Admissions Consulting Archives

Kindergarten Transition Planning in New York City

October 11, 2021 Brad Hoffman Leave a Comment

Is your child in preschool? Is your child turning 5 by September 1, 2022? Do you live in New York City? If so, then you’re probably thinking about kindergarten transition planning.

It’s a topic that often leads to panic for parents and cringing for early childhood educators. Interviews, group play dates, and application essays (times 8-10 private schools [plus any planning for public schools]) can seem daunting for children and parents. However, the experience can, in fact, be re-framed, and there can be real educational value in the journey. Because of the nature of schooling in NYC, the kindergarten transition is unique, so it’s important to be well informed and to leave enough time for reasonable preparedness without panic or overdoing it!

For private schools, in particular, we prefer to pursue school exploration as an opportunity rather than a chore. Keeping an open mind leads to the greatest success in our experience, and there is no single path to a particular university or career. Focus on the lower school experience based on your child’s needs at this age rather than getting caught up in high school curricula and the college emissions list. Sure, those are important factors to consider, too, but they shouldn’t drive the lower school decision. Moreover, cast a wide net and imagine your child in a variety of school environments so that you have options to choose from when decisions are announced in February.

Whether you just want to get the lay of the land, learn more about your child’s academic readiness, or have total support through the application process, we’re here to help.

Are you ready to start planning?

Contact Brad Hoffman and Faya Hoffman for admissions consulting and educational planning.

Professional Members, IECA | SSATB | TABS | NACAC | NATSAP

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Why Consider Boarding Schools?

October 5, 2021 Brad Hoffman Leave a Comment

Boarding schools are an incredible option that not enough families are familiar with. Having grown up in the midwest, neither Faya nor I grew up in a boarding school culture. If referencing boarding programs, more often than not we would hear something like, “Oh, he was sent away to boarding,” implying that the student was a behavior problem. But moving to New York City greatly changed our perspective, and we’ve spent the last 10+ years immersing ourselves in boarding school programs across the United States as well as internationally. We’ve visited dozens of boarding schools to learn more, first hand, from students, faculty, school leadership, parents, and other educational professionals. Our school visits have ranged from the most competitive schools in the country to the premier specialized schools for students with learning disabilities to phenomenally successful therapeutic boarding schools and residential treatment centers providing a continuum of support. Now that I know what I know, I’m positive I would have benefitted from a boarding program! So what advantages do boarding schools offer?

Whether mainstream or specialized, boarding schools (and junior boarding schools) offer a completely integrated academic, athletic, artistic, and social experience designed specifically to meet the needs of adolescents and teenagers. Parents in New York City know all too well the challenges of schlepping students to/from school, to/from Roosevelt Island for athletics, to/from the dance studio or music classes, and to/from various appointments on one end of the city or the other. Our ambitious students regularly experience the serious time drain of managing all the logistics and transitions. At boarding schools, this time loss is better avoided. Everything happens on campus, or transportation is organized to compete against a nearby school. Many boarding schools have half-day Wednesdays to facilitate afternoon sports, which is offset by Saturday morning classes, followed by sports practices and competitions. Clubs and other extracurriculars are more easily managed after the school day and weekends. Study hall, advisory, and learning support with faculty is similarly managed within set hours. Homework conflict doesn’t really exist because all students have scheduled study hours. Technology use and access to wifi is also carefully managed so that all students in a particular grade level have the same parameters imposed, thus mitigating more serious issues with screen time, gaming, and video distractions. In this way, all students benefit from a structured, systematic approach that’s predictable, consistent, and supportive.

While prospective families worry about sustained time away from their children, our current and past families generally report enhanced relationships because of the boarding school calendar and structure. School breaks tend to be longer and usually come without intense homework expectations. Therefore, students are more present and available to engage in positive, constructive relationship building at home. Parents also have regular access to school faculty, learning management systems, campus events, and visitation. Moreover, our boarding school students benefit from incredible mentorship and guidance from advisors, dorm parents, classroom teachers, coaches, college counselors, and the school faculty at large. With this interlocking network of adult supports in place and collaboratively managing some of the most fraught work of raising a teenager, our boarding school parents experience less stress with their adolescents and teenagers.

When we visit boarding school campuses, we are very impressed by the overall level of engagement and genuine happiness among students and faculty. The facilities are usually pretty incredible, and students have much more time to dive deep with their coursework and independent study. There’s time for academic exploration, research, and trying new activities all while managing rigorous academics and an incredibly satisfying social experience. Specialized programs offer the pedagogical expertise, and/or clinical expertise, necessary to help each student succeed despite learning and/or emotional challenges, and again this support is fully integrated across campus.

