BEYOND THE NORMS
Use Florida FES-UA or PEP scholarship funds for live executive-function support.
USING FES-UA OR PEP FUNDS
A simple enrollment path for eligible families.
Current cohort availability depends on the student’s age, schedule, and open seats. The inquiry form gathers the information needed to recommend a section before payment begins.
1
Submit the availability form
Share age, concerns, preferred days, and general times.
2
Receive a cohort recommendation
We will confirm which current class best fits the learner.
3
Complete scholarship enrollment
Eligible families use funds through direct payment in EMA.
4
Receive class access and materials
Families receive the information needed to join live and begin the program.
DOES THIS SOUND FAMILIAR?
Understanding the expectation does not automatically create access.
They understand the work and cannot begin
Repeated reminders create more frustration without producing reliable action.
Time repeatedly disappears
They underestimate how long work will take or wait until urgency creates activation.
Performance falls below reasoning ability
The student’s knowledge is stronger than their consistent ability to show or use it.
Multistep work causes shutdown
Assignments feel too large when planning, sequencing, or working memory is overloaded.
One disruption derails the plan
Changing instructions or unexpected problems make it difficult to recover and shift.
Completed work still goes missing
Materials, directions, files, or submission steps break down after the hard part is finished.
WHY JUST ANOTHER PLANNER MAY MISS THE PROBLEM
Executive functioning is a collection of connected skills.
A student who does not begin may be struggling with task initiation, planning, working memory, emotional regulation, perfectionism, time awareness, attention, unclear directions, or several at once.
Identify the breakdown
Students learn to recognize where the process is getting stuck.
Choose a targeted support
Each strategy is connected to the problem it is designed to change.
Test it in practice
Experiments show whether a tool helps this student, task, and environment.
Adapt for independence
Students practice recognizing, choosing, and adjusting tools with less adult direction.
The science stays deep.
The delivery changes with the student.
CHOOSE THE RIGHT DEVELOPMENTAL LEVEL
Travel to Planets to Learn from Allies with Different Skills
Stories, visual challenges, imaginative planets, and hands-on activities make executive-function concepts concrete and memorable.
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Visual and story-based learning
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Short challenges and discussion
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Language for understanding their brain
Ages: 6-9
Duration: 40-45 minutes
STUDENT WORKBOOK
My Brain User Manual
Students build a personalized reference guide throughout the year.
Attention and Motivation
What activates, distracts, or shuts me down?
Learning & Memory
How do I understand and retrieve information?
Planning & Time
How do I turn intentions into action?
Flexibility & Regulation
What helps me recover and adjust?
Metacognition
How do I notice what is and is not working?
Why a 36-Week Program?
Executive functions are not downloaded during one motivational afternoon.
Students may understand a strategy immediately while still needing repeated practice to recognize when to use it, initiate it independently and adjust it when circumstances change.
The 36-week structure allows us to:
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Introduce one area without overwhelming students
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Revisit skills as they connect with later topics
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Practice applying strategies to realistic situations
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Build self-awareness gradually
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Move beyond knowing a strategy toward actually using it
Classes meet live online once each week for approximately 40-50 minutes. Weekday daytime and evening sections are available, depending on age group and current enrollment. Some Weekend cohorts run periodically.
INCLUDED WITH ENROLLMENT
Support that continues beyond the live lesson.
Live Weekly Class
Discussion, demonstrations, challenges, and strategy practice in a small online cohort.
Practice Experiments
Building a Brain-Friendly Task activities turn concepts into usable systems.
Brain User Manual
Guided pages help students track patterns, experiments, strengths, and strategies.
Parent Support
Approximately 40 parentvideos explain each executive-function area and how to support it.
More Than Another Collection of ADHD Tips
Many executive-function programs begin with a predetermined solution:
Use this planner. Follow this checklist. Set this timer. Create this routine.
Those tools can be useful...but only when they match the student, the task and the actual reason the student is struggling.
Beyond the Norms approaches executive functioning through the interaction between:
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The student’s executive-function skills
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Their learning and cognitive profile
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The demands of the task
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The environment in which they are expected to perform
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The amount of support currently being supplied by adults
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The student’s ability to recognize and apply a strategy independently
The goal is not to make every student organize, study or plan in exactly the same way.
The goal is to help students understand how their brain works, recognize where a process is breaking down and develop methods they can realistically use.
Frequently Asked Questions
Does my child need an ADHD or autism diagnosis?
No. Classes are appropriate for students experiencing executive-function challenges regardless of whether they have a formal diagnosis.
Is this therapy?
No. Beyond the Norms provides educational instruction and executive-function coaching. It does not diagnose or treat medical or mental-health conditions.
Is this academic tutoring?
The classes do not teach a particular school subject. They teach the underlying skills students use across subjects, including planning, organization, studying, remembering instructions, managing time and completing multistep work.
My child already knows many executive-function strategies. Will this still help?
Possibly—and this is often exactly where the real difficulty becomes visible.
Some students can explain planners, timers, checklists, breathing techniques and study methods perfectly. Their challenge is recognizing when a strategy is needed, initiating it without an adult directing the process, monitoring whether it is working and adapting it when it is not.
The program addresses that gap between knowing and independently applying.
Will one weekly class solve all of my child’s executive-function difficulties?
No legitimate program should promise that.
Executive functioning develops through learning, practice, environmental support, maturation and repeated real-life application. The class gives students accurate information, practical tools, shared language and structured opportunities to strengthen those skills over time.
Can homeschool, public-school and private-school students participate?
Yes. The classes are fully virtual and are designed for students in a variety of educational settings.
How do I know which age group or section is appropriate?
Submit the brief interest form below with your child’s age, primary concerns and scheduling needs. Aimee will recommend the most appropriate available section.
Parents Review Our Programs
My son enjoyed the class and feels like he learned valuable skills throughout the year. The handouts and videos were especially helpful!
This was the second time my learner took this Neuroscience class because it was that incredible the first time around — and it 100% lived up to the hype. Aimee is AMAZING and so passionate about making neuroscience fun and accessible. She makes the brain feel like the coolest thing ever, not just a bunch of textbook stuff. Everything’s explained in a way that actually clicks for kids!
Oh my! I cannot say enough good about Ms. Falzone and this course. She is brilliant, engaging, and kind. My 14-year-old son always looked forward to her class. He actually retained what she taught, thanks to her presentation and delivery.
My 12yo took this class the school year and enjoyed Ms. Falzone's style. He liked that the learning review was game-ified.
