Our Path of Treatment:
At CLS, we take pride in achieving the objectives we establish alongside our students, fostering their success and competence. A primary objective of ours is to instill independence. We take joy in facilitating the transition away from dependency, and in bridging any knowledge gaps in our students’ learning journey, equipping them with the necessary tools for success. Our comprehensive program encompasses multiple steps and includes:
1. Upon the initial consultation with Stefanie, informal assessments are conducted to identify specific areas of challenge. Stefanie brings a holistic review to her student evaluations and preliminary meetings. She incorporates various testing outcomes such as neuropsychological and educational evaluations, along with input from other sources such as report cards, teachers, learning specialists, schools, and parents. After establishing that a student will benefit from our program, Stefanie develops a tailored educational plan that caters to the unique needs of each individual.
2. Stefanie and her staff work with your child consistently for six months in the areas outlined in the educational plan. Students are scheduled for 50-minute sessions between one to four times weekly. When our students are engaged and actively involved in our sessions, we can make significant progress in the areas of instruction. Throughout this six-month period, we collaborate with schools and other allied professionals, and provide weekly and bimonthly updates and session notes on student progress. This collaboration is crucial to student success. It is not limited to data from our sessions, but includes all academic areas of the student’s life. We constantly evaluate and modify materials and techniques based on the student’s level of progress.
3. Once the four- to six-month period is completed, we reassess each student. At this point, we tweak the individual program as needed. The outcome? This may be “graduating” the student from the program, setting new goals, adding new instructional areas, or transitioning to more of a “school support”/ tutoring model, as needed.
4. If we continue to see the student, we reassess and reevaluate them at regular intervals to ensure that our targeted intervention is successful.