The Greenwood School
Hallie Cohen has a diverse work experience spanning several industries. Hallie began their career as an Orchestra Director at Ithaca High School in 1977. From 1977 to 1978, they also worked as an EOP tutor at Ithaca College. In 1980, Hallie joined the Albany Symphony as a Section Violinist, where they performed until 1984. Hallie then played as a Section Violinist for the Dayton Philharmonic Orchestra from 1993 to 1995. Additionally, they worked as a Section Violinist for the Fort Wayne Philharmonic from 1993 to 1996.
Starting in 1992, Hallie took on the role of Associate Faculty at the Chamber Music Connection until 2013. Simultaneously, from 1996 to 2013, they served as the Strings Specialist and Reading Specialist/Certified Orton Gillingham Practitioner at Westerville City Schools, where they provided multisensory reading instruction and collaborated with various stakeholders to support students' learning.
In 2013, Hallie became an Orton Gillingham Tutor, specializing in reading instruction. Hallie also worked as a Reading Specialist at the Stephen Gaynor School from 2017 to 2018. Currently, Hallie holds the position of Department Head of the Language and Literacy program at The Greenwood School, starting in July 2018.
Hallie Cohen CALT, SLDI has a comprehensive education history that includes multiple degrees and certifications. In 1994-1996, they attended The Ohio State University and obtained an Endorsement in Reading Intervention. In 2012-2013, they furthered their education at the Columbus Masonic Learning Center and became a Certified Orton Gillingham Practitioner, specializing in the Orton Gillingham/Multi-Sensory approach to teaching reading.
In terms of professional development, Hallie Cohen pursued additional education at Ashland University for an unspecified period. Hallie also attained a Master of Music degree from Binghamton University, specializing in Music Performance. Additionally, they have studied Music Performance at the Cleveland Institute of Music and acquired a Bachelor of Music Education in Music Ed and Performance from Ithaca College.
In addition to their degrees, Hallie Cohen has obtained various certifications to further enhance their expertise. Hallie became a Certified Dyslexia Practitioner through the International Dyslexia Association in November 2016. Hallie also holds a CALP certification from ALTA, which was obtained in August 2013. Furthermore, they have certifications in CERI (Center for Effective Reading Instruction) and IMSLEC (The International Multisensory Structured Language Education Council). Lastly, they are trained in the Orton Gillingham approach through an accredited IMSLEC program.
Overall, Hallie Cohen CALT, SLDI has a diverse education background and a range of certifications that make their well-qualified in the field of reading intervention and dyslexia instruction.
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The Greenwood School
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If a student is bright and kind and is also having trouble finding their potential in a traditional classroom, The Greenwood School may be the right choice. With experienced caring staff and an average class size of 3-5, our 6-12 grade students with language based learning difference such as dyslexia and executive function and ADHD weaknesses, find they are capable of far more than ever expected. The majority of students join Greenwood in September; however, our individualized curriculum comfortably accommodates rolling admissions. Teachers are on a first name basis, forging loving relationships and strong connections with their students. We offer a customized college preparatory curriculum, ensuring students are engaged intellectually and creatively inspired. An embedded use of assistive technology and a school wide Executive Function skills program provides specific tools to accelerate and enhance learning. Dyslexic students receive tutoring from expert reading teachers trained in Orton-Gillingham, Lindamood Bell and Wilson Language, and our computer based Targeted Cognitive Intervention course strengthens the brain networks that support reading. At Greenwood, faculty understand the power of drawing on a student’s inherent curiosity and their need to move. Robust learning happens through student-driven inquiry based projects. We know that Greenwood students excel in an environment where sequential, direct instruction is the norm, but the use of different modalities is just as important. On and off campus opportunities provide students with the ability to connect with the community around them. One much loved program allows for students to meet with entrepreneurs. Mentors, with and without learning differences, share their challenges and triumphs, rebranding failure as the typical road toward success. This type of education liberates Greenwood students from the conventional classroom environment, and ignites a passion for learning.