ADVANCED TUTORING
We take Social Science education to the next level for Middle School, Upper School, and College-level students with our personalized, hands-on approach.
Text or call now (561) 696-1616
or email
SCHEDULE AN APPT
- AP Human Geography
- Geography (AICE, IB, etc)
- United States History (AP, AICE, IB, etc.)
- World History (AP, AICE, IB, etc.)
- AP European History
- Psychology (AP, AICE, IB, etc.)
- AP U.S. Government and Politics
- Math and AP Calculus (AB & BC)
Is the course you want not listed?
Please text or call (561) 696-1616
or email
REVIEWS
dan@advancedtutoring.netPRICING OPTIONS
dan@advancedtutoring.netMISSION STATEMENT
CONCIERGE SERVICE
DISCOUNTS
- Geography (AICE, IB, etc)
- United States History (AP, AICE, IB, etc.)
- World History (AP, AICE, IB, etc.)
- AP European History
- Psychology (AP, AICE, IB, etc.)
- AP U.S. Government and Politics
- Math and AP Calculus (AB & BC)
Is the course you want not listed?
Please text or call (561) 696-1616
or email
REVIEWS
dan@advancedtutoring.netMISSION STATEMENT
LEARN FROM HOME
You get what you pay for. We have only the most experienced and personable tutors available and use the latest technology to work with your student from the comfort of your own home.
Text or call now (561) 696-1616
or email
SCHEDULE AN APPT
DISCOUNTS
TUTOR BIO
Text or call now (561) 696-1616
or email
- Geography (AICE, IB, etc)
- United States History (AP, AICE, IB, etc.)
- World History (AP, AICE, IB, etc.)
- AP European History
- Psychology (AP, AICE, IB, etc.)
- AP U.S. Government and Politics
- Math and AP Calculus (AB & BC)
Is the course you want not listed?
Please text or call (561) 696-1616
or email
MISSION STATEMENT
REVIEWS
dan@advancedtutoring.net dan@advancedtutoring.netDISCOUNTS
PRICING OPTIONS
Individual Tutoring: $140/hour
Group Tutoring Options:
- Two Students: $110/hour each
- Three Students: $90/hour each
- Four+ Students: $75/hour each
- Sylvan Learning: $99/hr to $199/hr
- Tutors International: $140,000 per
course and up
COMPARE TO OTHERS
TUTOR BIO
Dan Snyder
(DSnyds)
- Teacher: 25 years Upper School Social Science teaching experience;
American History, World History, Economics, Ethics, Psychology, AP
Human Geography, AP U.S. History, and AP World History.
- Writer: Contributed to Human Geography: Preparing for the
Advanced Placement Examination by Perfection Learning, 2017 and
2020, and Human Geography for the AP Course by BFW Publishing
Group, 2020-2021 & 2024.
- Awards: Honored as Advanced Placement Report to the Nation
2007 faculty member (students achieved nation’s highest scores for
AP Human Geography Exam), and recipient of the President’s
Award for Teacher of the Year at the National Council for
Geographic Education Annual Conference in 2016.
- Professional: Involved in the AP Reading for Human Geography
since 2005 (Assistant to the Chief Reader since 2022), and
employed by the Educational Testing Service (ETS) and the College
Board as an Outside Item Writer to submit multiple-choice and
free-response questions for the AP Human Geography Exam.
CONCIERGE SERVICE
Our concierge service is for individualized academic assistance at a flat rate, starting at $990 a month. We conduct an evaluation with the parents and student, develop a personalized organizational plan based on effective standards, customize learning as needed, and regularly communicate progress to the parent.
The concierge service includes one hour of private tutoring sessions each week, along with a catered organizational plan visible to the student and parents. We help the student see the benefits of their educational experience through establishing short-and-long-term tangible goals. We will contact parents and advocate for the student in school as necessary.
We teach our students how to be more structured and help them develop organizational skills to become more independent and successful in the future. Students are encouraged to take ownership of their own learning, develop effective habits, and are advised on how to better organize themselves so they can become more self-sufficient.
We offer improved quality of life, focus, and comprehension for students, and peace of mind for adults. Progress and success are motivational and rewarding for students and parents alike, and we are advocates for both. As parents ourselves, we understand that a third-party voice can make a strong impact on a student's success.
We communicate with parents and students to learn about schedules, trips, and events. A detailed calendar of due dates and tests is designed and shared with parents, saving hours of work, while providing all clients with a coordinated approach to maximize student success. We will keep parents informed with weekly updates and communication about tracked educational progress in all subjects.
External motivation, recommendations, and plans can only take people so far. We utilize a step-by-step approach to scaffold success, help students identify and delineate goals, and find their internal motivation to make these changes more permanent. We provide recommendations for independent practice and follow up to track students’ progress.
