Mēgan Reimann, MA.ED Special Education, NBCT
Mēgan has been an educator for over 15 years and has a BA in General Education from Western Washington University and a Masters in Special Education from Cal State University East Bay. She earned her National Board Certification in Special Education in 2008 and has had a range of classroom teaching experiences, both in the general education setting and the special education classroom. In addition to public school education, Mēgan has worked privately as a tutor and coach, and an educational consultant helping parents and educators find ways to better serve struggling students. She specializes in working with adolescents and young adults with learning differences (ADHD, Learning Disabilities, Dyslexia, Dysgraphia and Dyscalculia, Anxiety and Depression). She is particularly interested in Dr. Hallowell’s strength based approach and finding positive solutions for students and young  adults, and for parents and educators who work with this population of exceptional individuals. 



Peggy Gomula, PCI Certified Parent Coach
Peggy has a BA in English with a specialization in early childhood education.   She is married with three grown daughters, the entire family having the gift of ADHD.  Her experience has included being a mom, a soccer coach, a girl scout leader, a teacher, student and a parent coach.  Her strong commitment to wanting to help parents led her to become a Certified Parent Coach in 2003.  She built a strong practice but was seeing a growing need for helping parents struggling in an ADHD environment.  That led her to the teachings of Dr Hallowell.  She was enlightened and inspired by his teachings and fully embracedthem inhere practice.  Her practice today is devoted to helping parents understand the gift of ADHD, unlock its potential, and providing them with the tools to raise their children in a fun, calm, and connected household. Peggy also leads the calm and connected parenting program.


Genevieve Norwood, B.A., J.D.
Genevieve is currently studying School Psychology at Seattle University, and she holds a bachelor’s degree in Psychology from New York University and a law degree from University of Washington.  She has found that the best way to advocate for others is through helping them discover their strengths.  Most recently, she worked with juniors and seniors at Seattle Academy of Arts and Sciences (SAAS) as a study skills teacher and soccer coach.  In addition to helping her students advocate for themselves, navigate college applications, create organization systems, and deconstruct assignments into manageable steps, she collaborated with each student’s parents and teachers to streamline the student’s learning process. She also has experience working with youth ages 2-18 at a center for children diagnosed with Autism Spectrum Disorders. Her experience in rigorous academic and work environments has helped her acquire many tools and organization skills that she is eager to share with her clients. When not working with others, she enjoys traveling, kickboxing, running, playing soccer, and spending time with her husband, one year old daughter, and their three German Shepherds. 


Emily Cherkin, M.A.

A native Seattleite, Emily Cherkin has worked with middle schoolers in Seattle for the last thirteen years. Currently, Emily is a Coach, Parent Educator, and part of the School-Based Services team at the Hallowell-Todaro Center for ADHD. As a Coach, Emily uses a strength-based approach to help her clients build systems of organization that meet their specific needs. She also facilitates “tech-positive” parent workshops, professional development trainings, and school presentations around Seattle on the hot-button topic of screen time, social media, and helping families, schools, and kids find balance in the constantly-changing world of screens, technology, and media. Emily loves working with kids and parents to better understand what they need, address challenges, and find balance with family time and screen time. Prior to joining the Center, Emily worked for ten years at Seattle Academy of Arts and Sciences (SAAS), where she taught 7th grade English and created a curriculum based on technology and screen use, media literacy, and bullying.  As a mother to a 9-year-old and a 6-year-old, Emily also knows the parental challenges that come with having screens in the house. She owns and uses an iPhone, checks social media more often that she needs to, and sometimes feels overwhelmed by the demands of modern technology.


April De Nonno, M.A.

April is a writing specialist and a high school educator. She received her B.A. in English from Hunter College in New York City, and her M.A. in Literature and Writing from the University of Washington. For nine years April was an upper-school English teacher at Seattle Academy of Arts and Sciences (SAAS), where she developed pattern-based models of writing instruction used by the English, History, and Learning Support departments. Before teaching at SAAS, she spent six years in the Humanities and Sciences Department at Cornish College of the Arts. At Cornish April helped create the Integrated Studies Program, a year-long course designed to prepare new students for success in college-level reading, writing, and critical thinking. She believes that the path to good writing shouldn’t be mysterious, and that experienced writers draw on patterns and structures that are repeatable—even enjoyable—once practiced and learned.



Deb Wepman, MA.ED

Deb has her Masters in Education from George Mason University in Virginia, and her Bachelors degree in Elementary Education from the University of Vermont.  Deb began her teaching career in a public school in the suburbs of Washington, DC.  She has worked as a literacy coach for a state funded grant as well as served as a math coach in Arlington, Virginia Public Schools.  She has also been a private tutor for children needing remedial support.  Since relocating to Seattle from the east coast, she has been a substitute teacher at local independent schools.  She is also a Next Generation Yoga Advanced Certified teacher.  She teaches yoga and mindfulness at preschools and elementary schools throughout Seattle.  In her free time, Deb is found running, doing yoga or skiing with her children and husband.

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Liz Huehnergarth, MiT

Liz is an elementary school educator with over 15 years of experience in public and private schools as a teacher, parent and board member. She has a BA in English from the University of Washington and a Masters in Teaching from City University. Liz has special training in literacy from Columbia Teachers College and in Laura Rogan’s Wired for Reading. In addition to her years as a classroom teacher, Liz worked as a tutor for elementary-aged children. She also served on the Washington State Postpartum Support International board of directors and lead the warm-line, where she supported families in crisis. At the Hallowell Todaro Center, Liz is a coach, tutor and consulting teacher who specializes in providing individualized support for children with ADHD. As part of the school services team, she also provides in-class professional development for educators. Liz is passionate about developing relationships with elementary aged youth and their families, supporting them to reach their potential, while enjoying a happy and joyful childhood.


Sally Kidder Davis  M.ED., PCI Certified Parent Coach®

Sally has been supporting parents and families for over 30 years. She has a Masters in Community Health Education from Oregon State University and her Parent Coach Certification from the Parent Coaching Institute. Sally is married and an adoptive parent of three fabulous young adults. She has been a university health educator, an executive director of two non-profit organizations, and a consultant for a large corporation. Sally was a founding partner and Parent Coach with Sound Parent for five years. She is a lifelong meditator and in her leisure time enjoys hiking, skiing and gardening. Currently, Sally has a private practice on Bainbridge Island, and is co-owner of Life’s a Poodle, a company dedicated to promoting the success and dignity of children who learn differently.