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Executive Function Coaching and Skill Development in Portland
Emergent Education provides personalized executive function coaching for Portland students who need support with organization, time management, task initiation, focus, planning, and emotional regulation.
Our approach integrates executive function coaching with the academic support each student needs. During sessions, tutors help students work through real assignments, deadlines, and school demands while building practical systems for planning, organization, self-advocacy, and independent follow-through.
We offer in-person and remote tutoring options, with support tailored to each student’s school, grade level, learning profile, and goals.
Personalized Tutoring
Help for K-12 & Beyond
In-Person & Online Options
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What is Executive Dysfunction?
Executive function disorder isn’t a formal medical diagnosis. It’s a term used to describe ongoing difficulty with the brain’s self-management system, the set of mental skills that let a student plan, organize, start tasks, manage time, and regulate their own behavior.
These challenges have nothing to do with a student’s intelligence or motivation. A bright, capable student can still struggle to get started on homework, keep track of assignments, or manage their time well.
Executive function challenges are commonly associated with ADHD and autism spectrum disorder, but they can affect any student, with or without a diagnosis.
Signs Your Child May Have Executive Function Challenges
Difficulty starting tasks, even ones they know how to do
Losing track of assignments, materials, or deadlines
Poor time management and frequently running late on work
Trouble following multi-step directions or instructions
Inconsistent performance that varies day to day or class to class
Navigating Portland Schools: Why Executive Function Coaching Matters Here
Portland’s diverse academic landscape creates unique executive function demands. Our coaches understand the local school context in depth – from PPS grading systems and specific high school cultures to the rigorous expectations of Portland’s top private schools.
PPS serves nearly 50,000 students across a wide range of school cultures and academic programs.
One of the most significant challenges in PPS is the district’s standards-based grading system used in middle school (grades 6 through 8). Rather than receiving a single letter grade, students must demonstrate mastery across multiple individual learning targets simultaneously. This requires students to monitor their own progress across many standards at once, identify where they are falling short, and seek support proactively. For students with executive function difficulties, this system can feel particularly overwhelming.
At the high school level, each PPS school has its own academic culture, extracurricular offerings, and expectations. Our coaches are familiar with IB programms and AP Courses across the Portland metro, along with the unique pressures of standardized testing and college preparation.
We regularly work with public school students attending:
- Grant High School
- Cleveland High School
- Ida B. Wells High School
- Franklin High School
- Lincoln High School
- West Sylvan Middle School
- Hosford Middle School
- Ainsworth Elementary School
- Grout Elementary School
Portland’s private school community includes some of the most academically rigorous institutions in the Pacific Northwest. These schools maintain high expectations for academic performance, independence, and self-advocacy, with a fast-paced curriculum that leaves little room to fall behind.
While private schools actively invest in student success through robust in-house resources and dedicated community partnerships, the demanding workload and rapid pace make executive function coaching an invaluable complement to their programs. We regularly collaborate with local private school faculty, learning specialists, and administrators to reinforce support systems, ensuring every student has the organizational tools, study habits, and self-monitoring skills they need to keep up and thrive.
We frequently work with private school students attending:
- Central Catholic High School
- Jesuit High School
- Northwest Academy
- Valley Catholic High School
- La Salle Catholic College Preparatory
- St. Mary’s Academy
- Catlin Gabel School
- Gardner School of Arts & Sciences
How Emergent Education’s Executive Function Skills Development Can Help Students Reach Full Potential
Improved Organization and Time Management
Our coaches work closely with students to develop systems that help them stay organized, prioritize tasks, and manage their time more efficiently. Whether juggling multiple assignments, planning for long-term projects, or keeping track of daily tasks, these tools will improve your student's academic performance, reduce stress, and help them manage their workload.
Increased Focus and Reduced Procrastination
Many students find it challenging to maintain focus during study sessions or classwork, leading to procrastination, last-minute cramming, and incomplete assignments. We target this issue by teaching students techniques to improve focus, reduce distractions, and break larger tasks into manageable steps.
