Jordan is a certified Speech-Language Pathologist and holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA). She earned her undergraduate degree from the University of Maryland, College Park, and went on to receive her Master of Science in Communication Sciences and Disorders from William Paterson University. Now in her fourth year working in the school setting, Jordan supports students with a wide range of academic needs. She believes executive functioning plays a vital role in both academic and personal success and is passionate about using her communication background to help students develop practical strategies that foster independence and build the confidence to take on everyday challenges.

Jordan D.

Sharon is an OCT-certified teacher, mindfulness facilitator, and Executive Functioning coach with over 20 years of experience supporting children and youth. She uses a neurodiversity-affirming, strengths-based approach to help students feel safe, understood, and capable. Her work focuses on building executive functioning skills, effective study habits, and emotional awareness. She values a collaborative, student-led approach and tailors support to each student’s unique needs. 

Sharon N.

Jessica is a graduate from Teachers College, Columbia University with a Master’s degree in Communication Sciences and Disorders. Jessica enjoys working with children and adolescents of all ages to build skills in organization, planning, time management, task initiation, and study strategies. With experience in speech-language therapy, tutoring, and academic support, she takes an individualized and encouraging approach to help students become more confident and independent learners.

Jessica C.

Robin has a background in special education, environmental educational design, child development, and social work. She holds master’s degrees in General and Special Early Childhood Education from Bank Street College of Education and Social Work from Columbia University, and a bachelor’s degree in Psychology and Sociology from the University of Delaware. Robin spent four years as a special education teacher supporting children with ADHD, autism, and speech and language needs, followed by four years as the lead designer for an educational playroom design company. These experiences shaped her understanding of how individualized strategies, supportive routines, organization, and environment can help children thrive. Robin is passionate about helping children understand how their brains work and develop practical executive functioning skills that build confidence, independence, and success in school and everyday life. As a mom of three, she understands firsthand that executive functioning skills matter far beyond the classroom; they’re part of everyday life.

Robin H.

Alyssa is a dedicated and passionate educator committed to fostering inclusive classrooms where all students can thrive. She earned her undergraduate degree in Inclusive Elementary and Special Education from Syracuse University. While currently a middle school teacher, she has earned a Master’s in Educational Leadership from William Paterson University and is pursuing a doctoral degree at Manhattanville University, where her research focuses on how special education teachers navigate the challenges of equitable grading for students with disabilities. She brings practical classroom experience to her work and strives to support students in developing executive functioning skills in an environment where students are supported, challenged, and empowered to reach their full potential.

Alyssa H.