The S4 team is dedicated and passionate about helping students in grades 6 through college freshmen develop winning study skills to achieve their full potential. Our teachers are highly-experienced and know how to engage and motivate their students.
Michelle was inspired to create Successful Study Skills for Students (S4) by observing the challenges of her two sons as they transitioned into pivotal grades: ninth and sixth, one in public school, and the other in an independent school, and each a distinctly different learner. In talking with educators and other parents, she realized how common these problems are among students across all school environments. Discussions with a diverse group of highly experienced educators led Michelle to spearhead and develop the S4 evidence-based study skills system that promotes time management, organization and other executive-functioning techniques to successfully teach students how to learn more and better. The highly interactive S4 program, has been attended by close to 5,500 students in their efforts to achieve greater educational potential. S4’s suite of programs now includes two study skills workshops: Essential Study Skills and High School and Beyond, a new writing workshop, 12 Ways to Start a Sentence, private tutoring and coaching services, professional development, and parent workshops.
The success of the S4 program has made Michelle a sought-after speaker who presents the S4 principles and concepts to school faculty and administrators, parent and community groups and associations all over Fairfield, Westchester, and New Haven Counties, and into New York City.
Prior to founding S4, Michelle worked in various capacities in media including The Associated Press, USA Today, People magazine and Showtime Networks. She has long participated as a volunteer at her two sons’ schools. Michelle received her BA from Sarah Lawrence College.
With over 30 years of experience in marketing, strategic planning, and business development across multiple disciplines, including education, Virginia is a successful entrepreneur with a sincere interest in student development and academic achievement. Her involvement in the field of education includes her long-term association with a number of educational and non-profit institutions. Specifically, Virginia has served on the board and as board chair of the Pequot Library in Southport, CT; as a board member of Pomfret School, Pomfret, CT; as a current board member and former board chair of the Fairfield Country Day School in Fairfield, CT; and as a current board member at Eagle Hill School, also in Southport. Most recently, Virginia has joined the advisory board of Edumetrics, a company based in Natick, MA, that’s dedicated to providing schools with custom-tailored research, nuanced data collection, and comprehensive data analysis so they can make the best choices for their students. Virginia earned her BA from Wellesley College and her MBA from Northwestern Kellogg School of Management.
Professional Advisory Board
With an MSW specialization of management in youth-serving organizations, Marissa currently manages an extended day program in a brand new middle school in Laurelton, Queens. In this position, Marissa designed and implemented a robust extended-day school program from scratch, while supervising fifteen staff and improving the odds of minority sixth and seventh graders in this Title 1 New York City public School. Marissa’s area of expertise interest are quality control, capacity-building within the youth development field, program development, program evaluation, and effective leadership.
Marissa earned her BA from Franklin & Marshall College, and a Master’s of Social Work at Washington University in St. Louis.
Mr. Carty has been principal of Stepinac since 2001. He joined the Stepinac faculty in 1994 as a religion teacher and campus minister, responsibilities he has continued since assuming the position of principal. Born and raised in the Bronx, Carty obtained a B.A. Degree in Psychology from the College of New Rochelle, M.A. Degree in Religious Education and M.S. Degree in School Administration from Fordham University. In 2010, he was the first high school principal to receive the prestigious Sapienta et Doctrina Award from Fordham University. The award honors individuals for their work in religious education, pastoral counseling, youth ministry, social justice, young adult ministry, parish ministry and spiritual direction.
Ms. Capozzi is a Guidance Counselor at Staples High School, in Westport, CT.
Currently president of Rocket21, a social-learning platform for middle school students, Mark formerly was president and CEO of All Kinds of Minds, the world-renowned organization dedicated to understanding learning differences. Mark, who resides with his family in Fairfield, CT, also held executive positions at Rabbit Ears Productions and Triad Artists. He earned a BA from Harvard University, and an MBA from the Columbia Business School.
Mr Pavia retired as principal of Trinity Catholic High School in the Spring of 2014, but serves as the school’s President, Tony started as a teacher and went on to be principal of New Canaan High School and then principal of Stamford High School. Before becoming principal at Stamford High School, where he’d also had been chair of the history department, he served at Darien High School as a teacher, assistant principal, and dean of students.