Maturity is not a matter of age, but instead, of how one chooses to respond and react to various life situations. Recognizing their goals and seeing the steps necessary to reach those goals, helps students to engender a sense of responsibility and ownership of their own learning. More than mental development, we work to instill wisdom that has a bearing on all areas of your child’s life. Approaches may adjust as needed or requested over time.
Organized students who are intrinsically motivated to establish and follow goals to reach their full potential are far more likely to make good life choices. Honor and integrity are gifts you give yourself, and our program emphasizes efficient effort above shortcuts. The positive impact we have on our students transcends beyond the time they spend with us directly.
MISSION STATEMENT
We are committed to making learning engaging, building academic success, and providing students with essential skills that will last a lifetime.
Mentality is one’s capacity for intelligent thought. We work to help each student reach their full potential, starting with a free consultation with you and your student to understand where you are and where you want to be. We treat each student as a unique individual, since people have different learning styles.
https://scheduler.zoom.us/dsnyds/snyder-schedule
scheduler.zoom.us/amyadvancedtutoring/ap-human-geography-and-ap-psychology
Welcome to the scheduling page.
Please click on a calendar to add a session with a tutor.
I'm looking forward to working with you!
2024-2025
Member of the AP Human Geography Content Development Team and Assistant to the Chief Reader at the AP Human Geography Reading. I'm looking forward to working with you! Ms. Amy Taught professionally since 2002, specializes in AP Psych and APHG. Board Endorsed Lead Consultant for AP Human Geography and Lead Table Leader at the AP Human Geography Reading. 2024-2025
"Greatest tutors of all time"
"Best Online Tutoring Service Available!"
"Mr. Snyder tutored me for AP World History, and I got a 5 on the exam! He is an amazing tutor and highly recommended. He made history fun and interesting, while teaching tips on how to take the AP exam. 5 stars!"
"My tutor caught me up to speed when I transferred into AP Human Geography 2nd semester, missing the 1st half of the year. I got a 5 on the AP Exam. Thank you, Advanced Tutoring."
A+. I scored a 5
SEE YOUR GOAL
MEET YOUR GOAL
Advanced Tutoring, LLC
Best Tutoring | AP Tutor | Amazing Tutors | Online Tutor
Best Online Tutoring Available, Highly Experienced, Expert Teachers in Their Fields, with Over 20 Years of Experience in Their Subjects. Our motivated tutors, building academic success, individualized and engaging learning experiences, assessing skills, develop a unique plan for each student, track progression on several factors, building content knowledge, identify skill gaps, and communicating regularly with parents. Our students make outstanding progress and develop self-confidence to exceed goals and the prepare students for a lifetime of success, We help students understand complex and abstract theoretical models found in curriculum and make learning relevant. Tutoring sessions are exclusively remote (usually via Zoom), and this helps us cater to specific schedules. We know all the tips and tricks to raise AP Exam scores!
Cancellation and Refund Policy
DISCOUNTS ON GROUP SESSIONS
1 FREE SESSION FOR REFERRALS
"Discrimination against students and employees in the Florida K-20 public education system prohibited; equality of access required.1000.05, F.S.
(1) This section may be cited as the “Florida Educational Equity Act.”
(2)(a) Discrimination on the basis of race, color, national origin, sex, disability, religion, or marital status against a student or an employee in the state system of public K-20 education is prohibited. No person in this state shall, on the basis of race, color, national origin, sex, disability, religion, or marital status, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any public K-20 education program or activity, or in any employment conditions or practices, conducted by a public educational institution that receives or benefits from federal or state financial assistance.
(b) The criteria for admission to a program or course shall not have the effect of restricting access by persons of a particular race, color, national origin, sex, disability, religion, or marital status.
(c) All public K-20 education classes shall be available to all students without regard to race, color, national origin, sex, disability, religion, or marital status; however, this is not intended to eliminate the provision of programs designed to meet the needs of students with limited proficiency in English, gifted students, or students with disabilities or programs tailored to students with specialized talents or skills.
(d) Students may be separated by sex for a single-gender program, for any portion of a class that deals with human reproduction, or during participation in bodily contact sports. For the purpose of this section, bodily contact sports include wrestling, boxing, rugby, ice hockey, football, basketball, and other sports in which the purpose or major activity involves bodily contact.
(e) Guidance services, counseling services, and financial assistance services in the state public K-20 education system shall be available to students equally. Guidance and counseling services, materials, and promotional events shall stress access to academic and career opportunities for students without regard to race, color, national origin, sex, disability, religion, or marital status.
