Meet The Experts
Lesli Evans
I am a Licensed Dyslexia Therapist (LDT) and Certified Academic Language Therapist (CALT) with over two decades of experience supporting students with diverse learning needs. I hold certifications in Special Education, General Education, and English as a Second Language, along with a Master’s degree in Psychology.
I have extensive experience collaborating with families, school districts, independent schools, and Special Education attorneys,(since 199), I am committed to ensuring students receive appropriate, research-based intervention and support, and have successfully resolved complex educational concerns through proactive communication and positive problem-solving while maintaining compliance with Federal, State, and Local laws, including HB 3928.
My passion is helping children discover their strengths, build confidence, and develop a love for learning. When I’m not working with students, I’m enjoying time with my husband, my four boys, and my granddaughter — the greatest reminders of why this work matters so much.
Erin Laizerovich
I am a CALT-Candidate: This is the formal term used by the Academic Language Therapy Association (ALTA) for someone who has completed the 900+ hours of training and practicum (typically 200 instructional hours + 700 clinical hours) required for the Certified Academic Language Therapist (CALT) program but has not yet completed the ALTA competency exam.
I have been in the education world since 2008, and I hold certifications in Special Education, General Education, English as a Second Language, along with a Master’s degree as a Reading Specialist.
Watching my daughter navigate the world with dyslexia transformed my perspective from one of concern to one of profound discovery. What began as an urgent, almost desperate need to learn everything I could to "fix" her challenges quickly shifted into a journey of advocacy and deeper understanding. As I leaned into the science of how her brain worked, I realized she didn't need to be repaired; she simply needed the right tools to unlock her innate potential.
By providing her with a supportive environment and targeted strategies, her perceived "weakness" became her greatest strength. This shift didn't just help her read —it ignited a resilience and a creative problem-solving ability that allowed her to excel in every facet of her life. Seeing her thrive today is a testament to the fact that when we bridge the gap between how a child learns and how they are taught, they become unstoppable.
There is a profound, quiet magic in watching a child move from the exhaustion of struggling to the exhilaration of fluency. This work is about restoring the confidence that dyslexia often strips away, and I am deeply committed to equipping my students with the evidence-based tools they need to be successful. When I am not working with students, I enjoy spending time with my husband, son, and daughter.