Among other accolades, Tony has received the Connecticut Celebration of Excellence Award; the Theodore White Educational Partner Award, given by Junior Achievement; the Stamford Historical Society Award for contribution to local history; the Chief Community Asset Builder Award, given by New Canaan Social Services, the YMCA, and Youth Bureau; and the President’s Award for Contribution to the Performing Arts, given by the Connecticut High School Musical Theater Association. He also received the Lifetime Achievement Award in Education, given by Stamford’s Yerwood Center in 2011, and is the author of an oral history about America during World War II titled An American Town Goes to War.
A born-and-bred resident of Stamford, Tony stays involved with veterans and continues to host the Annual Veterans Symposium, which brings area veterans into the high school. He is a graduate of Southern Connecticut State University, where he also earned his Master’s and Sixth-Year degrees.
A passionate educator focused on creating a student-centered environment that is deeply informed by knowledge about how adolescents learn, Marnie is the Head of Upper School at King in Stamford, where she formerly taught English to students in grades 6–12 and was dean of ninth- and tenth-grade students. She has been very involved in King’s development of an individualized approach to teaching, which includes a detailed learning profile for each student. Marnie graduated from St. Olaf College and also holds a Master’s in Religion (literature and church history) from Yale University’s Divinity School. She lives in Stamford with her husband, Mark Lingle.
Dr. Frank Safran
A licensed clinical psychologist in private practice in Westport, CT, Frank Safran, PhD, also is a co-founder of the Attention Deficit Disorders Institute. He works with children in individual and group therapy, and speaks nationally and internationally on his work. He and his wife, Diane Safran, MS, ATR-BC, LMFT, work together in social skills and couples’ therapy groups. Both also work collaboratively with schools, student patients, and families to help improve the quality of their educational experience.
Currently principal of Cloonan Middle School in Stamford, CT, Mr. Tate has 29 years of experience in education, spanning the elementary, middle and high school levels. He has worked throughout Connecticut—specifically New Haven, Stratford and Stamford—and served in multiple leadership positions at the district level, including the Strategic Leadership Council of the Stamford Public Schools. He currently serves on the board of the Connecticut Association of School Administrators and the Peter Cernansky Memorial Fund.
Noah Pederson is an 12th-grade student at Northfield Mount Hermon School in Mount Hermon, MA. He’s been an invaluable resource to S4, helping the team best understand students’ perspective of the transition from elementary to middle school, and from middle to high school.
Educational Background: Bachelor of Science in Health Education and a Minor in Psychology from Western Connecticut State University. Master’s Degree in Special Education from Fairfield University. Certification in Health Education and Special Education.
Why I Teach: When I asked my father, “Why do you think I became a teacher?” He said, “Because you can’t sing.” I feel that my inspiration came early in life. When I was in the third grade I had a fantastic teacher. She was always very energetic and enthusiastic and she made my learning experience positive. I was always excited to go home and tell my parents the progress I was making. For example my handwriting was atrocious and I was below grade level in reading. By the end of that year my handwriting was excellent and I had progressed in reading. Now as a teacher I hope to bring the same energy and enthusiasm to my class so that I can have the same success with my students as she had with me.
What I Like About the S4 Curriculum: If I have learned anything as a teacher it is that we need to practice the curriculum that has been proven successful. The S4 curriculum is just that. It helps students organize their time, and teaches them specific methods in note taking and study skills. This program teaches best-practices for test taking, and memorization. These are methodologies and system that will be used throughout a student’s academic career, and right into their lives after school.
Educational Background: Bachelor of Arts in Spanish from Manhattanville College.
Master’s Degree in Adolescent Education from Manhattanville College.
Why I Teach: My interest in teaching started from a young age from seeing my grandmother teach foreign language in New York City. I remember visiting her classroom when I was young. I even recall how it was nicely decorated with various hanging plants. I got to see first hand the difference she made in some of the lives of her students. I knew I wanted to have a positive impact on young children in the future. She was an inspiration to me back then and still is. I’m happy I have followed her foot prints into teaching!