(3)(a) No person shall, on the basis of sex, be excluded from participating in, be denied the benefits of, or be treated differently from another person or otherwise be discriminated against in any interscholastic, intercollegiate, club, or intramural athletics offered by a public K-20 educational institution; and no public K-20 educational institution shall provide athletics separately on such basis.
(b) Notwithstanding the requirements of paragraph (a), a public K-20 educational institution may operate or sponsor separate teams for members of each sex if the selection for such teams is based upon competitive skill or the activity involved is a bodily contact sport. However, when a public K-20 educational institution operates or sponsors a team in a particular sport for members of one sex but does not operate or sponsor such a team for members of the other sex, and athletic opportunities for that sex have previously been limited, members of the excluded sex must be allowed to try out for the team offered.
(c) This subsection does not prohibit the grouping of students in physical education classes and activities by ability as assessed by objective standards of individual performance developed and applied without regard to sex. However, when use of a single standard of measuring skill or progress in a physical education class has an adverse effect on members of one sex, the educational institution shall use appropriate standards which do not have such effect.
(d) A public K-20 educational institution which operates or sponsors interscholastic, intercollegiate, club, or intramural athletics shall provide equal athletic opportunity for members of both sexes.
1. The Board of Governors shall determine whether equal opportunities are available at state universities.
2. The Commissioner of Education shall determine whether equal opportunities are available in school districts and Florida College System institutions. In determining whether equal opportunities are available in school districts and Florida College System institutions, the Commissioner of Education shall consider, among other factors: a. Whether the selection of sports and levels of competition effectively accommodate the interests and abilities of members of both sexes.; b. The provision of equipment and supplies.; c. Scheduling of games and practice times.; d. Travel and per diem allowances.; e. Opportunities to receive coaching and academic tutoring.; f. Assignment and compensation of coaches and tutors.; g. Provision of locker room, practice, and competitive facilities.; h. Provision of medical and training facilities and services.; i. Provision of housing and dining facilities and services.; j. Publicity.
Unequal aggregate expenditures for members of each sex or unequal expenditures for male and female teams if a public school or Florida College System institution operates or sponsors separate teams do not constitute nonimplementation of this subsection, but the Commissioner of Education shall consider the failure to provide necessary funds for teams for one sex in assessing equality of opportunity for members of each sex.
(e) A public school or Florida College System institution may provide separate toilet, locker room, and shower facilities on the basis of gender, but such facilities shall be comparable to such facilities provided for students of the other sex.
(4)(a) It shall constitute discrimination on the basis of race, color, national origin, or sex under this section to subject any student or employee to training or instruction that espouses, promotes, advances, inculcates, or compels such student or employee to believe any of the following concepts:
1. Members of one race, color, national origin, or sex are morally superior to members of another race, color, national origin, or sex.
2. A person, by virtue of his or her race, color, national origin, or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously.
3. A person’s moral character or status as either privileged or oppressed is necessarily determined by his or her race, color, national origin, or sex.
4. Members of one race, color, national origin, or sex cannot and should not attempt to treat others without respect to race, color, national origin, or sex.
5. A person, by virtue of his or her race, color, national origin, or sex, bears responsibility for, or should be discriminated against or receive adverse treatment because of, actions committed in the past by other members of the same race, color, national origin, or sex.
6. A person, by virtue of his or her race, color, national origin, or sex, should be discriminated against or receive adverse treatment to achieve diversity, equity, or inclusion.
7. A person, by virtue of his or her race, color, sex, or national origin, bears personal responsibility for and must feel guilt, anguish, or other forms of psychological distress because of actions, in which the person played no part, committed in the past by other members of the same race, color, national origin, or sex.
8. Such virtues as merit, excellence, hard work, fairness, neutrality, objectivity, and racial colorblindness are racist or sexist, or were created by members of a particular race, color, national origin, or sex to oppress members of another race, color, national origin, or sex.
(b) Paragraph (a) may not be construed to prohibit discussion of the concepts listed therein as part of a larger course of training or instruction, provided such training or instruction is given in an objective manner without endorsement of the concepts.
(5) Public schools and Florida College System institutions shall develop and implement methods and strategies to increase the participation of students of a particular race, color, national origin, sex, disability, or marital status in programs and courses in which students of that particular race, color, national origin, sex, disability, or marital status have been traditionally underrepresented, including, but not limited to, mathematics, science, computer technology, electronics, communications technology, engineering, and career education.
(6)(a) The State Board of Education shall adopt rules to implement this section as it relates to school districts and Florida College System institutions.
(b) The Board of Governors shall adopt regulations to implement this section as it relates to state universities.