Enhanced Problem-Solving and Critical Thinking
Academic success goes beyond rote memorization. It requires thinking critically and solving problems independently. We encourage students to approach challenges with a problem-solving mindset by developing vital mental processes for long-term academic and real-world success, including critical thinking, analyzing information, evaluating different perspectives, and finding creative solutions.
Better Task Prioritization
With executive function coaching, struggling students learn to prioritize their tasks based on deadlines, importance, and complexity. This skill ensures they focus on what matters most, meet deadlines, and build the confidence to handle more complex academic & life challenges.
Improved Study and Test-Taking Strategies
Our tutors don’t just help students prepare for upcoming tests; we teach them how to study smarter using efficient study techniques that enhance working memory, retention, and understanding, such as active recall, spaced repetition, and time-blocking. Additionally, we work to develop test-taking strategies that minimize anxiety and maximize performance.
Greater Independence and Self-Motivation
As students learn to manage their academic responsibilities more effectively, they become more self-reliant and proactive in their approach to learning. This shift leads to a stronger sense of ownership over their education, allowing them to set goals, monitor their progress, and adapt to new challenges with minimal external support.
Long-Term Academic and Personal Growth
Executive function coaching starts in the classroom, but its benefits extend well beyond school walls. Learning how to break down complex tasks, initiate difficult work, regulate stress, and manage time creates self-advocacy and resilience that serve students in their daily routines, extracurricular commitments, and eventual transition into college and adulthood.
Meet Our Executive Function Skill Development Coaches
Our team of dedicated executive function tutors partners with Portland families to help students of all ages build the organizational systems, planning strategies, and self-regulation habits that make school manageable and life more independent.
Thirty years ago Ron Antlitz found and fell in love with teaching. As a special educator, he has dedicated his career to helping those who struggle to learn. During the day he applies this passion to working with students with learning, behavioral, social and emotional struggles at a local middle school. In the summer he applies that passion to teaching advanced algebra to struggling high school students in a credit recovery program. Finally, after school, Ron applies this passion to tutoring students who need a little extra help in order to succeed.
“I believe that every student can and will succeed once the barriers to learning are moved out of their way. I believe the job of a tutor is to help students discover their unique pathway to learning.” Ron brings to his profession expertise in a variety of learning strategies, community building, restorative justice, equity, behavioral intervention strategies (including DBT STEPS and Neurosequential Model for Education) and more. Ron was named the Clackamas ESD Teacher of the Year for 2023. He has won the North Clackamas Star Award for excellence in teaching and has been featured as an “Everyday Hero” on KATU news.
Ron’s greatest joy is helping individual students succeed. He provides tutoring in all academic subjects on an elementary and secondary level.
Qualifications:
- Teaching and tutoring experience across subjects and grade levels with an emphasis on Special Education (1996 – Present)
- Masters in Teaching from Goucher College
- 2023 Clackamas ESD Teacher of the Year
Anna brings a holistic approach to education, focusing on understanding each student’s unique learning style and building a strong rapport. She believes that true success comes from creating sustainable strategies that not only build skills but also foster intrinsic motivation and a lifelong love of learning.
With years of experience in diverse educational settings, Anna has taught in the NYC public school system as a special education teacher, developed curriculum for classrooms and nonprofits, and led small writing classes for homeschoolers. She also founded a homeschool academic co-op and has been a homeschooler herself for six years. Her deep understanding of special education, particularly with students with dyslexia, autism, and ADHD, informs her tailored and empathetic approach to tutoring.
After moving to Portland, Anna discovered the joy of one-on-one and small group tutoring. This setting allows her to inspire true engagement and help students achieve meaningful growth. Whether she’s providing academic coaching, supporting reading and writing development, or teaching math, Anna’s goal is to empower her students with confidence and enthusiasm for learning.
Qualifications:
- Teaching and tutoring with an emphasis on academic coaching, reading, writing, and elementary math (2007-present)
- B.A. in English with a minor in Education from University of Florida
- Master’s in Special Education from Long Island University
Adventurous, enthusiastic, and curious, Thao (Pronounced: “tah-ow” and rhymes with “wow”) is an advocate for exploring and understanding the world in all its forms. An expert communicator, deep listener, and avid reader, they’re always in search of new perspectives. With over a decade of tutoring and teaching experience in the U.S. and abroad, Thao’s creative, student-centered approach has helped students from elementary through graduate school meet their goals and thrive with confidence.
