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(636) 233-3085 text or call

(636) 233-3085 text or call

  • Home
  • Coaching Sessions
  • Contact Me

Individualized

Each student has unique and independent needs. The goal of each session is to meet the student where they are at in their development and build upon the established skills. 


Below are some examples of Coaching Sessions and the possible support offered to the student or parent. 


LENGTH OF SESSION: 45 minutes-1 hour (virtually or in- person locally)


PRICE/SESSION: $115/hour or $75/30 mins (Pricing includes the follow up and/or support materials created outside of the session.)

**My heart is to serve, price is negotiable. Please inquire and I can make a plan that works for both of us. 

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Examples of Coaching Sessions

ONGOING SUPPORT

  • Focus on the following:
    • Self Awareness/Self Advocacy
    • Time Management
    • Organization
    • Note Taking
    • Study Habits/Tools
    • Test Taking Strategies
    • Paper Writing
    • Reading Comprehension Strategies
    • Learning Style
  • Progress Notes as strategies are identified
  • Includes email/text follow-up as needed to reinforce strategies/accountability or to provide support resources**

SUMMER PREP

  • Organize and understand any assignments given over a summer break (summer reading, writing, etc.) 
  • Discover  strategies that allow for success (reading comprehension, note taking, etc.)
  • Frequent Check-ins to ensure student is prepared upon returning to the school year
  • Progress Notes as strategies are identified
  • Includes email/text follow-up as needed to reinforce strategies/accountability**

FINALS PREP

  • Focus on the following:
    • Self Awareness/Self Advocacy
    • Organizing study materials
    • Creating a study schedule
    • Emotional Support for test anxiety
  • Progress Notes as strategies are identified
  • Includes email/text follow-up as needed to reinforce strategies/accountability or to provide support resources**

PARENT COACHING/ADVOCACY

  • Provide understanding or education of their child's diagnosis/disability
  • Summarize diagnostic reports and provide tools that allow the parent confidence in advocating for their child
  • Provide strategies that support the parent as they navigate their child's disability at home and in the school setting
  • Written summaries/notes provided afterwards as reference 

**FOLLOW UP**

  • Outlines for writing assignments
  • Schedules/Timelines
  • Email drafts/outlines for teacher/professor
  • Research for assignments (summaries, tools, support, etc.)
  • Research for accommodations available at school
  • Encouragement along the way
  • Accountability/Reminders via text or email
  • Follow-up/Progress Note

Strategy Overview

SELF AWARENESS/SELF ADVOCACY

SELF AWARENESS/SELF ADVOCACY

SELF AWARENESS/SELF ADVOCACY

  • Focus on strengths and weaknesses to better understand how one learns
  • Exploring individual classes  to develop skills, strategies  and confidence to advocate for one's needs in each class to allow for success

TIME MANAGEMENT

SELF AWARENESS/SELF ADVOCACY

SELF AWARENESS/SELF ADVOCACY

  • Explore and take inventory of student's time commitments (academic, recreational, social, family, etc.)
  • Develop strategies that allow student to find independence, confidence and reliability
  • Strategies may include: planner use, calendar support, etc. 

ORGANIZATION

SELF AWARENESS/SELF ADVOCACY

ORGANIZATION

  • Explore and take inventory of student's materials 
  • Discover strategies that allow student to effectively organize materials to allow for efficient access demonstrated by success

NOTE TAKING

TEST TAKING STRATEGIES

ORGANIZATION

  • Review and establish learning pattern in each academic class to determine effective note taking strategy for student
  • Develop an understanding of the purpose of note taking in each class based on student's learning profile

HOW TO STUDY

TEST TAKING STRATEGIES

TEST TAKING STRATEGIES

  • Review and establish learning pattern in each academic class to determine what materials are required to find success on assessments
  • Develop strategies that support student's weakness in this area and create study plan 

TEST TAKING STRATEGIES

TEST TAKING STRATEGIES

TEST TAKING STRATEGIES

  • Review and determine student's strengths and weaknesses in the are of test taking
  • Develop strategies that support student's weaknesses 
  • Establish self awareness in this area to allow student to effectively advocate when needed

READING COMPREHENSION

READING COMPREHENSION

READING COMPREHENSION

  • Review and determine student's weakness in the area of reading comprehension (motivation/purpose of assigned reading, lack of ability to attend to assigned reading, inability to comprehend assigned reading due to reading level, etc.)
  • Develop strategies to allow student's weaknesses to be supported
  • Develop self awareness to allow for student to effectively advocate for their needs in this area 

WRITTEN EXPRESION

READING COMPREHENSION

READING COMPREHENSION

  • Review and determine student's weakness in the area of written expression (understanding writing prompt, organizing thoughts effectively, confidence, the ability to effectively express thoughts into written form, etc.)
  • Develop strategies to allow student's weaknesses to be supported
  • Develop self awareness to allow for student to effectively advocate for their needs in this area 

MOTIVATION/PURPOSE

READING COMPREHENSION

MOTIVATION/PURPOSE

  • Develop an understanding of student's strengths and weaknesses
  • Establish strategies that allow student to understand purpose and motivation in each academic class
  • Encouragement to struggle out loud to allow others to walk along side when lacking. motivation and purpose

METACOGNITION

TRANSITION PLANNING

MOTIVATION/PURPOSE

  • Develop an understanding of how student learns in each class
  • Explore student's diagnosed learning disability (if applicable) to determine how their learning disability impacts their ability to learn
  • Determine accommodations that will support learning needs
  • Establish effective learning patterns that allow success 
  • Develop self awareness to all student to effectively advocate for themselves in each class

TRANSITION PLANNING

TRANSITION PLANNING

TRANSITION PLANNING

  • Support in researching, advocating and establishing a transition plan to a new academic endeavor
  • College planning to determine which schools will allow for greatest success (academically, emotionally and socially)
  • Research colleges that provide appropriate accommodations that support and allow for success
  • Develop self awareness to allow student to effectively advocate for themselves as they transition

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