1:1 interventions
Tier 3 support for a named student: a weekly mentor, a chosen skill, and practice between sessions. Focused on social-emotional learning and executive functioning, aligned to IEP and behavior goals.
Skills students can see themselves using.
Executive functioning and college and career readiness, taught through real experiences and measured by what students do. For Tier 2 and Tier 3 support inside your MTSS.
Our curriculum: ten executive functioning pathways, each learned through authentic tasks and practiced with a mentor over six or sixteen weeks.
You have the framework. We put the supports in action.
Most schools have adopted an MTSS model and trained on it. The hard part is what happens in the building on Tuesday. We deliver the supports, and every plan is individualized from multi-informant data: the student's self-report and a staff report, side by side.
Institutes
Tier 2 groups that learn one skill over a semester rather than in a single lesson, run by our facilitators or by staff we train.
Multi-informant, individualized
Student and staff complete the same executive functioning survey independently. Agreement confirms the picture; difference shapes the plan.
Built for the students schools worry about most
Students with disabilities, students who need Tier 2 and Tier 3 support, and students whose engagement has slipped. We work inside your MTSS structure, alongside IEP teams, not around them.
Executive functioning
Planning, task initiation, focus, working memory, and follow-through, taught as observable actions and practiced weekly.
College and career readiness
Career interest assessments, mock interviews, financial literacy and budgeting, resume work, and post-secondary planning in every cycle.
Student voice and self-advocacy
Students choose their pathway, set goals in their own words, and learn to ask for help and use feedback.
Trauma-informed and restorative
Relationship before content. Restorative questioning and small, celebrated wins build the confidence to try again.
Who is this great for?
Anyone who works with young people and wants a practical way to build skills, not just talk about them. Our programs and training fit these roles as they are, without adding a new system to learn.
Intervention specialists
Tier 3 one-to-one cycles that align to IEP goals and produce observable progress notes.
General education teachers
Classroom-ready executive functioning routines and a staff survey that takes ten minutes.
Paraprofessionals
Building-rep practice cards and short check-ins between mentor sessions.
Counselors and MTSS teams
Multi-informant data for individualized plans and a clean school-team review step.
Coaches
The GOAT principles applied to practice, competition, and academic eligibility.
Community youth groups and mentors
Institutes and one-to-one mentoring that run outside the school day, with the same reports.
District and building leaders
End-of-year building reports, train-the-trainer, and a model that scales without us in every room.
Parents and caregivers
A plain-language report on strengths and next steps, and ways to reinforce the skill at home.
Assess, choose, practice, review
Every student starts with a multi-informant survey of ten executive functioning skills. Where the student's view and the staff view differ is where the conversation starts.
- 01
Two informants
The student describes their own habits; a staff member describes what they observe. Neither is treated as the right answer.
- 02
A report the student can read
Strengths, growth areas, and what each skill means in school, at work, and in life. The student chooses the pathway.
- 03
School-team review
The building rep and leader confirm the plan within three school days. Families are kept in the loop.
- 04
Weekly practice with a mentor
Six- or sixteen-week cycles of authentic tasks, coach sessions, and building-rep practice between sessions.
What partner schools saw in 2025–26
From our end-of-year building reports. Outcomes are reported as observed by school staff, not projected.
150
Group sessions delivered
Plus 43 one-to-one sessions across seven buildings
4.3 / 5
Staff rating of program quality
Facilitator effectiveness 4.1 / 5
4.0 / 5
Self-regulation and attendance
Staff-rated, Tier 3 mentoring cohort
“This program helped me see things deeper than I used to see things.”
“My grades have gotten a lot better from when I started the program.”
“It was a good space to share my voice and my opinion without being judged.”
Bring Becoming the GOAT to your building
Tell us about your students and your MTSS structure. We will map a program to it, from a 6-week 1:1 cycle to a full-year small-group partnership.