College Counseling Archives

Admissions Consulting (PreK to College)

January 1, 2015

Types of Admissions Consulting Efforts

Independent Day Schools, preK-12
- Mainstream
- Specialized
- Therapeutic
Boarding Schools and Junior Boarding Schools
- - Mainstream
- Specialized
- Therapeutic
Public Schools, preK-12
Colleges and Graduate Schools, including Gap Year Programs
Homeschool Programs

Brad Hoffman and Faya Hoffman — a husband-and-wife team and both Board Certified Educational Planners (Educational Consultants) and Learning Specialists — offer admissions consulting and school planning support at every level from PreK through college, which includes both independent day schools and boarding schools. All consultation is managed on an hourly basis to maximize flexibility and to put each family in control of their effort scope.

PreK through High School

Admissions consulting with My Learning Springboard is a highly reflective practice designed to help children and families find schools and learning communities in which they’ll thrive. We focus on breaking down the admissions process into manageable pieces and helping students and families to stay organized and motivated.

Since it’s always better to have options, we strongly advise starting admissions consulting and standardized test preparation well in advance with a strategic planning session. For our youngest learners, our early childhood and elementary educators curate meaningful and individualized Kindergarten Readiness programs to support the preschool and/or kindergarten transition.

Nursery and preschool transitions should begin after 8 months to 1 year of age depending on a family’s interest in a 2s program;
Kindergarten transitions should begin in the late 3s/4s;
Middle School transitions should begin during the winter/spring terms of 4th grade;
High School transitions should begin during the winter/spring terms of 7th grade;
High school students are advised to begin the college planning process by 9th grade.

We help families and students to manage every aspect of the application process, including but not limited to:

Strategic planning for the process and developing timelines
Curating a well-balanced list of schools
Comparing and contrasting school programs
Identifying and preparing for standardized tests, including the ISEE and SSAT
Securing testing accommodations (if applicable)
Visiting schools and observing classroom instruction
Completing applications and navigating application portals
Developing parent statements
Developing student statements
Preparing for interviews
Managing strategic connections at schools
Managing strategic communications with school faculty

College Counseling

We help families and students to manage every aspect of the application process, including but not limited to:

Strategic planning for the process and developing timelines
Curating a well-balanced list of colleges and universities
Comparing and contrasting college programs
Identifying and preparing for standardized tests, including the ACT and dSAT
Securing testing accommodations (if applicable)
Visiting schools and observing classroom instruction
Completing applications and navigating application portals
Developing Common App essays, supplemental essays, and UCAS personal statements
Preparing for interviews
Managing strategic communications with faculty
Creating portfolios and showcasing artwork, photography, film, and musical accomplishments
Preparing for auditions

Professional Associations

In addition to their years of classroom teaching experience, targeted intervention, curriculum design work, and admissions consulting with both families and schools, Brad and Faya are both Board Certified Educational Planners (AICEP) and Professional Members of the Independent Educational Consultants Association (IECA).

My Learning Springboard is also a member of ISAAGNY, a consortium of independent schools in and around New York City, as well as WISER, a member organization of the Washington Independent Services for Educational Resources (WISER).

Additionally, Brad and Faya are members of the National Association for College Admission Counseling (NACAC), The Enrollment Management Association, The Association of Boarding Schools (TABS), the Small Board School Association (SBSA), the National Association of Therapeutic Schools and Programs (NATSAP).

Specialty Designations

Brad and Faya each have three specialty designations through AICEP and IECA, which is quite unique:

Mainstream school planning (typical schools, both day and boarding schools)
Specialized school planning (day and boarding schools for students with learning disabilities)
Therapeutic school planning (includes therapeutic boarding schools, residential treatment centers, wilderness programs, and in-patient treatment)

This unusual range of admissions consulting and school planning expertise allows Brad and Faya to grow with students and families over time and support siblings in a family who may have very different profiles. It also allows for flexible and creative problem solving as there are myriad pathways to lifelong success. Brad and Faya can move in just about any direction with a family — including crisis management — working collaboratively with schools, related service professionals, or members of the My Learning Springboard faculty as appropriate.

Scheduling a Planning Meeting

Whatever your need or wonder may be, please don’t hesitate to contact us. An initial planning meeting is usually the best way to get started. These meetings can be 30, 45, or 60 minutes by Zoom, by phone, or in person per a family’s preference. A single planning meeting allows us to talk more substantively about your family’s specific needs, priorities, and goals so that we can determine possible next steps. We’re committed to developing unique solutions for unique learners!

We look forward to hearing from you!

Warm regards,
Brad Hoffman and Faya Hoffman,
Co-Founders and Learning Concierges, My Learning Springboard

What are Executive Functions?

