Our Educational Therapy Philosophy

Educational Therapists on the Kapp Educational Therapy team.Group photo of some Educational Therapists on the Kapp Educational Therapy Team.

Kapp Educational Therapy Group believes that every student can be taught how to learn in a way that works for them. With the right "tool box," every student can learn to advocate for themselves and take responsibility for their learning. The goal of our educational therapist team is for every client to become a successful, independent and autonomous learner. We love working with learners and families of varying learning profiles including executive functioning support, ADHD, reading and writing remediation, dyscalculia, and processing disorders.  Our approach is fun, engaging, and focused on the individualized needs of each learner.

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Meet The Educational Therapist Team

Our team is eager to help you through the initial planning stages, all the way through to the development stage. Ready to get started?

Rachel Kapp

M.Ed., BCET, Owner
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Rachel Kapp

Rachel grew up in Los Angeles. She graduated from the University of California, Berkeley, where she earned a Bachelor of Arts with Honors in Sociology and minored in Jewish Studies. Rachel began tutoring students in high school, eventually choosing to pursue a career in education. For over six years, Rachel was a lead preschool teacher where she gained a firm foundation in explicit teaching. Rachel has been a tutor in private practice since 2004, working with students in a variety of subjects including all levels of math, reading, history and writing. After working with so many types of students over the years and realizing she was passionate about building relationships with and helping students who learn differently, Rachel decided to become an educational therapist. She completed her coursework at the California State University, Northridge in December 2015 and Masters degree in December 2016. In her free time, Rachel loves spending time with her husband, Adam, her two sons, Elliot and Owen, and their dog, Fritzy, watching Cal Football, cooking for friends, and spinning. ​ Rachel is a Board Certified Member of the Association of Educational Therapists, an active participant in ongoing education through the International Dyslexia Association, and a member of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). Rachel is also trained in Wilson Reading Systems.

Deanna Tayag

Learning Specialist, M.S. Ed.
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Deanna Tayag

Deanna was born in Okinawa, Japan (#NavyBrat). She spent her childhood in Kapolei, Hawai’i and then moved to Orange County, California in the fourth grade. She earned her Bachelor’s degree in Literary Journalism with a minor in English from the University of California, Irvine and her Master’s of Science in Education from the Johns Hopkins University School of Education. Deanna is a proud Teach for America alumna (2018). During her time in the corps, she served indigenous students in Wai’anae, Hawai’i as a 7th grade English teacher. She is now entering her fourth year of teaching in Huntington Park, California, where she also leads a Journalism Club and works as a Social Emotional Coach. Deanna has taught and supported middle school and university students in understanding various academic content and developing their executive functioning skills. She acknowledges and embraces the unique experiences and needs of every individual and strongly believes in differentiated instruction that is data-driven and culturally-relevant. Deanna believes in inclusive practices so that every child may access a rigorous education. When she is not working with students or listening to educational podcasts, you can find Deanna at the dog beach with her three dogs (Yogi, Apollo, and Sheba), exploring different cafés, or watching anime, Marvel movies, or sitcoms.

Elizabeth "EB" Meerson

Learning Specialist, M.A.
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Elizabeth "EB" Meerson

Originally from Washington, D.C., EB moved to Los Angeles in 2011 after graduating from Georgetown University with a major in Linguistics and a minor in French & Russian. She earned her M.Ed from Loyola Marymount University in 2013 before going back to for her M.A. in English from the Middlebury Bread Loaf School of English. EB has taught high school students since 2011, from 9th to 12th grade English, Leadership, French, and Debate. She’s taught in many different environments including Independent and Urban schools, from Pasadena to West Adams and West L.A. Currently, EB teaches literature at an Independent School in Los Angeles. EB encourages her students to understand writing through revision, peer review, and critical self-assessment. Above all, she encourages her students to think of the writing process as an editing process, to embrace that writing isn’t about perfection, but about the process. This is especially powerful for students with dyslexia or dysgraphia (both written expression disorders) as it prioritizes the process of writing over the result, just like Educational Therapy. Together with students, EB tailors each session to develop their executive functioning skills, helping them revisit and build upon their organization and self-reflection, all while teaching self-advocacy in their own learning. In her free time, EB loves exploring fashion and art, enjoying live music, and finding hidden restaurant gems all around Los Angeles, from the San Gabriel Valley to the South Bay.

