Neurodivergent-Affirming. Student-Centered. Individualized. Meaningful. Effective. Joyful.

PRE-K — HIGH SCHOOL

What if learning to read in a way that works best for your child could be effective AND fun?

I support preK-high school students in:

Learning to Read: This is one of my favorite things in the entire world to teach! Foundational literacy skills such as phonological awareness, fluency, comprehension & vocabulary.

Reading to Learn: Higher-level comprehension, vocabulary, passion & purpose as a reader.

Writing: Developing ideas, voice, word choice, organization, sentence fluency, writing conventions & handwriting.

I help students and families to understand the “why” behind what we are doing and to celebrate the ways that their brilliant brains approach literacy.

I also work with students and families to build confidence in assistive technology tools while continuing to build skills without them. Both are important… sort of like being bilingual in literacy!

With meaningful student-centered supports, it is possible for ALL students to embrace a positive identity as a reader and as a writer.

PRE-K — 3rd GRADE CONTENT

Some mathematicians need to see and touch their math to do their best thinking and learning.

Some mathematicians need to move at their own pace.

Some mathematicians believe they are not good at math because they have never been taught math in a way that works best for them.

This was my own journey. I didn’t find out until I was an educator that I am actually good at math, I am just not great at memorizing rote math facts.

Through hands and play-based materials, I work with students to build foundational understandings of math AND find a positive identity as a mathematician.

PRE-K — HIGH SCHOOL

As an Executive Function and Self-Advocacy Coach, I help students develop their "brain's air traffic control system" by building skills in:

Organization and Planning: Structuring thoughts, materials, and time effectively to manage schoolwork and meet deadlines.

Focus and Task Management: Enhancing working memory, learning to harness and sustain “on demand” attention when the moment calls for it, and initiating/completing tasks.

Cognitive Flexibility and Problem-Solving: Fostering the ability to adapt to changes, manage emotions, and employ metacognition (thinking about their own thinking) to self-monitor progress.

Self-Advocacy: Understanding themselves, with all of their strengths and all of their struggles, and effectively communicating what they need with teachers, peers, and families.

My goal is to empower students to become independent, resilient, and confident learners who are proud of who they are and know how to reach their daily and lifelong goals.

PRE-K — HIGH SCHOOL

Many neurodivergent children grow up feeling like they are broken or there is something wrong with them. What if it is possible to shift this narrative?

When children can see the value in themselves and others, it can lead to increased connections.

‍When children understand why and how their brain works best, and that schools may not be designed for them, it can release deeply held shame and anxiety.

When children understand that even though the dominant culture often sets expectations in school/work and social situations, that does not mean it is the right way of doing things or that it is the only way of doing things.

I provide targeted sessions focused on helping students understand themselves, their neurodivergence, and how that all fits into the world around them. I also weave this work into every single session.

For their own well-being, it is essential that neurodivergent children and adults feel liberated and proud of who they are and who they are becoming.

For the well-being of the world, it is essential that the voices of neurodivergent children and adults are heard and valued.