Avoiding summer knowledge loss

As the middle of summer approaches, parents and students alike are beginning to feel a certain doldrum. That is, without school in session, moms and dads are left wondering, "What do we do with junior now that he doesn't have any school work?"
Sure, there's always summer camps and creative community opportunities like library programs or summer art institutes, but sometimes choosing the most brain-enhancing opportunity can become a challenge. A few things to consider as a parent who doesn't want their child's brain to wither over the summer months:

1. What were your child's "trouble spots" last year during school? If it was math, perhaps there's a numerical activity that may help enhance your son or daughter in the area where they found difficulty. Likewise, if your child's reading or writing was weaker last year, maybe you will want to find a summer program that emphasizes those areas. Lots of communities have library book programs or even writing "clubs" where kids can express themselves without fear of a "bad grade," but the practice helps keep their skills sharp for the upcoming year. Plus, lots of these opportunities are just plain fun.

2. Was your child struggling with creativity? In other words, did he or she have problems generating original thought in classes like language arts or in elective classes such as ceramics? In an age where kids are served content on a silver platter, they are not charged with the responsibility of using their critical thinking skills outside of school very often. Video games, Ipods, text messaging, and the full realm of other techno-entertainments have this generation wired to respond and react, instead of teaching them to be unique and inventive. One way to encourage your child's creative side is through local classes in areas like cooking, art, or other endeavors that require an inventive spirit. By encouraging creativity, you are preparing them for the endeavors that lie ahead in the school year to come.

3. Tutoring is always available year-round. If your concern over your child's grades and progress is on the forefront of your mind, even at this point in the year, then certainly, tutoring is advisable. The great thing about tutoring services is that, unlike public or even private schools, tutors are willing to help at any point during the year, even if that's the doldrums of summer. Here at Academic Success Partners, we find that students sometimes learn best during the summer, as they are unhindered by the organizational and strategic stresses that accompany school participation. Their social reputations and the other peer-relations factors that sometimes plague students during the school year are now set aside, and they can concentrate better.

For more information on enrolling your child in summer tutoring, please use the contact information in the right hand column, and do not hesitate to contact an ASP representative today! Time is valuable, and tutoring is affordable. We look forward to helping your student reach his or her individual and academic goals!

Retaining what we've learned

Chances are good that once summer break is announced, your student of choice is going to put their brain on auto-pilot. That is, for three solid months, they will no longer contemplate anything academic, but rather, dwell in the world of video games, Ipods, and text messaging. To combat this, there are a number of different strategies that both parents and mentors can use to keep "mental freshness" at its peak.

1. Limit electronics time. Yes, this means you will have to establish and enforce rules or expectations. However, it also means that your student will be forced to pursue things that encourage creativity, be that art, writing, or some other area of interest such as athletics. Don't be afraid to shut off the Playstation for a while, and let your child breathe some fresh air.

2. Family game night. I know this sounds old-fashioned, but sitting down and spending time recreationally as a family has more proven benefits than just sharpening your playing skills. Board games open lines of communication, serve as a round-table for family enjoyment, and strengthen bonds that may have grown lax during the school year.

3. Vacationing with your student. Sure, sending kids to camp is a time-honored American tradition, but how much better will you get to know your child if you actually travel with them? Pick a familiar spot for grown-ups, and share your wealth of knowledge. The new experiences will be an opportunity for both the adults and the youths, and your child will value the time spent on them. You already ship them off all year to school; why not engage with them while you can?

By following these three tips, and increasing the time your child spends pursuing valuable experiences, when the traditional school year rolls around, the student will return refreshed, revitalized, and rejuvenated, ready to learn once more.

