Educational Specialist for 26 Years

Bridget B.

ADHD

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students build strong academic skills while developing the confidence and independence needed for long-term success. I have extensive experience supporting students with ADHD/ADD and executive functioning challenges, including difficulties with attention, working memory, organization, and task initiation. My instruction combines clear structure, engaging learning activities, and practical strategies that help students stay focused and complete work more independently. I support students in strengthening reading, writing, and math skills while also developing routines that improve organization, planning, and follow-through. Instruction is intentionally structured and adjusted regularly so students experience steady success and growing confidence. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth that balances academic skill development with strategies that support attention and independent learning. My goal is not only to help students complete their work, but to help them develop the tools and confidence they need to manage learning more successfully over time.

Common Core

I have 26 years of experience as an elementary educational specialist. I have a B.Ed with a major in Early Elementary and an M.Ed in Education with a specialization in Special Education. As an Ed. Specialist, I have a greater understanding of the scope and sequence of the K-6 reading, writing, and math standards. This gives me the advantage of assessing where on the continuum my students are achieving, what skills they need to improve, and what is expected of them at each grade level. Whatever your concerns are with your child's educational success, I can help.

Dyslexia

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students strengthen foundational reading and writing skills while building the confidence to use those skills independently. My instruction includes explicit, structured reading and spelling instruction paired with connected reading and writing so skills transfer into real understanding. I support students in developing decoding, fluency, spelling, comprehension, written expression, and vocabulary. I have extensive experience working with students who learn differently, including those with ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have experience implementing structured literacy and intervention systems including Orton-Gillingham–based approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), and curriculum-based assessment tools. I select strategies based on each student’s learning profile rather than relying on a single packaged program.

Elementary (K-6th)

I have 26 years of experience as an elementary educational specialist. I have a B.Ed with a major in Early Elementary and an M.Ed in Education with a specialization in Special Education. As an Ed. Specialist, I have a greater understanding of the scope and sequence of the K-6 reading, writing, and math standards. This gives me the advantage of assessing where on the continuum my students are achieving, what skills they need to improve, and what is expected of them at each grade level. Whatever your concerns are with your child's educational success, I can help.

Elementary Math

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping elementary students build strong math foundations while developing the confidence to approach problem-solving independently. My instruction focuses on helping students understand math concepts clearly rather than simply memorizing procedures. I support students in developing number sense, strengthening computation skills, and learning how to approach multi-step problems with confidence. When working with a new student, I begin by assessing what they already understand, identifying learning gaps, and building a clear, step-by-step plan aligned with grade-level expectations. Instruction is structured and adjusted regularly so students experience steady success and growing independence. I have extensive experience supporting students with diverse learning profiles, including those with ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. My goal is to help students develop the skills, confidence, and problem-solving strategies they need to succeed in math both now and as concepts become more complex.

English

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students strengthen foundational reading and writing skills while building the confidence to use those skills independently. My ultimate goal is to move students from learning to read and write toward becoming students who read and write to learn. My instruction includes explicit, structured reading and spelling instruction paired with connected reading and writing so skills transfer into real understanding. I support students in developing decoding, fluency, spelling, comprehension, written expression, and vocabulary. I have extensive experience working with students who learn differently, including those with ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have experience implementing structured literacy and intervention systems, including Orton-Gillingham–based approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), and curriculum-based assessment tools. I select strategies based on each student’s learning profile rather than relying on a single packaged program.

Grammar

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students strengthen foundational reading and writing skills while building the confidence to use those skills independently. My ultimate goal is to move students from learning to read and write toward becoming students who read and write to learn. My instruction includes explicit, structured reading and spelling instruction paired with connected reading and writing so skills transfer into real understanding. I support students in developing decoding, fluency, spelling, comprehension, written expression, and vocabulary. I have extensive experience working with students who learn differently, including those with ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have experience implementing structured literacy and intervention systems, including Orton-Gillingham–based approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), and curriculum-based assessment tools. I select strategies based on each student’s learning profile rather than relying on a single packaged program.

Homeschool

I provide individualized academic support designed around how your child learns — not a one-size-fits-all curriculum. My instruction includes explicit, structured reading and spelling instruction paired with connected reading and writing so skills transfer into real understanding. I support writing development, comprehension, math aligned with U.S. state standards/Common Core expectations, science and academic vocabulary, and executive functioning skills that build independence. My lessons are intentionally designed to foster steady success, growing confidence, and a lasting love of learning. I begin by assessing what your child already knows, identifying learning gaps, and building a clear, step-by-step plan based on your child’s individual learning profile. I track progress carefully and adjust instruction to promote long-term independence and measurable growth. My intervention and curriculum experience includes Orton-Gillingham–based structured literacy approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), Guided Reading frameworks, IXL, curriculum-based assessment tools, and multi-tiered system of supports (MTSS). I select tools based on your child’s specific learning needs rather than relying on a single packaged program.

