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The mission of New Frontiers in Learning is to provide the highest quality education and social support services to young adults who learn differently. Our ongoing personalized programming is designed to meet the needs of students who benefit from individualized supports in the areas of academic learning, executive functioning, and social interaction at the secondary and postsecondary levels.
We are a support program for high school and college students of all ability levels, including students diagnosed with various learning differences as well as those who may simply benefit from some assistance developing time management, organizational, financial management, or related executive functioning skills. Our supports focus on the individual needs of each specific student in the program.
We provide services in The Tri-State Area, as well as remotely via video conferencing. Our supports allow students to apply for and attend colleges based on their plan of study or personal campus preferences. We work collaboratively with the schools to assist students in learning how to access the supports available on their respective campuses, while providing the supplementary supports students need in order to be successful in high school and college environments.
At New Frontiers in Learning, we strive to provide students with individualized coaching through authentic learning experiences that assist in the mastery of 5 critical skill areas.
It is important for students to have key foundational knowledge and skills to be able to comprehend text, write fluently, and perform basic math functions. Students develop such skills in collaboration with their individual coaches and use the backdrop of their academic responsibilities to develop these skills.
Executive functioning skills are the set of processes that manage, control, and regulate one’s other cognitive processes, and include such skills as inhibition, planning, organization, and working memory.
Students use their own assignments and responsibilities to build competence for survival in today's world. Executive functioning instruction focuses on skills such as organization, planning, prioritizing, self-monitoring, goal setting, and time management.
Self-advocacy is the ability to represent oneself, one’s views, and interests.
Students develop their ability to seek out appropriate supports and resources on campus when necessary, while receiving advocacy supports from their coaches.
With coaching supports, students learn how develop various independence skills, such as self-monitoring, initiating tasks, coping with obstacles, etc.
New Frontiers in Learning offers individualized academic and social coaching and tutoring during the school year, winter and summer sessions for high school and college students. Current high school students, students transitioning from high school to college, and current college students are all encouraged to apply!
Individually scheduled weekly one-on-one coaching sessions are offered to students taking summer and winter session courses. Students meet with their coaches between one and six hours a week. Coaches provide support for both high school and college level coursework.
Session Dates: Summer and winter session tutoring dates are subject to the institutions’ summer and winter session academic calendars.
Location: Students have the option of meeting with their coach at our 80 Broad Street location, or a place more convenient to the student's schedule.
Summer in the City days consist of meaningful social and cultural experiences tied to the development of executive functioning ability for life-long independence. Coaches are available in the mornings and afternoons to meet and bring students to Grand Central and Penn Station.
Students participate in daily check-ins where staff and students are able to connect with and reflect on how they are feeling each day, as well as review the upcoming activities, trips, etc. Students also use this time to participate in ice breaker activities and to share current events, both of which give students the opportunity to practice their interpersonal communication skills in a safe and supportive environment.
This is a time for students to develop their listening and reading comprehension skills with the goal of being prepared for the demands of college level English, writing, and literature classes. Our students participate in a book club, where they read short stories written by well known, classic authors and new writers fresh on the literary scene. Our book club gives the students an opportunity to dig deeper into literature and develop their higher level text comprehension skills (i.e., story analysis, prediction, author's perspective, imagery, etc.) with a focus on critical and analytical thinking skills.
Using creative writing prompts, students also participate in creative writing activities. Students learn to brainstorm a topic to write about, outline their piece, revise and make final edits, critique a peer's work, and share their own work with a group of peers.
Executive functioning skills, such as time management, planning, and organization are addressed. Students learn how to use a calendar for a variety of different reasons, such as keeping track of classes, study times, extracurricular activities, etc. Students learn to use both traditional tools, as well as technology to organize their responsibilities and set reminders for important dates, meetings, etc. Students work alongside staff to plan attractions throughout the city, taking into account all important aspects, such as hours of operation, cost, and travel routes.
