### HOW WE CAN HELP YOU:

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###### ??????????? ??????? ??????? ????????????? ?? ?????????? ??? ????????? K-5.

##### ???????? ???? ?????? ?????? ?????

##### ?? ???????????? ?? ????????? ??????? ????????

**What is Multisensory Math?**

Multisensory math is a three-dimensional sequential way to learn math. Everyone can benefit from multisensory math particularly those who struggle with math.

**Orton-Gillingham Approach in a Math Setting**

The Orton-Gillingham approach is a multisensory approach to teaching literacy. It involves using auditory, visual, sensory, and kinesthetic elements to help students understand the connection between language and letters or words.

Multisensory math applies the same principles to mathematics instruction. It encourages the use of touch, sight, hearing, and movement–when learning and teaching a new concept. Marilyn Zecher, M.A., CALT, a certified academic language therapist and specialist, speaker, and former classroom and demonstration teacher, expanded and developed this approach further. She applied and combined the Orton-Gillingham Approach with evidence-based practices based on neuro-imaging studies and NCTM and What Works Clearinghouse recommendations.

Zecher emphasizes the *language of math*, stressing that the language of instruction is crucial during the process of concept formation and developing skills towards application. Multisensory math uses the Concrete, Representational, and Abstract (CRA) instructional sequence and explicit language to help learners grasp math concepts more effectively.

To ensure effective instruction using the multisensory math approach, learners must be taught explicitly, practice skills consistently, and learn new concepts through CRA.

**Concrete (Touch)** – This aspect of multisensory math refers to touch. Teachers use tangible objects to represent concepts or numbers, such as breaking apart foam shapes (or using other manipulatives) to demonstrate fractions.

**Representational (Drawing) **– After concrete or tactile demonstration, teachers can then introduce the representational or drawing aspect. This technique encourages a learner to create his or her own visualization of the concept learned. It also aids students to facilitate their own connections and allows them to write down what they are thinking.

**Abstract (Symbols)** – Once they have fully understood the lesson introduced and built up during Concrete and Representational, the next stage is the abstract or symbols sequence. Traditionally, teachers introduced math lessons using only abstract concepts (numbers and symbols). And while this has worked for some, other learners find it difficult to grasp math ideas without concrete or visual representation.

**Math Concepts that Learners Should Master**

According to Zecher, learners must master four conceptual horizons that lay down the foundation for higher levels of math. These are:

**Pattern Recognition and Subitizing**- Being able to identify quantity instantly or subitizing is a key concept in math and is one of its foundations. The best way to see quantity is through patterns. Having the ability to visualize numbers is crucial in developing a strong number sense. It opens the path to operational fluency and understanding number relationships. An example of subitizing would be recognizing dice patterns: One can visually identify the number or quantity without having to count or tap each dot. Likewise, it is also important to recognize number bonds and understand that numbers can be decomposed or broken down (such as 8 into 3 and 5 or 2 and 6).**Place Value**- Using craft sticks is a great way to teach place value using multisensory math techniques. As the number gets larger, learners can see the quantity change and feel a heavier weight. Likewise, it helps learners visualize the difference between a number’s standard (the number’s name = 125) and expanded form (what it is made of = 100 + 20 + 5).

**Distributive Property**– This refers to a learner’s ability to act on larger quantities and understanding that those quantities can be broken apart or decomposed and act on those numbers. To illustrate, consider 15 x 3. Learners must first understand that 15 can be decomposed into 10 and 5. They can then distribute (multiply) 3 and add those quantities to find the product of 15 x 3.

**What is ONE and all its many names**– This refers to the concept that any number written over itself is equivalent to one. Hence, multiplying or dividing by some form of one only changes the composition of the quantity and not the quantity itself.

**Getting Started on Multisensory Math Techniques**

Multisensory teaching methods were first applied in literacy and reading instruction. But over the years, learning specialists have found that the same multisensory approach can also be effectively used when teaching math. Particularly, when it is applied using the CRA framework.

