Some of my earliest and fondest memories are of my parents reading aloud to me and my siblings. That love of stories later became a meaningful part of my own children’s learning, where reading together was a favorite part of our school day.

After homeschooling my children through their grade school years, I transitioned into professional teaching at the middle school level. During that time, I was assigned an instructional class designed to support students with significant reading challenges - children who were at risk of not promoting to high school without measurable improvement in literacy skills. That experience proved transformative and clarified the direction of my work.

Instruction focused on meeting students where they were, setting clear goals, and fostering accountability within a supportive, growth-oriented environment. By the end of the year, all students demonstrated notable improvement, with many advancing one to three grade levels. Equally important was the shift in confidence as students began to see themselves as capable learners.

Today, my work centers on reading intervention informed by the science of reading and the Orton-Gillingham approach. Completing Orton-Gillingham Level 1 training allows me to pair explicit, systematic instruction with a relationship -driven teaching style that supports both skill development and confidence.

My goal is to help each child build the foundational skills needed to unlock the joy of learning and move forward with confidence.