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Comprehensive Learning Evaluations that include academic and cognitive tests.

We assess the individual’s skill levels, identify learning challenges, and determine how the student learns best. This leads to specific diagnoses and recommendations. Our Learning Evaluations result in clear recommendations to address the individual’s learning challenges. The goal is to empower our client to act upon the recommendations in the Learning Evaluation. Having worked as teachers and tutors, our recommendations are practical and can be implemented in schools and tutoring programs. Our rapport with students, thoroughness, determination to provide helpful recommendations, and availability for follow-up distinguish our Learning Evaluations.

We understand that some parents may be reluctant to pull their children out of school for testing. For these families, we schedule learning evaluation appointments on weekends.

What are the steps in a comprehensive Learning Evaluation?

  1. In order to place test results in context, background information is gathered from the Application Form, along with copies of school records including: report cards, transcripts, standardized test scores, and SAT/ACT score reports. Sometimes attention rating scales are completed by parents and teachers.

  2. Parents and Holly determine if the child will be observed in school prior to testing.

  3. The child or adult client is seen in the examiner’s office for the testing sessions. The number of sessions required and the length of the sessions depends on the student’s age, attention span, and rate of work. We spend as much time as we need. Most primary grade students are seen for three or four sessions. Most older students are seen for two or three sessions.

  4. At the conclusion of the testing, we write a very detailed report integrating the information. The purpose is to provide a clear profile of the student’s learning strengths and challenges. We specifically recommend the best methods for teaching the student. The report indicates what accommodations and remediation the student needs.

  5. The parents, the test subject, or both meet with us to discuss the evaluation results and recommendations.

  6. When permission is granted, information is shared with the school or referring professional. Holly is available to attend follow-up meetings at schools.

What should I tell my child about the testing?

Young children can be told they are going to do some work with a friendly teacher who will give some ideas to their teachers and parents about how to teach them best.

Older students can be told they will take some tests to identify particular strengths and challenges. Some of the tests will involve reading, math, and writing, while others will look at problem-solving, vocabulary, and memory. The purpose is to find out how the student learns best in order to give more ideas to teachers, tutors, parents, and the student about the best ways to learn and study.

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