Our goal at All Saints is to develop a school-wide framework that supports all learners. Our devoted team of Learning Specialists focuses on the Science of Reading and has completed extensive training in dyslexia, the Orton-Gillingham method, Structured Word Inquiry, and the LETRS program. The Learning Support team at All Saints is committed to training teachers, identifying reading challenges, implementing a multi-tiered system of support, and working together to understand each child’s learning profile. 

Early identification of reading and learning challenges and a targeted intervention program is essential for our students. One step in building this program has been administering a series of evaluations that assess foundational reading skills to all Pre-K through second grade students. Reading and math assessments allow our learning support team to identify students who will benefit from targeted small-group instruction. Additionally, our learning specialists monitor the long-term progress of all students as they advance through the lower grades.
Once students are identified with a learning challenge, our Learning Specialists, Linda Paul, and Linda Popp, create an evidence-based Learning Plan for each child. This Learning Plan will specify classroom accommodations as well as provide guidance for individualized sessions to support a child’s strengths with a direct focus on areas of growth.
Early Screenings and Support
All Saints provides all of our Preschool and Pre-K students with the opportunity for one-on-one speech and language screenings with Brittany Kalinowski, MS, CCC-SLP, a local Speech Pathologist with 20 years of experience from the Monterey Bay Social Language Center
Significant speech and language developmental milestones are met during the preschool and kindergarten years, specifically in the areas of speech articulation and language comprehension. Language comprehension includes auditory-verbal memory, syntax and grammar, semantics (word meanings), and understanding social rules such as taking- turns and early nonverbal communication skills. Measuring phonological awareness skills during the preschool and kindergarten years is a way to screen for issues that may arise later when a child learns to read.

Brittany Kalinowski, Elisa Pollard-Gensberg, and Linda Popp are all part of our plan to provide continuing education opportunities for both teachers and parents.

Learning Support Team

List of 5 items.

  • Linda Paul

    Linda has been teaching young children in Carmel, California for the past 22 years. 
    She holds both undergraduate and graduate degrees in Child Development and Teaching. Linda is certified in the Orton-Gillingham instruction method and has received extensive training in Structured Word Inquiry. As a third grade teacher and resource specialist at All Saints Day School, Linda is able to pursue her passion for educating young children in an environment that supports and honors all learning styles.
  • Linda Popp

    Linda is an Educational Therapist who has been working with students for over twenty years.
    Her passion is helping students who struggle with learning. She has a Master’s Degree in Reading and a postgraduate certificate in Educational Therapy.  She has received extensive training in multi-sensory language and math instruction including Orton-Gillingham, Wilson Reading, Structured Word Inquiry, Handwriting without Tears, and Making Math Real. Additionally, for the past five years, she has been studying orthographic linguistics to better understand the English writing system.
  • Brittany Struve Kalinowski

    Brittany, MS, CCC-SLP is a local Speech-Language Pathologist and Director of the Monterey Bay Social Language Center located in Monterey, CA.
    She holds a Bachelor's degree in Speech-Language and Hearing Sciences and Psychology and a Master’s degree. With over 20 years of experience, Brittany specializes in social cognitive individual and group therapy for students to support students with improving self-regulation, holding reciprocal conversations, using flexible thinking, and strong executive function skills. She is recognized locally as an expert in this area of Speech and Language Development.
  • Elisa Pollard-Gensberg

    Elisa Pollard-Gensberg, an Occupational Therapist, partners with All Saints and parents to do classroom observations and one on one student screenings as well as see students on campus for services.
    Her advanced training and experience working with children with difficulties in self-regulation, poor executive functioning, and fine motor delays allow her to identify areas of challenge for students and provide recommendations for strengthening those skills.
  • Michelle Handel

    Michelle is a learning specialist who has worked with children for over 20 years.
    As a credentialed teacher, she taught Kindergarten and then pursued her passion to help children with learning differences. Michelle is certified from the Chartwell Training Institute which teaches science-based tools and strategies to systematically help students navigate dyslexia and ADHD. In addition, she has trained in several Orton-Gillingham multi-sensory programs, Lindamood Bell, Making Math Real, The Chicago Math Institute, Handwriting Without Tears, and The Feuerstein Method for Cognitive Modifiability. As a licensed HeartMath provider, Michelle trains children and parents to manage stress and anxiety. She is a current member of the Association of Educational Therapists. Michelle currently sees students on campus at the parents' request.

All Saints Day School

8060 Carmel Valley Road
Carmel, CA 93923
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All Saints Day School, in Carmel, CA, is the only independent, private school on the Monterey Peninsula that focuses solely on educating students in Preschool through Grade 8, and has been doing so, with a reputation for excellence, since 1961.

All Saints Day School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin, or sex in the administration of its educational and employment policies, admissions policies, financial aid programs, and athletic and other school-administered programs.