January 1, 2015 Brad Hoffman

Executive Function Coaching is at the forefront of many new discussions surrounding the best methods to help young people thrive in (and out of) the classroom. The reason why Executive Function is so talked about right now is because we have more brain research than ever before and we understand how executive function impacts academic performance. However, explaining Executive Functions can be difficult because most are unfamiliar with the educational and psychological jargon used to describe Executive Function coaching. This blog post is designed to help everyone understand why Executive Function coaching is so helpful and how it works.

The simplest way to define Executive Function is: “The Ability to Complete Jobs the Best Way Possible.”

From the moment a student receives an assignment until the time he or she turns in the final project, several different mental tasks must be completed.

To finish any assignment, a student must answer the following questions:

What materials do I need to complete the assignment? (Organization)
When should I do this, and what is the best time for me to finish it? (Planning)
Is soccer more important than finishing this paper? Is this paper more important than my math homework? What should I do first? (Setting Priorities)
Should I answer the text I just received from my best friend or not? Should I check the update on Instagram that’s being commented on by all of my friends? (Impulse Control)
Does the assignment adhere/fit the instructor’s expectations or have I reinterpreted the task? Am I delivering what was asked for? (Self-Monitoring)
Obviously, there’s more to getting a task done than just telling oneself they must do it. We are pulled in many different directions by conflicting priorities and the normal distractions of life. Completing simple tasks sometimes involves complex questions that may not have easy answers.

For most young people (and many adults) there are one or more “weak spots” in their process of completing a specific job. As adults, some of us are terrible at meeting deadlines (Self-Monitoring), but absolutely excel at purchasing all the supplies we will need to complete a task and setting up a work schedule (Organization/Planning) but never begin the actual work (Task Initiation).

Through Executive Function coaching, we pinpoint which of these mental tasks (e.g. Impulse Control, Self-Monitoring, Setting Priorities, Task Initiation, Planning, or Time Management) needs improvement and then develop specific skills and strategies to enhance a student’s performance. Executive Function coaching celebrates a student’s strengths and examines each individual gear in the machine of task completion. It’s a holistic and individualized approach that is successfully improving how students are able to meet and exceed their goals.

Executive Function coaching involves much more than is outlined here, but the fundamental process is easy to understand. If you want to know more, check out My Learning Springboard’s Executive Function Coaching page or contact us to discuss your family’s specific needs.

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

Physics: What’s the Answer?

October 17, 2014 Brad Hoffman

When I am discussing a physics problem and a student interrupts me to ask for the answer, I sometimes wait a moment before replying. Not because I don’t want the student to know the answer. On the contrary, I am pleased if he or she can get it right without my help. But if I sense that the answer is the only thing the student wants, then I wait.

Teaching physics is not just about getting the right answer to the problem at hand. It’s also about teaching how to view the natural world, how to think critically, how to approach the unknown so that the student may eventually become a master and solve a physics problem no one has ever solved before.

This sounds idealistic. Of course, the reality of homework assignments, lab exercises, quizzes, tests and exams should not be ignored—like all instructors, I want my students to do well. Furthermore, not all those who study physics in high school or college will go on to study the subject at higher levels. Nevertheless, I think it’s important when teaching physics—and science in general—to convey some sense of the whole enterprise, which goes beyond memorizing formulas or facts, but is aimed at understanding the interrelationships of nature.

And this leads to a paradox. Because the only way I am able to convey any general idea is through specific examples. That is, I work with my students, guiding them through problems and showing them how to analyze situations that are not completely general. These problems—such as throwing a baseball—usually contain some simplification (the ball doesn’t rotate) or approximation (air drag is neglected) that limits how well any result obtained (say, for the speed of the ball just before it reaches the bat) corresponds to what goes on in the real world. And yet, I still hope that the students will catch on and realize that there is a general pattern, so that they will be able to apply what they learned with the baseball to a jet of water coming out of a fountain and maybe one day to designing a missile defense system.

Therefore, after the student has asked for the answer and the wait is over, I say, “I’ll tell you the answer. But first tell me how you solved the problem.” Once the student has told me what he or she did, I’ll probe a little more and ask about the assumptions the student made or any limitations of the calculation, trying to encourage a general view of the physical principles involved. And then I’ll give the answer. Because we all like to get it right.

By Neer Asherie, Private Tutor

12 Ways to Identify a Good School

October 14, 2014 Brad Hoffman

By Jay Matthews
Original Source: The Washington Post
Originally posted August 24, 2014

Fourteen years ago, I wrote a Washington Post magazine piece about a young couple seeking a school for their daughter, including 12 things to look for in a good school. The article survives online. Parents still ask me if I would change any of those recommendations.

I would, a bit. Here is the original list, with my updates in italics:

1. A Good Principal. Spend at least 30 minutes with the principal. Five or more years experience at the school is a good sign. If the school has had more than two principals in the past five years, that’s a bad sign. Be particularly cautious if the principal doesn’t have 30 minutes to see you. I stand by this, and never had principals complain they couldn’t handle it.

