Brain First Learning for an AI World
HIGH SCHOOL
Study Skills & Executive Function Curriculum for High School
The skills that look like motivation problems aren’t. They’re executive function gaps — and SOAR® makes the invisible visible.
Executive function skills enable every benefit that stacks on top: ● ELA credit & Tier 1 reach every student. ● Tiers 2 & 3 deepen without starting over. ● The standards get met. ● Students are AI-ready. ● And motivation finally has room to surface.
The High School Moment
By ninth grade, something shifts. The grading changes. Colleges start paying attention. And for the first time, your students realize: trying harder isn’t enough.
What they don’t see is that everyone around them is struggling too. The peer who looks like they have it all together? Stressed. The one getting straight A’s? Likely doing it at the cost of serious anxiety. The students who appear to be keeping up are managing — but barely, and invisibly. The struggle is universal. It’s just hidden.
Your students look around and see peers who seem to have it figured out. What they miss is that the chaos is silent in every seat. And because it’s invisible, they assume they’re the only ones who can’t handle it. They blame themselves. “I’m lazy.” “I’m not smart enough.” “Everyone else gets it but me.” The shame is isolating — and it compounds the problem.
Then there’s the second layer: if a student has spent years in school putting in effort and only receiving negative feedback — without ever being taught how to do the work differently — they reach a breaking point. “Why bother?” If trying hasn’t worked, if no one has shown them a different way, the default becomes resignation. “I’m just not a school person.” And that becomes the story they tell themselves.
What they don’t realize is that organization, time management, independent learning, note-taking across multiple classes — these aren’t character traits. They’re skills. And skills can be taught.
Your students have never been taught how to actually manage a high school workload. They’ve never been shown how to prioritize across multiple teachers’ expectations. They’ve never learned the systems that turn silent struggle into sustainable success — or that turn “why bother” into “oh, I see how to do this now.”
By ninth grade, that gap isn’t invisible anymore. It shows up on their transcript. It affects their GPA. And the weight of it — the stress, the anxiety, the shame of being “the only one” — keeps them stuck.
But here’s what matters: the moment your students learn that these are skills — not innate abilities, not reflections of their worth — everything shifts. They stop blaming themselves. They realize they’re not alone in the struggle. And when you give them the actual, teachable executive function systems that make high school manageable, they move from resignation to “Okay, let me try this differently.” The stress drops. The “why bother” becomes “I can actually do this.” And motivation finally has room to surface.
Why Understanding How Your Brain Works Changes Everything
Carol Dweck’s research on mindset found something crucial: the access point for shifting students from a fixed mindset (“I can’t do this”) to a growth mindset (“I haven’t learned how to do this yet”) is showing them how their brain actually works. Then — and this is the key — equipping them with the explicit skills to use that understanding.
SOAR does both: it teaches students how their brain learns, then gives them the executive function and study skills strategies to put that understanding into action. We don’t just teach tips; we teach the skills that allow students to manage their attention, time, and tasks independently.
When students learn how their brain learns, how they organize, how they manage time and track assignments across multiple classes and high-stakes deadlines, they stop fighting the process. They stop seeing struggle as proof they’re not smart enough. They start seeing it as data: “Okay, I need a different strategy here.”
That shift in perspective unlocks engagement. And engagement unlocks motivation.
This is brain science, not willpower. And it works.
The Study Skills and Executive Function Framework for High School
Executive function skills are the foundation. Everything else builds on top.
When students have executive function — the ability to organize, manage time, prioritize, track assignments across multiple classes, manage high-stakes long-range projects, and self-advocate when they need support — everything becomes possible. And when they don’t, nothing works, no matter how smart they are.
SOAR builds that foundation. And the benefits stack on top of it:
ELA Credit AND/OR RTI Tier 1 Instruction
Your students need study skills and executive function taught explicitly. SOAR meets 100% of the English Language Arts standards for grades 6–12, which means it can serve as an ELA credit for one of those years and/or anchor your Tier 1 intervention layer, reaching all students with the foundational skills they need. For high schools, this makes SOAR a natural fit for freshman transition blocks, graduation requirement alignment, or remediation course replacement. For schools looking for a credit-bearing placement, see the full ELA credit case →
RTI Tier 2 & 3 Capability
Students who need deeper intervention don’t have to start over with new content. SOAR scaffolds to support Tier 2 and Tier 3 work without redundancy. The skills deepen; the learning continues.