Phonics

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students build strong foundational reading and writing skills while developing the confidence to use those skills independently. My ultimate goal is to move students from learning to read and write toward becoming students who read and write to learn. My instruction includes explicit, structured phonics instruction that helps students understand how sounds and letters work together to form words. I support students in developing decoding skills, blending sounds, recognizing spelling patterns, and building reading fluency so they can approach text with greater confidence. Phonics instruction is paired with connected reading and writing so students apply what they learn in meaningful ways. This approach strengthens decoding, spelling, comprehension, written expression, and vocabulary development. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have experience implementing structured literacy and intervention systems, including Orton-Gillingham–based approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), and curriculum-based assessment tools. I select strategies based on each student’s learning profile rather than relying on a single packaged program.

Reading

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students strengthen foundational reading and writing skills while building the confidence to use those skills independently. My ultimate goal is to move students from learning to read and write toward becoming students who read and write to learn. My instruction includes explicit, structured reading and spelling instruction paired with connected reading and writing so skills transfer into real understanding. I support students in developing decoding, fluency, spelling, comprehension, written expression, and vocabulary. I have extensive experience working with students who learn differently, including those with ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have experience implementing structured literacy and intervention systems, including Orton-Gillingham–based approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), and curriculum-based assessment tools. I select strategies based on each student’s learning profile rather than relying on a single packaged program.

Special Needs

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students with diverse learning needs develop strong academic skills while building the confidence and independence needed for long-term success. I have extensive experience supporting students with learning differences such as ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. My instruction combines clear structure, engaging learning activities, and practical strategies that help students stay focused and make steady progress. I support students in strengthening reading, writing, and math skills while also developing routines that improve organization, planning, and follow-through. Instruction is intentionally structured and adjusted regularly so students experience steady success and growing confidence. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction focuses on helping students develop both the academic skills and learning strategies needed to become more independent learners. Because my tutoring is delivered online, I focus on supporting students whose learning needs benefit from structured academic instruction, clear routines, and individualized guidance that can be effectively delivered in a virtual setting. My goal is to help students develop the skills, confidence, and independence they need to succeed both in school and in their future learning.

Spelling

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students strengthen foundational reading and writing skills while building the confidence to use those skills independently. My ultimate goal is to move students from learning to read and write toward becoming students who read and write to learn. My instruction includes explicit, structured reading and spelling instruction paired with connected reading and writing so skills transfer into real understanding. I support students in developing decoding, fluency, spelling, comprehension, written expression, and vocabulary. I have extensive experience working with students who learn differently, including those with ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have experience implementing structured literacy and intervention systems, including Orton-Gillingham–based approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), and curriculum-based assessment tools. I select strategies based on each student’s learning profile rather than relying on a single packaged program.

Study Skills

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students develop strong academic habits while building the confidence and independence needed for long-term success in school. Many students struggle not because they lack ability, but because they have not yet developed effective systems for organizing their work, managing time, and approaching assignments in a structured way. I help students learn practical strategies for planning tasks, breaking larger assignments into manageable steps, and completing work more efficiently. I support students in strengthening study habits, organization, note-taking, test preparation, and task management, while also reinforcing reading, writing, and math skills when needed. Instruction is intentionally structured so students experience steady success and gradually take more responsibility for managing their own learning. When working with a new student, I begin by assessing current habits and identifying barriers to productivity. Together we develop clear routines and strategies that help students stay organized, focused, and prepared for their academic work. My goal is not only to help students complete their assignments, but to help them develop the tools and confidence they need to manage their learning more independently over time.

Vocabulary

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students strengthen foundational reading and writing skills while building the confidence to use those skills independently. My ultimate goal is to move students from learning to read and write toward becoming students who read and write to learn. My instruction includes explicit, structured reading and spelling instruction paired with connected reading and writing so skills transfer into real understanding. I support students in developing decoding, fluency, spelling, comprehension, written expression, and vocabulary. I have extensive experience working with students who learn differently, including those with ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have experience implementing structured literacy and intervention systems, including Orton-Gillingham–based approaches, UFLI Foundations, Wilson Reading (Fundations), Lindamood-Bell programs (LiPS, Seeing Stars, Visualizing & Verbalizing), REWARDS, Leveled Literacy Intervention (LLI), and curriculum-based assessment tools. I select strategies based on each student’s learning profile rather than relying on a single packaged program.

Writing

With a Master’s degree in Special Education and 26 years of experience, I specialize in helping students develop strong writing skills while building the confidence to express their ideas clearly and independently. My ultimate goal is to move students from learning to read and write toward becoming students who read and write to learn. My instruction supports students in organizing ideas, developing clear sentences and paragraphs, and strengthening written expression across academic tasks. I also integrate explicit, structured reading and spelling instruction when needed, since strong writing is closely connected to strong literacy skills. When working with a new student, I begin by assessing what they already know, identifying learning gaps, and building a clear, step-by-step plan for growth. Instruction is intentional, research-based, and adjusted regularly to support steady success, growing confidence, and long-term independence. I have extensive experience supporting students with diverse learning profiles, including ADHD/ADD, dyslexia, specific learning disabilities, autism spectrum differences, slow processing speed, working memory challenges, and executive functioning difficulties.