Meet Our Talented Staff!

CEO

Learn more about our CEO!

EXECUTIVE VP and SENIOR ADVISOR

With a wealth of professional experience in managing and growing businesses, Richard works with the GOALS team to streamline and improve our business processes. He also works with strategic partners to expand GOALS' services to populations who lack access to services like ours. Richard’s background includes positions as a Senior Advisor, Executive Director, Director of Admissions, and President & CEO.

Richard highly values encouraging young people to become the very best versions of themselves, making him a perfect match with GOALS mission to guide students towards becoming strong, independent learners. While Richard often worked with business practices, he was able to share his passion for working with young people in his role as a Regional Manager with Kidz Love Soccer. He also never missed a shift as a PE parent throughout his daughter’s school years.

Richard’s free time revolves around his wife and daughters, who enjoy trying new foods and traveling. His youngest daughter is currently off to college as a UCLA Bruin. With his new found free time, Richard is enjoying playing more league soccer.

CHIEF EDUCATION OFFICER

Alysia earned a Master’s degree in Anthropology of Childhood, Youth, and Education at Brunel University in West London. She had previously attended CSU Sacramento where she studied Psychology with an emphasis in Applied Behavioral Analysis. While in the UK she did her dissertation work at a hostel for vulnerable youth and has since worked extensively with children and youth in the foster care system and in group homes. 

She has a strong behavioral background with experience supervising behavioral therapy for children and youth with developmental disabilities and severe behavioral difficulties.  Alysia’s extensive experience in both direct care and supervision of care has helped her to mentor GOALS staff as Director of Education. In the long term, Alysia wants to continue polishing her skills at leading teams in a student-focused environment. 

OPERATIONS MANAGER

Maggie graduated Summa Cum Laude from San Jose State University with a BS Degree in Justice Studies. She was admitted to Santa Clara School of Law and Golden Gate University School of Law on scholarship but decided being a lawyer was not her cup of tea. She joined GOALS in 2016 as Phillip's Executive Assistant and was promoted to Chief Administrative Officer, then a few years later, stepping down to Operations Manager, where she has been leading the Administrative department, as well as Finance and HR.

She gained experience and a passion working with youth interning at the LGBTQ Youth Space and has also worked with adults with autism prior to joining GOALS. Additionally, she has years of customer service and administrative experience and uses her variety of skill sets while working here at GOALS.

SENIOR INSTRUCTOR and PRODUCTIVITY MANAGER

Kristin studied clinical psychology in graduate school and graduated summa cum laude with a BS in Health Sciences from Portland State University. She has provided CBT-focused psychotherapy to adults experiencing psychological disorders; counseled at-risk high school students; helped develop the social and behavioral skills of children with autism spectrum disorder as an ABA therapist; and worked as an Adolescent Development Specialist at a crisis residential treatment program. Her work has taught her the importance of tailoring her approach to best meet the needs of each individual student, recognizing that everyone has different strengths and areas of need. She approaches her students with empathy and patience, and works alongside them to help them realize their full potential.

A former Division 1 soccer player at Portland State University, Kristin understands the value of teamwork, habit formation, and dedication. When not at GOALS, you’ll find Kristin playing center defender on the soccer field, or hanging out with her golden retriever and two shiba inu pups.

TRAINING SUPERVISOR, SENIOR EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

With an academic background of Psychology and Education, Erin develops innovative learning experiences for her students, which is a skill she began when she led education components at science centers and museums. She excels at emotionally supporting her clients with aspects of learning that can be overwhelming. As a coach and instructor, Erin believes that every moment can be a teaching moment.

Her hobbies are closely tied to her love of STEM education and include working and living on a ranch for rescued horses, pinning and collecting insects, and gardening.

EXECUTIVE FUNCTIONING and PRODUCTIVITY INSTRUCTOR

Neel is on a mission to deliver a fresh and dynamic approach to teaching. His journey in education is both varied and inspiring, having taught conversational English to children in a remote village in India and creating engaging content for social media. Neel’s approach to teaching centers on making subjects come alive by building strong connections with students and infusing lessons with a touch of wit. He believes that igniting curiosity is essential for learning, and he excels at demonstrating the real-world relevance of different subjects.

Outside the classroom, Neel channels his enthusiasm into video production, where he explores topics like history, music, film & TV, psychology, and more through visually captivating content. 

