Meet Our Team - Marmalade Skies Tutoring

Our tutors help all children and specialize in tutoring children with learning differences, such as ADHD, dyslexia, and autism. While we specialize in children with learning differences, we serve any child who is below grade level in reading, writing, or math.

“All children can learn, they just need the right instruction.”

Tina Bauschatz – President

My name is Tina Bauschatz but everyone calls me “Miss Tina” because “Bauschatz” is a mouthful! I founded Marmalade Skies in 2019 to address the need for children with challenges to receive consistent, high-quality academic support. I also saw how multidisciplinary providers (speech, occupational, behavioral) could accelerate a child’s academic progress when the providers worked together as a team. Email: MissTina@marmaladeskies.com

I graduated from Smith College in 2001 with a Bachelor’s degree in Classics, the study of ancient Greek and Latin languages and cultures. I continued to deepen my knowledge of Greek and Latin morphology by attending a post-baccalaureate program at the University of Pennsylvania and then spending two years in a doctoral program at Duke University, where I ultimately decided that becoming a Classics professor wasn’t for me. However, those years of study would lay an important foundation for teaching morphology, word roots, vocabulary, and grammatical structures to children.

In 2006, I became certified in Orton-Gillingham methodology, which is considered a highly effective, phonics-based method for teaching children with dyslexia how to read. The following year, I began a master’s program in special education at the University of Arizona, where I specialized in mild-to-moderate learning disabilities with a focus on dyslexia. Under the mentorship of Dr. Nancy Mather, a leading dyslexia expert of national renown, I entered the doctoral program at the University of Arizona in the department of Special Education and Rehabilitation.

During that time I accepted a second fellowship to learn about leadership in neurodiversity; the prestigious program was called Leadership Education in Neurodiversity (ArizonaLEND). There, I expanded my understanding of the medical perspective of disabilities in addition to the legislative perspective and family perspective. It was intensive and eye opening. By my third year in the PhD program, I was “all-but-dissertation” when a personal and family matter compelled me to leave the program. Regardless, the experience taught me about applied behavioral analysis, functional behavioral analysis, and the research surrounding dyslexia and autism.

My experience in the field is not all research and schooling; I also have a wealth of hands-on experience. My career as an educator started – as it so often does – in a classroom. My first job was as an assistant teacher at the Wilmington Friends School, in Delaware, in 2006. The school was a traditional school primarily for neuro-typical students. Even though it was my first job, I noticed that there were students who seemed to be quietly struggling with the academics. For those students, I designed and launched a modest after school program to provide them with extra support in the areas of vocabulary development, homework support, and study skills. The program was very successful and I discovered a knack for breaking down complex concepts and presenting them to children with learning challenges in ways that made sense to them.

From Delaware, I moved to Arizona where I worked as a Learning Disability Specialist and Middle School History Teacher at the Tucson Hebrew Academy. From there, I served as the Director of Special Needs Services at the Tucson Jewish Community Center(JCC) for three years. This was a turning point for my career. I was responsible for both inclusion and disability-only programs for children with special needs, from as young as 4 years old through age 30. I developed an understanding of the kinds of academic, social, and therapeutic services that children with challenges need to be successful. I got to see how those needs change as the child grows up. I got to learn about and work with state services, like the Division of Developmental Disability, how their reimbursement programs worked, and the benefits and limitations on both sides (business and family) to participating in their program.

After the JCC, I worked as the Special Education Coordinator for a small charter school district that spanned two cities. That work was very eye opening. I saw school systems could fail children with special needs. I saw how hard it is to service children who have IEPs when schools were run on a shoe string budget. I saw how – and why – schools were not always transparent with parents, why they may privately agree on which services students would benefit from but not give the child those services, usually because of a lack of financial resources and way too much red tape.

I won’t sugar coat it: that experience was scarring. But I walked away with knowledge I could use to empower parents of children in public and charter schools to request evaluations and special services and actually be heard. I used that knowledge to direct our MSE parents through the confusing process of requesting more support from their school and what the school is legally required to provide. I like to think that MSE is what special education at public schools might look like if they had all of the funding and resources possible for every student who needed them, from those with mild challenges to those with severe challenges.

Early on in my career, from 2009 to 2012, I birthed three beautiful children of my own. Two of them were diagnosed with autism and comorbid disorders at the age of 2. My journey as a mother with disabilities taught me empathy for the parenting side. It showed me the deep personal and financial sacrifices that parents of children with challenges have to make. I saw how hard it was for me – a person with connections in and education about special needs – to know what to do, who to call, and how to navigate the resources necessary to help my own children. I couldn’t even imagine how overwhelming and confusing that journey must be for a parent without that background. I quickly became a community resource for such parents. It’s why Marmalade Skies – which was originally called “Reading Therapy Center of Southern Arizona” offers parents help in navigating the world of special needs, from preschool through elementary school and beyond. It’s why we help parents of all children struggling to learn concepts. Through my journey, it’s been clear that all children – whether they have a learning challenge or just need extra support – deserve high quality tutoring services to catch up to grade level. I’m proud that Marmalade Skies is able to offer that resource for Tucson, Arizona.

Meet the Team

Skye Wilson

Lead Tutor

Originally from New Haven, CT, I am thrilled to join a team of exceptional educators with Marmalade Skies Tutoring. While working as an educational therapist for Kindergarten through 8th grade in southern California, I was presented with a wonderful opportunity for professional development through training in Orton-Gillingham based intervention programs as well as experience with, but not limited to, diagnoses of dyslexia, dysgraphia, dyscalculia, ASD, and ADHD/ADD. These experiences inform my teaching philosophy that every student deserves a teacher who invests time, patience, and compassion in understanding how individual students learn in order to inspire personal growth and confidence.

Julian Moreno

Tutor

Helping others has always been my passion! I love working with children and helping those with neurodivergent challenges be successful in school and even at home. The topic of children with learning differences has impacted me personally: my two nephews, with whom I’m very close, struggle with developmental delays including speech. My passion for working with children who need extra support was sparked by my natural ability and skills to help my nephews. Later, in college, I decided to major in an area that would continue advancing my skills in the area of helping people. I’m honored to be a tutor at Marmalade Skies where I know I can really make a difference! In my personal life, I enjoy reading, traveling, and exploring new places with my friends.

Olivia Burch

Tutor

Hello everyone! I am so happy to be a part of this team. I have always wanted to be a teacher from a young age. I have a passion for teaching and helping kids be the best that they can be. I have been working with kids for as long as I can remember! I started babysitting and nannying at a younger age and have worked as a preschool teacher. I am a YoungLife leader where I get to mentor kids. I am currently studying elementary education at Grand Canyon University through their online program. I enjoy doing my nails, scrapbooking, traveling, and working out in my free time!

Kristen Mulford

Tutor

I am so excited to join the Marmalade Skies team! I originally hail from the beautiful state of North Carolina and now I enjoy soaking up the sun in Tucson. I graduated with a B.S. in Special Education in 2016, and taught in the classroom prior to joining Marmalade Skies. I thrive on sparking curiosity and confidence in learners of all ages, and I am excited to continue this journey through tutoring. In my free time, I enjoy exploring Tucson with my husband and our dog, crafting, and reading books.

Our Team

Tina Bauschatz – President

Meet the Team

Skye Wilson

Lead Tutor

Julian Moreno

Tutor

Olivia Burch

Tutor

Kristen Mulford

Tutor

Angelica Gilonga

Scheduler

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