Private Practice Overview
Led by Katharine Hill, MS, MAT, ET/P, a learning specialist and educational therapist, UpNext Learning focuses on several interrelated areas that affect learning: executive functioning, reading, and writing, along with ancillary organizational and study skills support in all disciplines. Kate’s approach, detailed below, is representative of the practice. Please inquire for specific providers’ individual areas of expertise.
PRACTICE FOCUS
Elementary: Developing reading skills using Orton-Gillingham, a systematic, phonics-based approach; supporting writing, primarily using the Hochman and SRSD methods; and developing math skills using an inquiry-based approach that develops students’ numeracy and fluency.
Middle and High School: Coaching students with study skills, executive functioning, metacognition, and self-advocacy techniques that build independence, as well as supporting students with reading and writing needs.
College and Adult: Supporting academic and workplace skills, including research and writing, planning and prioritization, and procrastination management.
Parent Education: Supporting parents with evidence-based strategies for developing children’s executive functioning, independence, flexibility, and resilience.
EXECUTIVE FUNCTIONING
People of all ages rely on the brain’s executive functioning (EF) capabilities to manage tasks related to daily life and learning. Challenges with EF show up in students’ writing, organization, time management, study skills, and daily life behaviors. My approach to EF coaching is particularly influenced by my MS in Special Education training, the work of Peg Dawson and Richard Guare, and my training in motivational interviewing. To support clients with EF-related challenges, I obtain data from sources including:
Neuropsychological evaluations, when available
Informal assessments using evidence-based instruments
Parent or teacher interviews or questionnaires
Client observations and reports
Then, I work collaboratively with the client to design a step-by-step, goal-oriented plan for EF skill development. This plan takes into account prioritized needs, potential obstacles, and the client’s existing strengths and preferences. Using this approach, clients learn how to manage their time, break down tasks, plan ahead, organize materials, and generally develop increased autonomy, independence, and pride in their academic and personal growth.
WRITING SUPPORT
I work with clients of all ages on developing writing skills that support their autonomy and independence. Because writing is a highly complex activity involving several executive function skills, it’s a common area of challenge for both children and adults. UpNext Learning providers focus on:
Individualizing the Judith Hochman method for students in Grades 4 and above (we can work with younger students on occasion; please inquire).
Using Self-Regulated Strategy Development (SRSD) to increase clients’ ability to engage in metacognition and building the positive habits of skilled writers
Teaching strategies specific to each clients’ needs, such as organization of or adding detail to written expression
I have extensive experience coaching clients from elementary to adulthood on writing skills and strategies, from sentence-level expression to supporting complex research projects. When working with new clients on writing skills, we assess their current strengths and challenges, then lay out a plan for instruction, practice, and monitoring progress.
READING & STRUCTURED LITERACY
Reading fluency and comprehension skills underlie all students’ learning, academic progress, and self-concept. Whether students are learning to read or reading to learn, we use evidence-based, systematic approaches to developing the many skills involved.
LEARNING TO READ (GRADES K-3)
At this time, UpNext Learning refers clients in K-3 to other providers as we are a remote practice. The information below refers to Kate Hill’s professional background and is included for informational purposes to demonstrate the sequence of skills the practice supports. Please inquire as needed.
I am trained in Orton-Gillingham multi-sensory structured literacy intervention (through IMSE), and use this approach, along with strategies and materials from PAF, Really Great Reading (an Orton-aligned approach), Read Naturally, Lexia, Wilson, and others. My MS in Special Education included comprehensive reading remediation training, along with a focus on Response to Intervention (RtI) and Curriculum-Based Measurement (CBM).
I assess students’ strengths and challenges, taking any neuropsychological testing into account in the case of students with dyslexia or other phonological processing issues.
Building students’ confidence and enjoyment of reading through structured, evidence-based methods is a central focus of my practice with younger clients.
READING TO LEARN (GRADES 3 AND ABOVE)
To develop reading fluency and comprehension skills, we use multi-sensory methods to build students’ knowledge of morphology, multisyllabic word attack skills, and ability to apply reading comprehension strategies.
We assess students’ strengths and challenges with phonics concepts, reading comprehension strategies, and related skills that support academic work and independent reading, then develop a systematic plan to build these skills and behaviors.
EDUCATIONAL THERAPY
Educational Therapy (ET) is not psychotherapy. Rather, ET focuses on developing clients’ autonomy and independence with academic tasks, taking their educational and socio-emotional needs and characteristics into account. ET involves specialized training and ongoing professional development, attention to ethical considerations, and use of an array of evidence-based practices implemented systematically. While typical tutoring focuses on specific academic outcomes, ET additionally emphasizes the client’s development as a capable, confident, independent learner.
ET sessions resemble high-quality tutoring sessions, but with further attention to the student’s socio-emotional factors that relate to learning. Many ET clients have experienced difficulty in school or in the workplace, and may feel discouraged, frustrated, or “less-than.” My approach to ET takes socio-emotional factors, executive function strengths and challenges, and motivational issues into account when working with clients to identify goals, develop strategies, and plan sessions.
I am certified at the professional level by the national Association of Educational Therapists, founded in 1981. As an educational therapist, I work closely with clients’ allied providers, such as psychotherapists or counselors, occupational therapists, speech-language pathologists, medical professionals, and psychologists. I also work with school staff, often in a coordinating role with respect to parents, teachers, administrators, and other providers. Currently, I am working toward board certification with AET.
ORGANIZATION & STUDY SKILLS
When a student’s presenting issues involve organizational and study skills, we use an executive functioning lens to understand the underlying behaviors and causes, identify strengths and challenges, support the student in identifying goals, and break down a series of steps the student can take to make progress.
Study skills are one of my favorite areas to support because they lend themselves to coaching, and students can often experience a great deal of progress over the course of a semester. One of the research areas on which we base strategies is retrieval practice, an area documented extensively by Pooja K. Agarwal, PhD.
When working with students on organizational and study skills, sessions typically address time management strategies, planning and prioritizing, and metacognition concerning the effectiveness of specific study strategies. Motivational issues, anxiety, and mental health needs add further complexity to many students’ cases, making coordination with psychologists, medical professionals, and counselors particularly valuable in developing treatment plans.
PARENT COACHING
Consultations and coaching support parents in navigating children’s transitions from one stage or grade to the next, providing context for understanding what is “typical,” and implementing strategies to address specific concerns. Parents often ask for support with:
Addressing children’s learning needs, or concerns that a student is struggling academically
Preventing friction related to school tasks or organization
Supporting children with specific reading, writing or math skills
Implementing screen time or gaming limits to create more time for reading or academics
Helping children develop self-regulation skills
Putting neuropsychological evaluation recommendations into place
Communicating and advocating effectively with school staff
Understanding and facilitating the college transition process while developing the student’s independence
Educational therapy informs our approach to parent coaching through an emphasis on the academic, socio-emotional, and individual needs of the family and student.