TWTaylor’s WayMENTORING LLCLet’s connect

YOUTH & FAMILY SUPPORT · DE PERE, WI

Where support
meets opportunity.

Building skills, confidence, and meaningful connections—one young person at a time.

We support youth and their families through daily living skills, respite, discovery and career planning, and a school program focused on special education.

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Individual strengths.Real-life skills.Community connections.
Taylor’s Way Mentoring LLC logo

Support for today.
Possibilities for tomorrow.

Supporting youthPartnering with familiesCreating opportunities

OUR SERVICES

Support that helps
young people move forward.

Every young person brings different strengths and needs. Let’s talk about the support that fits your family.

01 / DAILY LIVING SKILLS

Everyday skills.
Greater independence.

Hands-on guidance helps youth build the everyday skills they need to manage routines, care for themselves, and participate more independently at home and in the community.

  • Personal hygiene and self-care
  • Cleaning and household routines
  • Meal preparation and everyday organization
  • Communication and community participation
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02 / RESPITE

Time to recharge.
Room to connect.

Meaningful activities and supportive care give youth opportunities to participate while families take a needed break.

  • Structured activities and recreation
  • Social connection and participation
  • Rest and quiet time
  • Support for individual needs
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03 / DISCOVERY & CAREER PLANNING

Explore interests.
Discover possibilities.

Help youth recognize their strengths, explore interests, and take practical steps toward future opportunities.

  • Strengths and interests exploration
  • Career awareness and goal setting
  • Communication and workplace skills
  • Community-based learning
Ask about career planning

DAILY LIVING SKILLS

Small steps.
Everyday independence.

Daily living skills support helps youth practice the routines and responsibilities that make everyday life more manageable. We focus on useful skills that can be applied at home, in learning environments, and in the community.

Goals are shaped around the young person’s current abilities, interests, and family priorities. Support may include demonstrations, visual reminders, repeated practice, and gradually reducing prompts as confidence grows.

Personal care and routines

Build consistent habits around hygiene, grooming, dressing, and keeping personal belongings organized.

  • Practice brushing teeth, washing hands, and following a hygiene checklist.
  • Choose appropriate clothing and organize supplies for the day.
  • Follow morning, activity, and end-of-day routines.
  • Recognize when help is needed and practice asking for it.

Home and household skills

Learn to take part in everyday responsibilities through manageable, age-appropriate tasks.

  • Clean up activity spaces and return items to their places.
  • Sort laundry, fold clothing, and organize personal spaces.
  • Practice basic snack or meal preparation with appropriate supervision.
  • Use household supplies safely and follow simple task sequences.

Organization and decision making

Develop practical strategies for planning, completing tasks, and making everyday choices.

  • Use schedules, checklists, timers, or visual steps.
  • Break a larger task into smaller actions.
  • Practice basic money concepts, comparing prices, and planning purchases.
  • Discuss choices, consequences, and ways to solve everyday problems.

Communication and community participation

Connect skill practice with real situations and respectful interactions.

  • Express preferences, needs, and boundaries appropriately.
  • Practice ordering food, shopping, or requesting assistance.
  • Work on waiting, taking turns, and following community expectations.
  • Discuss personal safety and identifying trusted people for support.

Practice that fits the individual

Staff can model a skill, practice it alongside the youth, and offer reminders matched to their needs. As a skill develops, the next goal may be completing more steps with less assistance or using the skill in another setting.

Examples of progress include starting a routine after one reminder, completing a cleanup checklist, preparing a simple snack with supervision, or asking for help before becoming frustrated.

Working with families

Families help identify meaningful priorities and routines to reinforce. Discussing what works at home and during programming helps keep expectations consistent and identify when a strategy needs adjustment.

Contact us to discuss goals, needed supports, service availability, and referral requirements.

Discuss daily living skills

RESPITE SUPPORT

Meaningful time for youth.
A needed break for families.

Respite provides a temporary break for parents and caregivers while youth spend time in a supportive environment. The focus is on supervision, comfort, participation, and activities that fit each young person’s interests and needs.

Time together can include recreation, creative activities, social connection, and opportunities to relax. The pace and level of participation should reflect the individual’s abilities, preferences, and need for rest.

Activities and connection

Offer choices that make the day engaging and encourage positive interactions.

  • Arts, crafts, music, puzzles, and hands-on projects.
  • Cooperative games and age-appropriate recreation.
  • Movement and outdoor activities when appropriate.
  • Community outings based on individual needs and program arrangements.

Rest and emotional comfort

Balance participation with time to recharge and support during transitions.

  • Quiet activities and planned rest breaks.
  • Calm check-ins and reassurance when a youth feels overwhelmed.
  • Practice expressing needs or requesting a break.
  • Use familiar routines and agreed-upon calming strategies.

Individual planning and supervision

Discuss the information staff need to support a comfortable, safe experience before services begin.

  • Communication preferences and the level of assistance needed.
  • Allergies, dietary needs, mobility considerations, and relevant care routines.
  • Known triggers, helpful supports, and emergency contacts.
  • Authorized pickup arrangements and supervision expectations.

Any health-related tasks or specialized supports must be reviewed in advance to determine what the program can provide.

Family communication

Help caregivers feel informed and support continuity between home and programming.

  • Review important changes and preferences at drop-off.
  • Discuss participation, comfort, and notable events at pickup.
  • Share helpful strategies and concerns through an agreed communication process.
  • Review support needs when routines or circumstances change.

A balanced respite experience

A possible session may include an arrival check-in, a preferred activity, social or recreational time, a snack or meal as arranged, quiet time, and a closing check-in. Activities and timing vary with the length of the session and the needs of the youth.

