Executive Skills Coaching
New England Tutors presents Evidence-based Executive Skills Coaching in collaboration with Dr. Peg Dawson to help students whose academic performance is suffering due to deficits in executive skills, including time and task management, planning, organization, impulse control, and emotional regulation.
In just a few minutes a day, Our Coaches can provide crucial support and instruction tailored to individual students’ needs. Executive Skills Coaching teaches each student a system for keeping track of assignments and due dates while developing the crucial executive skills needed to succeed in school and beyond. Students are guided and supported to build a daily study plan, manage their time, set short- and long-term goals, study for tests, and record their successes. They also get tools for evaluating their own executive skills in order to target their weaknesses and capitalize on strengths.
By introducing the concept of “recognizing how to learn by understanding the process of learning”, Executive Skills Coaches reach far beyond other student support services. We offer one on one coaching as well as small group.
**Executive Skills Coaching: New Training Offered by Peg Dawson**
Coaching is a strategy designed to help under-achieving students be more successful in school and reach the career goals they set for themselves. By working with a coach, students learn how to manage time and tasks, avoid distractions and temptations, and develop good study habits. Coaching is neither tutoring nor counseling, but it is a collaborative process in which students, with guidance and support from a coach, set and pursue goals that are important to them and hone the executive skills they need to achieve those goals.
Through the use of didactic presentations, assigned readings, audio tapes, practice exercises, group discussions, homework assignments, and “hands-on” experience, this seminar will provide in-depth training in the coaching process, including:
- Information gathering and executive skills assessments;
- conducting the long-term goal setting interview;
- turning long-term aspirations into SMART goals;
- conducting daily coaching sessions to help students make plans to achieve their goals;
- developing progress-monitoring instruments to help students track their progress told goal attainment;
- helping students identify strategies for capitalizing on their executive skill strengths and shoring up weaknesses;
- trouble-shooting and evaluating the effectiveness of the coaching process.
This year we are offering two strands, one focused on coaching elementary-aged students and one focused on coaching secondary level and college students. Participants who enroll in the course will have access to both strands. Course content will be videotaped using Zoom and made available to course participants as they are produced, beginning in mid-August. They will remain available throughout the 2020-2021 school year. Upon completion of the course and all associated assignments, participants will be given a certificate of course completion.
I will also schedule monthly live check-ins using Zoom to enable people to meet and talk about the coaching experience as well as raise questions that may arise over the course of coaching. It is not necessary to attend these live sessions to complete the course and earn the training certificate. However, in past trainings, the people who participated in the live sessions have found them very valuable (in fact I scheduled extra sessions for them last year because there was such a strong interest). Although I am scheduling 5 sessions to start with, I am willing to continue the sessions throughout the academic year if there is enough interest. These sessions end up creating a community of coaches that people seem to value highly.
In addition to the course content and live sessions, all participants will have the opportunity to use a web-based platform specifically designed to support both the seminar requirements and the student coaching process. The platform will be an integral piece of the coaching process, and while it is not mandatory that you use it for coaching your students, we believe that it will support the coaching process in a way that will make goal attainment and progress monitoring much easier to track.
For more information regarding the seminars, including live session dates, a detailed course syllabus and registration and payment information, please contact me at email@example.com.
Early detection and intervention is key to building confidence and a love of learning for students with executive dysfunction. Although students pre K through 5th grade are often too young to understand why their brains work the way they do, the can start to learn the language of executive skills and what good skills/activities/actions look like and how to talk about them in a positive and impactful way. During these informative years, our specialist help students put actions to words. They start to build awareness of actions and how they impact those around them. Building confidence is key and giving young minds the tools to identify and feel they have the power to change and control their actions.
Transition is the key word when we look at the middle school years. So many changes are happening at once, it is sometimes difficult to really understand what is the cause and effect and what do we focus on for change. Understanding Executive Dysfunction can be rooted in so many varying challenges, no two students are the same and no single process will move every student forward. NET believes in taking all environmental, academic and emotional factors into play to build awareness, accountability and intrinsic motivation to achieve each student and families individual goals. Building skills for High School, and the rigors of those years, is always our focus during middle school .
If your student has navigated through elementary and middle school successfully but now seems to crash and burn in High school, it is never too late to build new learning pathways and the skills they will need to have not only a successful high school career but college and beyond. Although we always wish for early detection and intervention, we find the high school years are about building back lost self-esteem, advocacy skills, and building an understanding that each student has the power to build their world around the way their brain navigates successfully. We help students find the system in each part of their day that works for them.