Karen Cavallaro

Dyslexia

I was born and raised in Reno and have dedicated more than 14 years to helping students with dyslexia and related learning differences thrive. My journey began out of necessity when my son was diagnosed with dyslexia and I discovered the limited resources available in the Reno area.

Determined to make a difference, I completed Orton-Gillingham (OG) training in 2014 and, through word of mouth, became one of the first dyslexia tutors in Northern Nevada.​Over the past 14 years, I have continually expanded my expertise to provide the most current, research-based instruction for her students. I completed more than 300 hours of advanced study in Structured Word Inquiry after recognizing that many students struggled with the heavy working-memory demands of traditional OG instruction. Through my deep understanding of the Science of Reading, how the brain learns to read, and the structure of the English language, I create highly individualized instruction tailored to each child’s unique learning profile—far beyond what any boxed program can provide.​

I have also been a strong advocate for dyslexia awareness and literacy education throughout Nevada. Through my work with Decoding Dyslexia Nevada, I have spent countless hours supporting families, educating teachers, and collaborating with local schools. I have provided training in dyslexia intervention strategies and the Science of Reading, helping educators transform literacy instruction and positively impact entire school communities.​ I am currently finishing my master's degree in speech-language pathology.

Tina Miller

Math

I’m a native Nevadan, a lifelong learner, and someone who has always believed that education can change the course of a person’s life. My path into teaching actually started at my kitchen table. When my children were in high school, their friends began coming to me for help with their math homework. I loved watching that moment when something finally “clicked,” and it inspired me to become a teacher. After earning my Master’s in Education, I spent 12 years teaching high school math, from Pre-Algebra through Trigonometry, including three years in the International Baccalaureate Program.

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My experience has taught me that learning happens best when students feel safe enough to be vulnerable, open-minded, and unafraid to make mistakes. Trust is at the heart of that process. When students trust their teacher and feel they are in a positive learning environment, they are more willing to ask questions, take risks, and keep trying when something is difficult. I work to build those trusting relationships with students because I believe those relationships open the pathways to learning.

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Those years in the classroom also taught me that great teachers can make an incredible difference, but they need strong systems and support around them. I went on to earn a second master’s degree in Education Policy & Leadership and move into administration, where I could work to support teachers and improve the way schools serve students. I’ve seen firsthand how things like overcrowded classrooms, attendance, behavior, funding, curriculum, and lost instructional time affect students every day.

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My experiences as a teacher, administrator, parent, and Nevadan have shaped how I see education. Every student deserves to feel seen, supported, and capable of learning. When we support our teachers, create positive school environments, and remove barriers to learning, we create schools where both students and educators can thrive.