For parents who are sure this option is NOT for their family, we strongly encourage them to visit at least one boarding school program as part of their school research, just for comparative purposes. There are so many ways to organize schooling, and boarding schools deserve serious consideration, especially in the New York City area where we’re limited by space, both in terms of facilities and the number of classroom seats. Adding boarding schools to the list creates many more great options. Faya and I are happy to help with this exploration as part of our admissions consulting support.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Taking Notes About College Visits

October 1, 2021 Brad Hoffman Leave a Comment

Type “college tour bingo” into Google Images, and up pop rows of gridded phrases such as “A capella groups!” “The library is open 24/7 during finals!” “Lots of students enter with undecided majors!” Jokes like these related to college visits are no surprise to anyone who’s toured a few colleges — the ubiquity of these phrases is the point.

But the cards highlight a more serious reality. Even as colleges strive to stand out from their rivals, once an applicant has toured a few campuses (virtually or in person), they can start sounding the same. And the colleges’ problem later becomes the applicant’s problem. If the schools sound the same during the tours and information sessions — while the applicant is on campus — they will be even harder to distinguish months after the visit, when the student is completing applications, and months after that, when the applicant is choosing where to enroll.

Our solution to this dilemma: take college visits notes.

We advise students to always bring two pens and a notebook on their campus visits. If it’s cold outside, bring a pencil too, as pens freeze easily. The notebook should be small enough to hold in one hand, to make it easy to write while walking. As for what to write down, students should record the names of any faculty or staff they meet. If they visit a dorm, they should jot down the name. If they sit in on a class — which we recommend — they should write down the course title and the professor. If the student asks a question during a tour or information session, they should take notes on the answer. Not only will the notes jog the student’s memory later, but the act of taking college visits notes keeps the student engaged in the moment. And we do specifically recommend that students use paper for campus visit notes. Taking notes on a phone looks a lot like texting, so an applicant working on their screen runs the risk of appearing disengaged and disrespectful.

We advise a bit more note taking as soon as the applicant leaves campus. On the visit, applicants take notes based on observation — who they meet, what they learn. Afterwards, it’s time to reflect. How does the applicant feel about the school? Why do they feel that way? What did they think of the academic programs they heard about? That class they observed? The chance to pursue their favorite extracurriculars? The general mood and vibe on campus? What do they not want to forget? Gut feeling: would they be happy here?

The reflection doesn’t have to take long. We recommend writing for 7 to 10 minutes, just long enough for the student to work out their initial impressions. They don’t need to compose paragraphs, or even complete sentences. A list is fine. And while writing by hand has cognitive benefits, they can write this part on their phones, if they like. They can also snap photos of their notebook pages, to store all of their notes from college visits together digitally.

Ultimately, of course, not all colleges are the same. Occasionally, applicants step onto a campus and immediately feel at home; that’s an experience they won’t forget. But students generally apply to several schools, and the entire concept of applying to college — and choosing one, the biggest decision of applicants’ lives so far — can be so intimidating that the details of the schools get flattened in the applicant’s memory. Taking notes about college visits helps to demystify and deescalate that process. The little notebook will help students’ applications go more smoothly, and it will make it easier for students to choose the right school in the end.

Then, with this informed decision made, they can begin preparing for the next “game.” We’re referring, of course, to “first-year orientation bingo.”

By Elizabeth Walters, MFA, and Faya Hoffman, College Counselor and Board Certified Educational Planner

Simple Advice for a Great School Year: Planning and Organizational Systems

September 28, 2021 Brad Hoffman Leave a Comment

If you ask students what it takes to get good grades, many would probably say “being smart” and “studying hard.” But after years of working with students of all ages, it is clear that the key to scholastic success really comes from developing a plan and working hard to stick to that plan. We often support this planning and persistence with executive function coaching in order to help our students develop strong organizational systems and systematic processes. Here is some simple advice for students to help start the school year off right.

Take Stock of Your Strengths and Areas for Growth

To start, it is important to take stock of your strengths and relative weaknesses as a learner. What do you already do well and where can you improve? What types of organizational systems do you already have in place? What were your pain points last school year? Be introspective. No one is perfect. We all have strengths and relative weaknesses, and identifying them early in the school year can be extremely helpful.

