are unique, learn differently, and I aim to help them embrace their strengths and develop independence.
-My approach is informed by teaching in elementary, middle school, high school, and university settings for almost two decades—as well as my current full-time role as a Learning Specialist and Literacy Interventionist at an independent school in Brooklyn.
-I host sessions in person, online, or in hybrid form.
Who do I work with?
I work with students from elementary through high school. I also work with university students, especially freshmen who might benefit from a coach as they make the transition into college.
Some of my clients have dyslexia, developmental language disorders, non-verbal learning differences, Autism Spectrum Disorder, or are twice exceptional. Some students present with ADHD and executive functioning challenges. I work with students suffering from poor self-esteem related specifically to academic issues.
Your child does not need an IEP or a diagnosed issue to benefit from our work together. There is no one-size-fits-all, as each session is highly customized.
Learning is layered. All layers are valuable.
Learning is layered. All layers are valuable.
Reading
Reading and writing are multifaceted and deeply connected. Chances are, if your child has reading anxiety, they have writing anxiety too.
How can I help?
I aim to make reading feel possible and enjoyable. I use Orton-Gillingham’s multi-sensory materials and a variety of reading comprehension, spelling, and decoding assessments. I take a structured literacy approach based on the science of reading. For all readers, I use level-appropriate games and word puzzles to motivate even the most resistant reader.
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Writing
Sometimes, a child internalizes the falsehood that they are a bad writer. They begin to identify as someone who just isn’t good at writing. Other times, children have a language-based learning disorder., ADHD or another learning challenge.
. In all cases, systematic strategies for writing can be taught. It is the feelings around writing that must be peeled back and transformed so that your child is writing to their potential.
How can I help?
My sessions arm clients with practical strategies that diminish writing-related anxiety. Whether your child needs work at the sentence level or with the synthesis of ideas, we get past their writer’s block.
I use science-backed assessments and my training in the Hochman Method and SRSD (self-regulated strategies for development) to support growth in writing.
Executive Functioning
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 I help?
I 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.
Using cutting-edge training, I rely on tried and true strategies that have been proven to support student productivity.
Creative Expression
Does your child like to doodle instead of taking notes? Do they learn best by creating a model of a cell rather than labeling one on a worksheet?
I can help direct creative energy into productivity and true learning.
Using my training as a poet and writer, as well as methods gleaned from years in the Montessori classroom, I meet your child where they are and help them catapult into the next sphere of development.
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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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