Professional Documents
Culture Documents
S was born and raised in Scituate and is currently a high school senior. He has been on
an IEP throughout high school and diagnosed with ADHD , Executive Functioning Deficit, and
Disorder of Written Expression. S went to Scituate HS for freshman year and then moved to the
Norwell Charter School because he wasnt doing well. His parents thought he would do better in
a smaller school environment. He wasnt happy about the change and missed his friends, but
gradually adjusted, made new friends and ended up really liking the charter school. He was in
the middle of his junior year and made the decision to work hard and transfer back to Scituate
High School. I asked him why he wanted to move back and he said he didn't feel challenged at
the charter school. He was making the best grades he had ever made, but he didn't feel like he
deserved them. It wasn't challenging for him and he didn't feel like his peers valued education the
way he did. He moved back to Scituate in the middle of his junior year and has worked really
hard. He is currently taking some honors and one AP class. He has a 2.5 cumulative GPA,
scored a 1650 on his SAT, and has interest in math and technology.
Scott has accommodations to help him with his academic success. In his IEP, it is stated
that his disabilities affect his ability to learn. He is given preferential seating, teachers will
provide instruction home regarding assignments, he gets 50% extra time on assessments and is
scheduled in an Academic Strategies Class. From my observation, he seems to really enjoy
school, takes pride in his work and wants to do well.
S is a very talented singer and has a passion for theater. This is his creative outlet and a
huge part of his identity. He has performed in large singing venues and has been a part of some
of the performances around the community. He is a very outgoing and social teenage. S is
graduating this year, but doesn't have a clear direction on what he wants to do after graduation.
He said he would like to do a "Gap Year", but he is not exactly sure what that would entail.
Presentation of the Case:
S was referred to me because he has not decided what he wants to do after graduation.
His counselor thought he would be a great student for me to work with and help create a post
graduation plan. We have met three times and the session that was recorded was our third
meeting. In our previous sessions I was building a rapport with S and learning about him as a
person and what his hopes and aspirations were for the future. He said he wanted to do a "Gap
Year" and was looking at Bridgewater and UMass Lowell to potentially take classes as a non
matriculated student. He has interests in going to school for aviation and/or engineering. I
mentioned community college in our previous sessions because he could take classes without a
huge application process. Prior to our session I researched Gap Year programs and community
colleges in the area as potential post graduation programs.
Goals for S
1. Explore post graduation options
2. Help keep S on track with keeping up with his work and organization
I'm constantly moving my hands, is this too distracting or helpful? I was not aware I had
more?
Lots of "ums"- too distracting!
S likes to talk and takes the conversation in many different directions, should I try to keep
explored?
Goal setting, should I have been more detailed?
I didn't write anything down just because I didn't want to interrupt the flow of our
conversation. Any thoughts?