Services for Schools

Early Childhood Consulting

Guided by the research that young children learn best when we allow them to be young, to play, and to self-direct much of their early learning, I provide short and long term consultation packages to schools that seek to balance skill acquisition, developmentally appropriate childhood milestones, and emergent curriculum. An early childhood education can prepare children for what lies ahead academically and socially, while simultaneously allowing them to explore, play, question, connect and take ownership over their educational experience. I help schools strike the balance.

Our work together may include:

  • Supporting teachers in balancing structured literacy instruction with play-based learning

  • Designing emergent, inquiry-driven curriculum that honors student interests and developmental readiness

  • Offering professional development on the Science of Reading, early literacy, and language-based learning differences

  • Facilitating classroom observations and providing individualized coaching to teachers

  • Collaborating with leadership to align program philosophy with daily practice

  • Advising on classroom setup to support independence, curiosity, and social-emotional growth

  • Helping schools assess and refine readiness benchmarks and child development goals

  • Guiding parent education sessions on early literacy, play, and developmental expectations

  • Consulting on inclusive practices for children with diverse learning profiles

  • Supporting transitions between preschool, kindergarten, and early elementary grades

Learning Support Consulting

The earlier teachers and administrators understand and identify a child’s learning disability, the better the child’s outcome. I partner with early childhood and elementary programs to build inclusive, research-informed learning environments that meet the needs of a wide range of learners. Whether your school is building a learning support program from the ground up or refining existing structures, I offer guidance rooted in research, practical experience, and child-centered values.

Our work together may include:

  • Conducting classroom observations and developing individualized support plans for students

  • Coaching teachers in best practices for supporting students with language-based learning disabilities, ADHD, and autism spectrum disorder

  • Translating neuropsychological evaluations and IEPs into meaningful, classroom-friendly strategies

  • Auditing existing learning support systems for compliance, alignment with best practices, and developmental appropriateness

  • Integrating benchmark assessments and informal screeners into classroom routines for early identification of learning differences

  • Supporting implementation of tiered instruction models (RTI/MTSS), including expanding Tier 1 and Tier 2 literacy supports

  • Designing or strengthening your school’s learning support team roles, referral systems, and communication structures

  • Facilitating professional development workshops on neurodiversity, early identification, inclusive instruction, and differentiation