“I have found Ms. Romero to be remarkably creative and tenacious. Her optimism about Dylan’s success has never wavered. She has gained his trust and adjusts her style from nurturing to serious to firm, depending on what is needed. ”
— Deborah Costello’s son has severe ADHD, and she needed someone who would be flexible enough to help Dylan by meeting him where he is and helping him move ahead.
“ Meeting with Elisa weekly, and later bi-weekly, helped me to address my situation holistically and try my hardest. She was especially helpful with completing essays/assignments involving articulating my thoughts and ideas, as well as overall organizational skills and confidence. She worked me in a way that motivated me as a learner and a person. ”
— Hope was a sophomore at the Bay School of San Francisco who was struggling with teachers who didn’t understand that she learned differently than the other kids.
“ Elisa is on the top of my list of educational therapists I refer students to because she is passionate, knowledgeable, dedicated, and she makes learning fun. My students not only become stronger in their skills, but perhaps more importantly, she has a true gift for helping them become self-confident as learners.”
— Dr. Rebecca Branstetter is an educational school psychologist who turns to Elisa to help boost student’s self-confidence.
“ Elisa began meeting with our daughter regularly, helping her to understand her assignments more clearly as well as teaching her how to prioritize and organize her homework. Elisa’s youthful spirit allowed our daughter to feel comfortable with her while getting the academic support she needed.”
— This Bay High School parent’s 15-year-old daughter who would stay up until 11 pm struggling with her homework.
“Elisa discovered his weak points, but even better, his strong points. She worked on his writing skills and comprehension using modern tools that my son could relate to. He learned to relax. His teachers noticed a difference in his listening, and his social behavior changed completely as he was no longer suffering with frustration. His teachers saw a marked difference in concentration and understanding. He became engaged and was not indifferent to challenges. He communicated his needs, asked questions, and his self-esteem excelled. He has fun, is challenged, and feels heard with Elisa.”
— This French American International School parent had a 10-year-old son whose auditory processing disorder meant he was reading below his grade level, which translated to social and behavioral problems on the playground.
