Virtual tutoring sessions in a 1:1 or small group format that incorporate research-backed, specially designed instruction in an interactive layout to support student progress in literacy and math.

• Fully Insured & State-Certified: Highly qualified and actively certified in Special Education and School Administration in the State of Maine.

• Competitive Rates: Cost-effective services that generally total less per hour than the comprehensive overhead of a standard, W-2 employed district teacher.

• Rigorous Data Deliverables: Full documentation to maintain and support IEP progress notes, including daily attendance records, interactive session notes, formal discharge summaries, and—in special cases—direct IEP meeting attendance to report on student growth.

• Case Manager Relief: Eliminates administrative strain—district case managers do not have to plan, prepare, or adapt lessons while the student is receiving tutoring.

• Direct Owner Communication: A streamlined, personal partnership with no corporate layers. When you reach out, you communicate directly with the owner and lead educator.

• Customized Onboarding: Includes an initial consultation to determine the exact scope of work, followed by a targeted reading or math baseline assessment to establish realistic, data-driven goals.

• Interim Vacancy Support: Provides an immediate instructional bridge for special education students while your district actively seeks to hire a replacement teacher (Note: Does not include case management services).

• Interim Special Education Director Services: Contracted, temporary administrative leadership to support districts during director transitions. Services are primarily virtual (with hybrid options as scheduling allows) and include serving as the administrator at IEP meetings, consulting with staff and administration, and auditing paperwork where due process may be a factor (Note: This service requires a separate contract and administrative rate).

Who I Serve

I partner with school districts and families to provide targeted, virtual special education instruction and administrative support across the State of Maine.

• Students & Families: I serve K–12 students who have an IEP (or are suspected of having a learning disability) and are ready to engage in virtual learning. Whether your child attends public school, private school, or is homeschooled, I provide the extra academic boost they need to thrive.

  • Grades K–6: Comprehensive Literacy & Mathematics support.

  • Grades 7–12: Specialized Literacy support.

• Public School Districts: I partner with public schools seeking to fulfill IEP obligations, meet compliance standards, and deliver high-quality math and literacy goals.

• Critical District Support Scenarios: I provide immediate, temporary instructional bridges when a student with an IEP is out of the classroom for 10 or more days due to:

  • Disciplinary or behavioral removals (including suspensions and "behavioral reset" days).

  • Medical needs, hospitalization, or severe school-related anxiety.

  • Extended school staff shortages (such as vacant teacher, Ed Tech, or BHP positions).

📋 Somerset Tutoring: FAQ for Parents

💡 General & Qualifications

Q) What can tutoring do for my child?

A) Educational research demonstrates that targeted, consistent tutoring significantly improves student outcomes, confidence, and foundational skills in both reading and math.

Q) What makes you qualified to tutor my child?

A) I hold a B.S. in Special Education and an M.S. in Educational Leadership. Over my 18-year career in public education, I have served as a Special Education Teacher (across resource rooms, co-taught general education classrooms, and specialized behavior programs) and as a Special Education Director. I am state-certified to teach K–12 special education for children with mild-to-moderate disabilities.

Q) Given the teacher shortage, why choose independent tutoring over public school teaching?

A) I love teaching, but public schools are often stretched too thin and restricted by rigid, "one-size-fits-all" curriculum packages. Being an independent practitioner gives me the absolute freedom to do what my degrees qualify me to do: teach the individual child. If your child loves turtles, I can build custom lessons and reward systems around turtles. I get to pivot to whatever works best for your child without administrative red tape.

🛠️ Logistics & Program Structure

Q) How do we get started?

A) It’s a simple four-step process:

1. Submit a Referral: Fill out the referral form located in our Links section. (If you don't hear back within one business day, please give me a call!).

2. Consultation: We will meet to discuss your child's needs and review their history. If a matching spot is open, we can begin immediately; otherwise, you can join our free, no-obligation waitlist.

3. Baseline Assessment: Our very first session is a 1:1 diagnostic meeting so I can design appropriate, tailored lessons.

4. Goal Setting: After 4 weeks of progress monitoring, we will meet again to set realistic, data-driven goals for your child.

Q) How often does my child need to attend?

A) While research shows that 2 to 3 sessions (60 minutes each) per week is optimal for the fastest progress, I understand that family budgets and schedules vary. If one session a week is what works for you, that is perfectly fine. I can also provide you with fun reinforcing activities to practice at home between sessions to maximize growth.

Q) Will sessions be 1:1 or in a group?

A) I offer both! 1:1 sessions are highly individualized, though they feature a higher hourly rate. If you prefer, I can group your child with one or two peers (capped strictly at 3 students). Small groups are more budget-friendly and often highly engaging and collaborative for kids.

Q) What makes a child a good fit for virtual tutoring?

A) Virtual tutoring works wonderfully for most children, including those with mild-to-moderate learning disabilities. Students with more severe or profound needs may require specialized assistive technologies or in-person specialists (like a Teacher of the Visually Impaired or Deaf/Hard of Hearing), which are outside the scope of my virtual platform.

