The provision of effective instruction that is tied to student needs, as determined by diagnostic testing and evaluation. It is instruction delivered by knowledgeable and skilled individuals in a step-by-step fashion that leads to the achievement of desired outcomes or goals by targeting a student’s relative strengths and strengthening his or her relative weaknesses. Effective instruction also requires the ongoing monitoring of student progress to determine the ultimate course and
duration of the instruction.

Is a multi-sensory approach that teaches children the foundational skills of reading. It was initially developed to only support children with language-based learning disorders, such as dyslexia. However, over the years, early education teachers have adopted this approach for any student because it encompasses research-based, effective strategies. Multi-sensory learning occurs when learning taps into sight (visual), sound (auditory) and touch (kinesthetic). This approach is critical because people process information differently; therefore, information needs to be presented in a variety of ways.

Teaches children strategies to help them be successful in school is a wonderful complement to any curriculum. This group provides a fun, structured and engaging way to teach your child meaningful strategies for managing Executive Functioning skills. Children are supported and encouraged as they apply these skills to their unique situations. Topics include: Sustaining attention, self-advocacy, flexibility, task initiation, goal directed persistence, self- regulation, organization, planning and prioritizing, time management.

Educational specialists provide consultation to parents who need support navigating related school services, including Section 504 Accommodation Plan and Individualized Education Program (IEP).

Content is topic-specific, e.g. executive skills, creative writing, or book club reading.

Orton-Gillingham tutoring is a highly structured, explicit, multisensory, and diagnostic approach to teaching reading and spelling that is particularly effective for individuals with dyslexia. It is considered a structured language intervention based on the science of reading, and it is very different from whole language reading instruction that is often ineffective for struggling readers.

You should get your child tested for a learning disability if they consistently struggle with reading, writing, or math skills especially if they have received intervention, or if there’s a noticeable gap between their academic performance and their potential. Watch for specific signs, such as difficulty decoding, spelling and reading fluently (dyslexia), poor or illegible handwriting with poor letter formation (dysgraphia), trouble with number concepts (dyscalculia) problems with organization, memory, coordination, or following directions.

An executive functioning (EF) tutor, often also called a coach or mentor, helps individuals develop and improve their cognitive skills for planning, organization, time management, self-control, and task completion. They teach practical strategies, model new behaviors, and provide accountability to support students in navigating academic and daily challenges, particularly those with conditions like ADHD. The focus is on building foundational processes rather than just academic content, empowering students to become more independent and self-directed.

A parent advocate helps families navigate the IEP/504 process by explaining rights, interpreting evaluations, assisting with meetings, and drafting documents to ensure the child’s needs are met and the plan is properly implemented and followed by the school. Advocates provide resources, facilitate communication with the school, and can help with dispute resolution, though they do not provide legal advice and will refer to an attorney when necessary.

Public school evaluations are primarily designed to determine eligibility for special education services. These assessments typically require students to have a significant history of learning challenges that are clearly affecting their academic progress. They do not offer clinical diagnoses, such as Specific Learning Disorders or ADHD. In contrast, children referred for private evaluations may not meet the criteria for special education services but still require support and targeted interventions. Additionally, school psych-ed evaluations are often not comprehensive and are not required to measure all areas of academic achievement.