Their love of teaching began early and has carried through a wide range of subjects, including reading comprehension, writing, IB History and English, IB Environmental Science, anthropology, sociology, public/global health, and academic study skills. Thao blends whimsy and wonder into every session, fostering “a dynamic of reflection, care, and connection” and teaching with the belief that “learning is about being present, making meaningful connections, and contributing towards a better world.”
Previously, Thao was a Lecturer in Global Health at Maastricht University and holds a Dutch University Teaching Qualification focused on problem-based, experiential learning and small-group facilitation. They also bring 8+ years of university admissions consulting experience, having helped students gain admission to institutions such as the University of Oxford and Harvard University.
When Thao isn’t teaching or researching, you might find them zooming across a skatepark on roller skates, foraging for snacks on a forest hike, or trading zines at a local DIY music venue.
Qualifications:
- 10+ years of experience in teaching, tutoring, and mentorship
- 8+ years of experience in university admissions consulting and coaching
- PhD in Eco-gastronomy, Education, and Society (Global Health & Sustainable Food Systems), Universitá degli Studi di Scienze Gastronomiche (Italy)
- MSc in Medical Anthropology, University of Oxford (UK)
- BA (Honors) Anthropology, St. Mary’s College of Maryland (USA)
- Dutch University Teaching Qualification (Basis Kwalificatie Onderwijs)
Charles has formed a belief—shaped by his experiences as a farm kid, theoretical mathematics student, Peace Corps volunteer, PhD economist, nearly 30 years as an innovative classroom educator, teacher leader and parent—that all students are natural learners and inherently curious. That philosophy has been the primary driver of his career as an educator who individualized instruction to fit students’ needs and infused care, kindness and joy into his instructional practices. His goal is always enhancing the learning experience of students and helping them find themselves in what and how they learn. Charles specializes in helping students find the practical and relevant side of school work and their own motivations for learning. He uses an inquiry learning approach and using questioning strategies as a primary instructional tool.
Qualifications:
- BSc in Mathematics (+ 1 year as a math PhD candidate)
- PhD in Economics (specializing in game theory and statistics)
- U.S Peace Corps Volunteer (1989-1991)
- K-8 Instructional Specialist (1999-2001)
- High School Math Teacher and Instructional Specialist (2002-2025)
- Co-Founder of Educational Non-Profit (2025-present)
- Oregon Finalist for Presidential Award for Excellence in Math & Science Teaching (2025)
Sarah grew up helping her mom prepare her classroom every summer, but it wasn’t until she lived abroad that she began seeking social work roles in education. This interest led to her first formal teaching job in Taiwan, where she taught English to K-12 students. “I always saw myself more as a social worker than a teacher until I had the opportunity to teach and realized that teaching can be invaluable social work.”
After two years in Taiwan and nearly four years abroad, Sarah relocated to the West Coast. In Portland, she taught in Montessori settings as both a classroom teacher and a children’s yoga instructor through her own company. She also launched a private tutoring business to support families during distance learning, and briefly ran a Forest School at Mount Tabor. “Over the years, I am reminded that teaching is so much more than sharing information. It’s a profession that requires introspection and constant improvement to help my students succeed.”
Sarah incorporates her knowledge of yoga and mindfulness to help students work through challenges. “I strive to understand each student’s personal qualities so I can leverage their unique strengths to help them achieve their goals.” Her goal is to foster a community of confident and purposeful learners.
Qualifications:
- Teaching and tutoring experience with an emphasis on elementary education, domestic and abroad (2016 – Present).
- B.A. in sociology from Berea College.
- ESL formal training and experience.
Susan believes that trust and mutual respect are essential to student engagement and success. She takes time to understand each learner as an individual, creating an environment where students feel heard, valued, and comfortable taking the academic risks that lead to growth. Her experience supporting neurodivergent students and learners across a wide range of academic levels has made her highly skilled at adapting instruction to each student’s strengths and needs.