Students learn navigation skills by helping to plan routes via subway and walking. Examples of activities include museums, parks and natural landmarks. Past visits have included: The Intrepid, The Museum of Natural History, The Metropolitan Museum of Art, The Museum of Modern Art, The Museum of Jewish Heritage, The New York Aquarium, Central Park, Brooklyn Bridge, 9/11 Memorial, sightseeing cruises, and many more!
New Frontiers in Learning's College Readiness Experience is a summer program for students that are interested in preparing for the rigors of college life. Students will build foundations and develop skills in the areas of academics, executive functioning, self-advocacy, campus/residential life, and independence. Students participate in small group activities and discussions to develop skills through a curriculum that focuses on preparing them for the transition to college and young adult life. Throughout each three week session, students will work on skills specific to being a successful college student.
New Frontiers in Learning’s skilled career advisors provide career development coaching to individuals who may benefit from assistance with the time management, organizational needs, and initiating and follow through behaviors necessary to find and sustain meaningful employment. Services include:
• Cover letter and resume building and revising
• Interview preparation and follow-up
• Job identification and development
• Job search and retention
Individuals will receive assistance in advocating for accommodations at job sites as appropriate. Career advisors are available to students throughout the year and provide ongoing support as needed to employers, employees, and families.
The New Frontiers team is committed to providing high quality support services that enable and empower young adults to meet the academic and social rigors of school and to prepare them for life-long success. Each member of our team is well versed in working with students with challenges in academic learning, executive functioning, and social interaction at the secondary and postsecondary levels.
Each administrator holds a minimum of a Master’s degree in Special Education, as well as previous experience working with an adolescent and postsecondary population. Our coaches have, at minimum, a Bachelor’s degree from a variety of highly accredited universities. The credentials of the New Frontiers staff include several publications, conference speaking engagements and workshops, special education teaching licensure, college teaching, and advanced certificates in autism spectrum disorders.
Daniel grew up in an entrepreneurial and educationally-minded family, and has spent his entire adult life in the world of education management and entrepreneurship.
He graduated from The George Washington University with a Bachelor of Business Administration (concentration in Marketing). Daniel joined his father at the firm he started over 25 years ago to provide high-quality educational opportunities to students and families ranging from General to Special Education, spanning Early Childhood to K-12. Through the growth of the business and creating/expansion of at least half a dozen schools and related programs over the better part of a decade, he was lucky enough to direct projects and departments including but not limited to operations, admissions, facilities, and marketing, while helping shape the conversations around construction, real estate, finance and human resources.
These collective experiences gave him the foundation and confidence to establish New Frontiers in Learning. As Founder/Executive Director, Daniel’s role incorporates strategic vision, financing/budgeting, branding/marketing and overall leadership aimed at ensuring a professional and enjoyable work environment and the absolute best place for students and families seeking support.
His work defines him personally and professionally, and the team-oriented, quality-above-all-else approach taken at New Frontiers motivates him to move the organization forward every day.
Samantha Feinman, MS. Ed., TSHH, graduated from the State University of New York at Cortland with a BS in Speech Pathology and Audiology, and a minor in Psychology of the Exceptional Child. Her Master's degree, from Long Island University's C.W. Post campus is in Special Education, with a concentration in autism spectrum disorders. She is currently completing her Ph.D. in Educational Psychology at the Graduate Center of the City University of New York. Her experience includes: Teacher of the Speech/Hearing Impaired at the Developmental Disabilities Institute in Suffolk County, NY, Special Education Teacher in Nassau County, NY, and Adjunct Associate Professor in the Special Education Program in the School of Education at Pace University. Samantha sits on the Executive Board for CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) of Nassau County and is a member of the Long Island Professionals ADHD Consortium, as well as the Long Island Learning Specialists' Group. Samantha has presented research, workshops and professional development seminars and webinars at various national conferences, CUNY and private colleges, high schools, SEPTAs and local organizations.
