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| 2) Who will be working with my child, and what are their qualifications? |
5) How do you determine what areas to work on and for how long? 6) How do you determine if the instructional plan is working? 8) How long does instruction usually take?
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 Q: How is London Achievement Processes different from other “tutoring” programs, such as Huntington, Silvan Learning Centers or private tutors? A: London Achievement Processes offers intensive instruction that focused on the underlying sensory processing weaknesses which interfere with an individual's ability to automatically implement newly introduced concepts or skills in daily living, whether in the classroom or work environment. Once effective processing is established, we may include the use of the student's curriculum materials when those materials offer appropriate application of the thinking processes being worked on. Tutoring, by contrast, is a support service that helps the student with specific content information being taught in the classroom. Because it is focusing on curriculum based content and is meant to help the student meet the requirements of in class learning, tutoring is usually used to review the material from school and to help the student complete homework assignments. <back to top> Q: Who will be working with my child, and what are their qualifications? A: London Achievement Processes is dedicated to providing a safe and supportive environment for each individual we work with. With this in mind, every staff member goes through a comprehensive background check, which includes both state and federal history. Aside from the criminal background, we require all hired individuals to complete a medical exam and provide health and TB clearance, so we are better able to ensure a sense of physical safety from certain contagious illnesses. In addition, the hiring process includes individual testing to ensure all instructors have strong cognitive processing skills. All staff have bachelors degrees in varying areas and have proven to have an aptitude for working with individuals of all levels. Q: How are the instructors trained? A: Potential staff are carefully screened to ensure that their academic and sensory-cognitive processing skills are strong. All staff then participate in intensive training for several weeks, as well as on-going mentoring by the supervisory staff. It is important to note that training is an on-going practice at London Achievement Processes. Q: Why do you usually recommend daily instruction? A: London Achievement Processes works to stimulate the areas of the brain responsible for processing sensory-cognitive information relevant to literacy and language development. Because this work is stimulating a change in the way the brain is processing information, as opposed to increasing the student's body of knowledge, daily, intensive stimulation is paramount to reaching the maximum level of success. <back to top>  Q: How do you determine what areas to work on and for how long?
A: Each student goes through a comprehensive, diagnostic evaluation which measures the following: Vocabulary, phonemic awareness, critical thinking skills, oral & written language comprehension, visual memory skills, ability to follow sequential oral directions, sound to symbol association, sight word base, contextual reading fluency, reading comprehension, math skills and writing skills. The Director then reviews the results of the evaluation and meets with the parents to discuss her interpretation of their child's performance on the above measures, as well as recommendations for instruction. Whenever appropriate, we would also conference with school and/or other involved professionals to get as clear a picture as possible of the potential student's needs. The goal is to effect permanent changes in the student's profile, while enhancing student self esteem and sense of confidence. <back to top> Q: How do you determine if the instructional plan is working? A: Each student is assigned an Instructional Leader who evaluates progress daily. Daily performance is the best measure of improvement, which is why we are continuously evaluating student progress in sessions. All Instructional Leaders have extensive experience in evaluating student progress and meet with parents frequently to keep them abreast of outcomes and progress. In addition, we strongly encourage input from parents, teachers and any other professionals the student has worked with. <back to top> Q: Do you offer a guarantee? A: Because we are working with the brain, it is difficult to determine how each individual brain will respond to our instructional intervention, which based on individual student needs, may vary slightly form person to person. There is a very wide variety of student diagnosis, history and current situations. This makes it impossible to provide an exact success rate, when the stimulus is not always the exact same instruction. Having said that, we understand that all parents will want assurances regarding our services and past student outcome, so we offer a list of references of past clients for you to speak with should you wish to do so. In addition, our daily assessment of student progress allows us a window into the student's response, which we share with parents during regular parent updates. Should we find the student is not responding as expected, this will be discussed long before the end of the estimated completion date, and we will try to offer alternatives which may be better suited to the individual student. Q: How long does instruction usually take? A: Instructional periods vary depending on individual needs, and the severity of sensory-cognitive processing. The average student will participate in approximately 100-160 hours of intensive, daily instruction, lasting 2-4 hours per day. The most common response from parents is a sense of surprise at how relatively quickly they were able to see results. There are a number of factors that may contribute to the relative speed of results. They include the following: Intensity of instruction. This allows us to stimulate and train the brain to process information more effectively and efficiently. The National Reading Panel indicates instructional methods should be systematic, intensive, explicit, supportive and Socratic in nature. Based on this, the programs we use and the approach we take, which includes intensity, help to produce more fluent and successful readers in a relatively short time period. We use a multi-sensory approach, which address the underlying cause of the weakness, as opposed to traditional techniques, which focus on reviewing information. Our instructional techniques are systematic, sequential, explicit, supportive and diagnostic. This allows us to provide individualized instruction, and move at each student's pace. We orchestrate methods to reach each student, responding to each individual in a way that enables their discovery of sensory information. We provide continuous supervision of our clinical staff and work collaboratively and prescriptively as a diagnostic team.
end of FAQs
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