“I have been asked what curriculum I use several times now. My answer to this question… Each student is a unique learner… the student is the ” curriculum.” This support is student-driven, and require s a team approach. We are in the trenches together.”
Nicole White, Educational Therapist, Director of Student Support Programs
Tier 1: These students have 504 plans and have classroom accommodations. Nicole White is the case manager for these students and will be responsible for arranging test accommodations upon teacher request.
Tier 2: These students have 504 plans, and participate in the Task Management Program for organizational support. Nicole White is the case manager for these students and will be responsible for arranging test accommodations upon teacher request.
Tier 3: These students have 504 plans, and are in 1 or more support class with Shan Candelario. Shan is the case manager for these students and will coordinate testing accommodations and will provide Task Management (organizational support) for these students within their support class(es).
Thank you for your interest in the SLHS Task Management Program!
The implementation of this program is in direct response to the current student need for this type of support. This program has been put in place to assist students with time management, prioritizing, planning, self-advocating, organization, and trouble-shooting. These skills, collectively, are referred to as Executive Functioning skills, and are often an area of challenge for students with attention deficits. These skills are sometimes a student’s only academic challenge.
The need for this type of support is on the rise. In a culture driven by technology (immediate feedback), and the increasingly busy lives of our young adults, it is no wonder that students need help organizing it all!
Each student has unique needs, so support may range from 1-3 sessions per week. Sessions are generally 20 minutes. Sessions occur before school, after school, during lunch, and/or on a pull-out basis from flexible electives if appropriate.
Goals of these slots include:
1) Active discussion and self-assessment of current coursework status
2) Planning of long-term projects
3) Practicing self-advocacy with teachers
4) Prioritizing tasks (time management)
Each session includes a parent communication email outlining current coursework status, areas of focus, follow-up items/reminders, and a “plan of attack.”
If you have any questions about this program please don’t hesitate to contact me at firstname.lastname@example.org or at 206-937-7722 Ext. 26.
Nicole White, P.C.E.T.
Educational Therapist-Discovery Program
Accommodation Plan Coordinator
Task Management/Study Skills