As a founding team member, Samantha served as the Campus-Life Coordinator for a college support program for students with autism spectrum disorders and related learning differences. Her responsibilities as Campus-Life Coordinator included coordinating social support services, facilitating student engagement in campus activities, working with the Director of Residential Life to plan housing arrangements, supporting students in the residence halls, and educating and supporting residential staff. Samantha has considerable experience supporting students academically at the postsecondary level, as well as experience working directly with students and families to assist them in the college transition process. As Director of New Frontiers in Learning, Samantha believes that building a strong academic and social skills foundation, coupled with the development of executive functioning skills, are the keys to success for our students in college and beyond.
Marty McGreevy brings many years of experience in the human services and special education field to New Frontiers in Learning. He earned his Bachelor's degree in Management from Providence College. Marty is a former AmeriCorps volunteer; during his service he taught environmental studies in the Adirondacks. Additionally, he holds an M.Ed in Special Education from The University of Vermont. He brings a passionate and committed energy to our team and works to build on each student's strengths to promote a sense of purpose and independence.
Raul Jimenez II, MST, is a graduate of the Autism Specialist Post- Graduate Program at Pace University. He earned his Master's Degree in Special Education, while serving as a New York City Teaching Fellow. His undergraduate degree in Psychology was received from Connecticut College.
Raul brings over 10 years of experience teaching youth with learning challenges across the United States. His experience includes classroom teaching, as well as residential management. His strong commitment to community service and to young people with disabilities has been evidenced through his outstanding contributions, including his work as a member of Americorps NCCC, a national community service program, whose projects included working at a homeless shelter in Utah and building homes for migrant farm workers in Southern California.
Raul is someone who has found his passion of working with students through his experience teaching, studying and researching the ever-changing field of autism spectrum disorders. He is a strong advocate, and has a natural ability to build relationships with young adults. He brings a multi-faceted experience to the NFiL team to help the students to reach their fullest potential.
Casey graduated from Lafayette College with a Bachelor of Arts degree, majoring in both Government and Law and Economics, with a minor in Africana Studies. The broad scope of his education, coupled with the nature of a liberal arts college, has provided him with content knowledge applicable across different courses of study. Since high school, Casey has tutored students with physical and learning disabilities. He joined the NFiL team in the spring of 2013, providing academic and social support as a part-time coach to college students with diverse learning needs. Casey believes that there is no single approach to teaching students, and that an individualized and personal approach to each student is the best way to help them succeed through high school, college, and beyond.
Amy graduated with Honors from New York University with a Bachelor of Arts from the Gallatin School of Individualized Study, with a minor in Creative Writing and a concentration in Language and Technology. Amy has extensively studied the disciplines of sociology, linguistics, cybernetics, science fiction, psychology, and philosophy at the undergraduate level. Her previous experiences in tutoring, as well as her appreciation of the importance of the life coaching dynamic, helps her offer meaningful educational and social support to the New Frontiers students. Amy interacts with her students with compassion and respect, each and every day.
Carrie received her Master's Degree in Education from the Bank Street College of Education. Prior to this, she graduated from the University of Virginia with a Bachelor of Arts degree in Government. For the past ten years, she has taught at a private elementary school in Manhattan, most recently as a reading specialist for small groups of children. She has tutored children with learning disabilities across all areas, including reading, writing, and math. Carrie has always been passionate about education and makes it her goal for her students to develop a love of learning. She believes in using an individualized approach to meet each student's needs in order to help them feel successful in the classroom.
Matthew received his Bachelor of Arts degree in History with a minor in Business Administration from Fordham University. Through the wide-range of experiences and leadership opportunities he experienced at Fordham, Matthew has brought a current college perspective to our team, while also acting as a relatable mentor to many of our students in both our individual and group programs. Matthew utilizes his strong writing, interpersonal, and organizational skills to help the students to develop their own academic behaviors and executive functioning skills. Matthew's goal is to continue working with students at both the high school and college levels while attending graduate school for business.