What I Like About the S4 Curriculum: The S4 Curriculum is amazing because of the various study structures that it teaches and provides. Not every student can memorize facts for an exam – nor should they. The S4 curriculum gives students the tools to be successful academically with a focus on good study habits as well as organizational skills. I am thrilled to be on board with a great team of professionals that help students to reach their full potential!
Educational Background: Bachelor of Arts in History from Pace University. Master of Arts in Teaching from Sacred Heart University.
Why I Teach: I knew from a young age that I wanted to work with other people. I love interacting with others and knew that I wanted a career in which I could help people grow, progress and evolve. History was always my favorite subject in school. It always made sense to me and seemed like a great long story! What I love about teaching history is watching students make connections to their own world through historical content.
What I Like About the S4 Curriculum: I knew from a young age that I wanted to work with other people. I love interacting with others and knew that I wanted a career in which I could help people grow, progress and evolve. History was always my favorite subject in school. It always made sense to me and seemed like a great long story! What I love about teaching history is watching students make connections to their own world through historical content.
Educational Background: Bachelors degree in sociology and anthropology as well as a Master’s Degree in Elementary Education. Both earned at Fairfield University.
Why I Teach: I have always been a nurturer; from a young age I had a passion for helping others. I believe my interest in teaching came from my mother. She was a special education teacher for over 30 years, and was always happy to go to work every day. I share the same love of teaching. Seeing someone have a “light bulb” moment is the most rewarding thing I can think of. I myself struggled in school; gaining the skills to plan and prioritize in a detailed and specific way made a HUGE difference for me. I learned these skills during my undergrad and graduate years and I wish I knew them sooner!
What I Like About the S4 Curriculum: From the moment I learned about the S4 program and skills taught, I immediately knew I needed to be a part of it! I have always leaned towards being organized and a planner, but the systematic way of building good habits, studying over time, and the true ownership of the material that results from it is on a whole other level. The skills I personally learned to be a “good” student and true-life long learner is all fostered in this program. As a tutor for S4 I can confidently say I have seen the wonderful successes, the stress relief and the amazing life skills coming out of those who participate.
[su_quote]We LOVE Brittany!!!! She has done incredible work in such short time, steering my daughter towards a path of success, it’s just unbelievable. I honestly wish I’d gotten this kind of help years ago. Please know that I am deeply grateful. Your teacher has just been amazing. — Maria Garces, mother of a daughter at Academy of Mt St Ursula, Yonkers, NY [/su_quote]
Educational Background: Bachelor Degree in Food Marketing from Saint Joseph’s University. In the process of getting a Master’s Degree in Education from Southern Connecticut State University.
Why I Teach: After working in sales and marketing for four years I realized that I was not fulfilling my passion in life. Throughout my life I have always loved helping others and worked with children in some capacity since I was 10. I began working as a special education tutor in the public school system. The happiness and joy I felt at the end of each day was immeasurable. Aiding in the success of a child’s education is the most important and meaningful job I have ever had. Along with working in the Shelton Public School system, tutor privately. The immediate results that I observe each week is astounding. Helping children reach their potential and seeing their excitement is the most rewarding experience!
What I Like About the S4 Curriculum: Over the last 10 years I have noticed that we as educators sometimes fall short in teaching the skills necessary to succeed in the classroom. There is such a push on curriculum that it leaves little time for teachers to take a step back and get down to the basics of note taking, summarizing, time management, and active listening skills. The S4 program is a must for all students! The benefits of learning these essential skills in a small group setting prepares students for success in all subject areas.
Bachelor of Arts in Psychology from Fordham University; Master’s Degree in Social Work from Columbia University; Doctorate Degree in Social Work from Capella University anticipated graduation Summer 2019
Why I Teach: As the oldest child in my family, I have always assumed the nurturing role in the family. When I took my first position as a counselor, I knew that I wanted to be in the helping field. The feeling of a helping a child succeed is very gratifying and I challenge myself to continuously learn new skills in order to make the children I work with the most successful they can be and reach their fullest potential.
