WEG Advocacy – Meet Our Team - Weinfeld Education Group

RICH WEINFELD
Executive Director
& Educational Consultant

     Richard Weinfeld directs Weinfeld Education Group, LLC, a group of over 25 educational consultants, located in Maryland, Washington DC, and Virginia. In addition to directing the work of the company, Mr. Weinfeld provides direct special education consultation services to families of students with special needs. Mr. Weinfeld also provides extensive parent and staff training and consults with schools about appropriate programming for students.
     Rich has long been an advocate for quality educational programs for all students. Twenty-six years of his thirty-year career, with Montgomery County (Maryland) Public Schools, were spent in a variety of leadership roles in special education. Mr. Weinfeld has expertise in working with students with a wide range of disabilities including learning disabilities, autism spectrum disorders and emotional disabilities. He served as Montgomery County’s first full-time coordinator of programs for students who are simultaneously gifted and learning disabled.
     Rich’s books include, School Success for Kids with High Functioning Autism, Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential; Helping Boys Succeed in School; School Success for Student’s with Asperger’s Syndrome; and Special Needs Advocacy Resource Book. He has also co-authored several articles on a variety of special education topics, including Legal Issues in Identifying and Serving Twice-Exceptional Gifted Learners. He was co-host of a weekly Internet radio show, “Teach Your Children Well: Hot Topics in Education.”
     Rich presents at numerous national conferences. He has instructed at Johns Hopkins University, served on the Maryland State Department of Education's Gifted Advisory Committee, and served on the board of directors for the Association for Educators of Gifted Underachieving Student (AEGUS). Mr. Weinfeld is currently on the board of directors of International Partners, through which WEG sponsors a school in El Salvador. Mr. Weinfeld also serves on the editorial advisory board for CHADD’s Attention magazine.
     Rich received his Masters degree from Trinity College and is certified in early childhood and elementary education, special education, administration and supervision.
     Rich provides advocacy and expert witness services at WEG.

JENNIFER ENGEL FISHER
Associate Director
& Educational Consultant

     Jennifer Engel Fisher, M.S, is the Assistant Director of Weinfeld Education Group, where she oversees thirteen advocates and leads the Advocacy, School Selection, and Educational Assessment divisions. Jennifer earned her bachelor's degree in Psychology from the University of Maryland Baltimore County and her master's degree in Special Education from The Johns Hopkins University. She currently holds teaching certifications in both Elementary and Special Education. Jennifer is an experienced educator with expertise in working with students with a variety of disabilities including specific learning disabilities, autism spectrum disorder, emotional disabilities, intellectual disabilities, ADHD, and twice-exceptional. Jennifer taught in Howard County Public Schools in both self-contained and inclusion settings. Additionally, she co-founded the Resource Program at the Lowell School in Washington D.C.
     Her passion is guiding and empowering parents through the special education/Section 504 processes. Her expertise includes developing appropriate strength based IEP’s and Section 504 Plans, data collection, educational assessments, training, and differentiated instruction. Jennifer’s expertise in administering and analyzing educational assessments provide parents with concrete data in order to make informed decisions for their child’s educational programming. Additional specialty trainings and certifications include Orton-Gillingham, OG Plus, Fundations, and all three Project Read strands, which allow her to bring a specialized skill set to the IEP or Section 504 Table. She has testified as an expert witness in Maryland, D.C., and Virginia for students with special needs.
     Jennifer has spoken at many national conferences including COPAA and CHADD. She recently co-presented at William & Mary’s Annual Conference on the current state on the impact of the Endrew F. Supreme Court decision on twice-exceptional students. Additional presentations include collaborating with school teams in order to hold effective and successful IEP meetings.
     Jennifer is the co-author of Take Control of Asperger’s Syndrome: The Official Strategy Guide for Teens with Asperger’s Syndrome and Nonverbal Learning Disorders. She is currently working on her second book, Take Control of Reading Difficulties. Jennifer is also a contributing author of School Success for Kids with ADHD.
     Jennifer provides advocacy and expert witness services at WEG.

