Policies & Expectations

Our policies are designed to keep sessions consistent, productive, and respectful of everyone's time. Some expectations apply to all students, while others are specific to Executive Function (EF) Coaching or Subject Tutoring.

Scheduling:

Sessions are booked on a first-come, first-served basis through the booking website. Regular weekly times may be available but are subject to scheduling availability.

Cancellations & Rescheduling:

We understand that unexpected circumstances arise! If you need to cancel, we will make every effort to find another available time. Rescheduling is subject to tutor/coach availability and cannot always be guaranteed.

Last-Minute Cancellations:

Cancellations made less than 2 hours before the scheduled session are considered last-minute cancellations.

Each student receives one grace cancellation for a last-minute cancellation. After the grace cancellation has been used, the session may be charged/forfeited according to the cancellation policy.

Late Arrivals & No-Shows:

Tutors and coaches will wait 15 minutes after the scheduled start time. After 15 minutes without communication, the session will be considered a no-show.

If you know you are running late, please reach out! We will do our best to accommodate you; however, sessions generally must still end at the originally scheduled time.

Flexible Scheduling for EF Coaching:

Students enrolled in Executive Function Coaching are not held to the standard cancellation and rescheduling policies outlined above. We recognize that flexibility can be an important part of EF support.

EF sessions may be rescheduled or adjusted at any time, subject to coach availability. Session length may also be adjusted based on the student's needs that day.

Students will only be charged for the time actually used. (For example, if a one-hour session is scheduled but the student only needs 45 minutes of support, they will be charged for 45 minutes rather than the full hour).

This flexibility is intended to allow EF support to adapt to students' changing workloads, priorities, and needs.

Communication Between Sessions:

Email and text communication between sessions should primarily be used for scheduling, logistics, brief updates, or sharing materials needed for an upcoming session.

Questions requiring significant instructional support, assignment review, planning, or coaching should be addressed during a scheduled session.

Practice Between Sessions:

Tutoring is most effective when students continue practicing between sessions.

Tutors can explain concepts, identify areas for improvement, and provide targeted support, but academic progress depends in part on the student's completion of assignments, studying, and continued practice outside of tutoring sessions.

Academic Integrity:

Tutoring is intended to support student learning—not replace it. Tutors may guide students through assignments, provide feedback, ask questions, model strategies, and help students revise their work.

Tutors will not complete graded assignments, tests, essays, or other academic work on a student's behalf.

Results:

While tutoring can provide students with additional instruction and support, specific grades, test scores, or academic outcomes cannot be guaranteed. Progress varies depending on factors including attendance, participation, practice, assignment completion, and implementation of feedback.