2. What It Feels Like. Don’t discount the mood and the atmosphere. Are the walls gaily decorated? Are the teachers friendly? Do the children seem happy? Yes.

3. Active Parents. Never put your child in a school without speaking to at least two parents already there, including at least one PTA officer. If you can’t find such a person, or if there’s no active PTA or equivalent organization, beware. Still true.

4. Good Teachers. If average scores are in the 70th percentile, or are rising year to year, that’s a good sign. But more important is the quality of the teachers your child will likely get. Ask experienced parents about them. Fourteen years of the most intense focus on test scores in U.S. history have taught me to distrust the results. Some schools with great scores are not so good, and vice versa. Let parents be your guide.

5. Long-Term Superintendent. Most urban systems, including the District, average little more than three years per superintendent, and yet have many good schools. But a suburban system with rapid superintendent turnover is less common and a matter for concern. If the principal impresses you, don’t worry about the superintendent.

6. A Well-Stocked and Well-Used Library. Are there enough books and computer terminals? And how many students are using them? A library full of kids is a sign of health. This will always be true.

7. Using Every Minute. Are there before-school classes for students with special needs? Is there tutoring available at lunch or after school? Are there Saturday sessions? An active summer school? I would put more emphasis now on tutoring, unless of course you can do that yourself.

8. High Expectations. Are there accelerated classes? Gifted student services? Are these available for all students who want them, not just for those who have high grades? Look for signs of enrichment outside the classroom — student musicals, publications and athletic contests. I no longer think gifted services are important so long as you are sure your child will be challenged.

9. Connections to Adults. Some schools have set up systems to ensure that at least one school employee — a teacher, a counselor, an aide, a coach — knows each child and his or her family well. Such schools are rare gems.Still correct.

10. Safety. This is less likely to be a problem than the headlines would suggest. If you are comfortable living in your community, then the neighborhood school almost certainly will be safe enough for you. If you are looking at a school far from home, talk to parents who send their children to that school. Yes.

11. Challenges Ahead. Does the high school your child is headed for have Advanced Placement, International Baccalaureate or Advanced International Certificate of Education courses? Does it provide dual enrollment in local college courses? Are such programs open to any student who wants them? This remains very important.

12. Listen to Your Heart. The school may pass all these tests, and yet you’re still not sure. If there’s another school you like better, even if it doesn’t look as good on paper, go there. Still true. How is your child going to be comfortable with the school if you’re not?

The College Fair Game Plan

September 30, 2014 Brad Hoffman

The College Fair

The college fair is a relatively new way for students to interact with representatives from colleges and universities. This is an excellent opportunity to gather information and ask specific questions to many different schools. Unfortunately, many families don’t prepare for the fair ahead of time and spend most of the time wandering around just picking up pamphlets. Here’s a GAME PLAN to get the most out of your next college fair!

Freshman Year

Goal

Get past the uncomfortable feeling of attending a college fair and learn what colleges are looking for in applications.

The plan

Speak with state schools and schools you think seem interesting.

#1 Question to Ask

What GPA and Standardized Test Scores are you looking for?

Sophomore Year

Goal

Get a better understanding of what colleges have to offer in terms of majors and career paths.

The plan

Seek out schools in the region where you might want to study, but keep an open mind.

#1 Question to Ask

I’m a sophomore and I am thinking about majoring in ______. Can you tell me about that program?

Junior Year

Goal

This is the year where you gather important information about deadlines and scholarships. You will ask the most questions this time.

The plan

Approach schools you are planning on applying to or want to learn more about. Bring a pad of paper to take notes.

Excellent Questions

What are your application deadlines?
What GPA and Standardized Test Scores are you looking for?
When are your Open Houses and/or campus visit opportunities?
What merit-based scholarships do you offer?

Senior Year

Goal

By this time you should already be in the process of applying to schools. Your goal is to get additional information on campus life, your chosen major(s) and financial aid.

The plan

Visit each school you have applied to or are planning to apply to. Let the representative know you plan to apply and introduce yourself (With a big smile!).

Questions

Can you tell me about internship opportunities in my selected major?
Can you describe the city/town around the school?
When will we receive financial aid packages and can we review these packages with someone from the school?

Written by: Editorial Team, My Learning Springboard, Inc.

Admissions Consulting (PreK to College)

Types of Admissions Consulting Efforts

PreK through High School

Related Posts

College Counseling

Related Posts

Professional Associations

Specialty Designations

Scheduling a Planning Meeting

What are Executive Functions?

Physics: What’s the Answer?

12 Ways to Identify a Good School

The College Fair Game Plan

The College Fair

Freshman Year

Goal

The plan

#1 Question to Ask

Sophomore Year

Goal

The plan

#1 Question to Ask

Junior Year

Goal

The plan

Excellent Questions

Senior Year

Goal

The plan

Questions

Company Overview

School Planning

Private Tutoring

Test Preparation