Anchor Standards as Outcomes
Here’s a shift in thinking: instead of teaching to standards, we teach the skills that standards measure. For 9th–12th graders, that means building the foundational executive function skills that make every course progressively more manageable — and that translate directly into the self-directed learning college and careers demand.
Future-Proofing for Career and an AI World
AI is changing how students access information. It is not changing how the brain learns to read and think. AI changes the tools. The brain still does the learning.
The human skills that matter in 2030+ — comprehension, critical thinking, communication, self-management, the ability to distinguish signal from noise — are the same skills SOAR teaches. And they’re not abstract. SOAR aligns with 100% of the career readiness behaviors defined by NACE, the national standard for the skills employers actually demand. Those same skills — the ones employers say they can’t find enough of — are the foundation of every CTE pathway and every credential your students are working toward. Your students aren’t competing with AI. They’re learning to think clearly, use tools wisely, and lead in a world where AI is everywhere. See how SOAR aligns with NACE career readiness standards →
Executive Function in an AI World →
For a deeper dive into the brain science and Science of Reading and Learning behind SOAR, see Why SOAR Works.
Student Success & Motivation
When students have the executive function toolkit, when they understand how their brain works, when they can actually see the invisible problems they were drowning in — motivation surfaces. Engagement follows. Grades improve. And more importantly, students stop fighting school and start thriving in it — with the confidence and self-direction that high school demands and college and careers reward.
How SOAR Builds Executive Function, Lesson by Lesson
| # | Lesson | The Study Skill | The Executive Function Benefit |
|---|---|---|---|
| Section 1 — How Are You Smart? | |||
| 1 | Why Study Skills? | Self-awareness & learning strategy | Metacognition — understanding why these skills matter |
| 2 | What Are Your Strengths & Superpowers? | Strengths identification | Motivation activation — unlocking the potential that’s already there |
| 3 | How Does Your Brain Learn? | Learning strategy & brain awareness | Metacognition — understanding how your own brain works |
| Section 2 — Set Goals | |||
| 4 | Identify Your Priorities | Priority-setting | Planning & task initiation |
| 5 | Create Your Goals | Goal-setting | Long-range planning & self-direction |
| 6 | Manage Time & Take Action | Time management | Prioritization & task initiation |
| Section 3 — Organize | |||
| 7 | Organize Your Papers & Digital Files | Organization systems | Reduced cognitive load; navigating LMS chaos |
| 8 | Organize Your Space | Environmental organization | Reduced distraction & improved focus |
| 9 | Organize Your Time & Manage Your Energy | Scheduling & energy management | Self-regulation & attention management |
| Section 4 — Ask Questions | |||
| 10 | How to Read Nonfiction | Active reading strategies | Working memory & information processing |
| 11 | How to Communicate with Teachers & Peers | Interpersonal communication | Social cognition & self-advocacy |
| 12 | How to Listen & Take Notes | Note-taking | Processing & retaining information across multiple classes |
| 13 | How to Study & Learn New Terms | Memorization strategies | Long-term memory consolidation |
| 14 | How to Take Tests | Test preparation | Flexible thinking & performance under pressure |
| 15 | How to Write Paragraphs & Essays | Writing process | Sequential processing & communication |
| 16 | How to Learn Correct Grammar & Punctuation | Grammar & mechanics | Attention to detail & rule application |
| 17 | How to Give a Presentation | Presentation skills | Emotional regulation & executive communication |
| Section 5 — Track Progress | |||
| 18 | How to Track Progress & Keep Moving Forward | Self-monitoring | Self-evaluation & sustained motivation |
All 18 lessons. Sequenced the way the brain actually builds these skills.
What’s Included
SOAR is a turn-key curriculum system — no prep necessary. The Teacher Presentation Tool provides everything: slides, scripts, activities, and assessments, lesson by lesson. Any teacher can pick it up and deliver it on day one — classroom teachers, advisory teachers, interventionists, counselors, or support staff. And if you want to customize, there’s room for that too.
The teacher materials include multiple assessment options: pre/post inventories, quizzes, rubrics, portfolios, observation checklists, a final exam, and an exit presentation. See everything that’s included in the SOAR curriculum →
The Research Behind It
The evidence is clear. Two findings stand out:
- A meta-analysis of 70 studies involving more than 2,400 secondary students found that explicit study skills instruction moved students up roughly one full letter grade compared to peers who didn’t receive it.1 On a 100-point test, that’s about a 20-point improvement — the difference between a C and an A-minus.
