You can see the plan.
They still drive it.
A student invites you onto their team. From then on you can see what they are working from and cheer them on, without ever taking the wheel.
Between sessions, you are working blind.
You get an hour a week. The rest of the time you are guessing: what was actually due, what got started, what fell over on Tuesday. Most of a session goes on reconstructing the week instead of coaching it. Soar gives you the same picture the student has, so you arrive already knowing.
Exactly what you get, and what you never get.
This is the same wording a student sees when they invite you. There is nothing else behind it.
- See their plan: classes, calendar, what is coming up, and how it is going.
- Cheer them on with short encouragement notes.
- Change, add, or complete anything. It stays theirs to run.
- See whether or when they have read your notes.
The student can see you are on their team, and can remove your access at any time. That is deliberate. The invitation is theirs to give and theirs to take back.
The student stays the one doing it.
Soar is built for executive function: starting, organizing, and finishing. The whole point is that the student is the one running the plan, with the structure in front of them, every single time. Repetition is how the skill gets built, so the support does not thin out and it does not get taken away. You are there to notice and to encourage, which is exactly the part a person does better than software.