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Amanda is a passionate educator with a knack for making learning both meaningful and approachable. With both a bachelor’s and master’s degree in English and Education, her love for literature and teaching has taken her to some truly unique classrooms—from a correctional facility, where she helped individuals find their voice through poetry and resumes, to supporting college students with autism at an independent living center, and even working in a therapeutic program. Amanda’s journey has taught her one clear lesson: education should be accessible and tailored to every learner. Amanda also has extensive experience coaching blind clients in the use of assistive technologies, blending practical tools with encouragement to empower individuals in their educational and personal goals.

At GOALS, Amanda takes a warm and relational approach, connecting with students to understand their needs and finding creative, sometimes unconventional ways to help them succeed. When Amanda isn’t inspiring her students, you might find her reading a great book, soaking up the sun on South Florida beaches, or plotting her next travel adventure (her bucket list is impressive). She also loves live music and even embraces her “terrible taste” in TV shows with pride. As a blind educator, Amanda offers a fresh perspective, turning challenges into opportunities and showing students how to see their own potential in a new light. She’s excited to bring her expertise to GOALS as a Content and Executive Functioning Instructor, helping everyone access the tools and strategies they need to thrive.

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Skilled at helping students discover their unique learning styles, Zoe is a content and EF instructor with a wealth of strategies to share. With a Masters of Science in TESOL and a double major in Writing & Rhetoric and Spanish, she’s taught English in Colombia and Spain, tutored college writing for nearly 8 years, and supported students through various academic challenges. Zoe’s teaching philosophy revolves around metacognitive strategies—asking insightful questions to help students recognize their strengths and how they learn best. 

Whether it’s mastering academic writing, refining study habits, or boosting prioritization skills, Zoe’s goal is to empower students to take charge of their learning journey. Outside of teaching, Zoe enjoys traveling, crocheting, and—here’s a fun fact—she unknowingly got married at a UFO sighting hotspot (something she learned afterward)!

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Emmily has a rich background in supporting individuals through her previous roles as a certified STAND Coach at the UCLA Resilience Peer Network, a Teaching Assistant at Chapman University and currently as a School Counselor (MSW Intern) at YouthBuild Charter School of California. She holds a BA in Psychology from UCLA and is currently enrolled in a Master's in Social Work program at USC. She also has experience as a Research Assistant for The Child Brain Study at the Semel Institute for Neuroscience and Human Behavior.

From working with neurodivergent children in research to teaching students in high school, Emmily has learned that all students carry tons of ambition and passion. She believes that as instructors, we inspire students to find confidence and autonomy throughout their academic journeys. Her approach to working with students has always emphasized patience, care, and a non-judgmental attitude. She embraces each student's unique skills and learning preferences. A combination of organizational tips, cognitive support, and fun, game-based learning devices has been her go-to!

Emmily firmly believes that fostering academic achievement goes beyond explaining concepts. She wants to ensure students have the confidence to successfully navigate their academic challenges and refine their learning skills. She teaches because she wants students to believe in their capabilities as much as she does.

A fun fact about Emmily is that she has written, illustrated, and published a children's book. She also loves scrapbooking and exploring new food spots!

EXECUTIVE FUNCTIONING INSTRUCTOR

Ebani Broadus comes to us with an advanced degree, (Ed.S) Education Leadership Specialist, a masters degree in Humanities, and more than 20 years working in education. From school administrator to curriculum specialist, behavior specialist, mentor, and author, Ebani has worn many hats throughout her career. Her teaching style is rooted in empathy, blending tried-and-true educational models with creative strategies like mind maps and organizational tools that keep students engaged and on track. Inspired by the amazing educators who shaped her, Ebani is passionate about teaching executive functioning skills and sparking a love for reading, writing, and comprehension. 

When she’s not empowering students, you’ll find Ebani collecting lip glosses—because who doesn’t love a pop of color?

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Evelyn joined GOALS with degrees in Applied and Computational Mathematics, a Master’s in Urban Education, and she is currently working toward her Master’s in Social Work.  She has spent time in the classroom as a Mathematics teacher, and has also supported young people learning skills needed to enter the workforce through the Job Corps. She has also worked as a Mental Health Intern at Torrance Unified School District.

Evelyn’s education and work experience has taught her that learning is an act of liberation— one that is deeply personal, nonlinear, and unique to each individual. In systems that often prize self-sufficiency and perceived innate ability, tools that center students and honor their distinct ways of understanding are rare. As a late-diagnosed ADHDer herself, she has come to recognize that her intelligence is not in spite of her differences, but because of them.

