Academic Consultant / College Admissions & Essay Specialist

Deb K.

ADHD

As a person diagnosed with ADHD (inattentive) in 8th grade myself, I'd long struggled to figure out why I was struggling in some academic arenas before that point. I'd been a very successful student and always felt I was working harder--much harder than others--and that everything was taking me much more time. My younger sister was diagnosed very early (preschool/Kindergarten) with ADHD immediately, and it seemed she served as kind of a lightning rod of attention around that in my family, and because my grades were good, I believe my parents didn't understand initially what I was talking about. After years of asking, they finally agreed to have me tested. Through my diagnosis, I found relief and power. I came to understand how to help myself learn better. I began to use my knowledge as a point of agency, rather than letting it be a source of constant confusion and anxiety. Since then, perhaps because I have worked so hard myself, I have had the privilege of working with dozens of students over the years with similar struggles, in addition to other learning differences (strengths and stretches), including dyslexia and phonic/phoneme-related reading and writing challenges. It has been some of my most proud work, helping other students find their way and voice through these struggles. As I'm not a certified Dr in this arena of diagnosis, but an experience academic specialist, homework counselor and tutor, I carefully observe, listen and employ all of my own skills when it comes to developing and reinforcing executive functions and learning surrounding all of the habits it takes to become a better student, tailored specifically to the learner. Obviously, I do not personally operate in a world of diagnosis on any level. When it comes to specific answers related that, I have come to rely on referring students to a few trusted doctors for their evaluation. My job is to observe--to carefully observe, listen, resolve and receive. I treat this area (and all of my students) with a high degree of care and sensitivity;

Algebra 2

I've had nearly 20 years of tutoring students in LA and NYC, with math being an essential part of my work with students. Algebra 2 is one of my favorite sectors of math, as I had the best Algebra 2 teacher, who really turned me onto math for the first time in my life, and since then, math's been a great love of mine. I love helping students find their own way in math and make what seems frustrating and challenging, manageable, approachable and even fun. Algebra 2, I've found, can be a great place to find a way in!

College Counseling

I’ve worked with dozens of students through every aspect of the admissions experience, helping them achieve their college admissions dreams. My students have gone on to Brown, Dartmouth, George Washington, Wake Forest, The New School, UC Santa Cruz, University of Wisconsin-Madison, USC, Tulane, Wesleyan, Boston University, NYU, UCLA, Pitzer, Kenyon, Cornell, Trinity College at Dublin, and many more. I am proud of my students and especially the ways in which they have continued to develop their academic accomplishments since and throughout their academic journeys. Helping others reconcile this next stage at this juncture in their (academic) journey–it’s rewarding, to say the least. I love the bridges between educational experiences–those transitional times in life that come to be defined by choices we make by way of a school–and what comes next/after. I cherish the chance to help students in that specific moment-sphere.

Elementary (K-6th)

During the height of the pandemic, I created and led a small, COVID-safe, in-person home school for five, 3rd-6th graders. For three years, as Principal/Head Teacher/Curriculum Developer, I designed a space for optimal learning for students of different grade levels, backgrounds, and abilities, which meant: - Assessing the level and learning needs and styles for each student - Interviewing and tutoring each child before the start of the first school year - Assessing prior school records, curriculum, report cards, testing results for each - Developing a full curriculum curated to meet the needs of each student (and California Standards, by grade) - Creating school calendars for three school years (2020/2021, 2021/2022, 2022/2023) according to schedule and lesson plan - Coordinating between parents and caregivers regarding homework, classwork, progress and scheduling - Teaching in-person, full-time in all core academic subjects - Assigning, grading and turning around individualized homework folders on a daily basis - Turning their homework folders around on a daily basis, taking in individualized needs and gaps in learning and areas for improvement - Designing and managing all school-related projects - Assessing classroom progress and participation weekly and adjusting accordingly - Adding to the curriculum on a regular basis to buttress in-classroom lessons and homework assignments - Prioritizing basics (reading and writing strategies, vocabulary, grammar, and mechanics) - Incorporating dozens of hand-selected novels and reading selections - Finding ways to fold texts into practicing other skills - Employing worksheets/activities/projects designed to supplement their experience and allowing me to track progress - Observing student work daily, adjusting, incorporating, and creating assignments tailored to learning reinforcement - Seeking, organizing and managing activities outside of the classroom to promote in-classroom learning - Coordinating, leading and teaching all virtual learning on days when we could

Elementary Math

I’ve spent three years in the classroom as a primary math teacher to 3rd-5th graders and haves nearly two decades of working with middle and high schoolers on math.