To get started with multisensory math, it is important to take advantage of skills that a learner has already mastered. From there, new concepts can be introduced using the CRA method. Using manipulatives is integral in multisensory math, but these do not need to be expensive. Some items commonly used are:

- Craft sticks
- Beads and string
- Base ten blocks
- Interlocking cubes
- Color tiles
- Foam stickers
- Flat marbles
- Dice/Dominoes (only up to six)

**Here are some multisensory techniques for teaching math:**

- Visualizing with manipulatives such as beads, color tiles, or blocks is an excellent technique to teach basic operations like addition and subtraction. By seeing how quantities change, young learners get a better understanding of how math operations work. Visualization also helps children understand amounts and develop number sense.
- Using cubes or tiles to build shapes lets children have a concrete and physical representation of measurements and properties.
- Drawing math problems is an excellent way to reinforce hands-on activities as it lets children illustrate their thinking and the concept they learned.
- Tapping out numbers allows children to “feel” the value of numbers. It helps students better understand and make connections between symbols and actual amounts.
- Using songs to help memorize math rules and introduce new concepts.
- Incorporating movement into math through play and games
- Using bundling sticks or coffee stirrers to teach regrouping and place value. This can also be done using base ten blocks.
- Using a hundreds chart is an excellent way to teach number relationships to children.
- Cutting pizza into slices to introduce and teach the concept of fractions. By cutting up a paper or cardboard pizza, you allow children to see what fractions look like as they select slices.

**Find more multisensory math information and resources here:**

**Free, ready-to-use classroom resources for all students**

**Applying the Orton-Gillingham Approach to Math Lesson Planning**

#### What is Multisensory Math?

Multisensory math is a three-dimensional sequential way to learn math. Everyone can benefit from multisensory math particularly those who struggle with math.

##### Orton-Gillingham Approach in a Math Setting

The Orton-Gillingham approach is a multisensory approach to teaching literacy. It involves using auditory, visual, sensory, and kinesthetic elements to help students understand the connection between language and letters or words.

Multisensory math applies the same principles to mathematics instruction. It encourages the use of touch, sight, hearing, and movement–when learning and teaching a new concept. Marilyn Zecher, M.A., CALT, a certified academic language therapist and specialist, speaker, and former classroom and demonstration teacher, expanded and developed this approach further. She applied and combined the Orton-Gillingham Approach with evidence-based practices based on neuro-imaging studies and NCTM and What Works Clearinghouse recommendations.

Zecher emphasizes the language of math, stressing that the language of instruction is crucial during the process of concept formation and developing skills towards application. Multisensory math uses the Concrete, Representational, and Abstract (CRA) instructional sequence and explicit language to help learners grasp math concepts more effectively.

To ensure effective instruction using the multisensory math approach, learners must be taught explicitly, practice skills consistently, and learn new concepts through CRA.

**Concrete (Touch)** – This aspect of multisensory math refers to touch. Teachers use tangible objects to represent concepts or numbers, such as breaking apart foam shapes (or using other manipulatives) to demonstrate fractions.

**Representational (Drawing)** – After concrete or tactile demonstration, teachers can then introduce the representational or drawing aspect. This technique encourages a learner to create his or her own visualization of the concept learned. It also aids students to facilitate their own connections and allows them to write down what they are thinking.

**Abstract (Symbols)** – Once they have fully understood the lesson introduced and built up during Concrete and Representational, the next stage is the abstract or symbols sequence. Traditionally, teachers introduced math lessons using only abstract concepts (numbers and symbols). And while this has worked for some, other learners find it difficult to grasp math ideas without concrete or visual representation.

##### Math Concepts that Learners Should Master

According to Zecher, learners must master four conceptual horizons that lay down the foundation for higher levels of math. These are:

- Pattern Recognition and Subitizing – Being able to identify quantity instantly or subitizing is a key concept in math and is one of its foundations. The best way to see quantity is through patterns. Having the ability to visualize numbers is crucial in developing a strong number sense. It opens the path to operational fluency and understanding number relationships. An example of subitizing would be recognizing dice patterns: One can visually identify the number or quantity without having to count or tap each dot. Likewise, it is also important to recognize number bonds and understand that numbers can be decomposed or broken down (such as 8 into 3 and 5 or 2 and 6).
- Place Value – Using craft sticks is a great way to teach place value using multisensory math techniques. As the number gets larger, learners can see the quantity change and feel a heavier weight. Likewise, it helps learners visualize the difference between a number’s standard (the number’s name = 125) and expanded form (what it is made of = 100 + 20 + 5).
- Distributive Property – This refers to a learner’s ability to act on larger quantities and understanding that those quantities can be broken apart or decomposed and act on those numbers. To illustrate, consider 15 x 3. Learners must first understand that 15 can be decomposed into 10 and 5. They can then distribute (multiply) 3 and add those quantities to find the product of 15 x 3.
- What is ONE and all its many names – This refers to the concept that any number written over itself is equivalent to one. Hence, multiplying or dividing by some form of one only changes the composition of the quantity and not the quantity itself.