- At Ohio State University, students who developed strong executive function and study habits were 45% more likely to graduate than peers who struggled with these skills.2 For high school students, where graduation is no longer a given, that number matters.
Susan Kruger Winter, M.Ed. — certified K–12 ELA and 6–12 CTE educator with 25+ years as a learning specialist — built SOAR from this research and from her lived experience watching thousands of students transform when they finally got the tools they needed. She didn’t build this curriculum in theory. She built it in classrooms, watching which interventions actually moved the needle.
One school district in Utah implemented SOAR across their grades and documented a measurable outcome: an average +1.0 GPA improvement across students who completed the program. That’s a client-confirmed outcome. Real district. Real results.
And you’re not alone. SOAR is used in 5,100 schools across 53 countries. When you can see that many schools have adopted this curriculum — and that those schools keep renewing — the question shifts from “does this work?” to “how do we start?” See school results, educator stories, and testimonials →
How Do I Fit This In?
The number one question we hear from high school educators and administrators isn’t “Does this work?” — the research and the map answer that. It’s “How do I make room for this in my schedule?”
We’ve built SOAR to fit into whatever structure your school already has.
Delivery models that work:
- Orientation & first-year adoption — deliver SOAR to all students across all grades in your adoption year as the foundational “how to do school” course, then transition incoming students to an entry-level orientation in subsequent years
- Freshman transition blocks — introduce SOAR in 9th grade as students navigate the jump in workload, independence, and expectations
- Advisory periods — weave SOAR into your existing advisory time, reaching all students with bite-sized skill-building
- RTI/MTSS across all three tiers — see how SOAR works across Tier 1, Tier 2, and Tier 3 RTI/MTSS → One curriculum that threads through the whole framework, including explicit support for students who need organization, follow-through, task initiation, and independent learning — whether they receive formal services or simply fall through the cracks
- Multi-year implementation — students continue through additional years of SOAR instruction for deeper skill development across grades 9–12. Multi-year implementation guide
- ELA credit — SOAR meets 100% of ELA standards for grades 6–12; it can serve as an official ELA credit and may satisfy graduation or remediation requirements. See the full ELA credit case →
- CTE integration — SOAR builds the executive function and workplace readiness skills that align with CTE pathways and the career readiness standards employers demand. Students develop the self-management, communication, and independent thinking skills that matter in every technical field — the same skills identified as the most in-demand employability skills across industries by NACE career readiness standards.
Need the practical details?
| What exactly is included? | What Is SOAR? → |
| How do we fit it into the schedule? | Pacing Guide → |
| Can this count as ELA credit? | ELA Credit → |
| Can this support RTI/MTSS? | RTI/MTSS → |
| What proof do you have? | Proven Results → |
| What does it cost? | Pricing & Options → |
Making the Invisible Visible
Your students arrived in 9th grade with potential — motivation buried underneath, brains that work beautifully. They just didn’t understand how their brains work, and they didn’t have the tools to navigate the invisible pressures of high school: escalating workloads, high-stakes deadlines, GPA consequences, and the expectation that they should already know how to manage it all on their own.
When you teach them executive function skills, you’re not motivating them. You’re unblocking them.
When they understand how their brain learns, how organization actually works, how to prioritize across multiple classes while managing long-range projects that actually matter for their future — the invisible becomes visible. The fog clears. And the motivation that was blocked finally has room to emerge.
That’s when everything changes.
Ready to see it for yourself?
See a DemoClick above to: see the software in action, get a digital review copy of the student book, and start a free 14-day trial — no credit card needed.
Need numbers for a proposal? View pricing & options →
Looking for grades 6–8? See our Middle School Study Skills Curriculum →
More for Educators
Start Here·What Is SOAR?·Why SOAR Works·Executive Function·RTI/MTSS·Solutions by Focus·Pricing & Options
Research Sources
1 Scruggs, T. E., Mastropieri, M. A., Berkeley, S., & Graetz, J. E. (2010). Do special education interventions improve learning of secondary content? A meta-analysis. Remedial and Special Education, 31(6), 437–449. ↩
2 Tuckman, B. W. (Independent, Ohio State University). Study skills program corroboration — independent research, not a SOAR study. Struggling students ~45% more likely to graduate; results based on matched cohort over 7 years. ↩