We believe that good evaluations identify not only students’ lagging skills but also the unique strengths that can be leveraged to bolster their abilities. We partner with parents and schools to help them understand how various aspects of language influence students’ day-to-day performance as communicators and learners, and we guide them with identifying the supports students need to succeed.
Based on a student’s history as well as parent and teacher concerns, we may examine only one or more than one aspect of language and literacy. Our comprehensive assessments give us an integrated understanding of students’ listening, speaking, reading, and writing abilities.
All of our evaluations are sensitive to the interaction of language, cognition, memory, executive functions, emotions, and other skills that influence communication, academic achievement, and learning – both in and outside of school.
Speech-language evaluations assess vocabulary knowledge, word retrieval, listening/language processing, verbal memory, spoken language formulation, social pragmatics, linguistic skills that support reading and spelling, speech articulation, voice, and fluency.
Reading evaluations assess students’ phonological and phonemic awareness, sight word recognition, decoding accuracy, oral and silent reading fluency, and reading comprehension at the word, sentence, and passage levels.
Writing evaluations assess students’ spelling, mechanics, handwriting fluency, sentence structure, narrative, paragraph and/or essay composition, revising, editing, mastery of the writing process, and self-awareness of their writing strengths and challenges.
School observations and program evaluations assist parents and educators with identifying the services, modifications, and accommodations students need for success.
“You guys are amazing!!! This report represents the gold standard for writing – not just for reports of testing and recommendations, but for expository writing of any kind. I don’t know anyone else currently performing evaluations in this field whose work is better expressed.“ – Attorney Robert Crabtree, principal author of Ch. 766, the law that served as the model for the federal Individuals with Disabilities Education Act.