##### Getting Started on Multisensory Math Techniques

Multisensory teaching methods were first applied in literacy and reading instruction. But over the years, learning specialists have found that the same multisensory approach can also be effectively used when teaching math. Particularly, when it is applied using the CRA framework.

To get started with multisensory math, it is important to take advantage of skills that a learner has already mastered. From there, new concepts can be introduced using the CRA method. Using manipulatives is integral in multisensory math, but these do not need to be expensive. Some items commonly used are:

- Craft sticks
- Beads and string
- Base ten blocks
- Interlocking cubes
- Color tiles
- Foam stickers
- Flat marbles
- Dice/Dominoes (only up to six)

**Here are some multisensory techniques for teaching math:**

- Visualizing with manipulatives such as beads, color tiles, or blocks is an excellent technique to teach basic operations like addition and subtraction. By seeing how quantities change, young learners get a better understanding of how math operations work. Visualization also helps children understand amounts and develop number sense.
- Using cubes or tiles to build shapes lets children have a concrete and physical representation of measurements and properties.
- Drawing math problems is an excellent way to reinforce hands-on activities as it lets children illustrate their thinking and the concept they learned.
- Tapping out numbers allows children to “feel” the value of numbers. It helps students better understand and make connections between symbols and actual amounts.
- Using songs to help memorize math rules and introduce new concepts.
- Incorporating movement into math through play and games
- Using bundling sticks or coffee stirrers to teach regrouping and place value. This can also be done using base ten blocks.
- Using a hundreds chart is an excellent way to teach number relationships to children.
- Cutting pizza into slices to introduce and teach the concept of fractions. By cutting up a paper or cardboard pizza, you allow children to see what fractions look like as they select slices.

**Find more multisensory math information and resources here:**

**Free, ready-to-use classroom resources for all students**

**Applying the Orton-Gillingham Approach to Math Lesson Planning**

### MATH TUTORS IN BROOKLYN

#### ??????? ?.

###### MS ????????? ???????????, ?????????? ? ??????? ??????????? (1-6 ??????)

??????? - ??????????????? ????????????? ? ???????? ?????? ????? ??????????????? ????????? ? ????? ???-???? ? ????? 7 ??? ????? ?????? ? ?????? ???-?????. ??? ? ???????? ???????? ??????????? ????-??? ? ???????? ??????????? ???????? ??? ???????. ?????? ?????? ??????? TFA, ??? ????????? ???????????? ?????????? ??????????? ? ?????????? ????? ??????????? ? ????? ???????????????? ?????????? ? ??????? ??????????? ????? (1-6 ??????).

Tatiana specializes in inquiry-based learning and constructivist teaching methods. She implements Universal Design for Learning (UDL) and Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategies in her lesson plans. She uses a Cognitively Guided Instruction (CGI) approach to teaching math that is rigorous and individualized to each student. Tatiana will incorporate various multi-sensory techniques, including the use of manipulatives, to develop conceptual understanding. She firmly believes that successful math instruction happens when teachers build on students innate number sense and curiosity, making math fun and accessible to all learners.

??????? ??? ??????? ???? ???????????? ?? ???????????, ???????? ???????? ? ??????? ?? ????????????? ?????? ??? ?????????????? ???????? ? ?????????? ????? ??? ??????????? ??????????????. ?? ????? ??? ??????????? ? 3-5 ??????? ? ??????? ????????? ??????????, ????? ? ???????, ????????.

