Supporting Students Beyond the IEP: Why Executive Function Skills Matter at School and at Home
A Conversation with Casey Schmalacker of New Frontiers Executive Function Coaching
At Levy Educational Advocacy, we work with families who are navigating complex school systems while trying to support a child who is struggling academically, emotionally, or behaviorally. Even when students have a 504 plan or an IEP in place, many families notice that challenges with organization, follow-through, and emotional regulation continue at home.
That experience is common, and it does not mean the plan is failing.
To explore why this gap exists and how families can support students during the advocacy process, I spoke with Casey Schmalacker, Vice President of New Frontiers Executive Function Coaching, a top national provider of executive function support. Casey works closely with students and families to help learners build the skills they need to manage expectations both in and out of school.
Q&A with Casey Schmalacker
Christine: 504 plans and IEPs provide important in-school supports. Why do families often still see struggles at home?
504 plans and IEPs are designed to provide access to learning within the school environment. They offer accommodations and services that support students during the school day, such as extended time, modified assignments, or organizational supports.
What they often cannot address is how those supports translate outside of school. Homework, long-term projects, emotional recovery after a demanding day, and independent task management largely happen at home. Without explicit instruction in how to apply strategies independently, students may struggle once school-based supports are removed.
This does not reflect a lack of effort from schools. It reflects the reality that time, staffing, and structure often limit how much skill-building can happen in real time.
Christine: Many parents assume executive function skills are being taught in school. Is that always the case?
Schools work incredibly hard to meet diverse student needs, but executive function instruction is not always explicit. Students may be expected to plan, organize, and self-monitor without being directly taught how to do so.
Executive function coaching fills that gap by working with students in real situations. We help them plan an actual assignment, manage real emotions around frustration, and adapt strategies when something does not work. That kind of applied learning often needs to happen at home, where expectations are less structured and demands are more variable.
Christine: How does executive function coaching support families while they are navigating advocacy?
Advocacy takes time. Evaluations, meetings, and plan revisions do not happen overnight. Meanwhile, the student is still living the experience of school every day.
Executive function coaching acts as a bridge during that period. It supports students while systems are being put in place, helping them manage workload, reduce overwhelm, and build skills that prevent them from falling further behind academically or emotionally.
Coaching does not replace advocacy. It complements it by supporting the student in the moment, rather than waiting for systems to catch up.
Christine: What does executive function coaching look like in practice for students at home?
It looks like guided practice. We work with students on breaking down assignments, setting realistic goals, managing time, and reflecting on what worked and what did not.
We also help students understand their patterns. For example, noticing that when they feel overwhelmed, they avoid starting, which leads to falling behind and increased stress. Once students can see those patterns, they can intervene earlier and choose strategies that help them stay engaged.
This kind of learning happens through doing, adjusting, and reflecting, not just through explanation.
Christine: How does this work align with the advocacy process families experience?
Advocacy focuses on securing appropriate access, protections, and services. Executive function coaching focuses on helping students use those supports effectively.
When families pair advocacy with coaching, students gain both external and internal supports. Advocacy ensures the right structures are in place. Coaching helps students develop the skills to navigate those structures independently.
Together, they create a more sustainable path forward.
Christine: What would you want families to understand as they navigate both advocacy and skill-building?
That struggle does not pause while systems are being addressed. Students are still managing expectations, emotions, and academic demands every day.
Supporting executive function development during this time can reduce stress, build confidence, and help students feel more capable. The goal is not to fix everything at once, but to give students tools that help them stay afloat and continue growing while longer-term supports are being established.
Why This Matters
At Levy Educational Advocacy, we know that educational success depends on more than formal plans alone. Students need both access and skills. When families understand the distinction between accommodations and skill development, they can better support their child across environments.
Executive function coaching helps bridge the gap between school supports and daily life, ensuring students are not left navigating challenges alone while advocacy efforts are underway.