Jonathan Trichter spent a major part of his career in finance and on Wall Street, where he was an investment banker at J.P. Morgan before becoming a founding principal at a corporate restructuring firm. He later went on to work for the New York City venture capital fund, Lerer Hippeau Ventures, which is run by his family. Jonathan and his family were personally touched by autism; he himself became deeply involved in the delivery of therapies that are now available for children with neurological and behavioral differences. He is passionate about making sure many others receive the best therapies available, and he works fulltime and onsite at Hubbard Day.
Joel Maute graduated from Boston University with a degree in Occupational therapy. He began his career in the Milton Public Schools and later transitioned to a career as a home care specialist providing therapeutic services to children with varying disabilities in a wide range of settings. Realizing the critical need for children to generalize their skills outside of a home-based setting, he co-founded a small and very successful school-based alternative education program that was widely known for its excellence. He then sold part of his business to Jonathan Trichter and partnered with him to expand the foundation he worked his entire life to build. He has intricate knowledge of the special education space from both a clinical and managerial perspective. He also works fulltime for the enterprise.
Ashley Coelho holds a Master of Arts Degree in Special Education from Fairfield University and an Intermediate Administration and Supervision Certification (092) from Sacred Heart University. She has been a Special Education teacher for the over 9 years and began her career at an approved private special education program in Connecticut. Ashley has worked with a variety of students who demonstrate cognitive, behavioral, and emotional delays because of their disabilities. Her philosophy on education is that all students have the capacity to make progress given adequate supports. She is passionate about leading a program made up of a multi-disciplinary team that values and focuses on developing individualized programs that meet each student’s needs. Learning reaches far beyond the classroom walls and student success is not only measured by academic growth. It is the responsibility of each student’s school team to work closely with their families to set high expectations for growth and celebrate small gains along the way.
Kelsey Yarrish is the school nurse at Hubbard Day, where she combines her passion for helping children with special needs with her experience as an RN. Kelsey believes in treating her patients with compassion and respect and is committed to ensuring overall wellness and happiness for students at Hubbard. She began her career as an instructional assistant at a private special needs school where she worked for six years. In addition to her role as a fulltime school nurse here at Hubbard Day, Kesey continues to log hours as an RN at Yale New Haven Hospital’s St. Raphael campus, caring for patients in the Observation Unit. Kelsey holds a bachelor’s degree in Psychology from Southern Connecticut State University, an associate degree in Nursing from St. Vincent’s College at Sacred Heart University, where she graduated magna cum laude, a Connecticut Registered Nursing license and is currently pursuing her second Bachelor’s in Nursing at the University of Bridgeport.
Lindsay Bistis received her undergraduate degree from Syracuse University with a major in Inclusive Elementary and Special Education. Following graduation, Lindsay received her teaching license in elementary (Pre-K to 5) and special education (Pre-K to12) and moved to New York City where she began her career in the field of early childhood education. In 2004, Lindsay became the first teacher at Chelsea Piers Kids, a startup childhood venture at Chelsea Piers in NYC. During this time, Lindsay earned her master’s degree in education at CUNY Hunter College. Following 8 years at Chelsea Piers NY as a teacher and then program director there, Lindsay moved to Chelsea Piers Connecticut where she launched and directed the Chelsea Piers Kids program in Stamford while concurrently adding her Connecticut teaching license to her credentials. During her tenure at Chelsea Piers, Lindsay worked with children and families supporting them during the first years of their educational journeys. In November 2020, Lindsay joined the Hubbard Day staff as a special education teacher. Her greatest joy in teaching comes from her love of reading and sharing that with her students.
Judith Gouveia’s original major was in marketing while she attended Long Island University’s Brooklyn campus on an athletic scholarship. She left Long Island University and transferred to Southern Connecticut State University (SCSU) after finding her passion in special education while working in a residential home for adults with disabilities on the autism spectrum. After graduating from SCSU with a Bachelor of Science degree, she worked at St. Vincent’s Special Needs Center. There, Judith taught students with severe/profound physical and mental disabilities. After two years, she missed working with students on the autism spectrum and started work at Giant Steps, a special needs school in Connecticut. Judith continued at Giant Steps while earning her Master of Science in Special Education with a concentration in Interdisciplinary Studies from SCSU. Judith’s background includes Applied Behavior Analysis, Floor Time, Verbal Behavior Program, Sensory Integration, and the SCERTS model (social communication, emotional, regulation and transactional support). She holds a Professional Educator State Certification in Special Education: Comprehensive Grades K through 12. She believes that every student can learn and every teacher should continue learning.