End-of-the-school-year blues

That's right; I said blues. As much as we teachers like to think that the end of school is liberating and a time for rejuvenation before another school year starts, it is equally a time of melancholy and bittersweet reminiscence.
Every year, there's another batch of kids that I grow close to. And every year, that group moves on and new students who have just as many positive assets come through my door the next fall. Even so, there are parts and pieces of every student that I will miss, though some moreso than others.
I think of Chris, who came to my classroom at least 10 minutes early every day before first period, just to talk and dissect life's issues. He'd come wheeling up on his California-style skateboard, his grown-out mohawk flapping in the breeze. Propping up his board against the back counter in my room, he'd then sit down with his unspilled cup of coffee.
Then, this 15-year-old caffeine addict and I would re-hash some of the recent campus events, and I'd weave him a few tales from my younger days that usually somehow related to our discussions. From water balloons to the negative side effects of smoking, there weren't too many topics that we didn't cover. Politics and religion, while taboo to most adults, were not unexplored by us, and we came to the consensus that, if everyone just sat down and talked things out like we did, we could manage to achieve world peace.
Yeah, I'll miss Chris, but next year is coming, and I'm sure there will be some new Chris, Joe, Lacey, or Mandy among the bunch that I will once again grow fairly attached to before June rolls around once more, and I have to bid them goodbye as well. Nonetheless, seeing your special kids move on is, in its own way, both rewarding and depressing. At least summer vacation will be here soon, and my mind and body will travel to other places. For now, a simple blog is the best I can do to commemorate those students who have been more than just pupils, they've also been some of my best teachers. Thanks for the lessons, guys, and best wishes for the future.

The volleyball in the fountain

At the school where I teach, we have a large reflecting pool near the middle of the campus. In its center, there is a fountain that shoots water straight up into the air, and around that, there are all kinds of water lilies, weeds, and cattails.
As I was walking past it the other day, I noticed something rather strange: A white, leather-clad volleyball was buoying about in the pool, jostling its way from lily pad to lily pad. I'm not exactly sure how it got there; after all, the volleyball courts are tucked away on the far north side of campus, and there are a few in the gym, which is on the far south side. So, for the volleyball to be there, someone had to have transported it a good distance from its original home.
A thought occurred to me as I stared at that volleyball: How many of our students feel exactly like that? How many of them see themsevles as a strange, alien presence in an otherwise placid location?
The interesting thing about learning disabilities is their complexity -- they take all different forms, and exhibit themselves through various manifestations. Our students sometimes experience the propensity to have the "fish out of water" syndrome. They don't really "fit in" wherever they may be, and so they are a bit like that volleyball: very functional when used for its given purpose, but very obtuse when displaced.
I fetched the volleyball out of the pond, and took it back to the north side volleyball courts. Lying there in the middle of the white sugar sand, it seemed to breathe a sigh of relief from the rigors of the fountain. In my schools' classrooms, teachers make it a point to "rescue" kids who seem to feel like they're in a similar situation -- putting them at ease by using their strengths and their knowledge to prove that they, too, have a valid purpose and a function. In the end, no child should feel like they are the volleyball in the fountain, and as educators, we need to make it our mission to see that they don't.