With more than 20 years of experience teaching elementary and middle school, Susan brings a deep understanding of classroom expectations, curriculum, and student development. She is highly organized while remaining flexible and responsive in her teaching. Her background in project-based learning helps her encourage curiosity, critical thinking, and real-world problem-solving while making challenging material accessible and engaging. Susan is especially experienced in guiding students through the writing process, including those who feel overwhelmed by writing or insist that they hate it.
Colleagues describe Susan as warm, adaptable, and exceptionally skilled at balancing positive structure with student choice. She strives to help every learner feel capable, develop greater independence, and recognize their own potential.
Qualifications:
- 22 years of classroom teaching experience in elementary and middle school
- Extensive experience with differentiated instruction, project-based learning, writing support, and neurodivergent learners
- Oregon and Washington teaching licenses, with Oregon endorsements in English Language Arts, Elementary–Multiple Subjects, and English to Speakers of Other Languages
- Bachelor of Science in Education from the University of Texas at Austin
Nicole believes that all students can succeed with the right tools, support, and encouragement. With more than 15 years of classroom experience, she brings deep knowledge of middle school students and the unique academic and developmental challenges they face. She is known for making learning engaging and relevant while helping students develop stronger skills, greater confidence, and increasing independence.
Nicole begins by building a genuine relationship with each student. Colleagues describe her as a “kid magnet” who connects naturally with students and families, including those who can be difficult to reach. Her warmth, patience, and adaptability help students feel supported as they take on challenges and work toward high expectations.
Whether a student is writing an essay, developing questions for a science project, organizing assignments, or practicing a new note-taking strategy, Nicole brings enthusiasm, creativity, and structure to the process. She is highly organized and dependable, and she tailors her approach to each student’s strengths and needs. Her goal is not only to improve academic performance, but also to give students practical tools they can use independently and help them become confident, lifelong learners.
Originally from Illinois, Nicole relocated to Oregon in 2021. She loves Oregon’s natural beauty and enjoys hiking to quiet spots where she can settle in with a good book.
Qualifications:
- More than 15 years of classroom teaching experience
- Master of Education in Curriculum and Instruction, University of Illinois
- Bachelor of Arts in History, University of Illinois
- Oregon K–12 teaching certification in English Language Arts and Social Studies
Katie has a spirit of adventure and a love of learning. Having traveled to 11 countries and taught a range of subjects—from French to rock climbing—she brings diverse teaching techniques tailored to each student’s unique needs. She empowers learners by building on their existing strengths and helping them develop new tools to thrive.
Katie enjoys making math practical and accessible by identifying patterns and drawing connections between seemingly unrelated topics. “I’m excited to guide students to new connections and revelations in their education.” With a degree in Psychology, she creates a supportive learning environment that reduces stress, improves memory and focus, and fosters confidence in challenging subjects. “In both learning and teaching, it’s all about setting ourselves up for success!”
Katie’s unique combination of academic expertise, life experience, and a passion for discovery enables her to inspire students to find joy and confidence in their educational journey.
Qualifications:
- Teaching and leadership experience in French, elementary education, math and rock climbing with students of all ages (2016 – Present)
- B.S. in Psychology from Oregon State University
Zada has always had a passion for math, science, and teaching. Starting as early as elementary school, she would create worksheets for her parents based on the material she was learning in class. Throughout middle school and high school, she taught swim lessons for children aged 2-18, and also tutored students with disabilities in STEM. “I’ve always enjoyed working with individuals to find the unique methods that work best for them to reach that ‘aha!’ moment.”
Zada’s tutoring experience continued to grow throughout college, where she became a mentor for the university’s Disability Resource Center. In this role, she helped students–particularly those with neurodivergence–request academic accommodations, develop general life skills, and navigate the college transition. In graduate school, Zada also mentored several undergraduate students in her biomedical research lab. During school breaks, she enjoyed working as a substitute teacher for preschool through 12th grade, with a focus on reading, math, and science. Outside of tutoring Zada works in a neuroscience research laboratory where she actively practices biology and chemistry concepts. When not working with students or in the lab, Zada enjoys reading, hiking, and baking.
