MELISSA A.

Melissa is a tenured New York City Math Education teacher for the Department of Education.  She has over 11 years of experience working with the general and special needs population.  Melissa provides student mathematical growth in her general education class, as well as co-taught classes serving students with Individualized Education Plans (IEP).  She has serviced grades K-12 throughout her career and has a current focus on grades 6-8 Math and Algebra 1.  Melissa is a culturally responsive teacher who uses students’ experiences, lifestyles, and cultures to develop tailored lesson plans and provide services that are accessible to her diverse student groups.

EMINESSE G.

Eminesse Gonzalez has been teaching for 8 years at P94m in Murray Hill in Manhattan, New York. She has worked with students in kindergarten to fifth grade who have varying disabilities such as intellectual disability, autism, speech and language impairment, and attention deficit disorder. Eminesse has been a private tutor for 8 years to a wide range of learners who attend public and private schools in Manhattan, New York. She taught first grade for two years on Saturday mornings through the GO Project, providing extra support to students in public schools in reading, writing and math. Eminesse received both her Bachelor’s degree and Master’s degree in 2013  from Pace University, with a combined focus in Elementary Education and Special Education.

Eminesse exudes a genuine passion for teaching and learning. She has continued her own education by attending updated professional development courses for reading, writing and math. Using her past experiences and new skills, she has continued to reinforce the concepts of collaboration with colleagues and families, differentiation and being a reflective practitioner.  She has provided instruction in an array of different environments, working with students in grades Kindergarten to fifth grade from diverse backgrounds. Her experiences have helped her to fully understand that every child is unique and learns differently

CAITLIN H.

Caitlin Heppenheimer has been in the education field for several years now. She has worked with students on the autism spectrum and attention deficit disorders. She began her teaching journey when she lived in Plattsburgh, New York where she attended college. She holds a Bachelor of Science in Elementary Education as well as a Master’s of Science in Counseling Education.  After college she became a paraprofessional in Vermont where she worked in small groups with students in a fifth grade classroom. She realized she enjoyed working one on one with students to help them hone their academic skills. Later in life, she moved back home to the east end of Long Island where she was hired as a teaching assistant at a local elementary school. A few years ago she began teaching full time at that same district as a first grade teacher and now currently teaches fourth grade. Caitlin has worked with age groups from pre-school to seventh grade.

Within her teaching, Caitlin strives to provide hands-on activities to help students learn. Caitlin believes every child has a unique way of learning and works with each of her students to help them learn their very best by providing manipulatives, organization charts, as well as various strategies to help in reading, writing, and math.

CHRISTINA R.

Christina Rizopoulos is an experienced, tenured New York City teacher working for the Department of Education. Christina has worked in various classroom settings, and has taught/tutored children from ages 5 to 12. She received her undergraduate Degree from Manhattan College in Childhood Education (Grades 1-6) with concentrations in English and Psychology. She also received her Master’s Degree from Manhattan College in Special Education. Christina has also received training in Social Emotional Learning from Fordham University.

Christina prioritizes clear and open communication with families, and works to create an authentic and strong bond with the children she teaches. She understands the importance of differentiating instruction and materials based on a child’s specific needs to best suit their learning style and strengths.

In her free time, Christina loves to spend time with her family and friends. She is a huge animal lover, and enjoys spending time in nature and exercising. Sometimes she even takes her dog to school!

BEN G.

Ben teaches chemistry and biology at the nationally ranked Westhampton Beach High School on the East End of Long Island where he has been for the past twenty five years. He has taught AP Chemistry for the last 15 years and AP Biology for the past 6 years. Ben wrote and implemented the curriculum for freshman and sophomores to take AP Biology and AP Chemistry in consecutive years. Ben has been a private tutor for almost 30 years. Ben has a Master’s degree in Secondary Education from Dowling College and Bachelor of Science from the University of Massachusetts.

JAN C.

For the past decade, Jan had her own private reading remediation practice in Fairfield County and the Hamptons (summers).  She started as a public high school English teacher of junior English (both advanced and basic levels), before shifting to become a community college lecturer, then becoming a learning center reading specialist using the Orton-Gillingham approach before becoming a private reading specialist.