DR. KRISTEN ECCLESTON
Educational Consultant

     Dr. Kristen Eccleston's key differentiator is her first-hand knowledge and demonstrated competence grounded in real-life professional experience. She has a Doctorate of Education in Mind, Brain, & Teaching from Johns Hopkins University, a Master of Science in Special Education from Johns Hopkins University, and a Certificate in Educational Leadership and Administration from Hood College. Dr. Eccleston was the creator and former Director of the Enhanced- Social-Emotional Special Education Services (E-SESES) Program for Montgomery County Public Schools and has been a Montgomery County Special Education teacher for over 15 years.
     She is currently an Adjunct Professor at Towson University in their Secondary and Special Education Graduate Programs. Dr. Eccleston has worked on extensive research examining adolescent mental health impairments in the education environment and is well versed in the needs of the neurodiverse brain. She currently serves as part of the Smithsonian's Zero Barriers in STEM Education Advisory Committee and is a National Board Certified Teacher: Exceptional Needs Specialist.
     Dr. Eccleston has extensive experience creating and reviewing Individual Education Plans (IEPs). Her work as a Special Educator has provided her with expertise administering educational testing and creating individualized learning plans tailored for student success. She has served as an expert witness in court cases specific to Special Education.
     Dr. Eccleston is the mother of two elementary students and enjoys spending time with her family in her spare time.

ROBERT FELTON
Educational Consultant

     While working with the Montgomery County School system for thirty years, Robert Felton has been a teacher of students with learning disabilities, intellectual disabilities, and emotional disturbance. He was the county's first coordinator for students with cognitive disabilities.
     In the role as coordinator, Mr. Felton was an important player in working with various organizations and companies to establish integrated worksites for students with developmental delays. He worked to extend the transition process beyond the world of work to develop resources to allow individuals with developmental delays to have a safe, stable home in which to live; to have access to a variety of places to engage in meaningful activities; to have a social network of meaningful relationships; and to have a level of personal choice that enhanced the quality of their lives to allow them to be safe and healthy.
     Following his role as coordinator he became Supervisor of special education. During this time, he was noted for his strong efforts to advocate for the inclusion of students with a variety of disabilities in their home school, in general education classrooms, with appropriate supports.
     Since retirement, Mr. Felton has been President of Pathways to Learning, an organization focused on teaching to the brain and promoting the transition of students with developmental delays into the world of adulthood. He conducts workshops on teaching with an emphasis on using movement, breath and touch to help focus the attention of the brain for teachers working with students with special needs in pre-school. In addition, he conducts training sessions for school staff on creating an inclusive school culture to address the needs of diverse learners.
     Mr. Felton holds a BA in English from Elon University. He has a Masters in Special Education from Virginia Commonwealth University and Advanced Certification in Special Education Administration and Supervision from Virginia Tech University. He is certified as a special education administrator and supervisor, a special education teacher K-12 and a general education teacher of English in Maryland.

LAURA FITZGERALD
Educational Consultant

     Laura is excited to support WEG, families and students as a Special Education Consultant. She is a Spanish-English bilingual school building leader currently based in the metro Washington DC area. In her 12 years of service to the education industry, she has demonstrated success as an early literacy interventionist in diverse elementary settings and as a supervisor of special education in secondary settings.
     Laura earned a Master’s of Education in Educational Leadership from The College of New Jersey's Global Education Program in Mallorca, Spain. She is certified in Students with Disabilities (PreK-12), Administration (PreK-12) and Health and Physical Education (PreK-12). Laura has supported students and families in domestic and international schools, at the secondary and elementary levels. She has worked with students and families in Madrid, San Francisco, Shanghai, Dakar, New York City and Shenzhen.
     Laura is a certified Orton-Gillingham instructor. She has extensive experience working with English Language Learners, children with Autism, ADHD, dyslexia and emotional disturbances. She is able to support children and parents in a holistic approach, paying special attention to cultural nuances and expectations of individual families.
     In her free time, Laura likes to travel with her family, try new restaurants and visit museums and art galleries.

REVANETTE GILMORE, MEd
Educational Consultant

     She has also worked with students with autism, intellectual limitations, specific learning disabilities, and ADHD.
     As she enjoyed her position of certified special education teacher she eagerly pursued a M.Ed. in Rehabilitative Counseling which was obtained from Coppin State University in June of 1995. Pursuant to that she continued her studies at Loyola University by taking course work for administration/supervision certification. Her close to 30 years of work in the field of special education at various schools, has afforded her the opportunity to hold many positions; special education teacher, diagnostic/ prescriptive teacher, Assistant Principal and Director of Education.
     As a Director of Education she maintained the accreditation and certification of the schools, opened new schools, hired and trained special education staff, provided program development training, oversaw the IEP process and maintained the schools budget. She has enhanced her professional growth by presenting at conferences and completing over 27 hours of special needs advocacy training.
     For the last six years she has had the pleasure of serving in the capacity of educational consultant which has allowed her the ultimate pleasure of helping families successfully navigate the special education process. In addition to advocacy work, she provides mentoring and training to school staff, and is a University Supervisor for JHU, where she provides classroom observations and feedback to student interns who are pursuing certification in the field of special education.
     Ms. Gilmore loves animals, fitness activities, traveling, and working with children.