Qualifications:
- Tutoring experience in STEM and reading for grades K-12 (2015-present)
- B.S. in Biomedical Engineering from Purdue University with minors is psychology, biotechnology, and critical disability studies
- M.S. in Biomedical Engineering from Purdue University
Iris’ experience in a variety of educational environments has cemented her understanding that relationship building is at the core of effective teaching and learning. From classroom teaching to outdoor leadership programs, Iris loves being an educator and learning with others. In particular, she draws on her experience in academic coaching to support students in learning how to learn, regardless of the subject at hand.
Iris first started tutoring in her local school district’s AVID program while studying at the University of New Mexico (UNM). “Thanks to the collaborative nature of an AVID classroom, I learned to encourage open-ended questions, motivate students to teach themselves and develop their capacity for critical thinking.” After graduating from UNM, she worked at a French immersion school and as a long-term substitute teacher in Albuquerque Public Schools, helping students of all ages to manage their academic responsibilities. Iris hopes to provide the uplifting guidance that she remembers being so essential for her own intellectual nourishment. “Because I received accommodations for my own learning differences, I have deep compassion for how overwhelming many aspects of school can be. And, I know that school becomes much easier with the right supports.” Iris feels that tending to the singular gifts and curiosities of each child is the key to finding pathways for success as a tutor.
Qualifications:
- Teaching and tutoring across grade levels with a focus on ELA, special education, and academic coaching (2015 – Present)
- B.A. in French, Spanish, & Linguistics from the University of New Mexico
- Training in interdisciplinary pedagogy from the UNM Honors College
Christopher has always found learning most exciting when collaborating with others to achieve a common goal. One of his first jobs was tutoring a group at a STEM-focused, middle-school summer camp, where he discovered his passion for helping others through efficient communication and effective productivity. This experience inspired him to pursue a career in academics, including an application to medical school. Most recently, he assisted MBA and MPH students while completing his own master’s degree. With two undergraduate STEM degrees and a master’s degree, Christopher is comfortable teaching a wide range of subjects, from STEM to the humanities and test prep.
Christopher focuses on building academic strengths while encouraging students to become better learners. He aims to inspire and challenge students to reach their fullest potential. His teaching style is enthusiastic, supportive, and patient, ensuring each student has ample opportunity to work through any subject they find challenging.
Qualifications:
- Tutoring and teaching experience in STEM, ELA and test prep (2020 – Present)
- B.S. in Biology from Southern Oregon University
- B.S. in Psychology from Southern Oregon University
- Masters of Public Health in Applied Epidemiology and Bioinformatics from the University of Arizona
Lauren’s enthusiasm for teaching began during her time as a summer camp counselor, where she helped campers strengthen their math and reading skills. Her passion for working with students in a compassionate, adaptive, and engaging way continued to grow through her experience as a tennis coach, and now drives her current work as a support worker for an individual with autism. These roles have reinforced the importance of building strong relationships with learners and tailoring support to their unique needs and preferences. “In my experiences teaching, I’ve found the most success when I take a flexible approach and follow the lead of the learner.”
Lauren recently earned her bachelor’s degree in Psychology from Lewis & Clark College, with minors in French and Neuroscience. “As a student, I experienced many different teaching styles, and I always learned best when my teachers were enthusiastic, positive, and supportive. One of my biggest goals as a tutor is to bring that same energy to each session—to make learning more enjoyable, rewarding, and meaningful.”
Lauren specializes in tutoring math (from elementary through Algebra I), reading and writing at all levels, as well as chemistry, biology, and French. She also has experience working with neurodivergent learners, including those on the autism spectrum.
Qualifications:
- B.A. in Psychology, with minors in French and Neuroscience – Lewis & Clark College
- Personal Support Worker for an individual with autism (2024–present)
- Tennis Coach (2023–present)
Originally from Truth or Consequences, New Mexico, Annastasia moved to Portland in 2017 and discovered a passion for teaching through the Multnomah ESD Outdoor School program. As a Field Instructor, she designed experiential curriculum and trained teen volunteers to teach hydrology at the middle school level. Her creative, detail-oriented approach made complex concepts easy for students and teachers to understand.
