HOW WE HELP?

We help students AIM for and achieve their goals

We guide them from the beginning to the end of their paths

Assess
  • Academic Achievement
  • Cognitive Skills
  • Psychoeducational
  • Study Skills 
  • Learning Styles
Implement

Inside classroom

  • Universal Design and Differentiated Learning
  • IEP Accommodations
  • Post-secondary Accommodations

Outside classroom

  • Educational Therapy
  • Study Skills Support
  • Reading Intervention
  • Math intervention
Measure

 

  • Learning Plan
  • Ongoing feedback
  • Smart Leadership program

Step 1- ASSESS

Each student starts the process with an initial consultation and appropriate assessments are completed to identify their strengths, challenges, abilities, and needs. This may include one or more of the following types of assessments.

Academic Achievement Assessments

Academic Achievement Assessments

Curriculum-Based Measurement Systems are used for universal screening so that more students can be assessed within a relatively short period of time. The results of these assessments help teachers modify their instructional approaches to create universal design learning solutions that meet the needs of most students in the classroom. These assessment results are also used to identify students who fall below the benchmark and may need more intensive support. 

Cognitive Skills and Psychoeducational Assessments

Cognitive Skills and Psychoeducational Assessments

When a student's performance falls below the benchmark, it is important to understand the causes underlying these deficiencies to determine the most appropriate solutions to reduce the learning gaps. General screenings can identify which cognitive skills may be impacting the learning, however, a formal psychoeducational assessment will provide the most accurate measurement as well as recommendations of how to enhance these cognitive skills.

Study Skills and Learning Style Assessments

Study Skills and Learning Style Assessments

Students who experience difficulties in learning, studying or test-taking at school may be lacking foundational executive function skills. These include planning, organization, time management, and self-regulation skills to name a few. Students also learn differently so once students and teachers understand their learning style and know how they learn best, it will be easier to implement methods to make learning easier and improve long term retention.

Step 2- IMPLEMENT

A learning plan is created which includes the student’s goals. The educational therapist reviews the results of the assessments and recommends appropriate solutions inside and outside the classroom.

INSIDE THE CLASSROOM

Universal design and differentiated learning solutions enable all students to learn the way that works best for them.  We assist all students in identifying and accessing the most appropriate resources for use within their classrooms.

Individual education plan (IEP) support- We collaborate with the student, parents, school, and teachers to recommend and implement instructional, environmental, and assessment accommodations for the student’s Individual Education Plan (IEP).

Post-secondary support- The transition from high school to college or university requires the ongoing use of a significant amount of executive functioning skills. We help students develop advocacy skills to learn how to identify, request, and obtain the appropriate supports or accommodations they need to be successful within the classroom.

OUTSIDE THE CLASSROOM

Study Skills Support services are available for students who have a good understanding of the subject area but need assistance or self-discipline in implementing regular study habits. We help you learn how to develop organizational, time-management, effective studying, note-taking, and test-taking skills.

MLS educational therapy services combine therapy and educational strategies to teach students how to learn, not what to learn so they can become successful independent learners.  

These strategies are derived from evidence-based programs that have aided thousands of students.  They combine psychologist, Reuven Feuerstein's concepts of mediated learning, Barry Zimmerman’s phases and levels of the self-regulated learning model, the Orton-Gillingham structured, directed, multisensory approach to learning and educational psychologist Benjamin Bloom’s theory of mastery learning.

PACE- Processing and Cognitive Enhancement Training

PACE- Processing and Cognitive Enhancement

Processing and Cognitive Enhancement Program© (PACE©) is an intense, proven brain training mastery-based method that strengthens underlying cognitive efficiency skills. A broad set of learning skills are emphasized including: attention, working memory, processing speed, logic and reasoning, auditory processing, visual processing, and long-term memory.

Feuerstein Method

The Feuerstein Method is a unique educational technique teaching individuals how to learn by tapping into their latent intellectual capabilities. The Feuerstein Instrumental Enrichment (FIE) is a cognitive intervention program to engage learners in problem-solving by developing their ability to understand and elaborate information.

Barton Reading and Spelling System

A multi-sensory, direct, structured phonics-based program influenced by the Orton Gillingham language approach. It is designed for intense intervention to help struggling readers and those with dyslexia.

NILD RX4 Math

The National Institute of Learning Development's Rx 4 Math small group workshops for grades 1- 8 will build and strengthen number sense, math fluency, math vocabulary, problem-solving strategies, conceptual understanding, and mathematical reasoning skills by developing self-regulation and cognitive functions.

Study Smart Study Skills Program

Study Smart is a comprehensive blended program combining online training and synchronous one-to-one coaching to help students enhance organizational, time-management, effective studying, note-taking, and test-taking skills.

Step 3- MEASURE

The student’s progress is monitored ongoing with results and feedback recorded on the student’s learning plan. 

Measuring Progress

Depending on the program, service, product, and individual student needs, the frequency, and type of measurement system will vary. The educational therapist will review feedback with the student and communicate overall results to parents. The learning plan will continue to be revised and reviewed until the student achieves his or her goal.  

Once students achieve their goals and become self-regulated learners, they can continue learning on their own and if they wish, they can also join the MLS Smart leadership program to start helping other students as well.