MARCY JACKSON, MA
Educational Consultant

     Marcy Jackson has a Master’s Degree in Education Administration and is a Certified Facilitator and Certified Program Planner who has developed education programs for special populations for over 20 years. She is the innovator and past administrator of Maryland’s first Developmental Driver Education Program for teens and transitioning young adults with cognitive and social disabilities and limitations, at Montgomery College, as past Director of the Transportation Safety Institute. She has advocated for youth and young adults with ADHD, Emotional Disabilities, Asperger’s and Intellectual Disabilities, in private, parochial, public and home education settings. Marcy is thoughtful, detailed and strategic.
     Marcy is a graduate of the WEG Special Needs Advocacy Institute and past Coordinators for WEG’s Diamonds Conference and School Selection Service. She is an Education Consultant for families with and without special needs, highly effective at performing expert witness and nationwide school comparison evaluations for parents with and without custody factors. She led the development of the WEG-7 Research-based criteria for School Selection and proudly serves as a team member.
     Marcy earned her Bachelor of Arts degree in International Relations from Towson University and has conducted and published research in Japan on diversity perspectives, a topic for which she continues to raise a voice. She worked in the field of workforce development for 15 years, collaborating with employers, recruiters and counselors who value the soft skill of communication, and job readiness as fundamental workplace skills. Inspired by her eldest son, she co-developed L.I.F.E.-A.C.T. Applied Language Program to encourage young adults with IDD toward self-advocacy and communication in social, education and workplace settings.
     Marcy lives with her husband and seven children in Maryland, and enjoys a commitment to educational leadership, advisory board service, WEG-7 school data analysis, and parent education, specifically informing on childhood trauma awareness and differentially educating boys.

HAYLEY JACOBSON
Educational Consultant

     Since 2011, Hayley has worked as an Educational Consultant successfully advocating for the needs of her clients. Hayley helps parents of special needs students to identify and seek out appropriate services for their children. She has advocated for those with ADHD, Emotional Disabilities, Autism Spectrum Disorders, FASD, Specific Learning Disabilities and Twice Exceptional students (GT/LD).
   Hayley’s also serves as the School Selection Specialist for the group. In this role Hayley evaluates and recommends both public and private school options for parents trying to determine the correct placement of their children based on their individual needs.
   Hayley is a trained ADHD coach and provides coaching support to students with ADHD, guidance to parents, and has facilitated ADHD support groups for children. This includes working with students to identify and teach appropriate strategies to improve executive function weaknesses and to improve self-advocacy skills.

Hayley’s professional training includes coursework under the direction of Dr. William Stixrud focusing on understanding the neuropsychology of learning and identifying best practices and strategies for helping students with various learning differences and executive function weaknesses. Hayley has also trained with Jodi Sleeper-Triplet as an ADHD coach specializing in teens and adolescents. In addition, she has completed specialized training in educational advocacy under the guidance of Rich Weinfeld and Wrightslaw training with Peter Wright.
   Hayley Jacobson received a Bachelor of Arts from Carnegie Mellon University and a Master of Science from Johns Hopkins University.
   In addition to her professional work, Hayley is the mother of two children with ADHD and has advocated successfully on their behalf for many years at the elementary, middle and high school levels.

PAUL LIVELLI, PhD
Educational Consultant
& Behavior Intervention Specialist

     Twenty-one years ago, Paul began his career in special education as a one-to-one aide for a student with autism in Virginia.
     Later, he became the vocational coordinator for students with developmental disabilities at this first school.
     He has been a special education teacher for students with autism, emotional disturbance, and juvenile offenders in both public and private programs. Paul worked for eight years at Sheppard Pratt Health System supervising nine special education schools for students with autism throughout the State of Maryland.
     Currently, Paul is an educational consultant for families and school systems in Maryland and Virginia. Paul also serves as a research associate for the University of Maryland in College Park where he teaches courses on autism, classroom management, social communication and supervises graduate students in their practicum placements. Paul has presented at many conferences both nationally and internationally on educating students with disabilities whom exhibit significant behavioral difficulties.