Our goal is for youth to feel respected and included while caregivers have time to rest, manage responsibilities, or attend to other family needs.

Planning your respite support

Contact us to discuss the type of respite you are seeking, preferred schedule, care needs, and current availability. We can review service fit, referral or authorization requirements, fees, transportation arrangements, and what to bring before participation begins.

Please keep the initial email general; we can discuss how to share personal care information appropriately.

Discuss respite support

SPECIAL EDUCATION SCHOOL PROGRAM

Learning built around
the individual.

Our school program brings together academic learning, social and emotional development, and practical daily living skills for youth with special education needs. The focus is on helping each student participate, build confidence, and work toward meaningful goals.

Learning needs look different for every student. We begin conversations with families and school teams around the student’s strengths, interests, current skills, and areas where additional support may help.

Program planning may include individualized activities, a predictable routine, breaks, visual supports, and opportunities to practice skills in everyday situations. Specific supports are discussed with the student’s family and referring school team.

Discuss your student’s needs

Areas of learning and support

  • Individualized academic learningReading comprehension, writing, math, and functional academics, with tasks broken into manageable steps and opportunities for guided practice.
  • Communication and social skillsAsking for help, expressing needs, listening, taking turns, cooperating with peers, and resolving disagreements respectfully.
  • Emotional regulation and positive behaviorRecognizing feelings and triggers, practicing coping strategies, using breaks appropriately, and building problem-solving and accountability skills.
  • Daily living and independencePersonal hygiene, organizing belongings, cleaning up, meal preparation, time awareness, and following everyday routines.
  • Career exploration and transition skillsExploring interests, understanding workplace expectations, practicing task completion, and connecting learning to future goals.

A STRUCTURED LEARNING EXPERIENCE

Predictable routines. Practical learning.

A planned learning day can balance academic instruction, skill practice, movement, and time to reset. Activities are selected around the student’s goals and support needs.

  • Arrival and check-in: Review the day’s plan, discuss readiness to learn, and identify any needed supports.
  • Academic learning: Practice individualized reading, writing, math, or functional academic tasks.
  • Skill building: Work on communication, emotional regulation, independence, or organization.
  • Applied activities: Connect learning to hands-on tasks and appropriate community learning opportunities.
  • Reflection: Review accomplishments, discuss challenges, and identify the next step.

This describes a possible learning structure. Scheduling, activities, and supports are determined through program planning.

FAMILY & SCHOOL PARTNERSHIP

Working toward shared goals.

Coordination with families and the referring school team helps connect the student’s day-to-day learning with broader educational goals.

  • Discuss relevant individualized education program (IEP) goals, accommodations, and support strategies with the school team.
  • Clarify each partner’s role, the services to be provided, and how communication will occur.
  • Use observations and completed learning activities to discuss participation, skill development, and areas needing adjustment.
  • Share agreed-upon progress updates and practical strategies families can reinforce at home.
  • Review supports as needs change and discuss next steps for continued learning and transitions.

Educational placement and IEP decisions remain with the responsible school district and IEP team.

MEANINGFUL PROGRESS

Recognizing the steps forward.

Progress can include more than academic performance. Depending on the student’s goals, examples to discuss with the team include:

  • Completing more tasks with fewer reminders.
  • Asking for help or a break using an appropriate communication strategy.
  • Using a coping skill and returning to a learning activity.
  • Following a hygiene, organization, or cleanup routine more independently.
  • Participating in a shared activity and practicing respectful interactions.

Specific goals, starting points, and ways to track progress should be agreed upon during planning.

PROGRAM INQUIRIES & REFERRALS

Start with a conversation.

Families, school districts, and referral partners can contact us to discuss a student’s needs and whether the program may be a suitable fit.

  1. Initial inquiry: Share a general description of the support being sought.
  2. Planning discussion: Discuss learning goals, needed supports, program readiness, staffing, and availability.
  3. Team coordination: Review referral requirements, relevant educational information, and any necessary agreements with the responsible school team.
  4. Next steps: Clarify scheduling, transportation arrangements, communication, and service responsibilities before participation begins.

Please keep initial emails general. We can discuss an appropriate way to share student records and other sensitive information.

Call 920-360-1262

OUR APPROACH

Start with strengths.
Build together.

We believe young people deserve to feel supported, heard, and capable. Our work centers on practical skill building, respectful relationships, and opportunities to participate in everyday life.

Connect with us
01

Individual goals

Begin with the young person’s interests, strengths, and areas where support can make a difference.

02

Family partnership

Work with families and referral partners to understand priorities and support meaningful progress.

03

Everyday practice

Turn goals into opportunities to practice skills, build routines, and connect with the community.

FOR FAMILIES & REFERRAL PARTNERS

A conversation is
a good place to start.

Tell us what you’re looking for. We can discuss your goals, current service availability, and next steps.

How do I ask about services?

Call or email our team. Share which service interests you and a good time to reach you.

Can I contact you about a referral?

Yes. Families and referral partners are welcome to contact us to discuss service fit and the referral process. Please keep your initial email general; we can discuss how to share personal information securely.

Where are you located?

801 Heritage Road, Suite E10, De Pere, Wisconsin 54115. Please contact us to arrange a visit.

LET’S GET STARTED

We’re here
for you.

Connect with Taylor’s Way Mentoring LLC to learn more about support for your young person or a potential referral.

CALL US920-360-1262EMAIL UStaylorswaymentoringllc@yahoo.com
VISIT BY ARRANGEMENT801 Heritage Road, Suite E10
De Pere, WI 54115View location on map