She approaches her students with respect, acknowledging the wisdom of their lived experiences. Rather than positioning herself as the sole authority, she works with them to encourage curiosity, critical thinking, and agency as the primary stakeholders of the learning experience. She urges them to cultivate what she refers to as audacity: to ask questions frequently, to take up space loudly, and to ultimately know that they have the right to understand.
In the classroom, she most often draws from constructivist approaches, building new concepts upon students’ existing knowledge to create meaningful, lasting connections. She also emphasizes the articulation of reasoning— encouraging students to verbalize their thinking. As the saying goes, “If you can’t explain it simply, you don’t understand it well enough.” Helping students find clarity in their own words allows them to truly claim knowledge as their own. She loves making abstract concepts more accessible for students, and helping them build confidence in a subject that may seem intimidating at first.

First through teaching, and now through social work, she has dedicated herself to creating spaces where every voice matters. In both fields, she has had the privilege of meeting people where they are, and helping them access tools to thrive on their own terms.
In her spare time she might brag about her ability to recognize enough birds on a kayak tour to impress a marine biologist. She is also a licensed EMT-B.

STEM CONTENT INSTRUCTOR

Simon is a graduate student of Mathematics and Physics at San Jose State University with a bachelors from University of California at Santa Cruz. Simon brings a vibrant energy to his teaching that makes learning anything but boring. He’s known for his down-to-earth approach and a dash of monotoned humor that keeps students on their toes. When teaching, Simon prefers to ask more questions than he answers, socratically sparking curiosity and deeper understanding. Simon is comfortable supporting Mathematics from people who are just learning how to add and subtract through complex multivariate calculus.

When he’s not unraveling the mysteries of the universe, he’s relishing his love for basketball (a seven-year veteran) or chatting about his goal to be the first Korean Nobel Laureate in Physics. Simon is comfortable teaching in both Korean and English.

CONTENT INSTRUCTOR

Harika is currently a very busy undergraduate student at the University of Washington studying Medical Anthropology and Global Health as well as Food Systems and Nutrition with plans to pursue a medical degree. She started working at GOALS when she was in high school as a Junior Instructor, proving to be an extraordinary asset to the team both as a peer tutor and Productivity support.  Before coming to GOALS she worked at Kumon for 3 years teaching Math and English. Her extensive peer tutoring experience includes different subjects such as Biology, Chemistry, and Spanish.

Harika’s experience supporting a wide range of students has taught her that each student has their own style of learning and the best way to help them learn is to adapt her teaching style to best fit their learning. The main tools that she uses are active recall for memorization and hands-on learning through practice problems. Harika emphasizes mastery of concepts by having students demonstrate their knowledge during sessions.Harika loves observing the "lightbulb moment” when a challenging concept finally clicks for a student. She believes that is one of the best parts about learning because it gives the student a sense of power and accomplishment. Teaching gives her the tools to help people reach their lightbulb moments and she loves to empower them in that way.

When not focusing on academia, Harika spends her time playing volleyball or taking dance or art lessons.

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Adam joined GOALS having earned multiple degrees in Political Science including a Ph.D. He was an academic advisor at East Texas A&M University, and an Academic Success Coach at Oklahoma State University. He taught political science, international studies and peace and conflict studies at Graceland University in Lamoni, Iowa for 9 years.

Having worked with students inside and outside of the classroom, Adam discovered that students have more agency and power than they often think they do. Every student has a unique story to tell, and he approaches them in a spirit of active listening. He has a strong empathy for students and meets them where they are. Most frequently he draws on identifying and prioritizing goals and helping students manage their time effectively.

Adam recalls coming of age during the events of September 11th, 2001 which is when he realized the world was a much more complex place than he (or his generation) thought. He wanted to help others learn more about the world they inhabited. Over time He found the best teaching relationship was not just between a class and a professor, but between one student and mentor at a time. This remains his passion. He also has a passion for history and social studies, both by background and by training.

Adam loves all kinds of music, sings in a community choir, and (used to) play the drums. He also loves classic movies, art museums, fantasy fiction, and Indian food.

PRODUCTIVITY and CONTENT INSTRUCTOR

Jules joined the GOALS team in a unique role supporting our executive team, as well as the Productivity team.  Their experiences as a pre-med student at UCLA have put them in a special position to truly understand what it is like to leap forward into a new environment with drastically less community support and accountability, realize they have not quite developed the skills needed to be fully successful, and change course dramatically.  They are currently building these necessary skills while also sharing what they have learned with GOALS’ clients through support and mentorship in Productivity.  They continue to take courses at De Anza Community College in preparation for their future plans.