What I like about the S4 Curriculum: The S4 curriculum touches upon every study skills that a student needs in order to be successful. In addition, the strategies that are used to teach students are research based strategies, which ensure that students are learning effective study skills. If your student struggles with note taking, organization, initiating homework, or time management, there are specific skills that are taught in order for the student to develop lifelong habits that will make them successful academically. What I like most about the S4 curriculum is that skills that are taught are set up to make the students achieve lifelong success. The skills taught are not only important for the student’s academic career, but are necessary skills to be successful beyond their educational career
Educational Background: Bachelor of Science in Mathematics from SUNY Albany. Master’s Degree in Elementary & Special Education (Grades 1-6) from Manhattanville College
Why I Teach: I first discovered my love for teaching when I began working for Lindamood-Bell Learning Processes. I always had a passion for working with children, but after seeing the significant impact I could have on students’ academic performance, I realized that this is what I wanted to do for my career. In just one summer, I was able to support and witness the transformation of students who could not read more than a few words into fluent decoders and readers. In the years following, I began working on my Master’s and followed my passion for teaching from New York City to the islands of Thailand. In the summer of 2015, I received my TESOL certification while teaching English in government schools on the island of Koh Samui. My schooling and experiences eventually led me back to NYC, where I currently teach 6th grade at a small, private school designed to support students with special needs.
What I like about the S4 Curriculum: When I first discovered the S4 curriculum, I immediately felt connected with the company’s mentality. That is, that any student is capable of learning these study skills with continuous reinforcement and practice. To quote an article Michelle Sagalyn, president of the company, shared with me; “A growing body of research is making it clear that learners are made, not born. Through the deliberate use of practice and dedicated strategies to improve our ability to learn, we can all develop expertise faster and more effectively. In short, we can all get better at getting better. ” This idea confirms that building students’ study habits will in fact have a significant impact on their ability to learn and retain information. Moreover, the curriculum motivates students to build these study habits overtime, rather than looking at studying as cramming for a test the night before. The success of students after applying S4 strategies is undeniable. Students walk away from S4’s tutoring sessions feeling confident and motivated, prepared to take on the school work that once may have seemed too difficult or overwhelming. In my opinion, empowering these students with a positive attitude and equipping them with the right study tools is the best part about Successful Study Skills 4 Students.
[su_quote]Daniella has been awesome! We could not be happier with Charlie’s change in grades and more importantly, his change in attitude and confidence! — Mary Kate Pfennigwerth, Larchmont, NY[/su_quote]
Educational Background: Master’s Degree in Teaching from Sacred Heart University, with a Connecticut Teaching Endorsement in English/Language Arts for grades 7-12. Currently, Jen is working and collaborating with educational groups and academic publishing companies to develop curriculum for the online educational sector and international schools in Dubai. She is currently pursuing a doctorate degree in Education.
Why I Teach: I teach because I truly believe that a strong educational foundation can positively change the trajectories of students’ lives and I want to help them along the academic journey. My passion for education led me to the classroom where I spent several years teaching and developing curriculum for seventh grade and tenth grade English/ Language Arts students in Bridgeport and Norwalk, CT. Additionally, my affinity for individualized curriculum expanded my reach to various educational settings. In recent years, I began working and collaborating with educational groups and academic publishing companies to develop curriculum for the online educational sector and international schools in Dubai. I also had the distinct honor to serve as the academic program director for the Horizons Program at Sacred Heart University.
What I Like About the S4 Curriculum: One of the overarching goals of education is to help our students become lifelong learners. This requires providing them with the proper tools and strategies to navigate their academic careers and life beyond school. The S4 Curriculum is deeply rooted in pedagogical strategies, techniques, and tools to assist students with studying habits, and a myriad of executive functioning skills. Mastery of these skills will assist students in becoming efficient and organized learners with a high level of proficiency in creating well-balanced and productive lives. The S4 Curriculum customizes these approaches to fit the specific needs of the students and equips them for school and life.
Educational Background: Bachelor of Arts in English and Philosophy from Boston College. Master’s Degree in Secondary English Education from Fairfield University.
