About

Stephanie has worked in a wide variety of educational settings to include therapeutic court-ordered residential placements, public and independent schools in rural areas, private urban schools for gifted learners, public city schools with 86+ identified languages spoken, public charter schools, and numerus religious and parochial schools. These lived experiences and subsequent working knowledge of cultural and socioeconomic difference permeate her student-centered assessment work.  She thrives on this variety, and thus is willing to travel to provide authentic, student-centered assessments. 

While attending Rivier, Stephanie worked full-time at NH DCYF in the field on the child protection unit during the initial crescendo of the opioid crisis. She gained valuable skills navigating extreme crisis with families from a strengths-based perspective, as well as in-depth knowledge of the NH family court system. Her case management responsibilities at DCYF were extensive, sometimes working on 90+ open cases of suspected abuse/neglect simultaneously.  This prepared her well for the high-volume assessment caseloads that are common in many schools today.  Stephanie recognizes that every student is truly unique, their education important, and that each is deserving of a high-quality, thorough evaluation. 

Stephanie currently resides in the Northeast Kingdom of Vermont (Essex County) in the town of East Haven (population 248) where she is an elected member of the Board of Civil Authority.  Her Husband Seth is an elected Board of Selectmen member.  A native of NH's Lakes Region, Stephanie lived in Amherst, NH for 15 years prior to moving to VT in 2020.  School choice is offered to all East Haven residents, as the small community school closed in 2012; thus her children attend independent schools in Vermont. Stephanie has a deep understanding and working professional knowledge of the interplay between public, private, independent, and religious schools, specifically how different states approach school choice in their respective special education statutes.