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Before<\/strong><\/p>\nThomas came to us at the very end of eighth grade after struggling for years with writing and executive functions. When given a writing assignment in class, he would stare at the paper for the entire period, unable to generate any ideas on the spot and get started. He sometimes had ideas about his assignments, but he couldn\u2019t get them out of his head.<\/p>\n
Quickly overwhelmed by writing assignments, Thomas often just didn\u2019t do them. As a result, he received many zeroes on his homework, which left him scrambling to make up missing work. This was a frequent problem in English and History, so his grades in these classes suffered even though he understood the content.<\/p>\n
Thomas\u2019 mother reported that his executive function difficulties extended beyond writing \u2013 his binder was a \u201cdisaster,\u201d he had no systems for keeping track of his assignments, and he often didn\u2019t bring home the materials he needed to do his homework.<\/p>\n
Thomas was clearly bright and quite articulate, but he was obviously (and admittedly) shy \u2013 what some would call an introvert. He reported that he often lost points for not participating in class, but he just didn\u2019t know what to say. Furthermore, he was uncomfortable speaking in class because his classmates \u201call would turn and look\u201d at him and he believed they judged him if he made mistakes.<\/p>\n
Thomas was quite worried about being \u201clost\u201d and \u201coverlooked\u201d in high school. He also worried that his teachers would assume he didn\u2019t care or wasn\u2019t trying because he was reticent to speak up in class.<\/p>\n
Then<\/strong><\/p>\nThomas enrolled in one of our Summer Program classes, which provided intensive instruction and practice with using organization strategies for taking notes (Brain Frames). This also gave him an opportunity to practice sharing his ideas in front of a small, supportive group of high school students who also struggled with writing and executive functions.<\/p>\n
Thomas then enrolled in our School Year Program, where he learned the EmPOWER method for academic writing as well as several other systems and strategies for managing his time and materials.<\/p>\n
His specialist also spent time collaborating with parents and teachers to ensure he used the skills he was learning in class and at home.<\/p>\n
Now
Thomas says:<\/strong><\/p>\n\nMy experience at AFL has vastly improved my English language and organizational skills. Before I began attending, I had a lot of trouble writing things ranging from small paragraphs to large essays. It would sometimes take hours for me just to get a single line on the paper. Architects For Learning helped me organize and plan my way through these writing assignments via the EmPOWER method, which made large projects into an easy to follow series of steps and made writing feel easier. I also used to struggle with many organizational skills, such as remembering to do certain assigned homework. Architects For Learning taught me how to make a plan and constantly check it to ensure that all work gets recorded and completed. Overall, I would say that many of the English and organizational skills I need for my courses have improved significantly, thanks to Architects For Learning.<\/p>\n<\/blockquote>\n
Thomas then turned to his specialist and said:<\/strong><\/p>\n“You know I think I\u2019m really starting to internalize EmPOWER because I didn\u2019t use a layout, but I was picturing it as I wrote.”<\/p>\n <\/div>\r\n Show<\/span> Success Story<\/a>\r\n <\/div>\r\n\t\t\t <\/div>\r\n <\/div>\r\n<\/section>\r\n\n\n\n<\/div>\n<\/div><\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"content-type":"","inline_featured_image":false,"footnotes":""},"acf":[],"yoast_head":"\n
Results - AFL<\/title>\n\n\n\n\n\n\n\n\n\n\n