Kristen Lalli joined Hubbard Day for the official opening of the school in the fall of 2020. She holds a BA in Psychology from the University of Connecticut and a master’s degree in Applied Behavior Analysis from Northeastern University. She is a Licensed Behavior Analyst and Board-Certified Behavior Analyst. She previously worked for a private special education program for 7 years, where she began her career as an instructional assistant, working one to one with children with special needs. Through this experience, she developed her passion for behavior analysis and was promoted to a Behavior Specialist. Kristen’s goal is to continue enriching the lives of her students and promoting success throughout the school day as Hubbard continues to grow.
Minoo is a licensed and Board-Certified Behavior Analyst (BCBA) who has been working in the field of ABA for over 14 years. She has worked with individuals ranging from ages birth to 22 in home, schools and clinic settings. She holds a master’s degree in Applied Behavior Analysis from Endicott College with an Autism certificate. Ever since being introduce to the field of ABA, Minoo has used every experience to develop her skills and apply new strategies. Minoo is compassionate and dedicated to every child’s growth and development. She loves learning about new techniques and observing professionals who do things differently than she does. Working on an interdisciplinary team of people is therefore her favorite part of being in a school environment. She believes collaboration is key to success!
Roisleen Gluchowski graduated with a Master of Science degree in Communication Disorders from Emerson College. Having a family member diagnosed with Down Syndrome affected her at a young age and drove her to pursue a career in special education. And working as an SLP in New York City for many years, she gained valuable and varied experience with the community population. There, Roisleen treated preschool and school-age individuals with speech and language disorders/delays and supported families and young children in the home setting through Early Intervention. She has evaluated and treated children with autism and a variety of neuro-developmental disorders and has gained special proficiency in AAC (Augmentative and Alternative Communication) techniques, strategies and devices.
Tony Colao is a licensed and Board-Certified Speech-Language Pathologist. He received his Master of Science in Communication Disorders from East Carolina University and comes to Hubbard with a wide portfolio of expertise. He has worked with individuals with disabilities from 17 months to 21 years of age. Working with people in need is his life’s passion. When Tony entered graduate studies, he became inspired by the work of Lev Vygotsky, who believed that with the help of peers and significant other children develop and actualize their potential. And so he believes: “Through Others We Become Ourselves.”
Dr. Giovanna Cadella earned her Doctor of Occupational Therapy Degree from the University of the Sciences in Philadelphia, where she completed her capstone research in teaching self-regulation skills to students of all abilities in the classroom in order to optimize learning. In her practice, she emphasizes communicating with families to carry over learned skills into the home and enhance every domain of her students’ living. Dr. Cadella has diverse clinical experience treating pediatric and specializing in young adult developmental, neurological, and physical conditions. She has practiced occupational therapy in private schools, pediatric outpatient clinics, aquatic and home settings. And she is passionate about supporting each student so they can reach their maximum potential with an individualized, evidence-based, multisensory (and fun!) approach.
Felicia Rosenkrans received her master’s degree in Occupational Therapy at Sacred Heart University in Fairfield, Connecticut and her bachelor’s degree in Allied Health Sciences with a minor in Psychology at the University of Connecticut in Storrs. She has more than 7 years of Occupational Therapy experience working with children and young adults but has also worked with infants. Her work has specialized in private school environments, treating young adults with autism and other neurological disorders. In this capacity, she has had the opportunity to work closely with a Behavioral Developmental Optometrist and vision therapists to address visual motor and perceptual disorders. Felicia is passionate about utilizing a child-centered, play-based, multi-sensory approach to help kids learn independence in activities of daily living. She believes children learn best when they are actively engaged in play/work that incorporates their interests. She is at her best when collaborating with families to determine a dynamic treatment plan that can be as creative as it needs to be so long as it is also evidence-based. Felicia loves helping children reach their greatest potential and become confident, empowered and independent.
Kyle Turbert is the vocational specialist at Hubbard Day where he works with students ages 15 to 21 on prevocational and vocational skills. Kyle worked as an instructional assistant in a private special education school for over 9 years. He has also extensively worked in home settings where he has helped students enhance daily living skills, independence, and implementing positive behavioral supports. Kyle is CPR certified and PMT trained. He also holds a public service license to transport students to community trips, school, and other extracurricular activities. Kyle believes in helping students explore their true passions by providing career opportunities that align with those passions. He is dedicated to promoting more independence in the community to help create a successful transition for students and their families after Hubbard Day.
Our staff are dedicated and passionate about providing each child with a safety net of services that promote their development and independence. Our team approach incorporates feedback from each therapeutic and academic discipline in order to provide strategies for growth and support for weaknesses. The result is a cross-disciplinary program for each student that integrates goals from every academic and life-skill domain—and then generalizes everything into appropriate settings both in school and the world beyond.