Jason earned his Master of Arts degree in Mental Health Counseling from Hofstra University and his Bachelor of Arts degree in Psychology and Philosophy at Adelphi University. He prides himself on striving to embody the three essential characteristics of a counselor in his approach to working with students, which include empathy, unconditional positive regard and genuineness. Jason's experience in student advisement, counseling and diversity education allow him to build effective collaborative relationships with the students at New Frontiers in Learning. Additionally, his knowledge and experience in writing, career services, history, and education further inform his work with students. Jason has a passion for learning and personal growth and strives to cultivate this passion in his students.
Marsha graduated from New York University with a Bachelor’s Degree in Education and a minor in History. After teaching secondary school and being an executive in the fashion industry, Marsha established her career as a corporate recruiter for Fortune 500 and non-profit companies. From 2010 to 2014, Marsha was a LEADS (Linking Employment, Academics and Disability Services) Career Advisor in the Office of Disability Services at Baruch College, where she used her experience and expertise to work with students to make realistic academic and career choices. She was successful in getting internships and jobs for students by working with them to create resumes and develop job searching skills. Marsha has also developed a successful interview training program that takes into account the strengths and needs of individuals of various learning styles. Marsha believes that her success as a career advisor comes from her creative approach and passion to work with students and her drive to see them through the entire career development process.
Zachary earned his Bachelor of Arts degree in Philosophy at the City University of New York Queens College and is currently working on his Master of Library and Information Science degree. He is an avid reader who loves to learn and has experience tutoring math and science at both the high school and college levels. Raised by his grandparents, Zachary’s experiences caring for his grandmother has taught him patience and compassion, two very important qualities that he brings to the table when building the relationship between coach and student at New Frontiers in Learning.
Pam graduated from Lesley University with a Bachelor of Fine Arts degree in Photography. Upon graduating, Pam pursued her other passion, American Sign Language interpreting. She went on to receive her National Interpreter Certification from the Registry of Interpreters for the Deaf. It was through interpreting she found her passion for education and adolescents. Pam was accepted to the New York City Teaching Fellows and obtained her Masters of Science for Teachers while teaching full-time. Pam incorporates her understanding of visual aesthetics and various communication modalities to help students with learning differences gain access to otherwise inaccessible material. She is an active advocate for students with disabilities and is passionate about encouraging students to not only gain acceptance to college, but to succeed and pursue their goals throughout their lifetime.
Fallon is a New York State and nationally certified school psychologist currently completing her Ph.D. in School Psychology at Fordham University. She received her Master's Degree in Education from Brooklyn College, where she graduated with honors. Fallon has extensive experience across academic contexts, from preschool to college, supporting students' academic and social-emotional development. She joins New Frontiers in Learning from a therapeutic preschool program, where she assessed children for special education eligibility, developed Individual Educational Programs, and consulted with parents and clinicians regarding children's educational and clinical needs. She is passionate about fostering a collaborative relationship with students to help instill their interest in learning and encourage their success.
Marcella Pizzo, M.S., MHC-LP has earned her Master's Degree in Mental Health Counseling from Touro College. As part of her training as a Mental Health Counselor, Marcella has provided therapeutic interventions, developed Individualized Action Plans, and ran Psycho-Education groups. Her approach to therapy is diversified and tailored to satisfy the needs of her clients.
What sparked her interest in the counseling field on the graduate level was her work as a High School English Teacher in Brooklyn, New York. As a New York State licensed teacher, Marcella has extensive experience in working with adolescents at various academic levels. She has prepared students for state exams, developed curriculum, and provided outreach to staff and families.
As a private tutor for many years, Marcella has worked with students that were English Language Learners and students with disabilities. Through her individualized tutoring sessions, she has given her students the tools necessary to enhance self-advocacy skills and improve academic responsibility. With her clinical experience and teaching skills, she can address the needs of students through diversified insight and compassion.
