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    <lastmod>2025-11-06</lastmod>
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      <image:title>Testimonials-old</image:title>
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      <image:title>Home (old) - Helping children reach their full potential</image:title>
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    <loc>https://www.wolfeducationaladvising.com/executive-function-support-and-strategies</loc>
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    <lastmod>2025-11-13</lastmod>
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    <loc>https://www.wolfeducationaladvising.com/iep504-plan-advising</loc>
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    <lastmod>2025-11-13</lastmod>
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      <image:title>* IEP/504 Plan Advising</image:title>
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    <loc>https://www.wolfeducationaladvising.com/contact-us</loc>
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    <loc>https://www.wolfeducationaladvising.com/assistive-technology</loc>
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    <lastmod>2025-11-13</lastmod>
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      <image:title>* Assistive Technology Support</image:title>
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    <loc>https://www.wolfeducationaladvising.com/reading-and-writing-interventions</loc>
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    <lastmod>2025-11-13</lastmod>
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      <image:title>* Reading and Writing Support</image:title>
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    <loc>https://www.wolfeducationaladvising.com/about-old</loc>
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    <lastmod>2025-11-13</lastmod>
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      <image:loc>https://images.squarespace-cdn.com/content/v1/5f07824e4a9de80eddf156dc/1604526340864-KO3R56OG18SCOWUNECA1/for%2Bwebsite.jpg</image:loc>
      <image:title>About (old) - Sarah Wolf has been helping students succeed in school for over twenty years. A lifelong learner herself, she holds a Master’s degree in Early Childhood Education from Wheelock College, an Education Specialist degree in Language and Literacy from Simmons College, and a Professional Certificate in Learning Difficulties and Neurodiversity from the Landmark College Institute for Research and Training. She holds CERI certification as a dyslexia practitioner, and Massachusetts certification as an elementary school teacher. She has extensive training in a number of intervention programs including Orton-Gillingham, Wilson, and Lindamood-Bell. Sarah has experience teaching graduate students as well, and she has designed and taught courses in scientifically based reading and writing instruction at BayPath College. She is a passionate champion of struggling students, and feels honored to have found a career that allows her to work with fabulous kids and their families every day.</image:title>
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  <url>
    <loc>https://www.wolfeducationaladvising.com/new-page-1</loc>
    <changefreq>daily</changefreq>
    <priority>0.75</priority>
    <lastmod>2025-11-13</lastmod>
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      <image:loc>https://images.squarespace-cdn.com/content/v1/5f07824e4a9de80eddf156dc/1596838996030-VZ1OAEY2RPQ81VR6E22L/Screen+Shot+2020-08-07+at+6.22.48+PM.png</image:loc>
      <image:title>Neurological Basis for EF - Neurological Basis for Executive Function Skills</image:title>
      <image:caption>Greenstone, H. (2011). Executive Function in the Classroom: Neurological Implications for Classroom Intervention. LEARNing Landscapes, 5(1), 101-114. Retrieved from https://doi.org/10.36510/learnland.v5i1.534 Harriet Greenstone explains the underlying neurological basis for executive function skills, and describes how they impact academic and behavioral problems in the classroom. This article includes a very useful chart that illustrates the way executive function difficulties can show up in the classroom. She includes specific strategies that can be taught in a universal design framework to strengthen executive function skills for all students. Also, this article contains two informative case studies.</image:caption>
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  <url>
    <loc>https://www.wolfeducationaladvising.com/new-page-2</loc>
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    <priority>0.75</priority>
    <lastmod>2025-11-13</lastmod>
    <image:image>
      <image:loc>https://images.squarespace-cdn.com/content/v1/5f07824e4a9de80eddf156dc/1595701595319-HDW9WFB1GY5GHAUFSL1P/Screen+Shot+2020-07-20+at+1.17.15+PM.png</image:loc>
      <image:title>Self-Regulation - Self-Regulation Model</image:title>
      <image:caption>Zimmerman, Barry J. (2002, spring) Becoming a self-regulated learner: An overview. Theory into Practice, v41 n2 p 64-72. Barry Zimmerman provides a description of the cycle of the three phases of self-regulated learning: the forethought phase, the performance phase, and the self-regulation phase. I found this to be very helpful in understanding how direct instruction and guidance can help children to become “expert learners.” Students need to understand how to plan and motivate, how to stay focused during an activity, and how to reflect on their own learning, so that they can apply what they have learned to their future learning experiences. http://learningandtheadolescentmind.org/people_04.html</image:caption>
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  <url>
    <loc>https://www.wolfeducationaladvising.com/new-page</loc>
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    <lastmod>2025-11-13</lastmod>
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      <image:loc>https://images.squarespace-cdn.com/content/v1/5f07824e4a9de80eddf156dc/1595701193446-8CA5T3ZEWNAL8KFTNGLA/Screen%2BShot%2B2020-07-25%2Bat%2B2.17.57%2BPM.jpg</image:loc>
      <image:title>EF Strategies for Families - Dawson and Guare</image:title>
