I work primarily with middle and high school students who need support with academic reading and writing. I occasionally work with younger students, usually when I’m already tutoring an older sibling, but my practice is designed primarily around secondary students.

I help students become stronger academic readers and writers.

On the reading side, that can mean reading comprehension, literary analysis, making inferences, understanding figurative language, noticing the subtleties in a text, and figuring out what an author is really doing. I work with students who can already read independently; I do not teach foundational reading skills such as phonics or decoding.

With writing, we may work on everything from figuring out what a prompt is asking and getting started to organizing ideas, developing paragraphs and essays, literary analysis, revision, and editing.

It depends on the student—and often on what they need that particular week.

I try to build lessons around a student’s interests whenever I can. We might work through a lesson I’ve created specifically for a skill they’re learning, discuss a novel or article, tackle a confusing writing prompt, work through an essay together, or bring in something from school or a homeschool program.

Lessons are interactive. I explain and model when needed, but students also need opportunities to talk through their thinking, ask questions, try things, make mistakes, and actually do the work with support.

Absolutely! I work with homeschool families using a wide range of curricula and programs. I can work alongside the materials your student is already using or create individualized lessons when that makes more sense.

Some families also use Education Savings Account (ESA) or similar programs to help cover eligible tutoring expenses. Requirements vary by program and location. If your program requires me to complete a provider approval or credentialing process, please ask. I’m happy to look into what your particular program requires.

Absolutely. ADHD is something I understand both professionally and personally. I have ADHD myself, as do several members of my family, so I understand many of the frustrations that can come with getting started, staying focused, organizing ideas, managing overwhelm, and trying to make your brain cooperate when it has other plans.

I adapt lessons to the individual student rather than expecting every student to learn or work in the same way. My specialty is academic reading and writing, including the reading-comprehension challenges that can sometimes trip up students who understand the words but miss some of the subtleties underneath them.

I do not provide specialized dyslexia intervention, and some students with more significant learning or support needs may be better served by a specialist. That’s something we can talk about during the discovery call.

Yes. Bring the assignment.

We can figure out what the instructions are actually asking, work through difficult reading, brainstorm, organize ideas, develop a draft, revise, and edit together.

For writing assignments, Google Docs is usually the best way for us to work. It lets the student and me work in the same document, leave comments, make changes, and actually see the writing develop. If an assignment comes from school in another format, we can usually find a workable way to bring it into Google Docs.

I’m happy to work closely with a student—even sentence by sentence when that’s useful—but I won’t do the assignment for them. The goal is for the student to leave understanding how to do the work, not simply with something completed.

That’s one of the reasons I offer a discovery call.

It gives me a chance to learn about your student, what’s been difficult, what you’d like tutoring to help with, and what has or hasn’t worked before. It also gives you a chance to meet me, ask questions, and decide whether my approach feels like a good match for your student.

If I don’t think I’m the right person for what your student needs, I’ll tell you.