📊 Progress, Goals, & IEPs

Q) My child has an IEP. Will you support their specific goals?

A) Absolutely. If you provide a copy of your child's most recent IEP and evaluations, I can directly administer Specially Designed Instruction (SDI) designed to target and support those exact goals.

Q) Do you guarantee student outcomes?

A) I don't believe in flashy, misleading marketing schemes. Because every child and learning environment is unique, I cannot guarantee specific outcomes. Progress requires variables I cannot control, such as consistent attendance.

What I do guarantee is absolute honesty, rigorous data collection, and professional transparency. If your child attends regularly, I will provide a realistic projection of growth, structured progress monitoring, and a comprehensive discharge summary when services end.

Q) Why does the school say my child isn't making progress, but you say they are?

A) Don't be alarmed—this is incredibly common! Often, it comes down to the environment. A school classroom is full of social and sensory distractions, whereas our tutoring sessions focus on a highly tailored relationship and teaching style. If you ever notice a discrepancy, I encourage you to loop me into your next IEP Team meeting so we can collaborate.

Q) How will I be kept informed of my child’s progress?

A) We will customize this during our initial meetings. Options include reserving the last 5 minutes of a 1:1 session for a quick chat, receiving a brief written update after each session, or scheduling periodic check-in meetings. You will also receive a formal Discharge Summary with full data reviews when services conclude.

💳 Attendance, Privacy, & Payments

Q) Can I observe my child's sessions?

A) Yes, with a few conditions to protect all students. Because I also contract with public school districts, I adhere strictly to federal privacy guidelines (FERPA). If your child is in a peer group, you must sign a confidentiality agreement promising not to disclose information about other children.

⚠️ Note for parents: Sometimes having a parent in the room creates a tricky dual-authority dynamic, especially when a child faces a tough academic challenge. Part of tutoring is building frustration tolerance and self-regulation. If your presence becomes a tool for your child to escape a task, we may discuss adjusting your observation style to maximize their growth.

Q) Do I have to pay if my child is absent or misses a session?

A) Because your child's time slot is reserved exclusively for them, consistent attendance is vital for their progress and allows me to keep my practice running predictably.

• Planned Absences & Vacations: If you give me advance notice that you will be away for a single week, there is no charge. If you will be away for longer than one week, a half-rate fee is charged to hold your specific time slot open.

• Late Cancellations & No-Shows: Except for sudden emergencies or illness, cancellations made with less than 24 hours' notice will be billed at the full session rate.

Q) What happens if we go on vacation?

A) Because our platform is entirely virtual, your child can log in from anywhere! However, if you choose to take a total break, just let me know. There is no charge for missing a single week. If you will be away for longer than a week, I charge a half-rate fee to hold your specific time slot open.

Q) Can I cancel services if they aren't working out?

A) Yes. If you ever feel your child is no longer benefiting from tutoring, you can end services at any time with 3 days' notice. I request those 3 days purely so I can run a final summative assessment and hand you a complete discharge summary for your records. There are never any cancellation penalties or hidden fees.

Q) Are there scenarios where the school district pays for this tutoring?

A) Yes. School districts are legally required to provide compensatory education or tutoring under certain circumstances, such as:

• A hearing officer's decision following a due process dispute.

• Extended school removals (suspensions, behavioral "reset days," or when a district cannot supply a mandated Ed Tech or BHP, leaving a child at home for 10+ days).

• "High-Dose Tutoring" written directly into an IEP as a research-based intervention delivered by a certified Special Education Teacher.

If these situations sound familiar, check the Procedural Safeguards manual provided by your school, or let me know!

Q) How do payments work?

A) Payments are due prior to the start of each session. I accept personal checks for advanced, multi-session, or full-month bundles (if a check is returned, services will pause until resolved). I am currently expanding my system to accept credit cards and electronic payments and will update this section as soon as those portals are live!

📋 Somerset Tutoring: FAQ for School Districts

💼 Scope of Services & Qualifications

Q) How can Somerset Tutoring support our district's students?

A) We partner with public school districts to provide several critical solutions:

• High-Dose Tutoring: Delivered virtually to special education students during the instructional school day as a research-based intervention.

• Alternative Educational Placements: Continuous instruction for special education students out of school due to medical, behavioral, or disciplinary removals.

• Teacher Vacancy Coverage: Seamless delivery of virtual Specially Designed Instruction (SDI) during critical staff shortages or extended leaves.

• Interim Administration: Contracted Special Education Director services for districts navigating administrative transitions.

Q) What are your professional credentials?

A) I am a master’s level special education teacher and school administrator holding active Maine State Certifications:

• 282: Teacher of Students with Disabilities (Grades K–8)

• 282: Teacher of Students with Disabilities (Grades 7–12)

• 030: Administrator of Special Education

Q) Do you provide Case Management services?

A) No. Responsibility for case management and the development of the IEP remains with the school district unless we explicitly establish a separate contract for administrative services. This approach allows me to focus fully on delivering high-quality reading and math instruction.

Q) Can tutoring be provided during the contractual school day?