Why I Teach: My interest in teaching started as a child because my father is a music professor. During my undergraduate years at Boston College, I developed a love for writing essays and discussing literature. Several professors suggested that I consider teaching, so after I graduated, I decided to substitute teach in Ridgefield, CT, to figure out whether teaching was for me. I loved it. I applied to be an Americorps teaching fellow in New Haven, CT, teaching English at Saint Martin de Porres Academy (SMPA). After volunteering for two years, I continued teaching at SMPA for three years while I earned my master’s degree at Fairfield University. My experiences at SMPA and Fairfield confirmed my passion for education and motivated me to become a lifelong teaching professional.
What I Like About the S4 Curriculum: I discovered S4 when the president of Saint Martin de Porres Academy (SMPA) brought the organization to my attention. I like the S4 curriculum’s emphasis on developing better habits. Studying is not an isolated action that happens before a test, but a system of good habits that students should practice routinely. S4 supports students in a systematic, user-friendly way, teaching students how to take notes while reading and during class, how to use a planner and pace long-term assignments, and how to engage in the learning process by asking questions, using visuals, and summarizing. If students practice these habits consistently, studying becomes a steady process of learning every day rather than an urgent task of memorizing the night before an exam. I love that students leave the S4 workshops feeling more confident and less stressed about school.
[su_quote]Kam has had a very positive impact on our son’s approach to his school work as well as his writing. One of the strongest benefits has been how Kam has taught our son how to apply himself to multiple projects, and how to break tasks down. He really respects Kam and doesn’t like to disappoint him, which results in his working hard independently in between their tutoring sessions. Further, Kam has impacted our son as a life mentor, more than I think Kam realizes. Their general chit chats have encouraged our son to think more broadly about topics, and be more thoughtful about his own opinions and critical thought. Our son is not well read, but Kam is, so their current events/cultural discussions have really been educational beyond the academic work. Kam’s involvement has also allowed my wife and I to maintain a positive and cheerful dynamic with our son, since we no longer check to see if homework has been completed. Kam is a pleasure to see every week, is very polite, flexible and responds to our texts promptly. — David B., Darien, CT[/su_quote]
Educational Background: B.S. in Finance from Penn State University Smeal College of Business. Minors in International Business, Italian. Graduated with Dean’s List and NHS honors.
Why I Teach: I’ve been tutoring a variety of subjects/tests since high school, and have always continued to tutor at least part-time while working in the investment management industry. I enjoy teaching because the best way to learn something is to teach it. I find teaching to be a dynamic, abstract and very rewarding career, resulting in making the switch to full-time teaching/tutoring.
What I Like About the S4 Curriculum: I find that organization and study skills are a key component to success for students. These skills translate into every profession, so it is never too late to focus on the fundamentals of learning, organization, time management, etc.. I like to teach with a long-term view, and the skills that S4 commits to are crucial to the success of any long-term academic approach.
Educational Background: Bachelor of Science in Biology from Central Connecticut State University. Master’s of Education in Special Education from Grand Canyon University.
Why I Teach: My interest in teaching and helping others started as a child. I always found myself helping those in need. At first, when I was in college I struggled to find my passion. When I graduated, I found myself working in a research lab. Although, I enjoyed trialing what could be the best solution for the task at hand, it was not my passion. I missed the interaction with others on a more personal level, and helping them succeed in some challenging task. From here I knew I had to follow my interest in helping others, and that’s when I decided to go back for my degree in Special Education. I began to substitute at my old High School and other districts as well. For the past three years, I taught in the Westport Public Schools. Now I am in the Fairfield Public School district. My experience thus far has confirmed my passion for education and the need to help others. This field has motivated me to become a lifelong learner, as well as, an educator.
What I Like About the S4 Curriculum: When I joined S4 Study Skills, I learned about their system, tools, and approach – skills that are not necessarily taught in school, but that are extremely important to a student’ success in and out of a classroom. Using a very simple methodology, many in which I was already familiar, it teaches what students need to do to get great grades. The S4 curriculum provides user-friendly ways to take notes, organize, tackle projects, the importance of pacing long-term assignments, asking questions, and shows students the path to motivation, and how to stay engaged. The S4 curriculum provides a framework to help students feel more confident and less stressed, which will not only help students do well in school, but also in their college experience, and in their eventual career.