Lexi graduated with a Bachelor's Degree in Child and Family Studies from Oneonta State College. She continued her education with the professional goal of helping others, and obtained her Master's Degree in Social Work from Fordham University. Lexi's passion to guide others to reach their highest potential grew after working with adolescents. She consistently incorporates her knowledge and understanding of differentiation and utilizes a strengths-based approach to guide students in reaching their fullest potential. Keeping a positive outlook and maintaining positive energy are key philosophies that Lexi incorporates in all aspects of her career and life.
Hannah is in her last year at the New York Institute of Technology where she is studying Behavioral Science. Hannah's own past experiences in college have motivated her to work with a college-bound student population with diverse learning needs. Working in a program at her university that helps ease students into the college experience, she has helped other students get involved on campus and has worked with students on personal goal setting and managing class work. With her future degree in Behavioral Science, she hopes to continue to work in education and obtain a Master's Degree in Counseling. With a passion to watch each student succeed and break down barriers, Hannah feels that she can make a difference with every student she coaches.
Ashley holds Masters Degrees in both Spanish and TESOL from NYU. After teaching Spanish at the K-12 level, she switched to her real passion: English Language Learners in higher education. She has taught First-Year Experience Courses at Marymount Manhattan College and taught in the CUNY CLIP program at Bronx Community College. Currently, she is the Academic Coordinator and a Lecturer in the LINCC Program as well as an instructor of Latin American Studies at Nassau Community College, where she has been for 10 years. She has published for Idiom, as well as presented at several New York State TESOL, Long Island ESOL and International TESOL Conferences. She is also a part of the Conference Planning Committee for the annual Long Island ESOL Conference. In addition, she is a Co-Chair for the Higher Education Special Interest Group (SIG) for New York State TESOL and has led workshops at the Literacy Assistance Center (LAC). Her presentations and interests include teaching civility/appropriate academic language and behavior in the university classroom and bridging the gap between high school and mainstream university classes.
Jillian is a currently earning a Master's Degree from the Silberman School of Social Work at Hunter College. She has a Master's Degree in Special Education from Pace University through the New York City Teaching Fellowship. She completed her undergraduate degree in Communication Disorders at the State University of New York at New Paltz. Jillian has worked with people with disabilities for over a decade in a variety of settings. This experience led her to pursue a career in education. As a former public school teacher, she has learned the importance of encouraging students to achieve their goals both inside and outside of the classroom. She believes that with the proper support, every student has the potential to become successful. She follows a holistic approach to learning that involves student directed instruction, social-emotional support and self- advocacy. Jillian hopes to continue her work as an advocate for children with disabilities and become a school social worker after the completion of her MSW.
Julia graduated from Providence College in 2011 with a Bachelor's degree in psychology. She recently earned her M.S. Ed in Therapeutic Interventions in May 2015 from Fordham University, where she is currently pursuing her PhD in School Psychology. She has worked with students of all ages and in many different settings, from running an after-school program in low income neighborhoods in Providence, RI with local youth, to working as a teaching assistant in special education classrooms in a BOCES program for the past 8 years. She was raised by two phenomenal teachers that taught her the importance of learning, working hard, and never ceasing to look for ways to overcome obstacles. She hopes that her passion for education and the belief that anyone can develop the skills to achieve their goals will help her to assist students in need.
Arielle graduated with a Bachelor's Degree in Human Development from Binghamton University. Following graduation, she was accepted into the New York City Teaching Fellowship. She began teaching full-time with students with special needs and received her Masters of Science for Teachers at Pace University. Arielle loves learning; she helps to incorporate each student's individual learning style and personal interests into their academic experience. She feels strongly that each student can learn and succeed as long as they have an environment that fosters their creativity and their passions.