AMY MOUNCE
Educational Consultant

     Amy Mounce is an experienced special educator, university instructor, educational diagnostician, and educator/parent trainer. Leveraging experience as a teacher in public and private institutions at multiple levels, as a consultant and certified special educator she has collaborated with families and educators to evaluate and create customized educational programs for individual students.
     She has worked with a variety of children with disabilities including; Specific Learning Disabilities, AD/HD, Autism Spectrum Disorders, Other Health Impairment, Intellectual Disabilities, and Speech and Language, Vision and Hearing Impairments. Her expertise in administering and analyzing quantitative and qualitative educational assessments result in refined education programs which best utilize students’ strengths and support deficits. She also creates and administers curriculum based assessments permitting individual education program progress monitoring against state curriculum standards and goals.
     Her interests and past presentations at conferences and workshops include empowering parents to advocate for their children, effective programming for inclusion settings, IEP/504 development, universal design for learning, integrating assistive technology and formal/informal assessments. Amy earned a Master's degree in Learning Disabilities from Teachers College, Columbia University, a Master’s degree in Educational Administration from University of South Carolina and a bachelor’s degree in Elementary Education from American University. In her free time, Amy enjoys spending time outdoors, exercising and exploring the Washington, D.C. area with her husband and two children.

Thomas Pumphrey

THOMAS PUMPHREY
Educational Consultant

     Thomas has a Master's Degree in Special Education and Administration. He is a double retiree from Montgomery County Public Schools and as Senior Pastor of the Interdenominational Church of God in Gaithersburg, MD. His career in education includes 25 years with MCPS beginning as a special education paraeducator and a special education teacher with learning disabilities and emotional disturbances.
     His final years with MCPS were as an elementary school administrator. After his retirement from MCPS, he worked for a time with WEG as a student advocate and conducting workshops on “Racial Representation in Programs for Students with Emotional Disabilities”. He continued, as a part of his pastoral role, to serve as a parent/student advocate with families of students with special needs.
     Thomas earned his Bachelor of Arts degree in Sociology from Morgan State University. After undergraduate work he served in the field of housing with the Housing Opportunities Commision of Montgomery County for 10 years. As a tenant counselor, his role included working closely with family/community relations and other social agencies including MCPS.
     After his transition to MCPS, he was selected by MCPS to enter a pilot Special Education Master's program with Johns Hopkins University. While studying, he was selected to do a presentation on “Selection and Retention of Minorities” at the TED Council for Exceptional Children Conference. He earned his Master of Science degree in Special Education from Johns Hopkins University and an Advanced Certification in Administration with MCPS.
     Thomas believes that all students deserve the opportunity to be their very best. He lives in Gaithersburg, MD with his wife and is the father of three and an active grandfather of five. He also serves on the Board of Directors of the Montgomery County Public Schools Educational Foundation, a member of the Black Ministers Conference of Montgomery County and the Afro-American Student Achievement Action Group (AASAAG).
     He was also awarded the City of Gaithersburg Black History Month Proclamation for his accomplishments and community service.

LAURA RESSLER
Educational Consultant

     Laura is excited to work with WEG, families, and students as a Special Education Consultant. She brings a passion for supporting families and students in getting what they need to be successful. For over fifteen years, Laura has worked in the field of education supporting students, families, and teachers in getting what they need to be their best.
     Laura holds a B.A. from the University at Buffalo in Psychology and a Master’s Degree from Eastern University in K-12 Special Education.
     Laura joined WEG after serving as a Special Education Coordinator and Assistant Principal for seven years at DC Prep, where she oversaw the compliance and programming for students with IEPs and 504s and English Language Learners. As the coordinator she supervised all students’ eligibilities, IEPs, and the ongoing implementation of accommodations and services. She provided professional development and training to teachers to support their planning, instruction, and culture for all students. Laura worked closely with related service providers including Occupational Therapists, Speech Language Pathologists, School Psychologists, Counselors, and ABA teams to support each student in meeting their goals and reaching their potential. She regularly analyzed student data and determined the appropriate interventions and supports for student success.
     Laura started her career at the University at Buffalo’s Center for Children and Families providing research and treatment for students with disruptive behavioral disorders. In this work she was able to set up schoolwide intervention programs, conduct Community Parenting Education Program (COPE) classes for parents and guardians, consult with families and teachers on best practices to support students at home and at school, and work directly with students to implement positive behavior interventions. Laura continued her commitment to helping all students achieve as a third through eighth grade Special Education Teacher in the School District of Philadelphia and as a Special Education Teacher in DC.
     In Philadelphia, Laura set up a school wide social skills program to support K-8th grade students and obtained a $10,000 safety grant to support school programming. Laura has taught students with specific learning disabilities, intellectual disabilities, autism spectrum disorder, ADHD, emotional disturbance, developmental disorders, speech and language impairments, and visual disabilities. Given her success in the classroom at improving educational outcomes for students, Laura trained new teachers for TNTP in Philadelphia and DC. Laura received a 99% satisfaction rating from teachers she trained on the Teaching for Student Achievement Curriculum.
     Laura’s publications include: A Comparison of Behavioral Parent Training Programs for Fathers of Children with Attention-Deficit/Hyperactivity Disorder; A Pilot Study of the Feasibility and Efficacy of the Strategies to Enhance Positive Parenting Program for Single Mothers of Children with ADHD; and The Effect of Behavioral Intervention on the Need for Adjunctive Medication Treatment in Children with ADHD.
     In Laura’s free time she enjoys spending time with her two sons and husband, being outdoors, traveling, and reading.

