How to structure a Phase II session

In Phase II, we focus on skills like time management, effective communication, and goal setting instead of foundational reading and math skills. As such, classes may look different over the course of a year — in one session, you may be coaching the student on writing an email to the teacher together, while in another, you may be supporting them break down an involved research paper into smaller, discrete tasks.

While the goal of each session may be different, following the below overarching structure will provide a sense of consistency and accountability.

Step 1. Review the goals you set during the last session.

• Begin each session by reviewing the previous week's goals, which should be recorded in your planners.​

• Ask a question about each goal:

  • How did your visit go with your Algebra teacher last week? Did you finish your first draft of your research paper?

• If your student did not meet all their goals, ask what the obstacle had been and explore how this can accomplished in the upcoming week.​

Step 2. Review the student’s upcoming assignments, projects, tests, and other obligations.

• Ask your student to screenshare their Google Classroom or Jupiter to discuss upcoming assignments. Discuss each subject with your buddy. ​

• Make sure to discuss any additional tasks they must complete in your planners.​ (ex: completing fellowship application, researching different colleges, studying for the SHSAT)​.

*Please note that some students feel uncomfortable sharing their Google Classroom login information and other schools have a policy  forbidding students from doing so. 

Step 3. Develop a strategy together. Write down the student’s goals and strategies in your planner together.

• Once you have your list of assignments, discuss the following with your student:​

  • Deadline for each assignment​

  • Designating a specific amount of time to each task as necessary​

  • Ask how important this assignment is to your student’s overall grade​

• Establish a specific plan for each assignment so that your student can complete them independently as much as possible.​

  • Ex: Help them develop steps for completing their research paper due in two months.​

• Write all strategies and steps in your planners, so that the student can always refer to back.​

• We wrote an entire article about different planners you can utilize, which you can find here.

Step 4. Identify the most involved project and work on that for the rest of the session.

• Now that you have a plan for each assignment, help students prioritize their list of assignments.

• Prioritize the most-involved and challenging project that you feel comfortable helping the student with.

  • Ex: A paper that requires a student to brainstorm an idea, research sources, write an outline, draft the first version, and edit.

Step 5. Reiterate the goals before dismissing the student.

• This will reinforce the next steps they should take throughout the week.

• Encourage student to use their planner on a daily basis.​

Step 6. Text the parent the student’s broad goals.

• Share what the student worked on and what the student needs to focus on during the week. ​

• Give the parents specific questions to ask their child in the upcoming week:​

  • Ex. "Can you make sure that Sam sits down for 45 minutes to work on his ELA homework tonight?"