• When we speak, I’ll need to find out as much about your child as possible.
  • Academic strengths and weaknesses
  • Social strengths and weaknesses  
  • General strengths and weaknesses
  • Testing experiences
  • Scores (PSAT or previous ACT scores)
  • Where they want to attend (if you already know)
  • Non-academic factors that can contribute to admissions

The more I know about your child, and what you’re aiming to accomplish, the more effective I’ll be.  On our phone meeting (which your child should attend), I will have a very clear plan of action we will take to get your child their goals. In some cases, students need minimal work with me, while in other cases students need a very intensive plan.

Either way, I expect that if you are on the phone with me that you will be decisive and take the exact course-of-action that is suggested. Your budget will be taken-in-mind, but please have all financial decision makers on the call.

Initial Meetings:

Once we have our consultation, I’ll meet with your child.  Students must come to their first session with me with a full-length ACT already taken. I provide students with a diagnostic if they do not have the test information release from either December, April, or June testing sessions. Although little to no ACT content will be taught in the first session, students will be walked through everything they need to know to be successful in the program and I will get to see their strengths and weaknesses on the actual test.

All sessions take place over online video conferencing.  I’ve found that my students always get better results online than they do in person.  Aside from the convenience of online instruction, students are also forced to “self-integrate” their lessons.  In other words, they are forced to use their own brain-power to articulate and interpret the lessons they have had with me.  This leads to greater retention.

During the first few sessions, I’ll get to know as much about your child as possible.  I’ll make sure they are utilizing the given tools effectively. I’ll launch into the most essential content for all four sections of the exam, focusing on the areas areas of strength first, and then areas of weakness.  I’ll also teach your child the most advanced overall ACT strategies, leading to greater confidence with and speed on the exam as a whole.

Generally, I like to meet with my students 3-4 times before our next round of diagnostic testing.  This gives us enough time to go over all the key strategies, build a rapport, and set the stage for future progress.  From here, we’ll launch into corrections and mindset.

Anyone can teach content, but few can change mindsets.

Corrections and Mindset:

After my first few sessions with your child, I’ll have him/her take another timed, graded diagnostic test.

From here, I will start to dig deeply into their fears about the test. We will know each other well enough for me to get them to uncover their deep dears about the ACT, college admissions, college, social life, future success, future happiness, and anything else that could be preventing their highest score.

This process is very individualized and can often be the catalyst for huge score increases! From this new awareness, we dive even more deeply into the rest of the program!


What happens DURING our sessions?

Most of my sessions are 90 minutes long (proven to be the optimal length of time for neural retention).  I meet with most students for a total of roughly 9-24 hours, depending on their needs.

I am extremely opposed to “lecturing.”  My sessions with students aren’t in a classroom format – instead, my students launch directly into their material, hand-selected by me for each section, and we actively work through real ACT problems together.

Learning doesn’t happen by observing – it happens when one acts and applies knowledge to the subject matter at hand.  My students actively engage with their material during our sessions together.  I observe them in action, providing real-time tactical and strategic advice as they work through problems.  I aim to enhance student accuracy, speed, and confidence by providing them instruction precisely where they need it, and never providing unnecessary or out-of-context informtation that my students can’t properly utilize.

Furthermore, I rarely have students start on fresh material when they work with me.  Doing so means that a large portion of our time will be spent on problems that they already know how to solve – this is a waste of time on their part, and money on yours.  Instead, I only work on problems that have already proven themselves to be difficult to my students. (Note: the majority of ACT tutors I see in my day-to-day life are sitting there looking at their phones while your child does problems…don’t put up with this!)  

During their homework assignments, my students are required to isolate the problem types and setups that give them the most trouble.  We spend all our time together tearing through these problems, systematically categorizing their weaknesses, installing better strategies and tactics, and leaving them with an arsenal of knowledge and skills that they can use on their own to tackle similar problems in the future.

What happens between our sessions

I’m a big believer in consistency, so my students are given rigorous, daily assignments to build a strong neural framework for ACT mastery.  I do not work with students who cannot make at least a small daily commitment.  Mastery of ANYTHING comes from consistent, daily work, so if you want guaranteed results, then your child has to do three things:
Do exactly what I tell them to do
Do it within the timeframe I tell them to do it
Be open minded to a different approach than they may expect

Based on the progress made and lessons learned in each session, I provide students with a specific set of daily assignments geared toward eliminating their weaknesses and strengthening their foundations.  These assignments are generally composed of:

👉 Timed, full-length practice sections in their weakest areas.
👉 Repetition of the problems my students have found most difficult.
👉 Concept and vocabulary flashcards.
👉 Memory enhancement and neural optimization drills.
👉 full-length practice tests
👉 Journaling, “focused breathing,” and/or other mindset work

My hourly rate is extremely high, and so I aim to get as much out of every minute with my students as possible.  This means that students must put in plenty of work on their own time to strengthen the skills they learn while working with me.

Progress is tracked through the use of real, timed practice tests, which I give frequently throughout my program.

Practice tests:

If you want to get good at something, you need to do it – often.  No amount of drills or training will prepare you for a 3 and a half hour test if you haven’t taken the actual, exam under timed, realistic conditions.

Every 1-2 weeks, my students take timed, real ACT tests.  They do so on their own time, after receiving specific instructions on taking, grading, and analyzing their previous exams and homework.

These repeated exams accomplish multiple goals:

  • Students gain “sitting power” and confidence, becoming accustomed to the rigors of the full-length exam.
  • Students become extremely familiar with the exam, enhancing their timing and navigation.
  • Students get a large chunk of “pointed practice,” which helps them to refine their strategies and tactics under timed, realistic conditions.
  • Most importantly, students figure out exactly where they actually stand.

After each test is taken and scored, students know precisely where their scores stand, where they’re weakest and strongest, and what needs to be done between the time of the practice test and the official test to achieve their goals.

I use my students’ scores, right answers, wrong answers, and current thoughts/feelings to continually craft and refine our program as we move forward.  My students always know exactly where they stand, and what still needs to be done.  Their parents know how close they are to their goals, and can craft realistic college strategies based on their results.

Continual refinement:

Most test prep programs fail for two very simple reasons:

They are focused mainly on content and accomplishment
They are one-size-fits-all
After every session, and every practice test, I learn more about my students, what they’ve learned, what they know by heart, and what still needs work.  I help them work through resistance, overcome procrastination, eradicate fear of failure/success, and move through disappointment with grace and confidence. I alter their plans to focus exclusively on their weaknesses, insecurities, and fears, offering them high-impact instruction and mindset work precisely where they need it most.

Every homework assignment I give is based on the exact needs of my students.  Every minute of our sessions is spent focusing on the material, strategies, and applicational tactics necessary to enhance their performance.  Throughout our sessions, we’ll be working together to gain a deeper understanding of exactly what needs to be done to achieve success on the ACT, in college, and beyond.

Test day preparedness:

As the date of the actual ACT approaches, I put my students in a holistic plan built to maximize their physical endurance and mental acuity.  Everything from their practice to their diet to their sleep is covered, with no stone left unturned.  ACT performance depends on multiple tangible and intangible factors, including fatigue, stress, energy, and focus.  Over my thousands of hours of teaching and training this exam, I’ve figured out exactly what does (and doesn’t) work.  As a result, my students often do even better on their real exam than their practice tests.


Once the test scores are released, we will discuss the results and do anything else needed to ensure your child gets into their top choice! I have numerous secrets and techniques I use to super-charge admissions potential, so armed with an amazing score and everything else I know we give your child their best shot at admission into their dream school!