About
Not Tutoring. Someone in Your Corner.
Meet Callie-Rae
My path to founding Executive Functioning and Beyond didn't start in a business plan. It started with my brother and his friends.
Throughout my years in school, they kept coming to me for guidance, whether it was staying organized, managing deadlines, or just figuring out how to keep up. Helping them, hands-on, taught me what real support looks like: not just answers, but structure, habits, and someone checking in consistently.
I graduated Magna Cum Laude from the University of Mississippi and went on to earn my Master's degree from the University of Tennessee, an academic path that gave me firsthand insight into what it takes to succeed in college, and how much of that success comes down to systems, not just intelligence. As I worked with more students, I kept seeing the same gap: families needed more than tutoring. They needed someone in their student's corner every week, helping build the habits and accountability that actually stick.
That's why I started EFB, to give students the structure and support to thrive, and to give parents the peace of mind that comes from knowing someone is walking alongside their student every step of the way.
Client Success Story
A Spring Turnaround: From One Passing Class to the Dean's List
When this client came to me in the spring, he was coming off a rough fall semester, one where he'd only passed a single class out of a full course load, just 3 credit hours out of the 12 to 15 he needed to stay on track. It would have been easy to assume he simply wasn't cut out for college, but that wasn't the case at all. He was smart. What he didn't have was a clear understanding of what was actually expected of him, how to manage a syllabus, break down deadlines, and build the kind of routine that keeps a semester from spiraling. No one had ever shown him how, so it's no surprise he struggled.
We started working together twice a week that spring, and the difference showed almost immediately. With consistent check-ins, he had accountability built into his week rather than a vague hope that he'd "get to it." We mapped out every assignment and due date so nothing caught him off guard, built a routine he could actually stick to, and caught small issues before they became big ones. He stopped missing assignments entirely. At times, he was even ahead of schedule, something that would have felt impossible to him just months before.
By the end of that spring semester, he earned credit for all 13 credit hours he was enrolled in and made the Dean's List. His story is proof that struggling in school is rarely about intelligence. More often, it's about not yet having the systems and support in place to succeed, and with the right guidance, that can change in a single semester.