Take Responsibility for Yourself

Part of identifying room for improvement and then setting goals and developing organizational systems means taking responsibility for yourself, your decisions and your actions. While this means different things for students of different ages, it’s important to understand that while other people can support or distract you from this responsibility, it is essential to focus on how to improve yourself rather than only looking at others’ actions. Obstacles present opportunities, and you can’t let your plan be thwarted because you don’t like a particular teacher, or you find a particular text boring, or you can’t seem to ignore certain peer influences. You have to take control and acknowledge that you are making conscious choices.

Focusing on your own actions means, as the old saying goes, “honesty is the best policy.” This means both being honest with others and yourself about, for example, how much work you have and what your other responsibilities are. Be realistic when planning how much time to set for each assignment. Misleading yourself or others about how much homework you have will only create more stress in the long-run. You don’t want to be in a position where you are handing in late or incomplete work. Meeting deadlines is an important lifelong skill that takes practice. It’s almost always a bad idea to penalize yourself unnecessarily with reduced grades because of late work. To mitigate this sort of situation, it’s critical to have strong organizational systems in place.

Commit To Organizational Systems That Work For You

But how do you stay on top of everything? Commit to organizational systems that work for you. Whether you prefer a paper planner, keeping track of your assignments online, or a hybrid system, choose the method that works for you and stick with it. Make sure you update your planner every day and actually check it. While digital planning and calendaring works for many students, sometimes “old school,” more concrete methods are better, such as a wipe-off wall calendar using markers and/or post-it notes.

In order to avoid academic burnout, be sure to make time to do the things you love during the school year, whether it’s sports, music, video games, or just hanging out with friends. But also make sure that you aren’t using your favorite activities to procrastinate your school work too much. Moderation is key. On busy school nights, set timers for how long you are going to spend on breaks. Successful organizational systems include time for self care and recharging, though not every week may be equally well balanced.

Most importantly, remember that learning is a process, not simply checking things off of a list. This is particularly important on writing-based tasks where you should not be satisfied until you have edited, edited, and done more editing (and sought feedback from others!). In math, keep trying different ways to solve a problem until you have figured it out. The process in both subjects — or any subject — is more important than just getting the answer or completing the task.

And if you need help, don’t be afraid to ask! Organizational systems need continuous refinement at all stages of life as we incrementally take on more responsibility. Executive function coaching, content support, and test preparation can take on many shapes and sizes in order to best fit the situation. Ask your teachers, parents and/or academic coaches for help when you need it and take advantage of help when it’s offered.

For more information about academic tutoring, executive function coaching, and school planning, please contact Brad Hoffman and Faya Hoffman at My Learning Springboard.

By Brad Hoffman, Board Certified Educational Planner and Learning Specialist, and Laurie Gross, Educational Consultant and Reading Specialist.

Why Write A Five-Paragraph Essay?

September 16, 2021 Brad Hoffman Leave a Comment

Among the genres of writing projects that students experience in upper elementary, middle and high school, the five-paragraph essay is one of the most popular. Well, it’s popular with teachers. With students, just saying the phrase “five-paragraph essay” can evoke audible groans. For those writers, it calls to mind themes of dullness and standardization, a static formula. Yet the form is a valid one for a number of reasons, and in the right conditions, it can encourage creative thinking instead of stifling it. In fact, among the benefits of the five-paragraph essay are valuable opportunities for writers in terms of cognition, rhetoric, and culture.

There’s a reason that Bloom’s Taxonomy, a hierarchy of thinking processes, lists “creation” as its most complex category: whether a student is investigating a hypothesis, building a contraption, or writing an essay, creating something new is a difficult task. A major component of this difficulty is what educators and psychologists call cognitive load, the amount of working memory resources a task demands of the person performing it. In her widely cited article “A Capacity Theory of Writing: Working Memory in Composition,” the educational scholar Deborah McCutchen illustrates the cognitive load of writing: “to compose a text, skilled writers coordinate within working memory planning goals (e.g., plans for content, audience, overall tone, etc.) and product goals (e.g. requirements of grammaticality, plan fulfillment, etc.) while language generation processes retrieve words to express content and organize those words into appropriate text (see Flower and Hayes, 1980, 1981, 1984 McCutchen, 1994).” Understandably, it can be difficult for a writer to attend to all of these processes at once, and if the cognitive load is too high, the writer might not be able to complete the task. One way to lighten this load is to focus on different aspects of the writing process and product at different times; educators have adopted this principle in frameworks like the 6+1 Writing Traits or Judith Hochman’s Teaching Basic Writing Skills. Because it offers a consistent structure, one of the major benefits of the five-paragraph essay is that once a writer is familiar with it, using that framework for planning frees more of their cognitive load. With their basic organizational scheme already chosen, the writer can attend more fully to other aspects of their work, such as ideas, voice, word choice, sentence fluency, conventions, and presentation.

