Normally conducted by phone, this interview gives the parent/guardian the opportunity to ask questions and share information about the student’s strengths and challenges. Interviews normally last no longer than an hour and are scheduled at a convenient time to the parent/guardian. Parents/guardians may want to prepare for this interview by assembling any relevant reports, although this is not necessary if reports are not available.
Parents/guardians are asked to identify recurring times that will work with the student’s schedule. Scheduling options are reviewed by Centre staff who use those times to pair the student with the most suitable teacher. Typically, sessions are one hour in length, with accommodations to 30, 45 and 90 minute sessions with more complex needs.
Each student is unique. A learner profile is critical for developing an intervention plan. It is created by reviewing the intake interview notes, and any assessments available. If assessments have not been done previously, an initial baseline review will be conducted to gain an understanding of the student’s reading and math skills at the cost to the parent/guardian (between $325 and $375). The initial fee includes a parent/guardian debriefing with documentation that can be shared with the school. The assessment will be repeated, at no cost to the parent/guardian, at periodic intervals to assess improvements. The Centre uses Feifer Assessments. Parents/guardians are also asked to complete a Barkley Deficits in Executive Functioning Scale to learn about the student’s executive function and attention skills.
Remediation begins right away, with the first session. Part of that session includes a “get to know you” segment and an age appropriate introduction to how our brains process reading, writing and math. Several different strategies are used to break up the session into bite-sized pieces to help sustain attention.
Progress monitoring is ongoing, and is both formal and informal. Formal assessments are done periodically, and informal outcomes are reported by teachers following each session. The duration of support varies by student, and is determined by many factors including attendance, progress and increased curricular demands. Students do best with regular attendance until they can master an area. Once a solid foundation is achieved, it is common for students to zig-zag in and out of the Centre when addressing a particular new learning challenge, a practice which is encouraged.