Psychoeducational Evaluations 

The Psychoeducational Evaluation includes testing in three specific areas: academic skills, processing skills, and intellectual/cognitive abilities. This evaluation determines learning styles of the student, their academic processing, and cognitive strengths/weaknesses. The psychoeducational evaluation will assist in determining if a student is gifted, accelerated, age appropriate or has learning differences such as dyslexia. The evaluation may be used to identify Nonverbal Learning Differences as well as the presence of an Attention Deficit Disorder.  The evaluation may also assist in identifying traits of Autism.

The Psychoeducational Evaluation determines how a student learns, the best way to teach the student, and identifies academic, social and/or emotional programs that would further develop the student’s skills and improve individual needs.

Private Psychoeducational Evaluations are available.  Please contact us if you wish to schedule a consultation. 

What are Learning Disabilities? 

A learning disability is a disorder in one ore more basic psychological processes that may manifest itself as an imperfect ability in certain areas of learning, such as reading, written expression, or mathematics. The term "learning disabilities," sometimes referred to as specific learning disabilities, is an umbrella term that covers a range of neurologically based disorders in learning and various degrees of severity of such disorders.

Broadly speaking, these disorders involve difficulty in one or more, but not uniformly in all, basic psychological processes: (1) input (auditory and visual perception), (2) integration (sequencing, abstraction, and organization), (3) memory (working, short term, and long term memory) (2) output (expressive language), and (5) clumsiness or difficulty with handwriting. 

Learning disabilities are not emotional disturbances, intellectual disabilities (formerly termed mental retardation), or sensory impairments. They are not caused by inadequate parenting or lack of educational opportunity. 

Cognitive assessment, including psychoeducational evaluation or neuropsychological evaluation, is of critical importance in diagnosing a learning disability. Learning disabilities may be diagnosed by qualified school or educational psychologists, by clinical psychologists, and by clinical neuropsychologists who are trained and experienced in the assessment of learning disabilities.*

Why provide educational services or accommodations to individuals with learning disabilities? 

Learning disabilities are life long impairments that may impact all areas of an individual's life. It is important to provide services and accommodations that are required by law, not just because of the legal requirement, but also because providing these services and accommodations benefits individuals with learning disabilities and society overall by facilitating full participation in society by individuals with learning disabilities.*

 

*Source: Learning Disabilities Association of America (LDA) 

A full language evaluation by our speech and language pathologist is administered if a student with a specific language impairment is enrolled in our school. The student is provided language therapy with our speech/language pathologist as needed. Recommendations for language remediation for an individual with a specific language impairment are generated in conjunction with the speech/language pathologist. This information is shared with the classroom teachers and recommendations are made. Teachers are made aware of the linguistic and metalinguistic ability levels required for the student to benefit from the daily instruction. Our speech and language therapist is available for assistance with modifications in the classroom.

The Achievement Centers offers private instruction or group tutoring in preparation for several standardized tests.

The ACT and SAT are exams students take before they apply to colleges or universities.  Their scores on these tests often dictate which college or university a student can attend. Each exam lasts approximately four hours.

  • Students may be tested to determine how they will score when taking the ACT and/or SAT. Evaluations also determine the level of the student’s skills that will be tested on the ACT and/or SAT. Testing results will determine what instruction is needed to further develop the student’s skills and receive higher scores on the ACT and/or SAT.
  • The individualized instruction that the student receives at the Achievement Centers will improve performance in the academic areas. Instruction will also teach the student what to expect when taking the ACT and/or SAT as well as how to take the ACT and/or SAT.
  • Instruction gives the student the edge over the rest, the edge that will make the difference with preparation for high school and college entrance exams – ACT, SAT, GRE, GMAT, etc.

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The ACT (No Writing) consists of four multiple-choice tests:  English, Mathematics,  Reading, and  Science. The ACT Plus Writing includes the four multiple-choice tests and a Writing Test.

English Test (all multiple choice)

  • Punctuation
  • Grammar and usage
  • Sentence structure 

Math Test (all multiple choice) 

  • Pre-Algebra
  • Algebra
  • Geometry
  • Trigonometry

Reading Test (all multiple choice)

  • Determine main ideas
  • Locate and interpret significant details
  • Understand sequences of events
  • Make comparisons
  • Comprehend cause-effect relationships
  • Determine the meaning of context-dependent words, phrases, and statements
  • Draw generalizations
  • Analyze the author's or narrator's voice and method

Science Test (all multiple choice)

  • Data representation (graphs, tables, and other schematic forms)
  • Research summaries (descriptions of one or more related experiments)
  • Conflicting viewpoints (expressions of several related hypotheses or views that are inconsistent with one another)

The questions require you to:

  • Recognize and understand the basic features of, and concepts related to, the provided information
  • Examine critically the relationship between the information provided and the conclusions drawn or hypotheses developed
  • Generalize from given information and draw conclusions, gain new information, or make predictions

Writing Test

The Writing Test is a 30-minute essay test that measures your writing skills; specifically those writing skills emphasized in high school English classes and in entry-level college composition courses.