Sara Teta is a New York State and Nationally Certified School Psychologist. After completing her undergraduate work in Psychology, Sociology, and Child and Family Studies at Stony Brook University, she completed her School Psychologist training with a Master's degree from Brooklyn College, and a Doctorate in Psychology degree from Rutgers, The State University of New Jersey, in the field of School Psychology. Over the previous 7 years, Sara has worked as a School Psychologist in both public and private schools throughout New York City and Long Island with children in grades Pre-K to 12th who encompass dynamic learning and ability profiles in both special and general education settings. Sara has provided a variety of direct and indirect services in the school communities which include: conducting psychological, behavioral, and educational evaluations to determine the students' strengths, needs, and eligibility for special education services, providing school-based counseling to promote students' skill development, supporting teachers and staff with classroom behavior management interventions, systems-level work assessing the school's needs, resources, and policies to create a bullying prevention and intervention plan, implementing and monitoring school programs to promote a positive school climate, developing and providing student, faculty, and parent workshops, and developing and providing tiered interventions for students experiencing social, emotional, and academic difficulties. In her school counseling work, Sara makes it a point to incorporate building the students' self-awareness, determination, and advocacy skills as they develop their future, post-school plans so that they can become more independent as they strive to meet their personal goals. Her passion is to continue to support children, adolescents, and teens as they navigate their school experiences so that they can fully develop their interests and access their skills to become engaging, proactive, and happy adults.
Nicholas earned his Masters degree at SUNY New Paltz and his Bachelor of Science at SUNY Cortland. Both of his degrees were in Adolescent Education with a Concentration in Mathematics. He comes from a family of educators and feels that education is the foundation of the future. Nicholas has worked with students from five years of age all the way through college. He has been fortunate enough to work with students from a wide variety of backgrounds and abilities, and he has taught in various academic settings. Through his foundation in mathematics, ability to create a rapport with students, and classroom experience, Nicholas plans to help students grow both academically and personally.
Kaitlin's passion for people and interest in relationships has encouraged a career in Human Services for over a decade. She earned a Bachelor of Arts degree from SUNY New Paltz in Psychology, with a minor in Disaster Studies. After her undergraduate work she served as a member of Americorps' National Civilian Community Corps. During that time she and her team were able to provide disaster relief, wild fire prevention, and were offered the privilege of engaging with communities throughout the Southern region of the US. Kaitlin returned to SUNY New Paltz and earned a Master's of Science degree in Mental Health Counseling.
Kaitlin has worked with various populations throughout her counseling career. Her time in the Psychological Counseling Center on campus helped her gain exposure to the wide variety of issues college students face. An internship as a Substance Abuse Counselor enriched her understanding of issues surrounding addiction and depression. As a Supervisor in a home for adults with Developmental Disabilities, she was fortunate to develop relationships with many amazing and brilliant individuals who learn differently. Kaitlin believes in the power alliances have in generating positive change, and is excited to be a part of a program that encourages such relationships.
Alex graduated in 2014 with her Juris Doctorate from the Hofstra University Maurice A. Deane School of Law. She received her Bachelor of Arts degree in Psychology, also from Hofstra University.
Alex loves learning and education, and believes that everyone has the capacity to succeed if given the proper tools. Her diverse education has provided her with the understanding that all people learn differently and all areas of study have their own approach. Through this knowledge, Alex hopes to help her students develop a love of learning and a passion for success in a way that works for them.
Thank you for your interest in New Frontiers in Learning! The following are required for admission into the program:
1. Application: Interested candidates must submit a brief application which includes contact information, high school/college information, and academic and social interests, strengths, etc.
2. Transcripts: Applicants must submit transcripts from all high school and college institutions attended.
3. IEP: A copy of the applicant’s most recent IEP needs to be submitted.
4. Neuropsychological Evaluation: current evaluation (within the past 5 years) needs to be submitted. Results from an adult intelligence scale, such as the WAIS, should be included.
5. In-Person Meeting: All applicants will attend a "getting to know you" meeting where they will have the opportunity to learn more about the services offered.
2015 Enrollment Application
All application materials should be sent to:
New Frontiers in Learning
80 Broad Street, Suite 1702
New York, NY 10004
Please contact Samantha Feinman, Director, at firstname.lastname@example.org or
(646) 558-0085 with any questions regarding the application process.