I know what I need to do. I just can't get myself to do it.
I'm Rana, an executive function coach for middle school and high school students, college students and adults who are bright and capable, but whose day-to-day follow-through doesn't reflect what they're able to do. Together we figure out what's actually getting in the way and build strategies that fit the way your brain works.
What I hear most often…
Children and adults with executive functioning challenges, including many with ADHD, are more disorganized than their peers. Do any of the below sound familiar?
"I'll do it later."
"I don't know where to start."
"I studied. I don't know why I did badly."
"I don't understand why everyone else seems able to manage this."
And from parents, some version of the same question: my child is so smart, so why is everything so hard?
"It’s like having 100 tabs open in your brain, and you can’t find the one that’s playing the music."
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"The phrase ‘organized chaos’ is my entire life with ADHD. I know where everything is... except when I don’t."
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"It’s like having 100 tabs open in your brain, and you can’t find the one that’s playing the music." 〰️ "The phrase ‘organized chaos’ is my entire life with ADHD. I know where everything is... except when I don’t." 〰️
The Problem Isn’t Intelligence
Most of the people I work with already know what they're supposed to do. They know they should start earlier, use the planner, check the portal, put the phone down and get to bed at a reasonable hour, and plenty of them already own three planners. Knowing has rarely been the issue. The hard part is doing it consistently when your brain is overwhelmed, distracted, anxious, bored or stuck, and that is where coaching does its work.
Who I Work With
Middle & High School: Grades 6-12
Homework has turned into a nightly negotiation, assignments get finished and somehow never turned in, and everything takes longer than planned until panic finally gets things moving. I work with students on the skills behind all of this, and with parents on gradually handing responsibility back to their child without pulling support away before they're ready.
4 Months (Minimum)
50-Minute Weekly Private Sessions
10-Minute Weekly Accountability Check-ins during the week (Virtual)
Multiple “Family Team Meetings” (Virtual)
College Students
For many students, high school worked because parents, teachers and a structured day were quietly acting as their executive function system. College removes that scaffolding almost overnight, and nobody notices when a class gets skipped or Canvas hasn't been opened in four days. We rebuild that structure in a way that belongs to you.
4 Months (Minimum)
50-Minute Weekly Private Sessions (Virtual)
10-Minute Weekly Accountability Check-ins during the week (Virtual)
Adults
You may be successful at work or even as a stay-at-home mom and still feel like you're always catching up, with too many tabs open, projects half finished and administrative tasks you keep putting off. Often life has simply outgrown the systems you have and your mindset needs shifting, so we build new systems and a revamped outlook around the life you're actually living, not an ideal version of it.
4 Months (Minimum)
50-Minute Weekly Private Sessions (Virtual)
10-Minute Weekly Accountability Check-in (Virtual)
How We Work Together
I don't run every client through the same program. Each week starts with a practical question: what is actually getting in the way right now?
Understand: What looks like a time management problem sometimes turns out to be perfectionism, and what looks like procrastination is often not knowing where to start, so we take the time to find the real obstacle first.
Build: We try out tools such as task breakdown, time blocking, ten-minute starts, body doubling and weekly resets, and keep the ones that work for your brain.
Practice: New strategies get practiced in real life between sessions, with accountability check-ins so you aren't doing it alone..
Transfer: As the skills take hold, I gradually step back, so that you are the one running the system rather than your coach or your parents.
The Work Underneath The Skills
Planners and reminders only go so far when perfectionism, avoidance, anxiety or a harsh inner critic keep getting in the way. I'm trained in Acceptance and Commitment Therapy (ACT), and I draw on it to help clients manage overwhelm, treat themselves with more kindness and recover after a hard week, so that when they land in a low point, they know where the stairs are and don't abandon the destination.
With younger clients, parents are part of the process too. Many families come to me caught in a cycle of reminding, nagging, arguing and rescuing, and together we work toward clear expectations, the right amount of support and a student who takes ownership of their own work and has the ability to make mistakes and autocorrect while tolerating the discomfort.
What Progress Looks Like
I don't promise straight A's. I think of success as a progression from capability to consistency, then confidence and finally independence. Along the way, clients begin assignments earlier, create systems for tracking their work, learn to prioritize instead of simply reacting, ask teachers and professors for help, and get back on track after setbacks instead of spiraling, therefore better managing their dysregulation. For many families, it also means less conflict at home, more self sufficiency and far fewer reminders.