??????? ????? ??????? ???? ?????? ? ??????????? ??? ?????????? ? ????????? ? ?????? ??????? ? ?????? ??????????? ????? ?? ??????????. ??? ???????? 100% ?????????? ????? ?? ?????????? ????? ???-???? ? ??????? ???? ??? ??????, ???????? ??????? ?????????? ?? ????? ?? 60%.

????????????: ????? ?????????? ? ???????? (???????????? ???????? ????-????, ???????-????, ????????-?????, ??????-????, ???? ?????, ????? ?????? ???????, ???????-?????, ?????, ??????? ??????? ? ?????-????)

???? ?????: ?????????????? ?????? ? ?????????????? ???????? ? ?????????, ???????? ? ?????????? ?????? ?? ?????????????? ???????? (3-6 ??????), ???????? ??????? ???????, ?????? ? ?????????? ???????? ???????, ?????????? ? ???????? ELA ? ?????????????? ????????.

??????????: ???????? ?????????? ??? 3-6 ???????, ?????????????????? ???????? ????????????, ?????????? ? ?????? ?? ?????????? ? ELA

???????: ? 3 ?? 6 ?????

Services Pages:

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###### ??? . ????????? ???????????, ????????????????? ??????? ????????? ??????? (1-6 ??????)

Rebecca is an elementary education teacher (grades 1-6) in the New York City Department of Education. She currently teaches 1st grade in Brooklyn. She received her Bachelors in Economics from Northeastern University and her Masters of Science in Elementary Education with an endorsement in Middle School Social Studies from Northwestern University.

Rebecca has experience working with first through third grade math curricula. She supports students in developing number sense, problem solving skills, and varied approaches to problems. She specializes in helping students gain a deeper understanding of the math curriculum through the use of concrete models and manipulatives. Rebecca has experience working with Go Math, TERC, and implementing Metamorphosis Math strategies.

#### ??????? ?.

###### MS. NYS CERTIFIED 1ST -6TH GRADE

??????? - ??????? ?? ????????, ??????? ?????????? ?????????? ??????????? ? ??????? ?????? ? ? ??????? ?????, ?????? ?????? ???????? ???? ?????????. ??? ????????? ? ??????? ?????? ??? ? ?????????? ??????????????? ????? ?? ?????????? ????? ?????? ??????? ????????????. ??? ????????? ??????? ??????? ? 2007 ???? ?? ???????? ? ??????? ?????????? ? ???????? ???????????, ????? ??????????? ? ??????? ??????????? ????? ? ????????? ? ????????????? ?????????????. ??? ???????? ??????? ???????? ?????????????? ??????????? ? ???????? ????.

Her approach to math is multi-sensory, hands-on, and most importantly…fun! She has used Go Math and Envisions curriculum as well as had math trainging throught the National Training Network throughout her time teaching. She believes in using real world situations to help students get a clear idea of concepts being taught. She also combines her literacy background with her math expertise to help students comprehend what word problems are asking them to do. The students she teaches learn multiple strategies on how to approach a problem, and then reflect and decide which strategy works best for them. Her goal in tutoring your child is to build their math confidence as well as give them a clear understanding of how to use critical thinking to solve math problems.

#### ?????? ?.

###### NYS ????????????????? ??????? ?????? ? ???????????? ???????????, MS Ed

?????? ????? ??????????? ?????????? ? ???????????? ?????? ????????? ??? ??????? ??????????? ???????. ??? ?????????? ????????? ???????????????, ???????????? ? ?????????? ??????? ??? ???????????? ? ???????? ????????? ????????? ?? ??????????. ??? ???????? ????????? ???????????, ????? ???????, ??? ????? ????? ???????? ??? ??????????? ????????. ??? ??????? ??????? k-4 ?? ??????????, ? ????? ???????????? ?????????? ? ???????? NYS ??? ??????? 3 ? 4 ?? ??????????. ????? ????, ??? ????????? ? ????????? ?????????????? ??????????: Envisions, Go Math ? Eureka Math.

