About Us
Marisa Soto-harrison, ed.d.
Marisa Soto-harrison, ed.d.
Marisa Soto-harrison, ed.d.
"I love the quirkiness of gifted students!"
Prior to obtaining her Doctorate in Gifted Education, Marisa already had 15 years experience teaching gifted elementary school children. She has her Masters degree in Special Education and focused on twice-exceptional (2e) learners. Marisa currently serves as President of Sierra Gifted Educationa
"I love the quirkiness of gifted students!"
Prior to obtaining her Doctorate in Gifted Education, Marisa already had 15 years experience teaching gifted elementary school children. She has her Masters degree in Special Education and focused on twice-exceptional (2e) learners. Marisa currently serves as President of Sierra Gifted Educational Services. She is also the parent of two profoundly gifted adult children.
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Karen Arnstein, Ed.D.
Marisa Soto-harrison, ed.d.
Marisa Soto-harrison, ed.d.
"I love the excitement, passion, and curiosity of gifted students!"
Prior to obtaining her Doctorate in Gifted Education, Karen already had 7 years experience working with gifted and twice-exceptional (2e) children. She currently serves as the Director of Programs at Sierra Gifted Educational Services as well as an adjunct instructor at th
"I love the excitement, passion, and curiosity of gifted students!"
Prior to obtaining her Doctorate in Gifted Education, Karen already had 7 years experience working with gifted and twice-exceptional (2e) children. She currently serves as the Director of Programs at Sierra Gifted Educational Services as well as an adjunct instructor at the University of Redlands. She is also the parent of a twice-exceptional middle school student. Learn more...
Kim Freed, Ed.d.
Dana mielke, M.Ed., JD
Dana mielke, M.Ed., JD
"They are such deep thinkers and come up with the most interesting things to discuss!"
Prior to obtaining her Doctorate in Gifted Education, Kim had already been teaching gifted elementary students for 25 years. She specializes in teaching reading with gifted students. She currently serves as Secretary of Sierra Gifted Educational Services
"They are such deep thinkers and come up with the most interesting things to discuss!"
Prior to obtaining her Doctorate in Gifted Education, Kim had already been teaching gifted elementary students for 25 years. She specializes in teaching reading with gifted students. She currently serves as Secretary of Sierra Gifted Educational Services. Kim loves the quirkiness, humor, and view of the world gifted students exhibit. Learn more...
Dana mielke, M.Ed., JD
Dana mielke, M.Ed., JD
Dana mielke, M.Ed., JD
"I love the passion and intensity gifted students bring to their projects!"
After practicing law for 18 years,
Dana decided to follow her love of teaching STEM for K-12. She has been teaching STEM for 9 years but also loves poetry, photography, and learning new things. Dana currently serves on the board of Sierra Gifted Educational Service
"I love the passion and intensity gifted students bring to their projects!"
After practicing law for 18 years,
Dana decided to follow her love of teaching STEM for K-12. She has been teaching STEM for 9 years but also loves poetry, photography, and learning new things. Dana currently serves on the board of Sierra Gifted Educational Services. Dana is an award-winning robotics coach whose teams have been to multiple international championships. Learn more...
Our Story
Sierra Gifted Educational Services was formed to a build community for gifted individuals through enrichment and resources. Dana and Marisa are mothers and educators who struggled to find educational settings and enrichment for their gifted children. They realized how many families were looking for alternative educational settings to support their children. Eventually they decided to start a school for gifted children that ran successfully for several years.
Marisa, Karen, and Kim met during their doctoral program in gifted education. They discovered the need for enrichment for gifted and twice-exceptional students that does not always occur in traditional classrooms. Their combined research and teaching experience led them to value positive identity development and successful social experiences for children with cognitive, like-minded peers. Their whole-child approach allows them to meet the affective and academic needs of each child.