Jules excelled in high school and worked as a private tutor while at UCLA. When tutoring, they have tried to encourage the relentless curiosity and dedication that carried them through high school, as well as the self-directed discipline and motivation they have acquired since leaving UCLA that is necessary to succeeding in college. After struggling in college, they want to help students have the tools they need to succeed in that foreign environment on the first try. They especially love teaching Ecology, Evolutionary Biology and Writing. 

In their spare time, they enjoy watercolor painting, playing guitar, and enthusiastically playing tabletop role-playing games.

PRODUCTIVITY INSTRUCTOR

Olivia earned her BA in General Psychology from University of California, Santa Cruz. She has experience as a Registered Behavioral Technician, and also worked as an Administrative Assistant to a non-profit foundation.

Both her education and work experience have exposed her to people from several different walks of life. This allows her to approach her students with an open mind, which helps her select which tools to apply from her toolbox. She tends to use active listening and prioritization of organization most frequently. In doing so, this allows her to create a structure for herself and serve as a role model for those she is teaching.

Olivia is one of five siblings. All four of her other siblings are neurodivergent. As a result, she has learned to step back and reevaluate her own thinking to best support their thought patterns. She found this to be lacking in several educational contexts, which is what called her to this profession.

Psychology and Writing are her favorite subjects. Due to the frequent amount of writing necessary in the pursuit of psychological studies, she has become an expert in both.
In Olivia’s free time she absolutely loves soccer (both playing and watching) and even played for 15 years. She also loves going to the gym and being active.

PRODUCTIVITY INSTRUCTOR

Ben completed his BA in Psychology at CSU Long Beach where he also tutored student athletes in the Psychology Lab.  He has worked in a variety of supportive roles from a Behavior Technician supporting students with developmental disabilities to a Direct Support Professional in Residential Services. In all these supportive roles he learned to practice unconditional positive regard toward his students. He takes a familiar approach to building rapport - treating students more like friends than an authority figure.  He brings with him a toolbox full of strategies to support and believe the most effective tool he has introduced to his students is outlining and brain-dumping anything and everything on a relevant topic. This process usually leads toward a natural path toward writing and expressing their thoughts when they would otherwise feel stuck. He most enjoys supporting students with their English and Psychology work and strives to be a positive figure in his students life - much like the teachers who had significant impact on his own life.  In his spare time he enjoys music and even learned how to play three instruments: percussion, guitar and piano!

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Miranda Lawson is currently pursuing an  Ed.S. in School Psychology, complementing her extensive academic background which includes a Master of Education in Psychometry, a Master of Arts in History, and a Bachelor of Science in Special Education.

As a dedicated special education teacher at Edmond Public Schools, Miranda brings a wealth of experience to her role at GOALS. She has previously served as a case manager for Catalyst Behavioral Services and as the Testing Coordinator for Northern Oklahoma College. These positions have made it clear to her that every student learns differently, and that each individual student requires support tailored to their particular learning style. Therefore, Miranda approaches her students with individualized strategies, emphasizing differentiated instruction, in order to ensure that each learner feels understood and supported.

Miranda is passionate about education, and she hopes to be the mentor that she wishes she had during her formative years. She aims to create a safe space for students to express themselves and seek help when necessary..

Miranda's love for history, literature, reading, writing, science, government, psychology, and social studies fuels her teaching philosophy. Beyond her academic interests, she enjoys playing the flute and guitar, as well as engaging in crafty projects.

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Laura Shonberg is currently pursuing a Master’s degree from the University of Maryland, and she is scheduled to graduate in May of 2026. She holds a Bachelor's degree from Point Park University and has been working as a Special Education Teacher at a public middle school in Maryland since 2017.
Laura began tutoring in 2018, and she has worked with a diverse population of students ranging in age from 3 to 50. Her extensive educational experience has prepared her to expect the unexpected, adapt quickly, and teach from a place of compassion. Laura approaches her students with an open and nonjudgmental mindset, she aspires to foster an educational environment where both students and instructor can thrive.

Laura regularly utilizes a variety of tools to enhance learning, including specific praise and time management strategies alongside engaging physical resources.
Laura is motivated by a desire to positively impact the lives of those around her. She was influenced by exceptional teachers who inspired her to join the profession, and she strives to emulate their motivational qualities.

Laura particularly enjoys teaching English Language Arts. She is passionate about implementing strategies that make learning both effective and enjoyable.
In her free time, she enjoys working on her skills as an aerial silk artist. Laura also spends time creating unique handmade items, including body scrubs, soaps, jewelry, and candles, which she has sold at local craft markets.