Teaching responsibility

"I don't need to do this work right now," Jose told me one day. "I can just make it all up at the end of the nine weeks, and it'll still count the same." He reclined back in his desk chair, proud of his ability to manipulate a charitable and generous system.
"You're right, Jose. You can make this up at the end of the nine weeks," I stated. "But how are you going to make this up when you already have fourteen missing assignments over three weeks?"
He looked consternated. "Man, I ain't gotta worry about that. I'm good," he rationalized.
Jose would not do the work that day, or any other. The end of the nine weeks came, and he did not make any of the work up. He would repeat ninth grade English again next year.
To give the student credit, Jose's faults were not entirely his own. The United States educational system at large has generated an entire class of students whose belief is that, "If I don't do it now, they'll always give me the chance to do it later."
This mindset all started innocently enough. A few compassionate teachers decided that some of their unmotivated students would thrive better if they were allowed extended time to complete assignments. That notion, in and of itself, is not incorrect. The problem arose when, street-smart and system-savvy kids realized that they could exploit the good intentions of their teachers. Why even come to class if I can get all the work at the end and still get good grades?
Teachers and parents have got to work together to overcome this prevalent attitude among today's students. We have exercised our compassion long enough, and now is the time for a return to the ethics of personal accountability and responsibility.
How will our students ever be prepared for the "real world" if they are led to expect reward for procrastination? In any job, the expectation is that you will dutifully perform your task, and that you will do so promptly. By enabling our students with this "do it later" lethargy, we are setting them up for failure.
In every place and time within our society, there are boundaries and limits; concrete rules that are widely known and observed out of a sense of safety and well-being. Such boundaries should exist within the classroom as well -- time limits for make-up work, a given number of points deducted for tardy assignments, and other measures help students grasp the idea that for every bad decision, a negative consequence is attached. This is not to say that we should return to the days of finger-smacking with rulers or other antiquated disciplinary measures, but it is intended to be a wake-up call. If we don't set our kids on the course toward personal responsibility today, our modern-day recession will look like a Sunday picnic in comparison to the world that lies ahead. Prepare them today for the future of tomorrow.

Student Organization: It can happen!

As a former student myself, I always dreaded hearing that tired old phrase at the beginning of every school year: "This year, you will be keeping a folder of your work." Have me do the work, have me correct the work, have me help others with their work, but please, please, PLEASE don't make me manage my work by organizing it.
As an overtly right-brained pupil, organizing anything (my room, my school supplies, my time) was a great challenge. I would much rather have simply done the assignment, and then forget its existence.
This attitude remains pervasive among today's students as well: "I'll do the work, but do I have to keep up with it?" is a common question I'm asked at the outset of every year. In my classroom, however, we don't keep folders. We generate portfolios, and the contents of those portfolios are a source of pride at the end of every school year.
Work that demonstrates real progress or proficiency is kept inside a brightly-colored and labeled file folder, and that folder is kept in the classroom among everyone else's. This eliminates the "I left it at home" excuse, as well as the "I forgot to put it in there" excuse. The whole process is overseen right there in class.
For parents struggling with a student whose lack of organization is becoming problematic, here are a few solutions:
1. "A place for everything, and everything in its place." This was a favorite expression of my great-grandmother, and it still holds truth today. Many times, students don't organize because they fail to understand the expectations. If you want a child to put shirts in one drawer, pants in another, underwear in a third, and socks somewhere else, then this process and its outcomes should be thoroughly explained and modeled for the child in question. I would not expect my students to know which tray their work is turned into at the beginning of year, especially if I had never told them what our system of organization requires. Likewise, parents should not expect their children to hang up dress clothes or place items into a hamper or basket if such an expectation has never been made clear. An ounce of prevention is worth a pound of cure, the old saying goes.
2. Those in glass houses shouldn't throw stones. Look around your own computer area, family room, kitchen, or elsewhere. Are the items there neatly packaged and stored, or is it an area of chaos and bedlam? One cannot expect children to maintain standards that are not realistically followed by the adults who assert them.
3. Label it. By providing labels on drawers, storage units, and other available spaces, your child will know what goes where, whether they're six or sixteen. There are age-appropriate ways to do this -- You wouldn't for instance, use Disney princess font to label areas in the room of a 13-year-old boy. Therein is a formula for total meltdown.
4. Be consistent. If the expectation has been made clear that item A will go into storage space B, then follow through with that expectation and enforce it. The time has never existed when we could rationally expect our kids to be self-monitoring. They still need guidance, they still need help, and they still need to know that you're in control of every situation under your roof, even if it seems minor. It's called a sense of stability, and children of today need it badly.

By following these few tips (and others from organizational experts), your child can excel at becoming the ship-shape model citizen that you envision him or her to be. No, it won't happen overnight. No, it might not always happen the way you'd planned. But yes, children will gain a greater sense of security and a feeling of contentment from the knowledge that their world is orderly, structured, and sound. It's never too early to begin laying a foundation for success, and this is one positive way to start.