Katrina Gonzalez

Educational Therapist/Operations Director, M.A.
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Katrina Gonzalez

Katrina is a lifelong Californian who has lived in every area of the state. She earned her B.A. at St. Mary's College of California in performing arts with an emphasis in dance. After completing her teaching credential at California State University, Sacramento, she went on to teach for several years at Bay Area independent schools and ultimately completed her Masters Degree in Educational Therapy from Holy Names University. Katrina has always been passionate about education, and she began her career while she was a high school student tutoring younger children after school in her mom's classroom. Since then, she has worked as an English teacher, SAT Writing and Grammar instructor, special education instructional assistant, dance teacher, and even a director of a tutoring center. She has years of experience helping to cultivate the strengths of diverse learners while encouraging autonomy for each individual. Katrina is also a certified instructor of Autism Movement Therapy and brings her passion for movement to her educational approach for all learners. In her free time, Katrina can be found spending time with her husband and their three children. She loves to dance, read, and spend time outside.

Marisa Sisneros

Learning Specialist
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Marisa Sisneros

Marisa was born and raised in Albuquerque, New Mexico. She moved to Los Angeles to attend Loyola Marymount University, where she received her Bachelor of Arts in English Literature and a Minor in Theological Studies. Initially wanting to go into law, she realized she was better suited in education and applied to USC’s Rossier School of Education in 2017. Graduating with her Master of Arts in Teaching in 2019, she also received her Single Subject California Teaching Credential in English, as well as a Mild/Moderate Special Education California Teaching Credential. Marisa taught 6-8th grade while also using her special education credential to tutor younger students in reading intervention and executive functioning intervention in her after school time. In 2023 she left general education to become a special education teacher at a non-public school in Culver City, CA. While there, she was able to expand her educational toolbox immensely and help a diverse range of students with learning and processing differences. Having been raised by a mother who is a speech-language pathologist, Marisa spent many hours participating in activities with children and adults with diverse learning needs. Marisa was inspired to become an educator by her mom and brothers, who have learning differences, because of that, she has a personal stake in and a passion for educational access and equity. Marisa’s ultimate goal has been to work in Special Education and even the playing field for diverse learners. In her free time, Marisa loves to read, make pottery, crochet, and most importantly spend time with her husband, Adam, and dogs, Zelda and August.

Sarah Mudrick

Learning Specialist, M.S.
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Sarah Mudrick

Sarah was born in Honolulu, Hawaii, and was raised on Oahu. She started her education at a Montessori School, and credits the Montessori philosophy for nurturing her natural curiosity and allowing her to find independence and self-direction in her educational journey. It is this philosophy that continues to inspire her work today as an educator and a lifelong learner. Sarah earned her Bachelor’s of Arts in Psychology and English from Lafayette College in Easton, Pennsylvania. While there, she was involved in multiple leadership positions and was recruited by Teach For America by the end of her junior year. Returning to her home state, she served as a TFA Corps Member at Waianae Intermediate School teaching 7th and 8th grade English Language Arts. Sarah is passionate about educational equity and culturally relevant education for Native Hawaiian students, and joined a charter school focused on inspiring local leadership through project- and problems-based learning for her third year of teaching. Sarah and her partner then decided to move to the Big Island of Hawaii, or Hawaii Island, and she has been teaching 9-12 grade ELA at Laupahoehoe Community Public Charter School for the last 3 years. She earned her M.S. Ed from Johns Hopkins University School of Education in May of 2023. In her 6th year of teaching, Sarah prioritizes strong relationships with her students and sees SEL principles and concepts as central to her educational philosophy in her ELA classroom. She knows with the right environment and support, every learner can thrive. For the past two and a half years, she has also been the secondary ELA RtI Specialist, serving grade 8-11 students for increased individualized support in reading and writing. In her free time, Sarah loves snorkeling at the beach, yoga, reading, and spending time with her partner and their two cats.