(7) The functions of the Office of Equal Educational Opportunity of the Department of Education shall include, but are not limited to:
(a) Requiring all district school boards and Florida College System institution boards of trustees to develop and submit plans for the implementation of this section to the Department of Education.
(b) Conducting periodic reviews of school districts and Florida College System institutions to determine compliance with this section and, after a finding that a school district or a Florida College System institution is not in compliance with this section, notifying the entity of the steps that it must take to attain compliance and performing followup monitoring.
(c) Providing technical assistance, including assisting school districts or Florida College System institutions in identifying unlawful discrimination and instructing them in remedies for correction and prevention of such discrimination and performing followup monitoring.
(d) Conducting studies of the effectiveness of methods and strategies designed to increase the participation of students in programs and courses in which students of a particular race, color, national origin, sex, disability, or marital status have been traditionally underrepresented and monitoring the success of students in such programs or courses, including performing followup monitoring.
(e) Requiring all district school boards and Florida College System institution boards of trustees to submit data and information necessary to determine compliance with this section. The Commissioner of Education shall prescribe the format and the date for submission of such data and any other educational equity data. If any board does not submit the required compliance data or other required educational equity data by the prescribed date, the commissioner shall notify the board of this fact and, if the board does not take appropriate action to immediately submit the required report, the State Board of Education shall impose monetary sanctions.
(f) Based upon rules of the State Board of Education, developing and implementing enforcement mechanisms with appropriate penalties to ensure that public K-12 schools and Florida College System institutions comply with Title IX of the Education Amendments of 1972 and subsection (3) of this section. However, the State Board of Education may not force a public school or Florida College System institution to conduct, nor penalize such entity for not conducting, a program of athletic activity or athletic scholarship for female athletes unless it is an athletic activity approved for women by a recognized association whose purpose is to promote athletics and a conference or league exists to promote interscholastic or intercollegiate competition for women in that athletic activity.
(g) Reporting to the Commissioner of Education any district school board or Florida College System institution board of trustees found to be out of compliance with rules of the State Board of Education adopted as required by paragraph (f) or paragraph (3)(d). To penalize the board, the State Board of Education shall:
1. Declare the school district or Florida College System institution ineligible for competitive state grants.
2. Notwithstanding the provisions of s. 216.192, direct the Chief Financial Officer to withhold general revenue funds sufficient to obtain compliance from the school district or Florida College System institution.
The school district or Florida College System institution shall remain ineligible and the funds shall not be paid until the institution comes into compliance or the State Board of Education approves a plan for compliance.
(8) A public K-20 educational institution must treat discrimination by students or employees or resulting from institutional policies motivated by antisemitic intent in an identical manner to discrimination motivated by race. For purposes of this section, the term “antisemitism” includes a certain perception of the Jewish people, which may be expressed as hatred toward Jewish people, rhetorical and physical manifestations of antisemitism directed toward a person, his or her property, or toward Jewish community institutions or religious facilities.
(a) Examples of antisemitism include:
1. Calling for, aiding, or justifying the killing or harming of Jews, often in the name of a radical ideology or an extremist view of religion.
2. Making mendacious, dehumanizing, demonizing, or stereotypical allegations about Jews as such or the power of Jews as a collective, especially, but not exclusively, the myth about a world Jewish conspiracy or of Jews controlling the media, economy, government or other societal institutions.
3. Accusing Jews as a people of being responsible for real or imagined wrongdoing committed by a single Jewish person or group, the State of Israel, or even for acts committed by non-Jews.
4. Accusing Jews as a people or the State of Israel of inventing or exaggerating the Holocaust.
5. Accusing Jewish citizens of being more loyal to Israel, or the alleged priorities of Jews worldwide, than to the interest of their own nations.
(b) Examples of antisemitism related to Israel include:
1. Demonizing Israel by using the symbols and images associated with classic antisemitism to characterize Israel or Israelis, drawing comparisons of contemporary Israeli policy to that of the Nazis, or blaming Israel for all inter-religious or political tensions.
2. Applying a double standard to Israel by requiring behavior of Israel that is not expected or demanded of any other democratic nation or focusing peace or human rights investigations only on Israel.
3. Delegitimizing Israel by denying the Jewish people their right to self-determination and denying Israel the right to exist.
However, criticism of Israel that is similar to criticism toward any other country may not be regarded as antisemitic.
(c) Nothing in this subsection shall be construed to diminish or infringe upon any right protected under the First Amendment to the United States Constitution, or the State Constitution. Nothing in this subsection shall be construed to conflict with federal or state discrimination laws.
(9) A person aggrieved by a violation of this section or a violation of a rule adopted under this section has a right of action for such equitable relief as the court may determine. The court may also award reasonable attorney’s fees and court costs to a prevailing party."