CAROLINE STRAUSS
Educational Consultant

     Caroline received a Bachelor of Science in Psychology from Presbyterian College and a Master of Social Work from the University of South Carolina. She participated in TNTP’s teacher preparation program for special education teachers in Charlotte, North Carolina. She holds a teaching certificate in Special Education k-12 and Early Childhood Special Education.
   Caroline has taught in self-contained, resource, and inclusive settings in both public schools and private programs. She served in the Peace Corps as a Youth Development Volunteer in Peru where she assisted in a local school for children with disabilities. She has worked with students with a broad range of disabilities including Cerebral Palsy, Down Syndrome, Autism, Intellectual Disabilities, Specific Learning Disabilities, Emotional Behavioral Disorders, and an array of rare genetic disorders.
   In addition to classroom teaching, Caroline has held leadership positions including Special Education Department Chair and Compliance Facilitator. She has worked closely with general education teachers, administration, related service providers (OT, ST, PT), and school psychologists. Caroline is experienced in writing and reviewing IEPs, educating parents on the special education processes, and mentoring teachers and staff working with children with disabilities.
   In her free time, Caroline enjoys exploring the outdoors with her husband, son, and dog.

HELAINE ZINAMAN
Educational Consultant

     Helaine Zinaman, M.Ed. is a graduate of American University, majoring in Elementary Education and the University of Maryland with a double major in Learning Disabilities and Gifted Education. Helaine has a Maryland Advanced Professional Certificate in Elementary, Middle, and Special Education.
     She retired from Prince George's County Public Schools after 32 years serving as a special and gifted education teacher, gifted education coordinator, and administrator. She was the Talented and Gifted (TAG) Magnet Coordinator for 11 years from the onset of the magnet program at Glenarden Woods Elementary School, where more than 250 gifted magnet students attended. Subsequently, Helaine worked in the TAG Office where she was a TAG Specialist and then the TAG Supervisor for the whole school system. She has presented at local, state, and national conferences. Helaine is the recipient of a Senate of Maryland Official Citation and a Proclamation from the County Executive for accomplishments in gifted education in 2005 and she received the State Leadership in Gifted and Talented Education Award in the state of Maryland in 2014. She is listed in Who's Who Among America's Teachers and Who's Who Among America's Women.
     In her retirement, Ms. Zinaman is continuing her passion for education and advocating for gifted, twice exceptional, special education, and early childhood students. Helaine is the Executive Director of Maryland Educators for Gifted Students (MEGS), an organization which supports and provides professional development for teachers and administrators working with gifted students. She serves on the Maryland State Advisory Council on Gifted and Talented Education and is the chair of the Public Awareness sub-committee. Specializing in early childhood, led Helaine to volunteer at Feynman School, a school for bright pre-k through grade 5 students. She has been working with the Weinfeld Education Group, providing services for early childhood, gifted, twice exceptional, learning disabled, and students on the autism spectrum and their parents.

Christie Plaisance, Parent Support Specialist

CHRISTIE PLAISANCE
Parent Support Specialist

     Christie is Parent Support Coordinator and Executive Assistant. She guides parents to the WEG associate who will best assist them through the special educational and/or assessment process. Her responsibilities also include managing the day-to-day administrative duties of WEG, maintaining all client files and organizing special events.
     Much of the expertise Christie brings to WEG has been gained in her role as a dedicated mother of two grown children and a Navy spouse for more than 22 years. She specializes in helping military families utilize services through Tricare, EFM and local state resources. She has had to navigate through public and private schools in Maine, California and Maryland to find the best education for her daughter with Autism.
     Christie recognizes the need to support every parent and even founded the Kennedy Krieger MCC Parent Support Group to help families deal with the struggles of raising children with developmental differences.
     She has taken her organizational and management skills, as well as her passion and patience as a parent to be your first point of contact for Weinfeld Education Group.

HOLLY ROSENKRANTZ
Parent Support Specialist

     Holly is a Parents Support Specialist. She works closely with Christie Plaisance to guide parents to the WEG associate who will best assist them through the special educational and/or assessment process. She helps families as a first point of contact for Weinfeld Education Group by collecting detailed information about a student’s academic situation and introducing them to the WEG process.
     Holly is a parent of two children -- one with complex medical challenges -- who have needed academic supports in school, and is familiar with the range of stresses and interventions that families face in navigating special education.
     Holly worked for 22 years as a breaking news journalist for Bloomberg News, Reuters and CBS News Digital.