In thinking of the rhetorical power of the five-paragraph essay form, rather than the total number of paragraphs, we should consider a different number, a bit of a magical number: three. In his book Writing Tools: 55 Essential Strategies for Every Writer, Roy Peter Clark discusses the hidden power of numbers in language. Citing examples such as “Moe, Larry, and Curly. Tinkers to Evers to Chance. A priest, a minister, and a rabbi. Executive, legislative, judicial,” he notes that “In our language and culture, three provides a sense of the whole.” There’s just something about a set of three things that resounds with people. In allowing the writer to use three body paragraphs to set forth three main points, the five-paragraph essay invites the writer to tap into this power. It is worth noting that three is not the only powerful number. For instance, before they learn the five-paragraph essay form, many students learn the four-paragraph essay, which reemerges occasionally in high school. This form allows students to graduate from three-paragraph essays, whose single body paragraph generally explores one major point, to use two body paragraphs to explore a duality within their topic.

The cultural argument for the five-paragraph essay may, at first, seem self-serving: It is useful because it is widely used. But just as it serves a purpose for writers, it serves a purpose for readers. Faced with this familiar form, readers know to look for a guiding claim or thesis statement at the end of the first paragraph. Anticipating how the structure works makes it easier for the reader to comprehend the piece. This is not to say that all five-paragraph essays work the exact same way. As we noted above, the advantage of a familiar structure is to let students concentrate on other aspects of writing, so as students progress, their ideas should grow more sophisticated even within this same form. Their order of body paragraphs should have a perceptible logic, their analyses should be complex, and rather than serving as a simple summary, their conclusion could emphasize the significance of their argument. Even after writers move on to longer and more complex forms, they may still find occasion to access the benefits of the five-paragraph essay. Two of the highest-stakes pieces in high school, the ACT or SAT essay and the main Common Application statement, lend themselves well to the form. In both the ACT and SAT, testers must compose a complete essay in less than an hour. If they enter the test already tentatively knowing what their structure will be, they will save valuable minutes of writing time. The urgency of time is also a factor for the essays’ audiences. Both the test essays and the Common Application essay are read by people who are consuming a high volume of pieces and consuming them quickly — in the case of the application essay, in just a few minutes. It is to the writer’s advantage to make the reader’s job easier by giving them a vivid, specific essay in a structure that is easy to follow.

The students who rail against five-paragraph essays might be surprised to hear that the form is controversial in academia as well; in fact, a new book by the college instructor John Warner, titled Why They Can’t Write, is subtitled Killing the Five-Paragraph Essay and Other Necessities. While we don’t want to kill the five-paragraph essay, we agree that the form has at least one downside: the potential for overuse. If every piece a student composes is a five-paragraph essay, that’s a problem. No single structure, essay or otherwise, should encompass all of a student writer’s experiences in a school year, or even in a single class. Writers of all ages need opportunities to wrestle with form. We don’t want writers to believe, as even some first-year college students do, that big ideas always come in threes, or that one paragraph is always sufficient for sharing their thoughts on one of those ideas. Notably, hardly any pieces of “real world” writing, including published essays, take the form of a five-paragraph essay. That’s another downside: ultimately, the structure is too simple for public discourse. Even as we help students understand and access the benefits of the five-paragraph essay, we must emphasize that the form acts like a set of writerly training wheels. Eventually, with instructors’ guidance, students need to shift from letting form determine their ideas to letting their ideas determine form. At that point, the training wheels should fall away, and writers will zoom forward, perhaps a little wobbly at times, but entirely under their own power.

By Elizabeth Walters, Private Tutor and Writing Coach

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Kindergarten Transition Planning in New York City

Why Consider Boarding Schools?

Taking Notes About College Visits

Simple Advice for a Great School Year: Planning and Organizational Systems

Take Stock of Your Strengths and Areas for Growth

Take Responsibility for Yourself

Commit To Organizational Systems That Work For You

Why Write A Five-Paragraph Essay?

Company Overview

School Planning

Private Tutoring

Test Preparation