Why I do what I do

In my career I’ve done and seen a lot, and I’ve had a lot of success. However, I’ve come to realize that there are a ton of families out there who have an understanding of what it is to help their Neurodivergent child, but who struggle with how to connect the dots.

For example: if you google “ways to support students with ADHD,” the following list pops up on the CDC website:

Accommodations

  • Extra time on tests;

  • Instruction and assignments tailored to the child;

  • Positive reinforcement and feedback;

  • Using technology to assist with tasks;

  • Allowing breaks or time to move around;

  • Changes to the environment to limit distraction; and.

  • Extra help with staying organized.

All those strategies are fantastic. However, if you’re like me, you see that and think, “Yes, but, what does that look like with my child? At 2:30 in the afternoon when they didn’t eat lunch because their meds made them not hungry and they’re totally gassed? What does that look like at home when they refuse to do their homework? Or when their room is a complete disaster?”

My goal is to use my expertise to help families “see the field,” and figure out how to make a list like the one above match with the strengths their children already possess.

Areas of specialized focus include:

  • Developing, implementing, and modifying Social Emotional Learning curriculum and supports

  • Creating trauma informed systems and safe learning environments for students who have experienced trauma

  • Program development for self-contained therapeutic SPED classrooms supporting students with anxiety, depression, and other mental health-related diagnoses

  • Creating and implementing academic and social curriculum for students on the Autism Spectrum

  • Creating, implementing, and modifying academic and behavioral interventions in all areas

  • Creating and interpreting progress monitoring systems and data analysis for behavioral and academic interventions

  • Interpreting psychoeducational evaluations and providing recommendations for program implementation

  • Providing useful context and data collection/interpretation for SPED eligibility determinations

  • Creating and managing effective interdisciplinary teams between families, school staff, students, and outside agencies

    I frequently collaborate with adoptive/foster families, children with trauma, autism, ADHD, anxiety, and other learning disabilities. I also regularly support GE teachers with exceptional students

How it all began

At first I thought I wanted to be a high school English teacher. After all, that’s what one does with an English degree, right? Lord knows I wasn’t going to write the Great American Novel.

I earned my English teaching license in 2004 at San Francisco State, all the while substituting and teaching available sections of 9th Grade English and 11th Grade AP English. That spring, precisely when full time teaching jobs were being posted, I managed to break my collarbone playing softball. Although I did catch the 3rd out in the inning afterwards, I was in no shape to go to interviews and had to take whatever job I could get. I accepted a position teaching English in a Special Education focus classroom and, much to my surprise, I was really good at it.

I found it fascinating, and threw myself into the work. With the help of some fantastic mentors, I flourished, and taught in increasingly complex classrooms.

In my 20-year career, I have wholly created three therapeutic classrooms from the ground up. I have instructed, developed, adapted, and modified curriculum in all core content areas, as well as electives. I have created and implemented effective behavior support plans for students exhibiting internalizing and externalizing behaviors. I have worked with districts, schools, students, outside agencies, legal staff, and families to find ways for the system of school to more closely align with individual’s goals for the future.

In short: if it’s been in a school setting, I have likely started it, seen it, taught it, or helped with it. And I have every reason to believe that I can help you and your family, too.

Credentials

Single Subject Instruction, English/Language Arts
Multiple Subject Instruction, K-12
Instruction Specialist, K-12
MA-SpEd

Collaborative Problem Solving, Tier II

Nonviolent Crisis Intervention (NCI)
Pro-ACT Professional Assault Crisis Training

Chat with me

If you would like a free 20-minute consultation to see if I can help, click below.