elevatEd Classrooms SEL Workshops help parents, teachers and students cope with the stresses of distance and hybrid learning. Our teacher workshops, parent info sessions and student activities help increase resiliency and student performance.
elevatEd STEM helps teachers adapt their lesson plans to the virtual and hybrid classrooms to improve student performance and teacher effectiveness. We work to provide innovative and inexpensive ways bring the lab to the student’s home.
elevatEd Classrooms Consulting offers administrators peace of mind when navigating school policies and COVID-19. We’ll work with you to create and implement effective solutions that are specific to your school and district.
Whether in a virtual classroom or in person, student performance matters. ElevatEd Classrooms provides customized workshops and activities in social-emotional learning to help educators and parents better connect and support their students.
Strong teachers increase student performance and school reputation. From adapting lesson plans and activities to building teacher strength and confidence in online and in-person classrooms, elevatEd Classrooms will create tailored solutions to your school’s needs and enhance teacher performance.
Whether you’re drafting reopening policies for schools, designing new programs to improve performance or simply just need a hand, elevatEd Classrooms consultants are ready to help create innovative solutions to any challenge your school faces.
Founder & CEO, elevatEd Classrooms
Jaclyn Sarnese has almost a decade of experience working in education. She started her career as a biology teacher in New Jersey, developing a biomedical sciences magnet program within her first few years. Jaclyn pursued an M.S. Ed in education policy from the University of Pennsylvania, which has fueled her drive to advocate for increased support for teachers through policy and high-quality professional learning. Her drive is what will help improve your school and students’ performance.
Today, schools are being asked to do the impossible – ‘reopen’ and reimagine school during a pandemic, without a lot of clarity from policy leaders. Parents and families protest in some districts, demanding their students go back to school in-person. Meanwhile, teachers voices’ are getting louder in defense of the health and safety concerns of teaching face-to-face during COVID-19.
Escuchamos su solicitud de apoyo para la salud mental de usted y sus hijos. Me gustaría presentarles el modelo Clover Model para ayudar con el desarrollo socioemocional de familias.
Parents, we hear your request for mental health support for you and your kiddos! I would like to introduce you to the Clover Model to assist with social-emotional development. People
Paula Blanco is currently a bilingual kindergarten teacher at a dual-immersion school. Paula first received a bachelor’s degree in foreign language teaching and in infant education. Paula found her passion teaching and went back for a MAT Spanish (teaching Spanish as a second language). After her education, Paula moved from Spain to the United States. Ms. Blanco is an experienced teacher with 9+ years of classroom experience.
Aimee Masters Altman is currently a middle school language arts teacher in southern New Jersey. As a teacher with over 13 years experience, she has worked as a Kindergarten-6th grade Library-Media Specialist, a 3rd grade inclusion teacher, as well as a middle school language arts teacher. Mrs. Altman graduated from the University of Pennsylvania with a degree in Sociology with a concentration in health and medicine and a minor in Women’s Studies. During her time at UPenn, she found her passion for teaching while working the Extended School Year program for students with special needs. She then went on to earn her Master’s degree in Education in Reading/Writing/Literacy with a certification as a Reading Specialist from the University of Pennsylvania School of Education. She continued her education for a Library-Media Specialist certification at Rutgers University. Mrs. Altman has sat on many committees to analyze, select, and write curriculum.
Dr. Korey Sewell , founder of Hands-On Technology Education, is a professional engineer and educator specializing in Computer Science & Engineering. He received his Ph.D. in Computer Science from the University of Michigan (2012) and his Bachelor’s degree from the University of California at Riverside (2004). His professional background consists of work at places such as Intel, Apple, Qualcomm and MIPS Technologies with interests in Microprocessors, CPU Workloads, and Simulation Methodology. As an educator, Dr. Sewell aspires for Hands-On Technology to continue to fulfill its mission of empowering the K-12 demographic with innovative, practical, and affordable technology-based activities (summer camps, workshops, and after-school programs).
Jacqueline received her Ed.S and M.A. degree in School Psychology from Rowan University and her B.S. degree in Psychology from Drexel University. She is currently certified in New Jersey and practices full time in the public school system. She has been working with the elementary and middle school students for 6+ years. She works to consult and collaborate with teachers, parents, and students to maximize their education and social experience. Additionally she completes cognitive and behavioral assessments as part of the Special Education process. She specializes in educating students, teachers, and parents on a variety of disorders such as anxiety, depression, ADHD, Autism, Specific Learning Disabilities, as well mood disorders and various developmental disorders.