Teri Daniel

Learning Specialist, M.A.
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Teri Daniel

Originally from Green Bay, Wisconsin, Teri Daniel graduated from the University of Wisconsin-Stevens Point where she majored in English Education and minored in English as a Second Language, Writing, and Spanish. After moving to Los Angeles in 2008 to serve a year of volunteerism in Boyle Heights through the Jesuit Volunteer Corps, Teri knew LA was home. She earned her Master of Arts in Child and Adolescent Literacy from Loyola Marymount University in 2012 and has been teaching English Language Arts for the past 14 years. Teri has relished in the diversity of LA, having lived and taught in various neighborhoods of the LA metro area -East LA, San Gabriel, Pasadena, Downey, and West Hills, to name a few. From each experience her fascinations with language and culture have grown. A certified Yoga teacher with a keen interest in the mind-body connection, Teri possesses a unique catalog of knowledge about the relationship between one’s nervous system, the brain, and learning. She applies this knowledge as she takes a holistic approach to working with learners that emphasizes social-emotional learning, student well-being, and learner-specific scaffolding. She believes that her success as a Learning Specialist is evidenced when she "works herself out of job", meaning the people she works with become such confident, skilled, independent learners that they no longer need her guidance. By helping her clients identify areas of strength and stretch, set goals, take action, and reflect upon the outcomes of their actions, Teri assists them in creating a well-stocked toolbox of strategies that will help them achieve their goals and experience greater ease not just in the academically, but in their lives overall. In her personal life, Teri loves Latin dancing, challenging workouts, and taking adventures with her husband and two small children.

Terumi Beppu

Learning Specialist, M.A.
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Terumi Beppu

Terumi was born and raised in Los Angeles, CA. She discovered an early passion for understanding human development and nurturing young minds. This journey led her to UC San Diego, where she earned a Bachelor's of Science degree in Developmental Psychology with a Minor in Science Education. Immediately after college, Terumi worked as an Instructional Assistant in a kindergarten classroom in Compton, CA. She then went on to earn her Teaching Credential and Master's of Art in Education and Teaching from the University of the Pacific. Terumi is now entering her fifth year of teaching in Huntington Park, CA. At the heart of her teaching philosophy lies a firm belief that all students are capable of greatness and deserving of individualized support and attention. She is dedicated to empowering students to take ownership of their learning journey, embrace challenges, and achieve their full potential by explicitly teaching executive function skills and building self- confidence. In her free time, Terumi loves filling her calendar with camping, hiking, or backpacking trips. You can also find her trying out new restaurants or spending time with her fiancé and 2 cats, Enzo and Opal.

our Core Values

Clinicians, learners, and parents work collaboratively to uphold these values.

Innovative Problem Solvers

In our work on executive functioning skills, we embrace innovation by continually developing new strategies tailored to each client’s specific needs. Whether it's refining organizational systems, time management tools, or self-regulation techniques, we think outside the box to help students overcome challenges that traditional methods might not address.

Compassionate Boundaries

When working with executive functioning, setting and maintaining boundaries is key to fostering growth and independence. We balance empathy with structure, helping students stay accountable while showing them compassion during setbacks. This approach builds trust and provides a safe space where they can take ownership of their learning and progress.

Face Reality with Integrity

Executive functioning challenges can be difficult to address, and we believe that facing them with honesty is critical for progress. We provide clear, realistic feedback, helping clients and their families understand where they are and what steps are necessary to improve skills like planning, focus, and self-control. This integrity ensures that we are always working toward genuine, sustainable solutions.

Drama Free

Executive functioning work requires focus, and a drama-free environment helps our clients stay engaged. We emphasize clarity, direct communication, and solutions to create a space where students can focus on building their skills without distraction, promoting productive learning sessions.

