Meet Tracy
Speech-Language Pathologist | Founder of TriBury Speech Therapy
Many of the students I see do not qualify for school-based services because their standardized scores fall within the average range, but they may still have relative weaknesses in areas such as language organization, discourse cohesion, inferencing, written expression, or executive function. As classroom expectations grow more abstract and linguistically complex, these relative weaknesses can begin to interfere with academic performance and independence in the classroom.
Professional Background
Over the course of my career, I have worked with individuals across a wide range of communication profiles, from mild speech sound differences to complex language, learning, and neurodevelopmental needs. This includes extensive public school experience supporting students who qualify for services under an IEP, as well as students whose profiles fall outside standard eligibility criteria but still benefit from support. I have supported individuals who are highly verbal, nonverbal, and everything in between, across diverse learning profiles and levels of support.
Evaluation Beyond Test Scores
My evaluations look beyond isolated test scores. I examine authentic classroom assignments, writing samples, and patterns of performance to understand how language, organization, and academic task demands interact. Intervention is designed to strengthen clarity, structure, and flexibility in real academic contexts. The goal is not simply to build isolated skills but to support sustained success as expectations continue to rise.
Clinical Perspective
This work is informed by decades of school-based clinical experience and ongoing advanced training in autism, social cognition, narrative and discourse development, and executive function. I bring both breadth of experience and careful analysis to every student I support.