English

Part of my work in my major at Dartmouth was in English, and I’ve spent two decades since then working with students on all aspects of English language, from writing and editing, research and preparation for formal and creative writing—not to mention work in AP English courses, college writing courses and in preparation for a litany of standardized tests (ISEE, SAT, ACT, etc.). I love helping students find their confidence in articulating themselves on the page.

Homeschool

During the height of the pandemic, I created and led a small, COVID-safe, in-person home school for five, 3rd-5th graders. For three years, as Principal/Head Teacher/Curriculum Developer, I designed a space for optimal learning for students of different grade levels, backgrounds, and abilities, which meant: - Assessing the level and learning needs and styles for each student - Interviewing and tutoring each child before the start of the first school year - Assessing prior school records, curriculum, report cards, testing results for each - Developing a full curriculum curated to meet the needs of each student (and California Standards, by grade) - Creating school calendars for three school years (2020/2021, 2021/2022, 2022/2023) according to schedule and lesson plan - Coordinating between parents and caregivers regarding homework, classwork, progress and scheduling - Teaching in-person, full-time in all core academic subjects - Assigning, grading and turning around individualized homework folders on a daily basis - Turning their homework folders around on a daily basis, taking in individualized needs and gaps in learning and areas for improvement - Designing and managing all school-related projects - Assessing classroom progress and participation weekly and adjusting accordingly - Adding to the curriculum on a regular basis to buttress in-classroom lessons and homework assignments - Prioritizing basics (reading and writing strategies, vocabulary, grammar, and mechanics) - Incorporating dozens of hand-selected novels and reading selections - Finding ways to fold texts into practicing other skills - Employing worksheets/activities/projects designed to supplement their experience and allowing me to track progress - Observing student work daily, adjusting, incorporating, and creating assignments tailored to learning reinforcement - Seeking, organizing and managing activities outside of the classroom to promote in-classroom learning - Coordinating, leading and teaching all virtual learning on days when we could

ISEE

I've tutored students on the ISEE/SSAT since I arrived in LA in 2008. Upon my arrival to Los Angeles, I was quickly connected, through friends from Dartmouth to a smaller tutoring agency. From there, through word of mouth, I began working with about a dozen different students and families from the Turning Point School in Culver City. At that time, all of the 6th and 7th graders I immediately began work with were all struggling with math. (I'm not sure about the current status of the Turning Point Math Program in lower/middle school, because all of my students and their siblings and siblings friends have since been successfully placed in not just LA private schooling but also at the colleges and universities of their choices. Because ISEE prep (and SSAT for a few students/essentially the same type of test--all practice published in the same test books year in and out--though I strictly only practice the ISEE with ISEE students and the SSAT with SSAT applicants, etc.) the tests are nearly identical. I just never ever want students to be slapped with slightly different formatting come test day. I've worked with Lower, Middle and Upper Level students, and I've seen favorable results throughout. I'm very familiar with the tests at those different levels, including the stanine variable by grade level, the ways in which certain testing years affect other groups based on performance, and the swings the curve of this particular test seems to take over a ten year course at this point. (I could go into very specific detail as to test, grade level, material, practice test books preferred, testing strategy regarding this particular testing group and selected schools for admission as compared with the knowledge those schools have of other private public schools students are applying out of--it's a lot--so please let me know if you'd like any more detail about any of this.) Of all of the tutoring I have done, from the start of my tutoring in LA, this has by far and away been the test that accounts for the bulk of my work since

Literature

Extensive experience of over fifteen years of tutoring AP English Language and Literature, helping students reach their goals in scores on these tests and beyond.

Proofreading

After graduating from Dartmouth College, and getting my Masters at Harvard, I have spent the last 20+ years in NYC and LA working one-on-one with students as an academic tutor and consultant, guiding students of all ages through middle, high school and college level coursework. • My super-strength is in my connection to each of my students. • Provide comprehensive academic mentorship and tailor guidance to meet students' interests, learning styles and needs • AP's, standardized test prep (ACT/SAT/SAT Il's, GRE, ISEE, SSAT, PSAT, etc.), online coursework, research papers, etc. In tandem, I've helped my students navigate the complexities of the entire college admissions process, ensuring dozens secure spots at top-tier schools. • Student-driven approach • College Roadmap - 8th-11th Graders • College Application - 12th Graders I work with my students as an active team member, ensuring they thrive in the classroom, reach ACT/SAT score goals, curate meaningful extracurriculars and, ultimately, write effective college applications with impactful personal statements that leap from the page for admissions committees. Additionally, as a professional playwright, writer and proofreader, I’ve helped high school and college students edit and proofread documents at every stage of the process.

