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The mission of New Frontiers in Learning is to provide the highest quality education and social support services to students with learning disabilities, autism spectrum disorders, and related learning differences through ongoing personalized programming designed to meet the needs of every student.
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 New York City, Westchester, and Long Island, 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. The New Frontiers "Summer in the City" program is a small group college readiness program that is focused around the development of executive functioning and social skills. 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
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, ongoing professional development activities at national conferences and within the CUNY system, transition workshops for high schools and SEPTA organizations, and Adjunct Associate Professor in the Special Education Program in the School of Education at Pace University.
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, M.Ed., brings nearly a decade of experience in the human services/special education field to New Frontiers in Learning. He earned his Bachelor's of Science in Business Management from Providence College in 1999 before spending a year with Americorps, where he worked for the New York State Department of Environmental Conservation and taught environmental studies to grammar school students. He held a variety of behavioral interventionist and academic support positions before graduating with a Masters of Education in Special Education from The University of Vermont (UVM) in 2009. He spent six years with the Howard Center for Human Services and was a founding member of The SUCCEED Program in Burlington, VT, a postsecondary independent living and academic- based program for young adults with developmental disabilities and autism spectrum disorders operated by the Howard Center in conjunction with UVM. Marty was a classroom instructor and case manager with SUCCEED and developed and taught curriculum for such classes as Introduction to College, English Literature, Green Living and Leadership in Life. He brings a passionate and committed energy to his field and strives to build on each individual's strengths and talents to promote a sense of belonging, mastery 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.
Ariel graduated from Lafayette College with a Bachelor of Arts degree in Government and Law. Upon graduating, Ariel was accepted into Teach for America, a teacher education program that recruits elite candidates to serve underprivileged communities. He is currently teaching in the South Bronx while simultaneously pursuing a Master’s degree from the Relay Graduate School of Education. Ariel is passionate about working with students of all age groups and believes that nothing in life is more important than education. Ariel plans to continue working in education for years to come.
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 is finishing his Bachelor of Arts degree in History with a minor in Business Administration at Fordham University. Through the wide range of experiences offered at Fordham, Matthew brings a current college perspective to our team, providing the students with a peer with whom they can connect and relate. As Matthew finishes his undergraduate journey, he is a great role model for our current students striving for the same success. Following graduation, Matthew plans on pursuing a career where he can utilize his strong writing, interpersonal, and organizational skills 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.
Dan grew up in Arlington, MA, and graduated summa cum laude from Bates College with departmental honors in mathematics and a minor in philosophy. As a tutor and teaching assistant for the Bates mathematics department, he wrote homework assignments and lesson plans for calculus, differential equations, and real analysis courses. He was also a member of the Bates Peer Writing program, where he was an attached tutor for first-year philosophy courses. Dan attended research internships at NC State University and the University of Portland, and recently published a paper on accelerometer filtration algorithms. Since moving to New York, Dan has been tutoring math, writing as much as possible, and trying run in Central Park at least once a day.
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.
2014 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.