The test consists of a writing prompt that will define an issue and describe two points of view on that issue. You are asked to respond to a question about your position on the issue described in the writing prompt. In doing so, you may adopt one or the other of the perspectives described in the prompt, or you may present a different point of view on the issue. Your score will not be affected by the point of view you take on the issue.

There are 10 sections in all – three for each division, and one ‘equating’ section. The equating section is used to assess questions for use in future tests. (It can be in any of the three areas and does not count toward the score). Apart from a short essay and ten out of the 54 math questions, the questions are all five-answer multiple-choice. Each of the divisions has a maximum score of 800, giving a maximum overall score of 2400.

The SAT Reasoning Test is a three hour and forty-five minute examination consisting of three main divisions:

Math

The three Math sections are organized as follows:

  • One section of 25 minutes containing 8 problem solving questions and 10 grid-ins
  • One section of 25 minutes containing 20 problem solving questions
  • One section of 20 minutes containing 16 problem solving questions

You will see that there are a total of 54 scored math questions on one test.  Remember that each actual SAT test contains one experimental section of 25 minutes; this section could be math, writing or critical reading. Experimental sections will not be scored and are used for research purposes.

Reading

  • Reading comprehension
  • Sentence completion
  • Vocabulary

Writing

  • Grammar
  • Identifying sentence errors
  • Improving sentences
  • Improving paragraphs
  • Essay writing

Speech Therapy

Speech language pathology services that provide for the intervention and treatment of a variety of communication disorders, including cognitive aspects of communication (attention, memory, problem solving, executive functions), speech (articulation, voice, and fluency), receptive and expressive language skills, as well as pragmatic (social) language skills.

Private Speech and Language evaluations are available during after school hours.  Please contact us if you wish to schedule a consultation.

A language evaluation by our speech and language pathologist is administered if a student has a specific language impairment. The student is provided language therapy with our speech/language pathologist as needed. Recommendations for language remediation for an individual with a specific language impairment are generated in conjunction with the speech/language pathologist. This information is shared with the classroom teachers and recommendations are made. Teachers are made aware of the linguistic and metalinguistic ability levels required for the student to benefit from the daily instruction. Our speech and language therapist is available for assistance with modifications in the classroom. Assessment and intervention may focus on various disorders of speech and language such as:

  • Speech sound disorders (difficulty pronouncing sounds)
  • Language disorders (difficulty understanding what a student hears as well as expressing themselves)
  • Cognitive communication disorders (difficulty with thinking. skills including perception, memory, awareness, reasoning, judgment)
  • Stuttering (fluency) disorders (interruptions in the flow of speech that may include hesitations, repetitions, prolongations)
  • Voice disorders or the quality of voice that may include hoarseness, nasality or volume.

Receptive Language Instruction

Students improve their ability to understand verbal and non-verbal cues such as body language and/or voice tonality. Students further develop their knowledge of labels for objects and classroom activities. Students learn through short, clear sentences and phrases and continual use of phrase. Concepts are introduced slowly with many practice examples and reinforcement activities. The same concepts and skills are taught in many situations so that skill will 'become generalized.

Expressive Language

To further develop expressive language skills students are encouraged to communicate with peers and adults. They are taught appropriate ways to verbally express need and frustrations. Additional time is allowed for students to respond to a question or a situation. Appropriate responses are encouraged and reinforced. Students continually learn new vocabulary terms and phrases as well as antonyms and antonyms.

Mission Statement
The mission of the school is to assist the individuals it serves in meeting the goals in their individualized educational programs.

The Administration and staff of The Achievement Centers, Inc. offer personalized and exceptional educational instruction of the highest quality to each individual student in the development of his/her intellectual and academic potential. Our instruction is geared to each students specific learning styles.

Our dedication and experience is evident through our programs proven to be successful, administered in an affirming environment that strengthen academic skills and enrich the life of each student. Students leave our school with the fundamental educational and social skills giving them the ability to confront the challenges of tomorrow.

Administration Statement

Motivation is crucial to success. There is motivation behind every action. We will assist in motivating by keeping comments positive, providing small increments of instruction, maintaining close proximity, acknowledging talents, promoting an openness to change, listening to others, and modeling the actions we want to see in order to improve the performance of all at our school. We are committed to proving a nurturing, supportive environment through the above actions for teachers and students.

Teacher Statement

Motivation is important because it is the driving force to achieve personal success. Our role as teachers is to learn what motivate each student and then utilize that knowledge. We will continually use sincere praise and maintain high standards. Students will become engaged in their own learning evidenced in academic achievement.