      <image:caption>Dawson, Peg and Guare, Richard. (2009). Smart but scattered. Guilford.   Incorporating recent research on child development, this book provides concrete advice for identifying a student’s strengths and areas of need and implementing strategies and activities to develop Executive Function skills. While written for parents, this book is a valuable resource for anyone who is working with students to develop Executive Function skills. The included worksheets, surveys, and charts provide excellent starting points. Dawson and Guare understand that children who are not neurotypical and who struggle with Executive Function skills can benefit from direct intervention to bolster their skills. https://www.smartbutscatteredkids.com/</image:caption>
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    <image:image>
      <image:loc>https://images.squarespace-cdn.com/content/v1/5f07824e4a9de80eddf156dc/1597062435084-AEUW9AY9ILHKOPNRQNMW/Screen+Shot+2020-08-10+at+8.26.09+AM.png</image:loc>
      <image:title>EF Strategies for Families - Faber, Adele and Mazlish, Elaine. (1999). How to talk so kids will listen and listen so kids will talk. Avon. This book is not specifically written for students with Executive Function issues. However, it is a valuable resource for anyone working with children who may be difficult to reach. Intended for parents, it provides scripts for many topics, including: dealing with feelings, engaging cooperation, alternatives to punishment, and encouraging independence. It is a good resource for anyone working with students who struggle with motivation or who need coaching strategies.</image:title>
      <image:caption>https://fabermazlish.com/publications.php</image:caption>
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  <url>
    <loc>https://www.wolfeducationaladvising.com/thomas-brown</loc>
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    <lastmod>2025-11-13</lastmod>
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      <image:loc>https://images.squarespace-cdn.com/content/v1/5f07824e4a9de80eddf156dc/1595700415868-G4AYZRJM6Q9RT6HGAV3X/Screen+Shot+2020-07-25+at+1.34.01+PM.png</image:loc>
      <image:title>EF and ADHD - Thomas Brown is a leading researcher in the field of ADHD and Executive Function</image:title>
      <image:caption>Brown, Thomas E. (2015, October) ADHD: From Stereotype to Science. Educational Leadership, v73 n2 p52-56.Thomas Brown updates the basic facts on ADHD, defines it as a “developmental impairment of the brain’s self-management system,” and explains the connection between ADHD and Executive Functions. He also discusses the effects that ADHD can have on reading, memory, and writing. This easy-to-read article includes tips and resources for educators. Brown, Thomas E. (2008, February) Executive: Describing six aspects of a complex syndrome. Attention Magazine. Retrieved from https://chadd.org/attention-article/executive-functions-describing-six-aspects-of-a-complex-syndrome/ As indicated by the title, Thomas Brown describes six aspects of the executive functions that are impaired in ADD. He divides the symptoms of ADD into the clusters: activation, focus, effort, emotion, memory, and action. This article is very helpful for educators or parents who want to understand the impacts of ADD on Executive Functions. It is adapted from Thomas Brown’s book Attention Deficit Disorder: The Unfocused Mind in Children and Adults.</image:caption>
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    <lastmod>2025-11-13</lastmod>
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    <loc>https://www.wolfeducationaladvising.com/fact-sheets</loc>
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    <lastmod>2025-11-13</lastmod>
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    <loc>https://www.wolfeducationaladvising.com/-annual-advisory-program</loc>
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    <priority>0.75</priority>
    <lastmod>2025-11-13</lastmod>
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      <image:title>* Annual Advisory Program - Annual Advisory Program</image:title>
      <image:caption>Set the course for a great year with an annual advisory program. We will create personalized goals for the year, meet consistently for check-ins, evaluate the program, and identify problems. Individualized integrative support can be added as needed in any area. At the end of the year we will meet to reflect on successes and de-brief.</image:caption>
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    <loc>https://www.wolfeducationaladvising.com/dyslexia</loc>
    <changefreq>daily</changefreq>
    <priority>0.75</priority>
    <lastmod>2025-11-13</lastmod>
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      <image:loc>https://images.squarespace-cdn.com/content/v1/5f07824e4a9de80eddf156dc/1596889313456-GN6YBI3M9RN43VT137KP/Screen%2BShot%2B2020-08-08%2Bat%2B8.17.58%2BAM.jpg</image:loc>
      <image:title>Dyslexia - Basic Facts About Dyslexia</image:title>
      <image:caption>It can be hard to find reliable information about dyslexia in the popular press. This book presents facts about dyslexia that are grounded in research. Topics include definitions, recommended interventions for dyslexia, the emotional impacts of dyslexia, research on the neurological basis of reading disorders, recommendations for reading instruction, and treatment of dyslexia.</image:caption>
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  <url>
    <loc>https://www.wolfeducationaladvising.com/-advocacy</loc>
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    <priority>0.75</priority>
    <lastmod>2025-11-13</lastmod>
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      <image:title>* Advocacy</image:title>
      <image:caption>Wright, Pam and Wright, Pete. (2013). From emotions to advocacy, Second edition.  Harbor House Law Press, Inc.  A primer on special education policy and procedures, this book is helpful for anyone who wants to have a better understanding of the special education system in the United States. It is a solid resource that provides information special education in the public schools. It includes sections on assessments, IEP’s, 504 plans, as well as instructions for how to manage a child’s case file. This valuable book, written mostly for parents, provides tips and strategies to help them as they work with the school to provide the best education for their child. I find that it is a helpful resource for teachers as well, both to provide an overview of the special education process and to understand what parents might be going through. https://www.wrightslaw.com/</image:caption>
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