A woman with long brown hair, blue eyes, and a bright smile, wearing a dark green blazer and black top, standing in a modern, well-lit office with large windows and some plants in the background.

Hi, I’m Maria Siddons.

I started Laurel Learning in 2026 after 16 years in public education, with a clear goal: to help students close learning gaps, build confidence, and reach their full potential—and to support families in understanding how to navigate the school system so they can advocate effectively for their child.

I am a New York State certified teacher and school administrator with experience across multiple roles, including classroom teacher, Principal, Assistant Principal, Director, Special Education Administrator, and Committee on Special Education (CSE) Chairperson. These experiences have given me a deep understanding of how schools operate and how decisions are made, especially when it comes to supporting students with diverse learning needs.

For many families, the school system can feel overwhelming. Terms like CSE, 504 Plans, Response to Intervention (RTI), and Multi-Tiered Systems of Support (MTSS) can be confusing and difficult to navigate. My role is to help you make sense of these systems in clear, practical ways—so you feel confident, informed, and empowered when advocating for your child.

While schools provide many supports, they don’t always fully address every child’s unique needs. That’s where we come in. Through targeted, individualized support, Laurel Learning helps bridge learning gaps, strengthen skills, and support students in a way that complements what they are receiving in school.

Laurel Learning is a new business built on years of professional experience and a deep commitment to helping students and families succeed. It would be a privilege to partner with your family. Please complete our interest form—we look forward to speaking with you.

My Background & Approach

  • It all begins with a conversations with the parents. This helps me to determine the child’s areas of strength, their areas of need, and how I can best support the family. From there, I collaborate with the family on the next right steps for them, and develop a clear timeline together.

  • Through my years in public education, I have attended many trainings on reading, mathematics, behavioral support, and social/emotional support. Below are some of the topics that I have the highest levels of expertise within:

    • Part 200 Regulations

    • Section 504 Regulations

    • Part 154 Regulations

    • IDEA

    • Science of Reading (including specific training on the Orton Gillingham method for systematic phonics instruction)

    • Restorative Practices

    • Social Emotional Learning (including specific training on the Zones of Regulation curriculum)

    • Culturally Responsive Education

    • Trauma, Illness, and Grief

    • Trauma Informed Education

    • Autism Informed Educator Certification

    • Words for Life Augmentative Communicator Training (including access to software)

  • My family is at the heart of who I am, and I treat the families with whom I work with the way that I would want my family and my own children to be treated. I believe that every student and family deserves respect, clear communication, and fierce advocacy. I center on students’ strengths, listen closely to families’ concerns, and make decisions together with the family—always with transparency about options, processes, and outcomes. When schools fall short, I stand beside families to fight for services, supports, and placements that match the child’s needs. My work is grounded in professional expertise, compassionate partnership, and an unwavering commitment to what students truly deserve: a fair, accessible, and empowering education.
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