FAQs
- What should the customer know about your pricing (e.g., discounts, fees)?
Sessions are typically scheduled for one hour increments, paid at the time of service.
- What is your typical process for working with a new customer?
My sessions vary depending on client needs. For example: A student with an identified subject area weakness: My first session with a new client typically involves administering an assessment to gauge performance in the areas of reading, writing, and oral reading fluency. Clients are then provided with a written description of their child's performance and a proposed plan for remediation of any identified weak areas. Data is collected to monitor client growth over the course of tutoring sessions and shared with families on a continual basis. A student with executive functioning weaknesses: My goal is to help clients develop the skills, strategies, and self-talk needed to navigate school and life. The child may be having difficulty because of one, or combinations of, the following: 1. Underlying skill weaknesses 2. Underdeveloped compensatory strategies needed to “work smart” or to work around skill weaknesses 3. Limited/inadequate self-talk directing the use of skills and strategies My job is to help identify how these three areas are playing into academic difficulties and support the child to grow in all three areas. Together we’d explore which specific executive functioning areas are presenting challenges and target these systematically. A student requiring general support: Some of my clients utilize my tutoring services for more general educational support. These sessions can include working with a client to gauge their current academic performance, evaluate projects/assignments, and utilize a systematic, sequential approach to complete work.
- What education and/or training do you have that relates to your work?
I began my teaching career as a Title I reading tutor, which is when I began working with students identified as reading below grade level and discovered my passion for teaching reading. Shortly thereafter, I transitioned into elementary teaching positions at the 3rd and 4th grade levels. I continued to incorporate reading strategies into my classroom teaching and worked with many inclusion special education students. Following the completion of my master's degree in Special Education I worked as special education teacher at a local middle school. In this role I had the opportunity to provide inclusion support across all subject areas, design and implement instruction for small group math and English classes, as well as teach Wilson reading groups. In my most recent role I am working as a high school special education teacher. My area of expertise continues to be in literacy, and I've been designing literacy interventions at the high school level for the past 5 years.