Inspired by this work, Annastasia pursued a BA in Educational Studies with a focus in science education at WGU. While studying, she worked as a tutor, earning praise from parents for her ability to tailor lessons, keep learning fun, and spark genuine progress in both math and writing. She also joined Earth Expeditions to study community-based conservation and inquiry-based education abroad.
Annastasia later returned to Outdoor School as a Specific Needs Specialist, supporting students with diverse educational and behavioral needs. Since 2022, she has served as a long-term substitute teacher with Socorro Consolidated Schools, where her goal remains helping students develop confidence, curiosity, and a strong identity as learners.
Qualifications:
- BA in Educational Studies (Secondary Biological Education)
- Outdoor School Field Instructor, Program Instructor, and Specific Needs Specialist
- Substitute Teacher at Socorro Consolidated Schools
- Integrative Wellness Life Coach.
Born and raised in the Pacific Northwest, Kristin has called Portland home since 2007. After earning her English Literature degree from Portland State University, she worked as a copywriter and editor before completing her Montessori elementary teaching certification and a Master’s in Education at Loyola University. Since 2015, she has taught and tutored students in grades 1–6 across all subject areas.
Kristin is known for her warm, supportive approach and her ability to build strong relationships with students. She tailors each session to individual strengths and learning styles, encouraging curiosity and weaving student interests into lessons. Drawing on her Montessori background, she often uses hands-on materials and multisensory tools to make abstract concepts accessible.
She specializes in elementary and middle school academics, higher-level reading and writing, and supporting neurodivergent students—particularly those with ADHD, autism, dyslexia, and dyscalculia.
Qualifications:
- Montessori Elementary Teacher Certification — Montessori Northwest, 2015
- Master of Education — Loyola University Maryland, 2015
- B.A. in English Literature, French Language minor — Portland State University, 2011
- Positive Discipline Classroom Educator Certification — Positive Discipline Association, 2019
Sarah Levy is an educator, scientist, and creative dedicated to helping students connect curiosity with real-world problem solving. They hold a B.S. in Biochemistry from San Francisco State University and an M.S. in Chemistry from the University of California Santa Cruz.
Sarah has taught a wide range of subjects including engineering, chemistry, physics, biology, physiology, anatomy, medical chemistry, and bioanalytical chemistry at both the high school and college levels. Their teaching emphasizes hands-on, inquiry-based learning that encourages students to explore, experiment, and think critically about the world around them. Whether leading an engineering design challenge or unpacking complex scientific concepts, Sarah fosters curiosity, confidence, and compassion in every learner.
Motivated by a desire to improve human health and reduce disparities in healthcare, Sarah helps students understand how science and engineering can address real-world challenges. They aim to empower young people to see themselves as capable changemakers who can use their knowledge to make a meaningful impact on their communities and beyond.
Outside the classroom, Sarah is also a musician, finding joy and balance through creative expression. They continue to explore the intersections of art, science, and sustainability, drawing inspiration from collaboration, social responsibility, and lifelong learning.
Qualifications:
- M.S. in Chemistry, University of California, Santa Cruz
- B.S. in Biochemistry, San Francisco State University
- Experienced educator in engineering, chemistry, physics, biology, physiology, and anatomy
- Developer of NGSS-aligned, project-based STEM and engineering curriculum
- Advocate for inclusive, creativity-driven, and socially responsible learning
Sophie Wolfman is an educator and tutor who has been supporting students in educational settings since 2022. She is passionate about helping students build confidence, strengthen academic skills, and develop a positive relationship with learning. Throughout her career, she has worked with students across PreK–12 classrooms, including English Language Learners (ELLs), students receiving special education services, and students who benefit from individualized academic support.
