Executive Functioning Coaching For High School Students In Long Island, NY
photo via @StockRocketEmpowering Students and Adults to Master Crucial Life Skills
At The Ladder Method (TLM), our core mission is to support individuals in cultivating vital skills necessary for academic excellence, professional growth, and personal development. We offer personalized Executive Functioning Coaching programs tailored to meet the unique needs of four key groups: middle schoolers, high schoolers, college students, and adults. Whether you face challenges with organization, time management, sustained attention, or studying techniques, our seasoned coaches deliver tailored strategies and consistent support to guide you toward greater independence and self-assurance.
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Middle School
building strong foundations
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High School
academic optimization & independence
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University
mastering college success
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Adult
professional & personal success
WHAT SETS EACH OF OUR PROGRAMS INCLUDES:
CUSTOMIZED COACHING – Every coaching plan is crafted to align with the individual’s specific strengths and challenges.
RESEARCH-BASED METHODS – The Ladder Method’s exclusive curriculum empowers clients with durable, transferable life skills.
KNOWLEDGEABLE COACHES – Our team comprises professionals extensively trained in executive functioning techniques and study skills.
A SYSTEMATIC, SUPPORTIVE MODEL – Ongoing sessions and routine check-ins help maintain momentum and ensure continual progress.
Whether you’re a student striving for academic success or an adult determined to improve day-to-day productivity, our Executive Functioning Coaching programs deliver the necessary tools and insights to help you flourish. For families exploring executive functioning coaching for high school students in Long Island, NY, our approach offers a proven pathway to growth and achievement.
Discover Executive Functioning Coaching with The Ladder Method
Intake & Assessment
Your journey begins with a phone consultation with one of our dedicated client services enrollment specialists. After we gain a comprehensive understanding of your family’s needs, we assign a specialized assessment coach to meet with both the student and family to further explore challenges and objectives.
Implementation
Following the assessment, our evaluation team collaborates with the Student Success department to design a tailored strategy. This plan is then introduced through consistent weekly sessions. The frequency and duration of meetings are determined based on the student’s specific assessment results.
Ongoing Evaluation
Throughout the coaching journey, the designated coach and the Student Success team regularly convene to review the student’s development. They identify optimal moments to reinforce or refine the skill-building plan, ensuring consistent advancement toward goals.
What Sets The Ladder Method Apart?
How does learning executive functioning skills differ when taught through The Ladder Method? What truly distinguishes our unique approach?
Proprietary Approach
Our methods aren’t just different—they’re distinctively our own. At The Ladder Method, we follow a proprietary curriculum designed by our founder, built to achieve tangible results.
We understood from the beginning that replicating Candice’s effective strategies was essential. That replication isn't just a means of maintaining quality—it’s the backbone of a program proven to be effective. That’s why our executive functioning coaching for high school students in Long Island, NY stands apart in its consistency and results-driven foundation.
Driven by Data-Backed Success
We rely on more than testimonials—we lean on data. By applying statistical analysis to our students’ progress, we ensure that every success is measurable.
We only thrive when our students do. That’s why our programs are continuously optimized through evidence, reinforcing our mission of lasting student achievement. With our proven methods, executive functioning coaching for high school students in Long Island, NY is not just accessible, it's measurable.
A Collaborative Team Approach
Our outcomes are a team effort.
Rather than relying on a single educator or therapist, we provide your child with a comprehensive support system. While you’ll work closely with a dedicated instructor, they’re backed by a full team of professionals whose shared mission is to help your child flourish.
Meet Noah Donner Klein
Noah joined The Ladder Method in the spring of 2019. His story showcases how powerful our customized toolkit and proprietary strategies in executive functioning can be.
Since then, Noah has not only completed his degree at USC but also launched a promising career just one month after graduation. His journey is a testament to the transformative potential of our approach.
Our Executive Functioning FAQ
What is Executive Functioning?
Executive functioning refers to a set of 8 to 12 essential cognitive skills that enable individuals to plan, organize, and complete tasks ranging from daily routines like setting the dinner table to more complex activities such as playing a team sport, finishing homework, and ensuring it’s submitted on time.
Key Skills We Focus On:
Organization
This is the capacity to design systems and processes that help maintain a clean and efficient environment, making it easy to locate necessary items when needed.
What this may look like: You might notice your child cramming loose papers and homework into their backpack without any order. Individuals with organization difficulties often lose track of assignments or everyday items like keys.
Time Management
This skill involves accurately estimating how much time tasks will take, allowing for effective planning and timely completion.
What this may look like: A student may habitually submit late assignments, procrastinate, or not realize that certain components of a task weren’t completed until it’s too late.
Working Memory
This is the ability to retain relevant information mentally just long enough to use it effectively.
What this may look like: A child may repeatedly forget instructions moments after hearing them, require frequent repetition to memorize something, or appear generally absentminded.
Self-Monitoring
Self-monitoring is the internal skill of assessing one's performance on a given task.
What this may look like: Struggles in this area can manifest as confusion or frustration about poor performance without understanding what went wrong or how to improve.
Planning
Planning involves the capability to outline and prioritize the steps needed to complete a task or project effectively.
What this may look like: Difficulty in creating structured approaches to handle assignments, presentations, or homework is a common sign of weak planning skills.
Focus/ Attention
This refers to the ability to concentrate on a task or person for a sustained period and shift focus when necessary.
What this may look like: A student might frequently veer off-topic, interrupt lessons with unrelated remarks, or be unable to remain focused long enough to finish tasks.
Task Initiation
Task initiation is the ability to begin work on a task independently, without constant reminders or supervision.
What this may look like: A student might need repeated prompting to begin their assignments or struggle to understand the next step without adult guidance.
Emotional Regulation
This skill involves managing emotional responses appropriately, whether reacting to praise, criticism, or instruction.
What this may look like: Without emotional regulation, children may overreact to minor setbacks, leading to outbursts or intense emotional reactions.
Task Management
Task management encompasses understanding how to break down larger assignments into manageable pieces and properly schedule them.
What this may look like: Students may struggle with seeing how various parts of a project fit together or fail to allocate time and order tasks effectively.
Meta-Cognition
Meta-cognition is knowing how one learns best and being able to apply that understanding to future learning.
What this may look like: A student may have difficulty preparing for tests or recognizing which study methods are most effective for their learning style.
Goal Directed Perseverance
This is the ability to continue working toward a goal even when faced with setbacks or challenges.
What this may look like: A student may give up easily when faced with difficulty, resulting in multiple unfinished projects or tasks.
Flexibility
Flexibility means being able to adapt when changes occur, such as a shift in a deadline or expectations.
What this may look like: A lack of flexibility may present as impulsivity or emotional outbursts when plans suddenly change.
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