Summertime Blues

Experts have asserted that students lose up to three months worth of learning over the summer break. Part of this has to do with the fact that students spend a majority of their summers in a sedentary and lethargic state, with their posteriors parked in front of their computer, their video game console, or loitering somewhere pointless with friends (the front entrance of Wal-Mart or the mall are likely candidates).
There was a time in our great country's history when summer meant swimming, baseball in the neighborhood, and big pitchers of lemonade, usually being sold by kids in front of their house. It also meant a lot of time spent outside, getting dirty. This post is not meant to become a rant about how "today's generation of kids" won't dare to get active, but in many cases, such a statement contains resounding truth. When I assign an essay at the beginning of the year about my kids' interests, inevitably the phrases "chilling" and "hanging with my friends" predominate any written matter.
So how does all this "chilling" affect students academically, you ask? Quite simply, time spent outside the academic environment is usually time spent unengaged -- that is, doing nothing that enhances one's cognitive functioning. How do we as parents and teachers prevent this scholastic atrophy? One way is by providing kids of all ages with the opportunity to flex their thinking muscles. I am not in any way advocating year-round school; to me, that seems like cruel and unusual punishment for both students and teachers. However, I am advocating that parents take the responsibility of providing their child with the occasional chance to demonstrate what they've already learned.
How can we do this? Summertime tutoring is one way -- if your student has an area where they face particular challenges, summer is a great time to get him or her caught up before the new school year begins. Should this tutoring diminish children's recreational time? Certainly not. In fact, summertime instruction should simply be a supplement to the season's larger objective: fun. No child wants to be subjected to the rigors of the classroom during a season intended for rest and relaxation. By the same token, though, no parent wants their child's brain cells to wither and diminish just because school isn't in session. Finding a happy balance between the two can make for a pleasant summer for both students and their parents.

Using Student Interests

For some struggling learners, the battle with school work is not one about difficulty, but instead, it is one of interest level. If a student is consistently bored with school work, chances are great that he or she does not see how the work applies to their life, now or in the future.
At Academic Success Partners, we tailor lessons to suit the needs as well as the interests of our individual students. If a student likes to skateboard but is having trouble in math, it becomes relatively simple to engineer problems about velocity and speed using skateboarding examples. If a student enjoys video games but is having trouble mastering issues like plot, setting, and characters, using those same video games' details can prove beneficial: What is happening in the "story" of the video game (plot)? When and where does the video game take place (Setting)? Who is the main hero of the video game, and who are the villains (characters)?
Tailoring student lessons to meet both their needs and interests proves beneficial both for the pupil and the teacher. Learning becomes easier when ideas are expressed in a familiar format, and when common points of reference are utilized. Today's students may not care about two trains leaving two different stations and meeting at a common point (a common word problem of yesteryear), but there is a great possibility that they will care about how long it takes for their new Ipod to reach their home when it is shipped from across the globe. Formatting lessons to meet the mindsets and expectations of today's generation can be challenging, but in the end, the rewards are great.

Encouraging Creativity

"I can't do it, Mr. Davis; I just can't," Emily lamented, staring at the blank piece of paper in front of her. The assignment was fairly simple: draw or illustrate one of the scenes from the short story we'd just read.
"I'm no good at drawing. I failed art," she explained.
With a calm and reassuring tone, I answered, "You're not being graded on your art for this. You're being graded on your effort."
She began to slowly pick up markers, one by one, and placed representative stick figures on the page. Then she scaled out some geometric shapes that became a house. The more she drew, the more elaborate the picture became. Details from the short story worked their way into the scene, and she explained each one as she sketched it out. By the time she had finished her "art," a vivd and real portrait of the story's plot had become plainly evident on the page. She beamed with pride, smiling her toothy, broad grin.
We posted Emily's picture and others from the class on our bulletin board just as we usually do. Emily's case is not exclusive -- millions of children think they have no creativity because their past has led them to this conclusion. With encouragement, patience, and dedication, even the reluctant student can express themselves. Here at Academic Success Partners, we believe in scaffolding students to support their abilities and develop the areas where they feel ill-equipped. It is this support that makes all the difference in the minds and hearts of our clients, and prepares them to succeed in school and beyond the classroom walls.