Consultants to WEG

DR. KAREN BELSITO
Medical Consultant

     Dr. Belsito is a board certified General Pediatrician and fellowship trained Neurodevelopmental Pediatrician who has practiced at The Pediatric Care Center/Teen & Young Adult Care Center in Bethesda, Maryland, since 2009.
     She also practices at The Kennedy Krieger Institute, in Baltimore, Maryland.
     Dr. Belsito received her General Pediatrics training at Duke University Hospital and her fellowship training in Neurodevelopmental Disabilities at Johns Hopkins University and The Kennedy Krieger Institute. Her background includes 15 years of General Pediatrics practice as well as 12 years of practice in the field of Neurodevelopmental Disabilities. Her work includes the identification, assessment, and treatment of children with developmental and behavioral disorders, including ADHD, language and motor delays, genetic disorders, and Autistic Spectrum Disorders. She has a special background and interest in Autistic Spectrum Disorders and related disabilities.
     In a unique fashion, Dr. Belsito offers a comprehensive service to children by providing both generalized and subspecialized pediatric care.

RUKHSANA CHAUDHRY, PhD
Psychologist

     Dr. Rukhsana M. Chaudhry is a graduate of the George Washington University (B.A. International Affairs). She received her Master’s in Clinical Psychology from Pepperdine University, and her Doctor of Psychology from the George Washington University.
     She is also a graduate of the Harvard University Global Mental Health Program specializing in Trauma and Recovery. She completed her internship at Saint Elizabeth's Hospital in Washington D.C. in 2010 where she provided care to a severe and persistently mentally ill population. She has completed training fellowships at the Washington Center for Psychoanalysis and the Baltimore-Washington Center for Psychoanalysis. She completed advanced training in Clinical Psychotherapy Practice at the Washington School of Psychiatry.
     Dr. Chaudhry has a special interest in gender-based violence, psychology & human rights, and empowerment especially pertaining to refugee/immigrant populations and survivors of trauma. She has a strong passion for using knowledge of cross-cultural connections as a tool for development, peace, and health education. She worked within this area of expertise with women who have suffered gender-based violence in rural and urban areas of Pakistan, women and girls from earthquake-affected Kashmir, women from Central and South American seeking asylum under the Violence against Women Act, and Ethiopian and Kenyan survivors of Female Genital Mutilation. Dr. Chaudhry currently serves on the advisory board of a Humanitarian Aid and Relief organization based in Pakistan.
     She has worked in the Washington D.C. school system for several years providing cross-culturally informed psycho-educational assessments. She also worked for many years in a group practice which provided pediatric trauma-focused evaluations as well as pyscho-educational evaluations.
     Currently she serves as the Clinical Director of a bilingual mental health program for survivors of gender-based violence. She also maintains a private practice in Washington D.C. She is an Assistant Professor of clinical psychology at the Columbian College of Arts and Sciences at the George Washington University. She is bilingual in Spanish.

MARY CRAVER
Speech & Occupational Therapist

     Mary Louise Craver comes with over 29 years experience as an occupational therapist in pediatrics.
     She is best known for her warm, fun, engaging, and loving approach in working with children.
     Mary Louise Craver comes with over 29 years experience as an occupational therapist in pediatrics. She is best known for her warm, fun, engaging, and loving approach in working with children. She has gained respect from her expectations, sensitivity, and practical tools and methods for success. Her experience has enabled her to model peaceful control of challenging behaviors, integrate methods into a variety of settings, and train those involved in the care and instruction of the child for optimal performance.
     Mary graduated from Towson University in 1985 with a B.S. in occupational therapy and in 1991 with a M.S. in occupational therapy with a pediatric specialty. Affiliates have included John’s Hopkins, Kennedy Krieger, Children’s Hospital National Medical Center, The Reginald Lorie Center, The McLean School of Maryland, and The Falls Church McLean Children’s Center. She was certified in Sensory Integration and Praxis Testing in 1989 and Neurodevelopmental Treatment in 1994. These certifications have enabled her to detect and treat subtle sensorimotor problems affecting higher-level skills.
     Mary has provided assessments and treatment with children ranging from 0-22 years old. In addition, she has provided workshops and training for teachers of preschool, Head Start, elementary, and middle school teachers. She often provides classroom instruction and training to enable all students to gain self-regulation of attention, activity levels, and social-emotional skills. She has been in private practice for over 22 years and continues to serve children, their caregivers, and professionals in a variety of settings.
     Mary specializes in self-regulation of behavior, distinguishing between sensory processing difficulties and non-compliance, providing successful approaches to produce peaceful and expected outcomes. With self-regulation of behavior, she is able to quickly address delays in sensorimotor skills impacting higher-level skills. She has success in helping children with the following skills: social, emotional, attention, activity levels, organization, writing output, legible handwriting, keyboarding skills, fine motor coordination, shoe tying and dressing fasteners. In addition, Mary uses her skill in neurodevelopmental treatment to address atypical movement, balance, and coordination difficulties.
     Mary loves being an occupational therapist, creating new tools for teaching, advancing her knowledge and wisdom, spending time with family and friends, serving in her community, and being outdoors!