Jan holds two Ivy League degrees, was credentialed as an award-winning high school English teacher, and trained in Connecticut’s only Orton Gillingham institution where she worked directly under a Fellow, who later sat on the Academy’s Board of Directors.  In addition to learning the OG approach, Jan used the Wilson Reading System, FUNdations, SPIRE, and the Language Tool Kits.

The Orton GIllingham approach has been validated by the test of time– for 75 years, diagnosing educational psychologists have recognized that it is the best means of remediating diagnosed dyslexia.  Dyslexia affects 15% of the population with reading challenges comprising 85% of Special Education referrals.  However, the public schools have not conquered this problem, as the typical SpEd student enters the program reading two grade levels behind his peers, and he exits the program still reading two grade levels behind his peers.  The Orton Gilliingham approach actually closes skill gaps, rather than simply making progress.

Among the attributes that make the OG approach unique are its emotional sensitivity and its customization.  The Orton Gillingham practitioner creates a lesson for that individual’s specific needs and skill levels in order for him/her to achieve 80% or better accuracy.  During the lesson, the specialist adjusts the lesson’s administration accordingly to realize that result.  Allowing such a curated sense of competency to emerge (albeit in a vacuum) builds a newfound sense of confidence in written-language capability for the dyslexic student.  Also, the Orton Gillingham approach, because it is not a program (pre-scripted) or a one-size fits all curriculum, permits the instructional intensity necessary to closing deficits.  There is no need for covering ground already familiar to the student, and there is the freedom to bear down on those skills eluding the student.

AIMEE C.

Aimee Campbell has over sixteen years of elementary and special education teaching experience. Currently based in East Hampton, Aimee has taught on the East End of Long Island, Connecticut and Louisiana. She possesses a Master of Professional Studies in Elementary (PreK-6th) and Special Education (K-12th) along with a TESOL certification. Aimee is highly trained in multisensory and creative teaching strategies such as the Orton-Gillingham method and specializes in teaching struggling and reluctant learners. Interestingly, prior to her teaching career, Aimee earned a Master of Arts degree in Archaeology from Washington State University and worked on Native American archaeological digs in the Pacific Northwest and the African Burial Ground Project in Lower Manhattan. Students love working with Aimee because her lessons are engaging, interactive, and rewarding.

GEORGE R.

George Rahbari has been teaching at the high school and college level for the past 28 years. His background in biochemistry, statistics, and law qualifies him as an expert in a multitude of areas of education and one of a select group of individuals who can guide students in various areas of education.  Additionally, George has worked with a number of college students who are and were seeking admission to medical, law, business, and graduate schools. His greatest attributes aside from subject expertise, include patience and compassion for students of all abilities and aptitudes.

SANDRA S.

Sandra’s passion for teaching came after she left the United States Marine Corps in 1998. After leaving the Marine Corps, she enrolled in a bachelor’s program at Long island University (CW Post) and received her degree in elementary education.  After graduation, she enrolled in a master’s Program at Dowling College where she received her master’s degree in special education.   Sandra currently holds 4 New York State Teaching Certifications (Birth-6th grade, General Education and Special Education). Sandra has a passion for teaching and motivating children to become independent and lifelong learners.   Sandra currently teaches grades 3-6 in a public school on Long Island.  Sandra has tutored for the past 14 years.  In Sandra’s spare time, she loves to be out on the water boating with her husband and 6-year-old son.

ELISA C.

Elisa Cullaro earned her Bachelor’s Degree in Childhood Education (Grades 1-6) and her Master’s Degree in Special Education (Grades 1-6) from Manhattan College. To further develop her teaching practices and continue her growth as an educator, Elisa has recently completed TESOL graduate courses at The College of Mount Saint Vincent and she is working towards acquiring her TESOL advanced certificate.

Elisa has been a passionate NYC public school teacher for 5 years, where she has had the opportunity to teach kindergarten, second and third grade. Throughout her experience thus far, Elisa has worked with children of various learning styles, abilities, and backgrounds. Each year she strives to develop a strong rapport with her students and families, which she believes is essential in a child’s learning experience. Her passion, patience, and empathy foster a sense of encouragement and motivation in her classroom where her students can experience success and joy while learning.

In her free time, Elisa enjoys spending time with her family and friends, reading, traveling, and taking long walks with her dogs.