Real Education

If one listens to almost any self-professed educational guru on the market today, the conclusion may be reached that no education can take place without technology. And while it is true that we are living in an era that demands high-tech approaches to learning, some of the best methods are the tried-and-true practices of pedagogy.
Please, don't misunderstand me here: I fully believe that we as teachers need to utilize all of the technological resources at our fingertips, be that Promethean boards, SmartBoards, PowerPoint (which is quickly getting obsolete), or ELMO projectors and their kin.
However, having said that, allow me to assert a point here that needs establishment: Think of your grandparents for a moment. In my case, I had a grandfather who could do complex calculations in his head, and who had a better sense of American and World History than most college graduates of today. Why was that? His public school teachers took the task of teaching as their profession, and they performed their jobs with the utmost quality. As a result, "the greatest generation" was better educated with their high school diplomas than many workers today who have sheepskins from prestigious universities.
Did these same teachers use fancy electron microscopes, the latest software, and all of the other "bells and whistles" that we as educators use today? No, they did not. They took it upon themselves to ensure that every child in their classroom had grasped the knowledge that they needed before moving on. If the student had not achieved mastery of the subject, he was held back. It was just that simple. There was no such thing as "social promotion," and it was a mark of shame to be retained one grade or more. Students today have no such shame: we as a culture and a society have enabled them by applying convenient "learning disabled" labels to anything that was previously thought to be a simple personality quirk. This is not to say that some students are not truly learning disabled, as I know many who really do fit that category. But in some cases, parents of our current era have decided to rest on their accumulative laurels and play the "disabled child" card out of convenience. How simple it is to visit a doctor and have him or her prescribe Ritalin or similar drugs that are oftentimes unnecessary, if parents would simply give their child the tutoring or assistance they needed. Parents today are copping out of their duties, and using twisted science as a lackluster excuse in many instances.
Is it any wonder that our high school graduates of today have not memorized basic multiplication tables? Is it any wonder that our college graduates have no recognition of historic events like Normandy or Gettysburg? It is not.
Tragically, we are enabling and promoting a generation of self-proclaimed know-nothings. This learned helplessness can only be countermanded by the parents of this country standing up and saying, "No more! I will not inappropriately label my child in an attempt to justify their lethargy. I will not put my child on unneeded and dangerous prescription drugs for an inexistent condition. I will not be among the rabble of victims who have fallen prey to our society's victim mentality. No more!"
Stand up for your children, parents and teachers. It is the only way to get our country back on the true path to academic, social, and moral significance. Let's take back the minds of our students, and prepare tomorrow's generation to be even greater.

Appealing to the kinesthetic learner

I've always been a big fan of billiards. More particularly, nine-ball is really my game. It combines just the right amount of luck and skill to appeal to my inner 13-year-old. I never imagined, though, that my "abilities" as a pool player would become fodder for classroom teaching.
Over the past year, I've had three or four boys who don't really "get" a lot about grammar and mechanics, but they are incredible pool players themselves. I meet with the boys on Friday afternoons, and we shoot a few rounds of nine ball and eight ball at their residence hall.
But I'm not just there to show off my goods as a pool shark -- I'm engaging these boys in kinesthetic learning without their knowledge.
It's strange, how many grammatical analogies one can draw from a simple round of pool: The cue ball is your subject, the object ball your predicate. Pockets are a lot like punctuation -- they make the statement of silence at the end of the journey. Then, of course, there's the more complex matters of things like dangling participles, or as I like to call them, balls hanging onto the edge of the pocket. The wooden rack itself could be considered a conjunction: it groups all your ideas together in one cohesive package before the break. And so, the analogies and metaphors go on and on.
You see, these boys, whose last interests in life are sentence structure and writing skills, are all kinesthetic learners: those who learn through physical movement and tactile experience. As a result of our Friday afternoon pool tournaments, these same boys are some of the best grammarians and students that I now have. They've even taken their experience from the green felt and taught it to others around them.
Using a variety of learning styles and techniques, including kinesthetics, is one idea to improve any child's educational experience. Some pupils learn visually, others by sound, and still others, as we've said, learn just by shooting some balls around a table. Find what's best for your learner, and you've found the formula for success.