A) Yes. If a student has been removed or is awaiting essential support staff (such as an Ed Tech or BHP), the district may arrange for the student to attend school for 2 hours daily to receive intense 1:1 or small-group tutoring. If school attendance is not possible, I can work with students while they are at home, in alternative settings, or at daycare.

🛠️ Referral Process & Logistics

Q) What is the process for onboarding a student?

A) 1. Submit a Referral: Complete the referral form located in our Links section. 2. Consultation: I will review your submission and contact you via your preferred communication method to confirm availability. 3. Documentation: Once a match is confirmed, I will promptly issue a contract, W-9, DUNS number, and proof of state certification and insurance. 4. Service Commencement: My goal is to activate services within 3 school days of initial contact.

📋 What to have ready: Student name, grade, age, qualifying disability category, case manager contact info, reason for referral, scheduling preferences, a copy of the most recent IEP (with progress notes), and the latest evaluations.

Q) Do you align your tutoring with our classroom curriculum?

A) Yes. It is highly beneficial if the district provides topics or unit plans currently being taught in general education content areas. I actively integrate your district's social studies or science content into our reading and math intervention to support classroom generalization.

Q) Are services strictly 1:1, or do you offer small groups?

A) I offer both. While 1:1 instruction is available at a customized rate, I frequently recommend and maintain small peer groups capped strictly at 3 students.

Grouping students prevents social skill regression (such as turn-taking and active listening) for kids who are out of the classroom setting. It also discourages over-dependence on individual adult attention, making reintegration into the general education environment significantly smoother.

Q) What resources must the district or family provide to access services?

A) The student will require:

• A camera- and microphone-enabled device (laptop or tablet) they can easily manipulate.

• Headphones with a built-in microphone.

• A quiet instructional environment.

• A nearby adult to assist with any local technology or connection issues.

• A dedicated district contact person, a pencil, and a few sheets of paper.

📊 Accountability, Progress, & Compliance

Q) What accountability metrics and deliverables do you provide?

A) Every contract includes rigorous, professional documentation:

• Individualized, research-backed Specially Designed Instruction (SDI).

• Precise, objective data tracking aligned to specific IEP goals.

• Bi-weekly progress updates delivered to the Case Manager and/or parents.

• Verifiable attendance logs.

• A comprehensive Discharge Summary upon the conclusion of services.

Note: I am available to attend IEP meetings to report on student data. If a scheduling conflict arises, I will provide comprehensive written team input 3 days prior to the meeting.

Q) How frequently do students need to attend?

A) Frequency is determined by the specific instructional need:

• Out-of-School/Compensatory services: A minimum of 2 hours per day is recommended (1 hour for reading/writing and 1 hour for math, if both are mandated services).

• Targeted Intervention: Research supports 2 to 3 sessions of 60 minutes per week.

• Due Process Remediation: Services are provided exactly as ordered by the mediator or hearing officer.

Q) What happens if a homebound or hospitalized student is cleared to return to school mid-contract?

A) To prevent the loss of contracted hours, I maintain a limited number of after-school slots. This allows me to seamlessly pivot the student from a daytime slot to an after-school slot, ensuring the district fulfills its service delivery obligations.

Q) What is your attendance and cancellation policy?

A) If a student accumulates two missed sessions, I will immediately contact the district to review the placement and discuss how you would like to proceed. I do not charge cancellation penalties or hidden fees—my focus is entirely on student progress and fiscal responsibility for the district.

Q) Do you ensure compliance with FERPA regulations?

A) Yes, all data storage systems are fully FERPA-compliant.

• District Contracts: When the school district is the client, a release is typically not required to communicate freely with the administration and the student's direct IEP team.

• Private Parent Contracts: If a parent retains my services independently, a signed release is strictly required before any information can be shared with school personnel.

Q) Do you guarantee student outcomes?

A) No, as student progress relies on variables outside an independent contractor's control, such as consistent attendance.

However, I guarantee a rigorous 4-week baseline and progress monitoring phase. Following this data collection period, I will project a realistic rate of growth for the duration of the allowed sessions. If data indicates we are falling short of that projection, I will proactively reach out to establish an action plan.

If a student meets an IEP goal early—or if data shows they are not on track to meet it by the annual review date—I will immediately alert the Case Manager so the district can coordinate with the parents to adjust goals or instruction.

💳 Invoicing & Billing

Q) What are your billing and payment terms?

A) I invoice districts every two weeks. The referral form includes a dedicated field for your Accounts Payable contact so I can coordinate directly with your business office to ensure timely, compliant processing. All invoices carry standard Net 30 payment terms.

Policy Handbook:https://drive.google.com/file/d/1J5M96O9KPhFQtRLm6vgGJ82exQ9LMcAg/view?usp=sharing

Referral Form: https://forms.gle/DQN7QnCY7osDsxAT6

Calendar: file:///C:/Users/amcda/Downloads/Somerset%20Tutoring%2026-27.pdf

Social Media:

https://www.facebook.com/profile.php?id=61589331916558