Customized organizational systems tailored to diverse learning needs and executive function profiles. Addresses workspace management, task tracking, and visual supports for specific student requirements.
A 10th-grade sequence focused on empowering students to manage their own IEP/504 timelines, accommodations, and administrative responsibilities through the lens of project management. Students transition from passive recipients of services to active managers of their educational milestones.
A 5-lesson sequence for 9th-grade students to master a systematic, three-color highlighting strategy, moving from identifying 'over-highlighting' pitfalls to independent application on non-fiction texts.
A comprehensive graduate-level sequence focused on the pedagogical implementation of assistive writing technology. It shifts the focus from tool selection to instructional methodologies that scaffold digital organizers, dictation, and text-to-speech for student autonomy.
A project-based sequence for 4th-grade students in special education settings, focusing on moving from passive highlighting to active extraction, organization, and synthesis. Students learn to refine highlights, extract them onto cards, sort ideas logically, and create a visual 'One-Page Expert Guide' as a summary tool.
This sequence empowers 9th-grade students to integrate Text-to-Speech (TTS) into their high school workflows through self-advocacy and digital organization. Students move from identifying reading barriers in their schedules to creating a professional Access Plan for their teachers.
This graduate-level sequence focuses on the explicit instruction of text highlighting and annotation strategies. It prepares future special educators and coaches to move beyond 'assigning' annotation toward systematically 'teaching' it through cognitive modeling, guided practice, and implementation fidelity monitoring.
A graduate-level professional development sequence focused on designing customized text annotation and highlighting protocols for students with diverse learning needs, specifically targeting executive function and processing speed deficits.
This sequence explores how graduate students can leverage assistive technology for digital annotation, moving from basic tool audits to advanced data extraction and AI integration to support students with disabilities.
A 5-lesson sequence for 9th Grade Special Education students focused on the neurobiology of attention, interval-based work techniques, environmental management, and energy regulation to improve task execution and self-regulation.
A comprehensive sequence designed to help 9th-grade students with executive function challenges develop, implement, and test personalized organizational systems. Students explore analog and digital tools, master calendar management, organize digital and physical spaces, and simulate real-world 'stress tests' to refine their chosen frameworks.
A 2nd-grade Special Education sequence focused on cognitive flexibility, emotional regulation during transitions, and problem-solving when routines change. Students learn to transition from 'rigid' to 'flexible' thinking using the 'Plan B' detour metaphor.
A 2nd-grade special education unit focused on executive function. Students learn to recognize the physical signs of being 'stuck' and categorize barriers into materials, comprehension, and environment.
In the capstone lesson, students synthesize their scheduling, organization, and data-tracking efforts to prepare a professional presentation for their next IEP meeting. They practice leading the conversation about their own future.
Students take charge of their own progress by learning to track data against their IEP goals. They develop a 'Data Day' routine for self-reflection and objective performance monitoring.
Students tackle the administrative side of education, from permission slips to agenda management. They develop a personal 'compliance system' to stay organized and responsible for their own paperwork.
Students learn the art of coordinating conflicting schedules, focusing on the overlap between general education classes and mandated support services. They practice professional communication to resolve these conflicts.
Students act as project managers to deconstruct the annual IEP/504 cycle, identifying critical deadlines and mapping out their own educational timelines.
Students display their Expert Guides. They visit peers' guides and must answer one question about the topic based solely on the extracted information presented, verifying that the highlights were effective.
Students glue their arranged notes onto a poster or template to create a 'One-Page Expert Guide.' They add headers and arrows to connect the ideas, effectively creating a graphic organizer from their original text highlights.
Using their extracted index cards/notes, students arrange the information in a logical order on their desk. They experiment with different arrangements to see how the flow of information changes.
Students apply their systematic strategy to a multi-page non-fiction text and engage in peer review to refine their judgment.
Teaches students the 'Read, Pause, Evaluate, Mark' cycle to improve executive function and prevent impulsive highlighting.
Introduces additional colors for supporting details and vocabulary, building a visual hierarchy for efficient information retrieval.
Focuses on the cognitive skill of isolating main ideas using a single dedicated color to distinguish the core message from secondary information.
Final checklist for students to ensure they are prepared for their IEP meeting. Covers physical materials (gear), communication logistics, and mental preparation (mindset).
Planning worksheet for a student-led IEP presentation. Guides students through drafting their opening statement, data wins/challenges, and proposals for future accommodations/goals.
Capstone slides for Lesson 5. Focuses on student-led IEP meeting leadership, including analyzing a student-led meeting, a presentation script formula (Opening, Data, Ask), and the power of artifact evidence.
Facilitation guide for Lesson 4, including tips on helping students identify goals, leading an "Evidence Hunt," and using data as a diagnostic signal for adjusting educational supports.
Worksheet for student self-monitoring. Includes a goal selection section, a 5-point bar graph for tracking progress, and reflective questions for "pivoting" based on data results.
Slides for Lesson 4 on goal monitoring. Teaches students how to distinguish between quantitative and qualitative data, establishes a "Data Day" routine, and shows how to turn IEP goals into trackable data points.
A set of printable sorting cards for the "Paper Chase" activity. Includes various document scenarios (progress reports, invitations, permission slips) for students to categorize.
Worksheet for students to audit their current paperwork and design a personal compliance system. Includes sections for a physical/digital tool blueprint and a "Daily Reset" protocol.
Slides for Lesson 3 focusing on administrative organization. Introduces the "Backpack Abyss," a 3-folder compliance system (Inbox, Action, Archive), and hybrid digital/analog management strategies.
A post-defense reflection and action plan for graduate students to synthesize peer feedback and finalize their annotation protocol for clinical use.
A professional peer review rubric for graduate students to evaluate their peers' designed annotation protocols based on data alignment, visual ergonomics, and feasibility.
A handy reference sheet for students providing professional greetings/closings, fill-in-the-blank scripts for common IEP-related communication scenarios, and "Golden Rules" for student-teacher interactions.