#### ?????? ?.

###### ???????? ?????????? ???????????; ????? ?????????? ?????? ? ??????

?????? ????? ???? ?????? ? ??????? ????? ?? ?????????? ?????? ?????????????? ????????. ??? ???????????? ????????? ?????????? ?????????, ????????? ?? ??????? ????????; ??????? ???????, ???????????? ???????? ? ????????? ? ??????????, ????????????? ??????????? ?????? ?????????, ???????? ? ?????? ????, ????????? ? ??????? ? ????????? ????????? ? ???????, ? ????? ???????? ????????? ??????. ??? ???????????????? ?? ???????? ?????? ???????? ? ????? ???????? ????????? ???????? ????? ?? ?????????? ? ??????? ????????????? ? ???????????? ??????????. Alexa ?????????? ??????????????? ??????. ?????? ????? ???? ?????? ? Go Math ? ??????????? ? ??????????????? ?????????.

#### ???? ?.

###### ??, ???-????, ??????????????? ?????? ??????? ? ??????? (????????, 6 ?????), ???-????, ??????????????? ???????? ? ????????????? (????????, 6 ?????)

Mike has taught math in both classroom settings, as well as in private tutoring sessions. He enjoys teaching math, as “there is always a solution to every problem”! Mike has experience with math from kindergarten through 6th grade. Based on the students’ needs, Mike will employ different strategies, a multi-sensory approach, as well as numerous manipulatives. He has taught test prep for the NYS Math state tests for grades 3-5 and currently teaches in a 5th grade classroom. Mike is also trained in GoMath!, Envisions, as well as using IXL.

#### ???? ?.

###### SPECIAL EDUCATOR AND CHILDHOOD LITERACY SPECIALIST, PRE-K 4th GRADE, MS, PhD

????? ????????? ?????????? ? ?-4, ????????? ?????????????????? ??????, ?????????? ?? ????? ? ????????????????, ??? ?????????? ?????? ?????. ?? ?????????? ????????? ???????????? ?????? ? ?????????? ????????? ? ????????????? ??? ???????? ????????. ?????? ?-4, ??? ?????????? ? ?????????.

#### ?????? ?.

###### MS ED., NYS ????????????????? ??????? ????? ? ??????????? ??????????? (1-6 ??????)

Susan views math instruction as a process of discovery and experimentation. Through inquiry-based instruction, Susan helps students to access prior knowledge, recognize patterns and explain their thinking using visual models and mathematical language. Susan uses real-world math applications and multi sensory teaching techniques to help students make meaningful connections and improve their mastery of addition, subtraction, multiplication and division. Encouraging a growth mindset and building confidence are cornerstones to Susan s instruction. She has expertise in teaching EngageNY (Eureka Math) and Terc Investigations and tutors students in grades 2 – 6 in math and provides test prep for students in grades 3-6.

#### ??? ?.

###### MS ED., NYS ????????????????? ??????? ????? ? ??????????? ??????????? (1-6 ??????)

??? ?????????? ????????????? ?????????? ? ?????????? ??????????????? / ?????????? ?????????, ????? ???????? ???? ????????. ??? ?????????? ??????? ?????? ? ????? ?????????? ?????? ?????? ??? ????????????, ??????? ????? ???????? ???????. ??? ???????? ??????? ?????? ???????????? ?????????? ? ???????? ????? ?????????, ??????????? ? ???????????????? ??????????????? ?????????? ??? ???? ????????. ?? ??????????? Go-Math, NY Engage, Everyday Math ?? ?????????? ???????????? ? ???????????? TERC. ??? ?????????? ?????????? ? ??????? k-8 ?, ?????? ???????????? ????? ?????????, ????? ??????????? ???????? ? ??????????????????? ??????.

#### ?????? ?.

###### ??????????? ????????????; ????????????????? ??????? ASD

?????? ???? ???????? ??????????????? ??????????? ????????? ????? ???-???? (1-6 ??????). ??? ???????? ??????? ???????? ???? ?? ???????? ????????? ? ??????? ????????????? ? ????????? ???????????? ???-????? ? ??????????? ???????? ? ??????? ????????? ??????????????? ???? ? ????????? ???????????? ???-????? ? ??????????? ????????.

?????? ??????? ? ??????????????? ?? ?????? Spalding (K-6), ???????????????? ??????? ? ???????? ??????, ?????? ? ????????????. ?????? ????? ???????? ???????? ?? ????????? Fundations Wilson: ???????????? ????????? ??? ????????? ????? (K-3).