Sophie’s experience includes elementary education, language development support, small-group instruction, one-on-one academic assistance, and substitute teaching across a wide variety of grade levels and subjects. Known for her warm, adaptable approach, Sophie quickly builds rapport with students while maintaining high expectations for both learning and personal growth. Colleagues consistently describe her as professional, reliable, and skilled at creating supportive learning environments where students feel seen, heard, and comfortable taking academic risks.
“I believe every student can succeed when they receive the right support and encouragement,” Sophie says. “My goal is to help students build both the skills and confidence they need to become independent learners.”
Qualifications:
- Supporting students in educational settings since 2022, including PreK–12 general education, ELL, and special education classrooms
- Skilled in one-on-one tutoring, small-group instruction, literacy support, and differentiated learning strategies
- Bachelor of Science in Kinesiology, Queen’s University
- Oregon Restricted Substitute Teaching License and current Substitute Teacher with Education Services Solutions (ESS)
Lanie believes that learning is about building a toolbox for life. Her goal as an educator is to guide students toward college or career readiness, active engagement as global citizens, and the study skills needed to become lifelong learners. She takes great responsibility for providing her students with access to the knowledge and skills they need to succeed beyond the classroom.
Lanie’s experience as an after-school coordinator and an EdTech customer support agent gives her a well-rounded perspective on the education system. She loves getting to know each student, sparking curiosity in the learning process, and developing curriculum tailored to her students’ unique interests and needs.
Lanie is a proud alumna of Oregon public schools, having attended K-12 in Portland Public Schools, earned a Bachelor of Arts from the University of Oregon, and currently attending the Graduate Teacher Education Program (GTEP) at Portland State University.
In her free time, Lanie enjoys hiking Pacific Northwest trails, training in Olympic weightlifting, and spending time with her nieces and nephews.
Qualifications:
- Bachelor of Arts (B.A.) in Psychology and Ethnic Studies, University of Oregon
- Candidate for Master of Education (M.Ed.), Portland State University
- 2 years of experience as an after-school coordinator (grades 9–12)
- 7+ years of experience as a fitness coach working with athletes of all levels
Tim has worked with students from a broad array of backgrounds since 2018. He began as a peer tutor at Portland Community College, where he quickly discovered a passion for helping other students navigate their educational journeys. In the years since, he has developed a tutoring approach centered on patience, curiosity, and respect.
Tim holds a B.S. in Mathematics from Portland State University and has experience tutoring math from the elementary through college levels. Additionally, he has experience supporting students in biology, chemistry, and physics. “As a tutor, subject matter expertise is important but ultimately secondary to the tutor/student relationship. Establishing trust and understanding a learner’s strengths and particular challenges is crucial to making lasting, positive change in their educational life.”
While he eventually found the means to achieve success in his own schooling, Tim’s early learning experience was anything but straightforward. Despite being identified as “gifted and talented,” he consistently struggled in middle school, high school, and his initial attempts at college. He learned much later that these difficulties were due in large part to undiagnosed ADHD and anxiety. This experience has helped Tim support and relate on a personal level to neurodivergent students and those with learning disabilities.
When he isn’t working, Tim enjoys reading, cooking, and rock climbing. He is currently taking advanced physics courses with the goal of pursuing an M.S. in Medical Physics.
Qualifications:
- B.S. in Mathematics from Portland State University
- 8+ years of experience tutoring math and science
- Experience supporting students with ADHD and learning disabilities
HOW IT WORKS
Get Started in 3 Easy Steps
From matching you with the right tutor to measurable academic progress, we make it easy for Pacific Northwest Families to get meaningful support— without the stress.
1
Free Phone Consultation
Start with a quick, no-pressure call. We’ll learn more about your student’s tutoring needs and availability, and will address any questions or concerns you may have.
2
Tutor Matching & Schedule Options
We handpick potential tutors based your student’s learning style, academic goals, and availability. We’ll send you a few options to choose from.
3
Tutor Selection & Sign-Up
Choose your preferred tutor and schedule, and fill out a sign-up form to complete the process. We’ll get you on the calendar, and all set up for your student’s first session!
Why Choose Emergent Education for Executive Skill Development Coaching?
