Knowing where a student stands before starting tutoring is always helpful. It allows tutors to dig in immediately instead of using the first few sessions to observe and note deficiencies in knowledge and understanding. That said, if a student with no prior learning problems needs support in one or two specific classes, we often forgo evaluation and simply arrange a schedule with an appropriate tutor. If, after tutoring begins, it appears that underlying problems are affecting student performance, we may recommend a formal evaluation.
We offer two levels of evaluation. If there are clear weaknesses in a student’s ability to perform at grade level in one or more subjects, an evaluation is essential. The evaluation indicates what your child does and does not know and gives us the opportunity to observe his/her learning style.
This in-home evaluation is recommended for students in grades 4-12 who have a history of doing well in school but need to improve performance in language arts and/or math. It consists of several academic tasks in writing and/or math that we send by email. Students complete these at home (without help from parents) and parents return the work to us by email or fax. We plan tutoring based on the results.
NOTE: It is not possible for us to evaluate reading decoding and comprehension “remotely.” If that is one of your concerns, a short Formal Evaluation in reading is required.
Susan Morris, Director, conducts formal evaluations. We offer this level of evaluation for parents and students who want a more complete picture of the child’s performance. During testing of this type, patterns often emerge that indicate the most effective methods for teaching the child. It is helpful when done as a prelude to tutoring because it provides extensive information that allows tutoring to be more precisely targeted at the problem areas and more nuanced in approach. Parents may prefer this level of evaluation because it provides a more complete description of learning style, and may shed light on reasons for performance struggles in school.
Grades K-4 – Testing for students in these grades may include analysis of reading and spelling skills (phonics, decoding and reading comprehension), math skills (concepts and computation) and/or writing skills (vocabulary, sentence structure, punctuation, capitalization, generation of ideas and clarity of written thought). When necessary, additional subtests such as phonological awareness, listening comprehension and reading fluency can be given.
Grades 5-12 – Formal evaluation takes into account higher levels of critical thinking. Starting in 5th grade, students may be expected to do work requiring higher levels of vocabulary, comprehension and synthesis.
The cost of Formal Evaluations is determined by grade level, subject(s), and time required.