?????? ????????? ???????? ???????? ?? ???????????? ?????????????? ??????? (ASD) ? ???-???????? ????????????, ? ????? ??????????????? ????? ??????????? ??????????? ???-?????. ??? ???? ????????? ??????? ???????? ??? ????????? ASD Horizon ? ?? ??????????????? ?????.

?????? ??????? ??????? ????? ????? ???????, ??????????? ???????? ? ????????, ????, ????, ??????????? ????????, ?????????? ???? / ????? ? ??????????? / ?????????????? ????????? ??????????. ?????? ???????????????? ?? ?????? ??????????? ??? ????????? ????????? ? ?????? Prek-5.

????????????: ???????: ???? ?????, ??????? ??????, ??????????, ?????? ????, ??? ????, ?????? ?????, ??????? ???????

???? ?????: ?????????????? ?????? ??????, ?????????????? ????????????? ? ?????? ? ????????.

??????????: ????????? ?????, ??????? ?????????? ????????? ? ????????????, ????????? ????, ??????????, ???????? ??????????????? ????????????????, ???????? ?????????????? ?????? ? ????????? ?????????????? / ?????????????? ?????

???????: ????-5

#### ????? ?.

###### MA, NYS Certified Pre-K-6-? ?????, NYS ????????????????? ??????? ??????????? ? ???????? ? ????????????? ?????????????

Derek has nine years of Elementary Teaching and tutoring experience. He is currently a 4th grade teacher in Brooklyn and has been tutoring with Brooklyn Letters over the past two years. Derek has a wealth of experience working with curriculum writers in the area of math, specifically focusing on differentiating math concepts for struggling students. He has presented a multitude of math workshops primarily in the areas of math fluency, integrating math manipulatives and technology, word problem skills, and strategies for Special Education students. In this role, he supported teachers in the building with planning and differentiating lessons and finding ways to build on students math conceptual and word problem skills to be successful.

????? - ??????? ????????????? ?????????? ? ?????????, Go Math, Envisions ? ????? ????????? ???????? ??? ??????? ??????????. ?? ????? ??????? ? ??????????????? ?????????, ????? ?????????? ?????????, ??????? ????????? ? ??????????? ???????? ?????. ????? ????, ?? ?????????? ?????????????? ?????? ?????????????? ????????????? ??? ????????? ?? ?????? ????? ? ????? ??????. ? ?????? ???? ????????????? ??????? ?????? ? ???????? ?????????? ???????? ?????? ??????? K-6.

#### Julie S.

###### M.S., Dual Certification

Julie is a NYS certified teacher with 19 years of teaching experience. She holds dual certification; PK- Grade 6 Common Branch/General Education and Students with Disabilities Grades 1-6. After changing careers from business, Julie began teaching 4th grade ELA, math, science, and social studies where she also became familiar with the NY state tests in all subjects. When other opportunities arose to teach 4-5th grade math, 6-8th grade science, and 7th grade ELA came her way in the private school where she worked. Julie was excited about the opportunity to work with students at different stages in their academic lives.

Julie joined the NYC Department of Education as a Title 1 math teacher in 2007 and had the opportunity to work with students in Grades 1-8 in both Brooklyn and Queens providing small group, remedial math instruction. The students Julie was able to work with had different learning issues with math ranging from difficulties with number sense, processing/calculating/fluency, word problem language comprehension, math vocabulary, memory, applying abstract concepts to concrete situations, and anxiety and low confidence.

Julie has extensive experience with GoMath, Engage NY, Finish Line Math, using manipulatives to aid in conceptual learning, and the use of online resources to support Common Core and Next Generation Learning standards in math, Grades 1-8.

Having the experience of working with students at many grade levels has enabled her to understand the developmental needs and abilities of her students not only at their current level but also how and what they need to be prepared for and to be successful in their future grades.

Julie is passionate about the “why it makes sense” in math and not just the steps and rote procedures, and she works with her students so they have those “oh- that’s why!” moments. Her excitement is something her students see and feel from her as she encourages them to take chances and persevere. Julie also believes that ELA has a critical role to play in math instruction as students are required to read and think critically while comprehending math strategies.