In Their Words
“We’ve seen a significant improvement in how he approaches homework and studying—his evenings are much less stressful, and he is taking more initiative . Most importantly, he is not only starting tasks independently but also following through and executing his plan.”
-Vera K, Parent of a 14-year-old
“What sets Rana apart is that she genuinely cares about the success of her clients, not just the outcomes. She wants to see you put in the effort, learn from mistakes, and grow over time. Her support helped me become more self-aware, resilient, and prepared for the challenges ahead.”
-Ryan B, High School Senior
“Rana really helped me with my ADHD during a time when I felt extremely overwhelmed and unorganized. I was in a difficult place in my life and was struggling to keep up with my college classes. She helped me create structure in my days, build better routines, and use tools that actually worked for my brain.”
-Maya T, College Student
Hi, I’m Rana 👋
Before I became a coach, I built and ran businesses, managed teams, earned my MBA and culinary degree and spent years solving messy, real-world problems, including teaching in business-school settings. Today I'm a certified executive function coach with training in Acceptance and Commitment Therapy (ACT), and I bring that same practical lens to every session. I'm interested in why someone procrastinates, and I'm just as interested in what the assignment is, when it's due, what's in the way, what the first step is, when it's happening and what we'll do if the plan falls apart.
Let's talk about what's getting in the way
The first step is a free 15-minute conversation where you can tell me what's going on, ask any questions you have, and we can decide together whether coaching is the right fit.
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The Intake Meeting is an inquiry meeting that gives us a chance to understand the changes you’re hoping to achieve with an executive functioning coach, while also allowing us to explain how we can help you reach your goals.
We also ask you/your student to share what qualities and experience they’re looking for in a coach so we can ensure a proper match.
By working together through a series of questions, we’ll determine if we’re the right fit for each other.
You can schedule your free inquiry meeting by clicking below.
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During the assessment process, we evaluate your/your student’s current executive function needs and personal preferences. The cost for our registration and assessment process is listed on our pricing page. This fee covers:
A review of any assessments, IEPs, 504 plans, or other important documents you provide
Initial consultations with teachers, mental health professionals, or other individuals you’d like us to collaborate with
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During our weekly executive function coaching sessions, students form a collaborative partnership with their coach, designed to help them develop and strengthen their executive function skills. As taught by Sean McCormick, an EF Coach, we also define executive functioning skills through the acronym P.O.S.I.T.I.V.E., which stands for:
Planning, Organization, Self-advocacy, Initiation, Time management, Inhibition control, Visualizing outcomes, Evaluating priorities
By guiding our students to tackle their most difficult professional/academic challenges while teaching these P.O.S.I.T.I.V.E. skills at the “point of performance,” we help them build a stronger growth mindset, resilience, and deeper engagement with their life in and out of the classroom.
Sessions are conducted in-person, if local and under 14, otherwise online, and utilize a multi-sensory approach.
We also provide 1-2 virtual check-ins between sessions for coaching clients aged 14+ (via email, text or facetime), offering solution-focused questioning and “proof-ability” tasks to support task initiation and completion.
For information on enrollment costs, please view the above “Service Offerings” section.
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This meeting will include any other professionals on the team - psychologists/psychiatrist, tutors, teachers - to celebrate “wins,” identify adjusted or new goals or assign responsibility and an implementation timeline. This team meeting can be held every 5-6 weeks. What’s going well? What needs to change? Who does what by when?
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The phase-out process is done gradually, allowing you as the coaching student to take responsibility for your own growing executive function skills while we reduce the level of support, giving students the space for independent practice.
Since we follow a model of weekly sessions, this might involve selecting a final billing date and spacing out the last four sessions over two months.
We encourage discussing a phase-out plan with your specialist during a family meeting.
While we recommend a minimum of 4 months of coaching to fully develop and apply the P.O.S.I.T.I.V.E. skills with support, many students benefit from longer-term coaching due to the increasing demands on their executive function as they move into higher grade levels or graduate from college and build professional lives or even families, where managing EF skills are of great significance