We believe that good evaluations identify students’ lagging skills as well as the unique strengths that can be leveraged to boost their abilities. We help parents and schools understand how aspects of language influence students’ communication and learning as well as what supports students need to succeed.
Based on a student’s history as well as parent and teacher concerns, we examine key aspects of language and literacy. Our comprehensive assessments give us a deep 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 and learning in and outside of school.
Speech-language evaluations assess all aspects of listening and speaking: vocabulary knowledge, word retrieval, listening comprehension, verbal memory, spoken expression, social pragmatics, phonological and phonemic awareness, speech articulation, voice, and fluency.
Reading evaluations assess students’ ability to glean information from text: phonological and phonemic awareness, sight word recognition, decoding accuracy, reading fluency, and reading comprehension at the word, sentence, and passage levels.
Writing evaluations assess students’ ability to express themselves in print: 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.