DR. JOETTE JAMES
Neuropsychologist

     Dr. James completed her doctoral degree in clinical psychology at Northwestern University in Chicago, Illinois, her internship at Harvard Medical School/Boston Children’s Hospital in Boston, Massachusetts, and a two-year postdoctoral fellowship in pediatric neuropsychology at Children’s National Medical Center (CNMC) in Washington, DC.
     After completing her postdoctoral fellowship, Dr. James was employed at CNMC as a staff neuropsychologist for seven years, where she participated in the training of graduate students, interns and postdoctoral residents. During that time, she also served as the chief inpatient and outpatient neuropsychologist at HSC Pediatric Center, a sub-acute rehabilitation facility in Washington, DC that is affiliated with Children’s National Medical Center.
      Dr. James held an appointment as an Assistant Professor in the Departments of Pediatrics and Psychiatry and Behavioral Sciences at George Washington University. Clinically, her area of specialization is the diagnosis and neuropsychological assessment of individuals of all ages with neurodevelopmental disorders, including Autism Spectrum Disorders (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), learning disabilities, and intellectual disability. Her research interests have included executive-functioning in individuals with high-functioning Autism and Asperger's Syndrome and the development of psychosocial interventions for this population. Dr. James also has expertise in forensic neuropsychological consultation and evaluations.
     Over the past 10 years, she has testified as an expert on a variety of cases in numerous states related to death penalty litigation, general mitigation, juvenile life without parole litigation, competency to stand trial, and juvenile waiver/transfer matters. She regularly presents to local, state, and national organization on topics related to clinical and forensic neuropsychology. Dr. James is board-certified in clinical neuropsychology by the American Board of Professional Psychology (ABPP).

GRETCHEN LEVINE
Transition Specialist

     Ms. Levine assists students to plan and obtain services for transition from high school to post secondary life, both as a transition teacher with Katherine Thomas School and through her work with Eric A. Levine and Associates.
     She has presented at local, state and national conferences on a variety of topics related to inclusion, self-direction, transition planning and customized employment for individuals with disabilities.
     As a Supervisor and Director of The Arc of Frederick County's Local Services Program, Gretchen was able to implement many new initiatives to enhance community support for children and adults with developmental disabilities.
     Gretchen worked with The Way Station, in Frederick, a psychiatric rehabilitation program, to help develop employment programming for people with developmental disabilities and mental illness. Gretchen focused on individual outcomes through customized employment planning, and the use of local, state and federal funding streams for staffing of these services.
     Ms. Levine earned a bachelor's degree in Special Education from Hood College and her Master of Arts Education and Human Development at The George Washington University and is a certified Special Education teacher.

LISI LEVISOHN, PhD
Neuropsychologist

     Dr. Lisi Levisohn is a Licensed Clinical Psychologist and Developmental Neuropsychologist. She received her degrees from Harvard and Boston University, and her clinical training at Children's Hospital Boston and the Children's Hospital of Philadelphia. She has worked in private practice for the past 14 years, specializing in learning, attention, cognitive and social-emotional development in children. She has a special interest in challenges related to reading, writing and math, as well as language processing, AD/HD, Asperger Syndrome, Nonverbal Learning Disorder, Giftedness, and Gifted-LD students.
     As a neuropsychologist, Dr. Levisohn approaches evaluations with an eye for the underlying functions affecting a child's learning and development. She is especially observant of each child’s unique way of processing, engaging, problem solving and communicating, and incorporates her observations into the evaluation as whole—generating creative, individualized ideas for using that child’s strengths and passions to support their learning. In addition to a parent-feedback session, Dr. Levisohn meets with children and adolescents in order to help them understand their learning style, build their confidence, and develop strategies. She also meets with the educational team at school to deepen their understanding of the child, formulate a plan, and share specific, individualized approaches.
     Dr. Levisohn sees children and adolescents in her private practice for therapeutic tutoring and enrichment sessions. These include academic strategies, math remediation, math enrichment, science enrichment, and writing. She has developed a method of using science experiments and other hands-on activities to build reasoning and expression. Outside of her professional work, Dr. Levisohn teaches Science to kindergarteners, and coaches Girls on the Run, a program fostering healthy social-emotional development in preteen girls.
     Dr. Levisohn provide neuropsychological and psychological assessments for WEG.