ACADEMIC ASSESSOR and EXECUTIVE FUNCTIONING INSTRUCTOR

Andy Bowlin has worked in education for more than 24 years and brings deep expertise to his role as an Academic Assessor and EF Instructor. He holds an Ed.S. in Educational Leadership, a Master’s in Special Education, and a Bachelor of Arts in Religion. Over the years, he has served as a Director of Special Education, Special Education Coordinator, Special Education Teacher, and middle school math teacher.

Andy believes every student can learn in their own way and at their own pace. His teaching philosophy is rooted in respectful curiosity—taking time to understand each student’s strengths, interests, and learning style. By building trust and valuing students beyond academics, Andy creates supportive learning environments where students feel empowered.
His approach emphasizes that behavior is a form of communication and focuses on helping students build essential executive functioning skills such as organization, time management, and self-advocacy. He incorporates tools like graphic organizers, visual schedules, and checklists while involving students in creating their own strategies, fostering both independence and confidence.

Andy is passionate about the transformative impact a supportive educator can have in a young person’s life. Through his relational, practical, and strengths-based approach, he helps students not only succeed academically but also develop the skills they need to thrive long term.

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Hanna Stout earned her Bachelor of Arts in Education from the University of Central Oklahoma and has four years of experience as a Virtual English Teacher for grades 6–12 with Oklahoma Public Schools. She’s helping students develop strong academic and executive functioning skills.

Hanna believes that every student deserves an education tailored to their individual needs. She approaches learners with warmth, empathy, and positivity, using scaffolding strategies and personal connection to support growth.

Teaching English allows Hanna to combine literature, writing, and relationship-building. She finds the most rewarding part of her work in witnessing students’ confidence and skills grow over time.

Outside of teaching, Hanna enjoys video games, diamond painting, and music, having played the French horn for ten years in high school and college. 

EXECUTIVE FUNCTIONING and CONTENT INSTRUCTOR

Emily Williams is pursuing her Ed.S. in School Psychology and holds an M.Ed. in School Psychometry, an M.A. in American Studies, and a B.S. in Psychology with a minor in Grief & Bereavement. She has four years of experience as a mild/moderate special education teacher in Oklahoma, preceded by two years as a paraprofessional, and has also served as a facilitator for Northern Oklahoma College.

Emily believes that every student benefits from individualized instruction. Her approach emphasizes flexibility, empathy, and understanding, recognizing that educators often see only a snapshot of a student’s experience. She strives to create a supportive and responsive classroom where students feel seen and encouraged.

Emily discovered her love for teaching during the pandemic when she stepped into the classroom and witnessed students surpass their own expectations. She enjoys fostering growth across a range of subjects, including psychology, history, English, literature, and science.

Outside of teaching, Emily plays the clarinet and oboe, integrating her creativity and discipline into both her personal and professional life.

CONTENT INSTRUCTOR

Frank Garcia holds a Master’s in Leadership & Administration and a Bachelor’s in Natural Science with an emphasis in Biology. He has taught middle school Physical Science with Fresno Unified and served as a General Education Teacher at Corcoran S.A.T.F. State Prison, bringing diverse classroom experience to every student.

Frank believes trust, patience, and high expectations are key to learning. He combines relationship-building with strategies like differentiated instruction, graphic organizers, and real-world connections to make science engaging and accessible.
Inspired by teachers who shaped his own path, Frank strives to help students unlock opportunities and realize their potential. He enjoys making complex scientific concepts practical and fun, ensuring students leave each lesson confident in their understanding.

Outside the classroom, Frank enjoys time with his wife and their three pugs, playing golf, and video games.

CONTENT INSTRUCTOR

Danielle (Dani) Neufville earned her Bachelor of Arts in Mathematics from the University of North Carolina at Charlotte with a minor in Urban Youth & Communities and is a Culturally Relevant Teaching Scholar. She works as an Academic Interventionist, Chemistry Learning Coach, Online Math Tutor, and is a multidisciplinary artist.

Dani believes building genuine relationships is the foundation of effective teaching. She brings openness, humor, and creativity to her lessons, often using improv and visual arts to make complex ideas accessible.

Her teaching philosophy began in fifth grade as a Peer Reader, where she realized true understanding comes from helping others learn. She enjoys teaching mathematics, social-emotional learning, reading comprehension, creative writing, and foundational chemistry.

Outside the classroom, Dani is a musical and visual artist who loves building and creating.