About Me
I became a math educator because I believed every student could succeed. I stayed because too many still aren't getting the chance to.
For nearly 15 years, I've worked in K–12 education — first as a special educator, then as a middle school math teacher, and now as a district SPED Math Coach. Across every role, I've watched capable students disengage from mathematics not because they couldn't do it, but because the instruction wasn't designed with them in mind. That's the problem I've dedicated my career to solving.
Inclusion isn't a modification. It's a design principle.
I believe that students with disabilities aren't an afterthought in math classrooms — they're a blueprint. When we design instruction that genuinely works for our most marginalized learners, we build classrooms where everyone thinks more deeply, engages more fully, and grows more confidently. My work sits at the intersection of special education, math instruction, and UDL. I help educators move beyond surface-level accommodations and toward instruction that is both rigorous and truly accessible — because those two things are never in conflict.
I partner with schools and districts ready to do things differently.
As a consultant, I work with educators to examine their practice honestly, identify the barriers that are getting in the way of student access, and build concrete strategies they can use immediately. Whether I'm leading a single workshop or partnering with a district over time, my goal is always the same: to leave educators more equipped, more confident, and more committed to every learner in their classroom.