JOANN PELLEGRINO
Speech & Occupational Therapist

JoAnn M. Pellegrino has a M.S. from University of Wisconsin-Madison in Communicative Disorders and a B.S. in Special Education from Peabody College of Education of Vanderbilt University, formerly Peabody College for Teachers.
JoAnn has been a speech language pathologist for more than thirty years (Treatment and Learning Center and The Ivymount School) and she has had a private practice for twelve years with an emphasis on young children. She is especially interested in the areas of social cognition and dyspraxia and how these disorders and others impact communication development in early childhood. She is PROMPT trained to the Bridging Level.

HEIDI SHOEMAKER, MSEd
Assistive Technology Specialist

     Heidi Shoemaker, MSEd is a certified special education teacher.
     She received her B.A. degree in psychology from Notre Dame of Maryland University and her master’s degree in Special Education from Johns Hopkins University.
     She specializes in the integration of assistive technology (AT), development of individualized educational plans (IEP), curriculum development and alternative modified curricula.
     Mrs. Shoemaker’s areas of expertise include the development and implementation of Behavioral Intervention Plans (BIP), use of evidence based instructional practices to identify necessary assistive technology needs, and enforce the delivery of applicable laws and regulations by reviewing strategies and procedures to ensure the most appropriate educational placement is provided. Mrs. Shoemaker has over 7 years experience working for a non public placement, at Kennedy Krieger Institute, an award winning school in Leadership and Innovation in Special Education by the National Association of Private Special Education Centers, where she served students k-8th grade with a variety of disabilities.
     Currently, Mrs. Shoemaker works for the public school system with students at the elementary level. Outside her professional work, Mrs. Shoemaker competes in Ironman Triathlons, raises funding for the Ulman Cancer Fund for Young Adults, and delivers in home services for individuals with autism.

From her many years of experience as a special educator, knowledge in parent/teacher mentoring, curriculum development/modification, evidence based intervention programs and alternative curricula, Heidi joined the WEG team in 2014 as an assistive technology specialist.

Thanks from parents of special needs children...

     This team literally changed the course of my child’s life. Without WEG, my amazing kid would be stifled in school and perhaps on the sidelines. Because of WEG and their insights and advocacy, my kiddo is in the most fabulous school for him, coming home with commendation cards, and loving learning. Best of all, he is comfortable in his own shoes — and valuing his gifts.
     I’ve referred other families who have worked with other professionals at WEG and their experiences have been the same. I not only hear the great stories, but I see the smiles on their kids’ faces. You can’t put a price on that. Whether you need input on how to navigate your current school, what to seek out at your current school, what your child’s actual needs are (sometimes well meaning teachers are not right), or if there is a summer school or camp that might help your kiddo soar during the year, I would feel remiss not publicly telling everyone that you don’t want to miss out on this opportunity to support your kid. The course of my child’s life was literally changed.
     What WEG can observe for you in a classroom alone is mind-boggling; the founder has dedicated his life to helping kids of all needs — and assembling a team here to specifically address specific needs. Call them to learn what you might not even yet know to ask, and feel free to message me on FB if you want more info from an indebted parent. Thank you, WEG!

I was so choked up on the phone that I couldn't speak! We are thrilled with the outcome! I think I've read the ruling about 20 times. Your efforts have our son well on his way to reaching his full potential! A heartfelt THANK YOU!

Thanks for all your support for both my kids over the last several years. It’s been great to have your insight and experience on our side. Appreciation is in order for making it financially possible for our family to access your services.

I know we are strong and loving parents; however, I don't know where we would be without you. Thank you for lifting a huge burden off my shoulders. Its a great feeling knowing that we are not alone in this battle.

The IEP meetings can be intimidating when so many people are present. This time, I felt like you helped facilitate my voice being heard. I sincerely appreciate your time, concern, and preparation for the meeting. I believe I've made the right choice with Weinfeld Education Group.

Thank you so much for your time and the attention you gave to my daughter and her needs. Thank you for being so thorough, professional, and going the extra mile to really get a solid grasp of her capabilities. I talked with both of her teachers today, and they appreciated their conversations with you, too. My daughter is excited to continue on with the great team of teachers!

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