Emergent Education combines executive function coaching with personalized academic support. Rather than treating organization, time management, and subject-specific challenges as separate issues, our tutors help students develop practical systems while working through the real assignments, deadlines, and academic goals in front of them.
Integrated Academic and Executive Function Support
Our coaches address executive function skills within the context of each student’s real assignments, deadlines, and academic goals.
When needed, sessions can include both subject-specific tutoring and support with organization, planning, focus, and task completion.
Flexible In-Person and Online Options
We offer one-on-one support in a student’s home, at a local library or community space, or through online sessions.
Each plan is tailored to the student’s needs, schedule, and preferred learning environment.
Portland School and Accommodation Alignment
Our coaches support students attending Portland Public Schools and local private schools.
They can help students manage different grading systems, course expectations, AP and IB workloads, college preparation, and the daily use of accommodations documented in IEP or 504 plans.
Parent Partnership and Ongoing Communication
Parents and caregivers receive regular updates about progress, current challenges, and strategies that can be reinforced at home.
This keeps the student, family, and coaching team working toward the same goals.
Practical, Research-Informed Skill Development
Students learn practical strategies for breaking down assignments, prioritizing tasks, managing time, studying effectively, and monitoring their own progress.
The goal is not just to complete today’s work, but to build skills that support greater independence over time.
Working Alongside Your Student’s Support Team
Many families come to Emergent Education through referrals from psychologists, occupational therapists, and other professionals who know a student needs support beyond the evaluation or therapy setting.
After a psychological evaluation, families may have clear recommendations but still need help turning them into practical routines for school. Our coaches work with students on the day-to-day application of those recommendations: managing assignments, planning ahead, starting challenging tasks, studying effectively, and building self-advocacy.
We also frequently support students as they transition from occupational therapy into more academically focused coaching. Occupational therapy can provide important foundational support; Emergent helps students build on those skills in the context of real coursework, deadlines, long-term projects, and growing expectations for independence.
With parent permission, we are happy to coordinate with psychologists, OTs, school staff, and other members of a student’s support team so everyone is working toward aligned goals.
In Oregon, we work with over a twenty referral partners who trust us to help students turn professional recommendations into practical, day-to-day support including:
- Together OT
- Webb Psychological Services
- Archer Apollo Neuropsychology
- Ana Cragnolino PhD Psychologist
- MindSights
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Portland Executive Function Coaching Testimonials
FAQS
FAQs - Executive Function Skill Development in Portland
Still have questions? Contact us directly and we'd be happy to help!
info@emergenttutoring.com
(971) 266-0321
How does executive function coaching differ from regular tutoring?
While regular tutoring focuses on subject-specific content, executive function coaching helps students develop skills that improve their performance across all subjects.
How long does it take to see results from executive function coaching?
The timeline for improvement varies depending on the student’s specific needs. Many students notice improvements within a few weeks, especially regarding organization, assignment completion, and overall confidence.
Is executive function coaching available for students outside of Portland and Seattle?
Absolutely. We offer in-person and online coaching options, allowing students outside the Portland and Seattle areas to benefit from our services.
What does a typical executive function coaching session look like?
During a session, the tutor will focus on helping the student with their current academic tasks while teaching executive function strategies. Sessions are structured to address both immediate challenges and long-term skill development.
Does my child need a formal diagnosis to work with Emergent Education?
No. While many of our students have diagnoses such as ADHD, autism spectrum disorder, or specific learning disabilities, we work with many students who have no formal diagnosis at all. If your child is struggling with organization, time management, task initiation, or academic self-management, executive function coaching may help regardless of whether they have received a formal evaluation.
Can ADHD coaching help with executive function?
Yes, specialized ADHD coaching directly improves executive function by providing students with the external scaffolding, practical tools, and accountability routines needed to master skills like time management and task initiation.
How much does it cost to have an executive functioning coach?
The cost of executive function coaching at Emergent Education varies based on each student’s specific needs and the frequency of sessions. We offer personalized plans to ensure each student gets the support they need. You can check out our pricing page and schedule a free consultation to discuss options that fit your family’s goals and budget.