Working Sessions (75-Minutes)

My experience working with students with specific learning needs informs my approach in Holistic Educational Support Services (HESS) practice. Rather than the typical 45 or 60-minute tutorial session, I believe more time is needed for students to benefit from our meetings; a 75-minute working session fully implements the mission and philosophy of HESS. Additionally, the frequency with which a student attends sessions makes it more likely for students to succeed with generalized outcomes of independence and academic growth.

I offer contracts of varying rates based upon the frequency of sessions. Depending upon the student’s needs, two to three times a week is recommended. However, based on the needs of an individual, once a week may be appropriate; a discounted rate is available for students attending more than one session per week. This information is discussed on a client-by-client basis following our initial meeting.

Following is a snapshot of a typical working session:

  • 5 Minutes: Parent meets with me and student to discuss academic concerns
  • 5 Minutes: Student greets Mercy (if so desired); self-assess with guidance from Dr. C.
    Session begins with check-in.
  • 10 Minutes: Review Student Planner. Student explains listed assignments, due dates, areas of need, upcoming tests and long- term projects. Complete any missing information and make a priority list of what needs to be accomplished in session, to be accomplished independently and what needs to be accomplished with teacher or parent support.
  • 20 Minutes: Sustained concentration on completing assignments. This time may include instruction on time management skills, memory skills, study skills, note-noting skills, and organizational skills that are built into the completion of assignments.
  • 5 Minutes: Re-organize and stretch. Put completed work in file or notebook. Review and reflect on work completed, difficulty level, what might be done differently, asking for help, setting up a study area, staying motivated. Lastly, organize bookbag.
  • 20 Minutes: Continue completing assignments. Identify and create agenda of independent work until next meeting session with a focus on learning strategies for time management, self-talk, self-assessment, mindfulness activities, and individualized needs (based on grade level).
  • 10 Minutes: Prepare to end session in organized fashion. Complete a Fact Sheet for Parents (Fact Sheet intends to report accomplishments, goals for next session, self-assessment overview).
    Session ends with Check-Out.

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    Planner

    I believe strongly in the use of a school planner, and as part of my practice, students must make a commitment to using this structured organizational tool as part of developing the necessary executive functioning skills for academic success.

    Typically, most planners provided by schools are not large enough, nor detailed enough to meet the needs of students with specific learning differences. I keep some planners in stock, so that you may review them. In the end we want our students to be comfortable with the format and design to encourage the mandatory daily use of this critical academic learning activity.

    I build much of the work regarding the skills of organization, study skills, note-taking, time management, scheduled appointments, memory, test-taking, long-term planning, homework completion, etc. through the detailed use of the planner. This way I can communicate with your child on a factual basis and in a non-threatening way. This then encourages your child to communicate with you -candidly and without prompts.It is not unusual, especially for younger students, to engage their classroom teacher in providing supports to the student for consistent use of the planner.

    Time is dedicated to creating a personalized school management system that involves the use of color-coding for best ways to keep information where it belongs (e.g., Math folder is green; English is blue, etc.). It takes time to develop these habits, especially if a child has a learning difference impacting memory, attention, concentration, etc. Routine and practice increase the likelihood of using compensatory strategies.