We prepare students for successful academic careers through focused education in a wide range of subjects. By developing the critical thinking skills that underpin all learning, we train students to read, write, and think deeply. That includes helping students manage their time effectively, develop a cohesive writing voice, and critically evaluate both verbal and quantitative information. We also teach them how to use AI responsibly as a tool to aid learning instead of a substitute for it.
Our team gives students at all stages of education – from kindergarten to graduate school – a program of comprehensive support, including:
- One-on-one tutoring for individual subjects with a stress on critical thinking skills
- Lessons on AI literacy and responsible use of tools like ChatGPT, Claude, and Copilot
- Dedicated training for test-taking, including strategies for test anxiety
- AI skills for academics, including prompt crafting, fact-checking, and citation research
- Targeted help with executive function and work habits
- Support for the K-12, college, or graduate school admission process
- Revisions and notes for MFA applications in fiction or poetry
Combined, we have decades of experience helping neurodivergent students find effective strategies for academic success. We help students with diagnosed learning differences, exceptional talents, or alternative learning needs tackle academic challenges in ways that traditional classrooms may not accommodate. We believe every student can develop successful habits of learning.
Partners in our practice:
Susan McCormick, Ph.D., works with students with non-standard learning profiles, including students who are:
- gifted
- artistic
- diagnosed with ADD/ADHD
- dyslexic
- dysgraphic
- anxious (esp. on tests)
- challenged by executive function
- twice exceptional
- standardized-test-phobic
- poorly served by traditional teaching approaches in other ways
She identifies and implements approaches that will allow students to navigate their academics and develop permanent, successful problem-solving and learning strategies. Her methodology focuses on developing skills with verbal input and output, primarily reading and writing. Since quantitative achievement also depends on verbal ability, targeting math is critical as well. Her work takes into account the challenges that students face with modern technology, and AI is integrated into research work where applicable.
Dr. McCormick’s emphasis on language structure means that she works with students on essentially all of their major subjects: English language and literature; Math K-12; Science; History; Second language; AP/SAT/SATII/ACT/SSAT/HSPT/ISEE prep. Work may include college application counseling as well as support for admissions and transfer applications to area schools.
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Kai Marks, M.F.A., M.A. has worked in Bay Area education for 28 years as a teacher, a tutor, and a school administrator, including serving as a Head of School. She works individually with students in all areas of the reading and writing processes for students in grades 6-12 and in college and university settings. She has experience with all kinds of learners, both neurotypical and neurodivergent, including those who have learning profiles with:
- ADD/ADHD
- dyslexia
- dysgraphia
- anxiety and/or depression
- perfectionism
- ASD
- sensory-sensitive
- gifted
- twice exceptional
- multi-exceptional learning needs
In addition to individualized instruction, Kai also works with schools, assisting with a variety of needs, including: teacher/instructional coaching; curriculum design and implementation; and assistance with all aspects of school improvement and accreditation processes.
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Associates in our practice :
Thom Beckwith, MPhil, helps students improve their writing skills. He prepares a wide range of documents for publication, including:
- College essays
- M.F.A. applications (fiction, nonfiction, or poetry)
- Essays for publication
- Middle and high school coursework
- Statements of purpose
- And more (contact with specific needs)
Thom is skilled at identifying and fixing structural issues commonly found in works of apprentice writing. He wants all of his students to feel empowered to write effectively and confidently. He believes that anyone can learn to write competently with practice.
As for M.F.A. applications, Thom knows from experience that creative writing programs are very selective and difficult to prepare for, since creative output is subjective. He can identify stylistic and structural elements that creative writing professors want to see in prospective applications. He can also point to common errors or mistakes that may disqualify applications from consideration. He’s also written recommendation letters for students who have not found mentors through formal creative writing classes.
Riley Mulcahy, BA
Riley Mulcahy is the Executive Director of The RILEY Project, a 5013c nonprofit dedicated to creating a platform for students and young adults who learn differently through storytelling, media literacy and advocacy. In addition to his work at The RILEY Project, he has worked with schools to elevate their online presence through social media and community outreach. Riley is an alum of Saint Mary’s College where he studied in English, and graduated Magna Cum Laude. As a person with dyslexia, Riley is well versed in the power of advocacy, and would be able to help schools and organizations serving all students to implement strategies to elevate their messaging and serve all students.