How I Work
A process built for the depth this decision deserves
A good placement recommendation isn’t a hunch, a favor, or a name pulled from a network. It’s the output of doing the work — reading every evaluation, talking to every provider, understanding a child before ever considering a school. My six-step process is designed to make that depth possible. Most consultants don’t do this. I do it every time.
The single most important input to any placement decision is a full understanding of your child as a learner. That means reading — carefully — every psychoeducational evaluation, neuropsychological report, IEP, 504, and progress report in their file. I’ve read hundreds of these over 15+ years, and I know the difference between what a report says on the surface and what it means for the classroom your child will walk into. That’s not a nice-to-have. That’s step two.
The Process
Six steps, every family, every time
We start with a free 30-minute conversation to understand your goals, your child’s history, and what you’re trying to solve. If we’re a good fit, we move to a thorough intake session where I build a complete picture of your family’s situation, timeline, and constraints.
I read every psychoeducational and neuropsychological evaluation, every IEP and 504 plan, every progress report, and every report card in your child’s file. Not skim — read. I’ve reviewed hundreds of these over 15+ years, and I know how to translate testing language into the specific classroom experience your child needs. This is the foundation everything else rests on.
I speak directly with your child’s therapists, tutors, and current teachers. What they see day-to-day is often more revealing than any report — and it’s the piece most consultants skip. These conversations are typically where the sharpest insights about fit come from.
Where possible, I observe your child in their current school setting. Seeing them in context — how they interact, where they struggle, where they light up — is irreplaceable. Reports and phone calls only get you so far.
For middle schoolers and up (younger if parents feel it’s right), I talk with your child directly. What kind of school do they think would work? What’s hard about the current one? What are they hoping for? Their perspective matters — and it often reshapes the recommendation.
I deliver a written recommendations report — specific schools, in ranked priority, with the reasoning behind each. I walk you through it. Then I make direct introductions to admissions offices, present your child’s profile where appropriate, and work alongside you through the entire application process — including preparing you and your child for visits, interviews, and the waiting.
Why This Depth Matters
A shorter process would be cheaper. It would also be worse.
There are consultants in the DMV who will give you a school recommendation after one meeting and a glance at a report. I’ve watched families spend the following year regretting that recommendation. The right school for a child with learning differences isn’t a name someone hands you — it’s the answer to a question that has to be understood before it can be answered. This process is how I understand the question.
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