My passion for literacy reform and advocacy for learners with exceptionalities has deeply shaped both my current career and my vision for the future. As the Youth Reading Programs Coordinator at The Legacy Center for Community Success, I am dedicated to expanding evidence based literacy opportunities, particularly for students with dyslexia and other learning differences. My experience working directly with learners, especially those historically underserved or mislabeled, continues to inspire my professional goals and informs my commitment to systemic change.
I firmly believe in the idea that “kids do well if they can,” a concept from Dr. Ross Greene that highlights the importance of understanding and addressing the underlying barriers students face in learning and behavior. This perspective drives my approach to literacy intervention and advocacy—recognizing that when given the right tools, support, and environment, every learner has the capacity to succeed.
Currently, one of my primary career objectives is to continue strengthening our team of dedicated volunteer tutors trained in explicit, systematic, multisensory instruction methods such as those in the Barton Reading and Spelling program. These methods have been proven to unlock reading potential for students who struggle with traditional literacy approaches. However, delivering these interventions efficiently and effectively remains challenging given the long school days and packed extracurricular schedules learners and their families manage. To address this, I actively seek collaborations with local school districts and community organizations. By partnering to provide literacy support during the academic day, we can help students access intervention when their cognitive load is lighter and their stamina higher, maximizing their opportunity for success.
Beyond program delivery, I place high priority on building relationships within the broader community. This includes offering educational opportunities for parents, guardians, tutors, and community members to deepen their understanding of dyslexia, dysgraphia, dyscalculia, and the unique challenges these learners face. Informed families and advocates are crucial to ensuring that students receive appropriate accommodations and supports in the classroom. As part of this goal, I work to connect families with advocacy experts and continue to grow my own skills as an advocate through my ongoing studies.
I am currently pursuing my Bachelor’s degree in Educational Sciences through the University of Florida Online. This academic pursuit strengthens my knowledge base and equips me with tools to better serve my community and influence literacy practices on a larger scale. In five to ten years, I see myself as a leader in literacy education reform, someone who actively shapes policies and programs to create equitable, evidence based learning environments that meet the needs of all students, especially those with learning differences.
I envision a future where literacy intervention is seamlessly integrated into the school day across districts, supported by a network of well trained volunteers and professionals who share a commitment to effective, compassionate teaching. I hope to expand community literacy initiatives that bridge gaps between families, schools, and service organizations, fostering a culture where all learners feel seen, supported, and empowered.
Ultimately, my dream job combines advocacy, leadership, and hands on program development, allowing me to continue working directly with learners while influencing systemic change. Whether that looks like directing a nonprofit literacy organization, consulting with school districts on intervention models, or contributing to policy development at the state or national level, I am committed to lifelong learning and growth in service of better outcomes for students.