Continuous Improvement and Coachability

We understand that building executive functioning skills takes time, patience, and consistent effort. Our approach focuses on gradual, meaningful progress, and we emphasize the importance of being open to feedback and learning from mistakes. By modeling coachability and persistence, we help our clients stay motivated throughout their journey, reminding them that improvement comes through practice and resilience.

Testimonials

See what our clients have to say about our clinicians!

“

We have been very pleased with Katie.  Our son loves her and feels very accountable to her. His grades are all A’s and most importantly his confidence is up. Katie has been an excellent choice.

Happy Parents
“

Many thanks for getting him to a point where he was ready to take full ownership and make his own system that worked best for him. We are grateful for your process that led him to this understanding of himself.

Parents of a High Schooler
“

Our son actually looked forward to his twice weekly sessions with Rachel. Within a very short time, we could see he was learning useful strategies to master his school subjects. Today our son is excelling in all his subjects and has the organizational skills that will serve him for the rest of his academic career and beyond.

Parents of a 7th Grader

Frequently Asked Questions

To hear more about the educational therapy process, visit Learn Smarter: The Educational Podcast: Episode 37 - How Educational Therapy Works

How long does educational therapy take?

Educational therapy is more akin to a marathon than a sprint. There is no true time table. Goals, motivation, strategies and willingness to partner all factor in determining the efficacy of educational therapy.

Our commitment to you: we will "kick you out" of educational therapy when your child is ready. Most students and parents are actually ready to graduate from educational therapy before they realize--we will make sure to tell you!

We LOVE getting to tell you that your student is now an independent and autonomous learner and we're graduating them from working with us.

Is my FAMILY a good fit?

We will discuss this further on our phone call, but if your learner is struggling or anxious about school, yes, they are a great fit. If YOU are struggling, noticing gaps and worried about your learner's academic performance then yes, they are a good fit!

You are a great fit for Kapp Educational Therapy Group if you want to see your learner thrive with decreased parental support and are open to feedback and collaboration.

How do your core values impact the work that you do?

Our core values guide how we approach the development of executive functioning skills by fostering creative problem-solving and compassionate, structured support. We believe in addressing challenges with honesty and integrity, ensuring clear feedback and realistic solutions for our clients. By maintaining a drama-free environment, we help students focus on growth without distractions. Through patience and coachability, we encourage gradual, consistent improvement, understanding that meaningful change takes time and effort.

What is a typical session like?

Typical sessions vary in accordance with the individual psychoeducational goals established for your learner.

For students who are in middle school and high school, remediation always involves updating their systems for managing themselves digitally, physically, and time-wise as well as addressing homework that aligns with their psychoeducational goals.

All work conducted within sessions will be aligned with the specific goals of your learner. Each learner is very different and as a result, the strategies and remediation provided will be specific to your individual learner.

How is it different from tutoring?

To learn more about the differences between educational therapy and tutoring, visit: Ep 07: (Educational Therapy Series) Educational Therapy vs Tutoring

Is virtual educational therapy effective?

Yes, virtual educational therapy is highly effective. It allows students to access support from the comfort of their homes, using tools and strategies tailored to their unique needs. Many students find it easier to focus and engage in a virtual environment, which can foster greater independence and accountability. The online format also promotes self-management and organization, key components of executive functioning success. Additionally, virtual sessions provide flexibility, making it easier for families to incorporate therapy into their busy schedules.

Can you bill my insurance?

Educational therapy is not covered by insurance. We are happy to provide a superbill to you. Educational therapists do not have licensure in the state of California and therefore, we have no insurance codes to give you. We are able to provide a superbill to you but we've never had a client be able to figure out how to get insurance to reimburse them--if you are the unicorn that figures it out, PLEASE let us know!

What ages do you work with?

We welcome learners who are 5th grade through adulthood. We have educational therapists and specialists who specialize in different areas--this will be something we discuss on our phone call.