Educational Background: Master’s Degree in Secondary Mathematics Education from Sacred Heart University
Why I Teach: I developed the interest and desire to teach back when I was going through middle and high school because I loved the satisfaction helping others gave me and the fact of making an impact on a students life. Growing up, besides my parents, the people I looked to for guidance and support were some of my favorite teachers in school. I always had success in my Mathematics classes, where a few of my teachers and peers would always tell me “Become a teacher! It’s in you!” When I realized that I was that proficient in Math, I knew that teaching was what I wanted to do for the rest of my life. At Sacred Heart University, I earned my bachelors in Mathematics, while taking part in the 5-year Masters in teaching education program. On top of my studies, I was a Division 1 collegiate athlete being a member of the men’s lacrosse team at SHU. Athletics translated leadership skills into the classroom ultimately making me a better teacher overall.
What I Like About the S4 Curriculum: S4 is a top-notch academic organization that provides the best services in helping students succeed. Not only does S4 focus on content area specific assistance, but also helps students improve things like studying habits, organizational skills, and preparation methods. The S4 curriculum allows students to be as productive and high achieving in the classroom as possible. The system at S4 allows students to consistently improve and build on their knowledge, rather than simply studying by quick reviews or cramming. Anytime a student takes part in a session with S4 they feel more comfortable with their studies and keep a positive mindset as a result.
Educational Background: Bachelor of Science in Sport Management from University of Connecticut. Master of Arts in Teaching with a concentration in History from Quinnipiac University.
Why I Teach: I started at the University of Connecticut as a Sport Management major and had the opportunity to work as a manager for the Women’s Basketball Team. After working for a non-profit, The Hole in the Wall Gang Camp, for a few years after college, I realized my passion was in education and working with kids. I took a leap of faith when I quit my job to go back to school for a Master of Arts in Teaching, and it has been the best decision I have made. I love seeing students reach that “Aha!” moment, where they understand something that previously was very difficult for them. Teaching also gives me the chance to channel my passion for sports through coaching, so it is the best of both worlds!
What I like about the S4 Curriculum: The S4 curriculum is great because all students, regardless of age or educational background, will benefit from the skills it teaches. In school, teachers often have to gloss over some of the skills that are considered basic because there is so much content to get through. S4 ensures that students receive 1-on-1 attention learning those skills that prepare them for every class they will take.
Educational Background: Bachelors degree in Political Science and Economics (minor) from Tufts University
Why I teach: The root of why I enjoy teaching I think comes from my parents. They met as teachers at a private school in NYC. In high school, I began by teaching tennis over the summers and worked my up to Camp Director. I also taught guitar lessons as well. After graduating college, I found a profound passion for writing where several years later, I lucked out and sold a TV show to FOX. Still, my passion for teaching persisted. Even while making a living as a writer, I work part-time as a teacher at Yonkers Partners in Education (YPIE), a non-profit for underprivileged kids in the Yonkers school district. Here, I teach teach both Earth Science and Biology, as well as writing. I’ve been working there for 3 years now. I think in any profession, you often chase as certain “high.” In finance, it might be that big bonus. In comedy, it might be a laugh. In teaching, it’s that moment where something clicks for a student – that AHA moment. I can’t get enough of that.
What I like about the S4 Curriculum: The content of what you teach is certainly important. However, what I believe is just as important (if not more so) is HOW kids learn. To me, this is the most under-appreciated aspect of education. If the content is there, but the techniques to absorb that content is lacking, then the whole thing is a wash. I have a unique understanding of this, having had some learning issues when I was very young. My parents however (both having been teachers) recognized this early, and I was lucky enough to get the extra help I needed. A lot of that help involved learning how to learn, as opposed to just what to learn. Later, with this new knowledge, I was able to thrive in high school and eventually go to a great school. This is exactly what the S4 Curriculum strives for, and the techniques and methods used are some of the exact strategies that helped me. I feel very fortunate, and am excited to pass this on to the next generation.