Executive function skills are the mental skills that help us plan, prioritize, organize, start tasks, manage time, regulate attention, monitor progress, and follow through.

Executive function coaching helps students develop the skills needed to manage school, responsibilities, and daily life more independently. 

Coaching is practical, collaborative, and individualized. The goal is to help students build systems and strategies they can use throughout school and beyond.

Coaching is client-centered and focused on helping students develop skills while also addressing their immediate needs.

After the initial Foundations Program sessions (new clients only), coaching sessions typically include:

1. Check-in

• What went well since our last meeting?

• What challenges came up?

• What assignments, deadlines, tests, activities, or responsibilities are coming up?

2. Assess and Plan

We review current demands and create a realistic plan, which may include:

• Assignments and upcoming deadlines

• Tests, projects, and long-term goals

• Calendar and scheduling systems

• Learning management systems (Canvas, Google Classroom, etc.)

• Extracurricular activities and other commitments

3. Strategize and Practice

Students practice executive function skills, including:

• Breaking down large assignments

• Planning and prioritizing

• Creating study plans

• Managing time

• Building routines

• Improving organization systems

• Developing strategies for starting and completing tasks

4. Reflect and Adjust

Students reflect on:

• What worked?

• What did not work?

• What obstacles came up?

• What changes will help moving forward?

The first part of coaching focuses on understanding the student’s executive skills, strengths, challenges, goals, academic demands, and current systems.

Together, we identify priorities and create goals. Each session balances:

Short-term needs

• Homework

• Upcoming tests

• Projects

• Deadlines

• Immediate challenges

with

Long-term skill building

• Independence

• Organization

• Planning

• Self-awareness

• Self-advocacy

• Sustainable routines

Tutoring
Tutoring focuses on understanding specific academic content, such as math, writing, science, or a particular course.

Therapy
Therapy focuses on emotional health, mental health concerns, relationships, and psychological treatment.

Executive Function (EF) Coaching
EF Coaching focuses on helping students build the skills and systems needed to manage responsibilities more effectively, including:

• Planning

• Organization

• Time management

• Study strategies

• Task initiation

• Follow-through

• Self-advocacy

• Accountability

Coaching can complement tutoring or therapy but serves a different purpose.

For middle school and high school students whose parents are involved:

Included communication:

• Parent intake information

• One 20-minute parent meeting after Foundations goals are established

• One written progress summary each Coaching Cycle during ongoing coaching

Routine session notes are not provided.

Additional communication, including:

• Extended phone calls

• Additional meetings

• Frequent email updates

• School meetings

• Teacher communication

is available when appropriate and billed separately.

For college students who are legal adults, coaching communication remains confidential unless the Client provides permission to share information.

Progress is measured through both skill development and outcomes.

Examples include:

• Using planning systems more consistently

• Improved task initiation

• Better awareness of priorities

• Completing assignments more independently

• Reducing last-minute stress

• Improved communication and self-advocacy

• Increased confidence managing responsibilities

Progress is reviewed regularly, and coaching strategies are adjusted as Clients grow.

For Middle School and High School students: 

Progress in executive function coaching is about more than grades. We look at whether your student is developing the skills, strategies, and independence they need to manage school more effectively.

Each month, we use a brief coaching reflection to review progress toward current goals, identify strategies that are working (or need to be adjusted), recognize areas of growth, and identify challenges that still need attention. We also look ahead at upcoming academic demands and determine what support will be most helpful in the month ahead.

At regular intervals throughout the school year, we take a deeper look at your student's progress, including what they have learned about themselves, which skills have become more consistent, what they can now manage more independently, and what they still need to work on.

For parents, I provide periodic progress summaries that highlight the skills we are working on, areas of growth, ongoing challenges, and priorities for the next phase of coaching.

The goal is ultimately increased independence—helping students become better able to recognize what they need, choose appropriate strategies, follow through, and know when to ask for help.

For Undergraduate Students: 

Progress in coaching is measured by looking at both your progress toward your goals and your growing ability to manage your academic responsibilities independently.

Each month, we review your current goals, accomplishments, challenges, and the strategies you have been using. We identify what is working, what needs to change, and what you want to prioritize next. We also consider upcoming deadlines, exams, projects, and other demands when determining the level of support that will be most useful.

At the end of each semester, we take a more comprehensive look at your growth. This includes reflecting on which strategies have become part of your routine, what you have learned about your own work habits and executive functioning, where you have become more independent, and which areas still require attention.

Progress is not necessarily linear, and it is not measured solely by grades. The goal is to help you develop sustainable systems and skills that allow you to manage college more effectively and increasingly without coaching support.

Resistance is common, especially when students feel overwhelmed or have experienced repeated struggles.

Coaching begins by building trust, understanding the Client’s perspective, and starting with manageable goals.

Clients are not expected to immediately change everything. The goal is to build awareness, confidence, and skills gradually.

Many Clients benefit from at least one semester of coaching because executive function skills develop through practice over time.

Some Clients continue for a full school year or longer for ongoing support, accountability, and continued skill development.