Location: Queens, Nassau County, Brooklyn: Williamsburg, Greenpoint

Types of Service: Assessments, math instruction, remedial math assistance, generalized tutoring (both remote and in-person), state testing preparation

Expertise: Math strategies for processing, critical thinking, scaffolding and differentiation for different types of learners

Ages: Grades 1-8.

#### Fabiola

###### Masters in Education – MD/DC Certified in Elementary Education and TESOL

(Teaching English to Speakers of Other Languages) – (In Process of NYS

Reciprocity) ; Trained in Wilson Fundations (Phonics Instruction)

Fabiola is currently an elementary school teacher in Brooklyn. Fabiola has worked with a wide range of learners in K-12 in the US and abroad. In her seven years of teaching, Fabiola has supported students with a wide range of needs and has taught in ICT classrooms. When teaching and tutoring math, Fabiola is trained in the following programs: Engage NY, Investigations, and Everyday Math.

Fabiola tutors and teaches across subjects, and specializes in literacy support for struggling readers. She uses multiple systems including Fundations, and Fountas and Pinnell’s Leveled Literacy Intervention (LLI). Fabiola approaches spelling and reading through direct instruction of phonics patterns. She teaches these skills through a combination of multisensory games, repetition, and sequential learning.

Fabiola tutors and teaches across subjects, and specializes in literacy support for struggling readers. She uses multiple systems including Fundations, and Fountas and Pinnell’s Leveled Literacy Intervention (LLI). Fabiola approaches spelling and reading through direct instruction of phonics patterns. She teaches these skills through a combination of multisensory games, repetition, and sequential learning.

Fabiola uses many approaches to motivate and maintain constructive behaviors. By getting to know her students it allows her to engage them and best learn their interests. She truly enjoys building strong relationships with her students and families and working with them to meet their individualized learning goals. She also develops materials custom made for her students.

LOCATION: Brooklyn and Manhattan

???? ?????: ?????????? ???????? ?????? ? ??????, ?????????? ??????????????? ? ???????????? ???????? ???????, ?????????????? ???????? ??????, ???????????? ????????????? ???????? ? ??????? ????????, ?????? ? ?????????? ???????? ???????

EXPERTISE: assessment and intervention for children needing to improve decoding skills and reading fluency. Strengthen reading comprehension, and writing assessment and intervention for children struggling with decoding, reading comprehension, and fluency; Elementary Math Tutoring

AGES: 1st Grade – 4th grade

#### Dwaina S.

###### M.S. Mathematics Education, Professional Certificate in Secondary Mathematics (7-12)

Dwaina is a professionally certified NYC DOE mathematics teacher who has taught grades 6 – 12 over the eight years of her career. She works to grow professionally by engaging actively in several mathematics education communities, most recently as a Math for America Master Teacher and a Knowles Teacher Initiative Fellow. Dwaina received her degree and certification in secondary mathematics education from Queens College in 2013. She continued her studies at Teachers College Columbia University, and earned her Masters Degree in 2015.

Dwaina’s approach to differentiation includes multi-sensory manipulatives such as base ten blocks, algebra tiles, and lab gear. She always encourages students to write out what they know and identify what they need to know, with visual aids to help organize their understanding. Models such as tables, graphs, drawings and counters are some of her favorite ways to enforce content knowledge. While her differentiation is not limited to students with math disabilities, she has had many successes with students who require additional support.

Dwaina has worked in a plethora of classroom situations, including settings with students with disabilities (learning disabled, ADHD, autism, etc.). Her teaching philosophy includes discovery learning and cooperative engaging curriculum. She has taught and tutored since college with a variety of curriculums including iReady, New Visions, Go Math, and Connected Mathematics. She has tutored grades 4 – 12 both one on one and in small groups, and has provided test prep for NYS exams for grades 4 – 8, Algebra 1 Regents and other standardized tests.

LOCATION: Brooklyn: Bushwick, Greenpoint, Williamsburg, Bedford Stuyvesant, Park Slope, Downtown Brooklyn, Sunset Park; Manhattan: Harlem, Upper West Side, Upper East Side, Midtown West, Chelsea, The Village Queens: (all neighborhoods)

TYPE OF SERVICES: Individualized mathematics instruction, test prep, executive functioning, study skills

EXPERTISE: Secondary education, special education

AGES: Elementary school through high school