SAT Math

As a private tutor and academic consultant, I've acted as a math specialist for nearly 20 years now, hoping to distill mysteries for students and make math doable at all levels. I love helping students approach math on the SAT especially, as getting to know that test is its own challenge. I've helped dozens of students improve their SAT scores in order to secure spots at the colleges of their choice.

SAT Writing

After graduating from Dartmouth College, and getting my Masters at Harvard, I have spent the last 20+ years in NYC and LA working one-on-one with students as an academic tutor and consultant, guiding students of all ages through middle, high school and college level coursework. • My super-strength is in my connection to each of my students. • Provide comprehensive academic mentorship and tailor guidance to meet students' interests, learning styles and needs • AP's, standardized test prep (ACT/SAT/SAT Il's, GRE, ISEE, SSAT, PSAT, etc.), online coursework, research papers, etc. In tandem, I've helped my students navigate the complexities of the entire college admissions process, ensuring dozens secure spots at top-tier schools. • Student-driven approach • College Roadmap - 8th-11th Graders • College Application - 12th Graders I work with my students as an active team member, ensuring they thrive in the classroom, reach ACT/SAT score goals, curate meaningful extracurriculars and, ultimately, write effective college applications with impactful personal statements that leap from the page for admissions committees.

SSAT

I've tutored students on the ISEE/SSAT since I arrived in LA in 2008. Upon my arrival to Los Angeles, I was quickly connected, through friends from Dartmouth to a smaller tutoring agency. From there, through word of mouth, I began working with about a dozen different students and families from the Turning Point School in Culver City. At that time, all of the 6th and 7th graders I immediately began work with were all struggling with math. (I'm not sure about the current status of the Turning Point Math Program in lower/middle school, because all of my students and their siblings and siblings friends have since been successfully placed in not just LA private schooling but also at the colleges and universities of their choices. Because ISEE prep (and SSAT for a few students/essentially the same type of test--all practice published in the same test books year in and out--though I strictly only practice the ISEE with ISEE students and the SSAT with SSAT applicants, etc.) the tests are nearly identical. I just never ever want students to be slapped with slightly different formatting come test day. I've worked with Lower, Middle and Upper Level students, and I've seen favorable results throughout. I'm very familiar with the tests at those different levels, including the stanine variable by grade level, the ways in which certain testing years affect other groups based on performance, and the swings the curve of this particular test seems to take over a ten year course at this point. (I could go into very specific detail as to test, grade level, material, practice test books preferred, testing strategy regarding this particular testing group and selected schools for admission as compared with the knowledge those schools have of other private public schools students are applying out of--it's a lot--so please let me know if you'd like any more detail about any of this.) Of all of the tutoring I have done, from the start of my tutoring in LA, this has by far and away been the test that accounts for the bulk of my work since

Study Skills

I’ve 18 years of experience tutoring students. Study skills and executive functioning skills are a major part of student success and confidence. I like to make sure my students develop the skills that allow them to move forward with the pride and accomplishment that comes with understanding material and learning how to learn and retain information. I aim to help students learn to become agents in their own educational journeys. If it belongs to them, that is the best way to continue to be a lifelong learner and student, effecting all endeavors forward. From learning agency and success, curiosity and the need to learn and grow more naturally follows. Nurturing study skill growth is to nurture the entire student and help them develop new habits and learning pathways that will stay with them no matter the subject or life skill they encounter. It helps them become fluid participants, with constructive tools they can reach to, no matter the challenge or task, big or small, strength or stretch. Solid study skills and retention mastery build on themselves in a continuous loop as they grow and learn everyday—having a cumulative impact on their approach to anything novel.

Theater

I've acted professionally for more than 3 decades now, (a proud SAG member since 1991 and AEA member since 2005). I've studied and performed as far away as Moscow, Russia and all over the U.S. In my work I've focused on both classical and modern texts and have had the great privilege to work with theater greats like Robert Woodruff, Marcus Stern, Scott Zigler, Mark Wing-Davey, Eric Tucker, Andrew Rannells, Marielle Heller, Mike Alfreds, Andre Gregory and more. In addition to my time at Harvard, the Moscow Art Theater and Dartmouth, I studied at the Eugene O'Neill's National Theater Institute, at the Groundlings & UCB, with Deb Aquilla and John Hindman and was a finalist for the ESU's National Shakespeare Competition and a semi-finalist (as a playwright) for the O'Neill National Playwrights Conference. Most recently, the world premiere of a play I co-wrote and starred in was produced Off-Broadway by Bedlam Theater Company (dir. Eric Tucker) at NYC's Connelly Theater. For more than 18 years now, I've also coached students with their audition monologues as part of their applications to undergraduate theater programs; my students have successfully gone onto NYU, BU and a number of California-based film and theater programs.