Bad spellers and other geniuses

For many years, there has thought to be a connection between those who violate spelling rules and those who are creatively gifted. Children who have difficulty spelling even easy words like "dog" and "cat" are often doing so, not because they don't know any better, but because they like the word better "their way." This mentality demonstrates an internal artist, one who is not content to do things conventionally or plainly.
Even so, bad spelling can be the bane of a parent's existence. It is disheartening, to say the least, to see papers returned with red marks all over them, or to receive notes from teachers suggesting improvement in the area of phonics or phonemic awareness.
Driving the artistic student to spell correctly is a lot like leading the proverbial horse to water: he or she won't necessarily "drink" from the fountain of spelling knowledge. To improve your child's spelling, a number of different techniques may be used that can prove fun and entertaining, if used correctly:
1. Sight word flash cards -- Used mostly in the primary grades, flash cards are a fun and engaging way of getting students to spell words with greater accuracy. Use the 5-second rule for beginners: allow them to view the word for a count of five, then hide the word and have them spell it back to you. Rewards may be given for each correct answer.
2. Technology -- Certain computer programs are now designed to assist students with spelling difficulties. You may wish to have your child type his or her papers using Microsoft Word or another program that has a spellcheck feature included, so that every time a word is misspelled, the error becomes both visible and fixable for the student.
3. Whiteboard "quizzes" -- Smaller whiteboards are inexpensive, and a great way to encourage student learning. One method to use with your child is saying words aloud, and having them write the word out on their mini-whiteboard. This way, even their errors can easily be erased and modified. As your child becomes more and more proficient with the language, their error rate will decrease, and their self-esteem will increase.

These are just a few strategies that parents and tutors alike may use to help the student who is struggling with their spelling. By following these and other techniques, even the worst of spellers or the most creative genius can find success in writing.

Handwriting improvement

"This is absolute chicken-scratch!" my mother used to lament, looking over my written work from primary grades and middle school. I, like so many other students, had my issues with fine motor skills, and teachers at that time were not the compassionate type. They had no strategies to make my handwriting better, and most of the time, the advice I was given fell into the category of "practice makes perfect."
Today, we know that such philosophy does not work for the student who has handwriting legibility issues. There is a vast array of techniques used to help those pupils whose handwriting could pass as hieroglyphics. Today, we'll explore just a few of those.

1. Writing guides: inexpensive plastic guides that keep your student writing in the allotted line or space, available at most educational or office supply stores. These work well for the student whose writing "falls off the line," or who have trouble keeping it straight.

2. Pencil grips: Sometimes, the problem isn't with the writer so much as it is with the writing instrument. By using inexpensive rubber or plastic grips, the writer's fingers are trained to assume the correct position for writing. Buying pens with specialized grips can also help a student to adapt the correct writing position.

3. Zaner-Blauser resources: This company has been the proven leader in handwriting improvement for decades. Their website is filled with helpful tips for stressed parents and their children who may have difficulty with manual writing.

4. A few quick tips: A. Don't stress too much if your student's cursive is less than calligraphy-quality. Cursive is largely being abandoned by some school districts as technology replaces manual writing with pen and paper. B. Sit beside your child to help direct their hand and fingers in the way that they need to go. Sometimes, a little extra parental attention can "fix" writing troubles at their source. C. If all else fails, consult an expert. Here at Academic Success Partners, we take pride in assisting students reach their fullest potential. Whether it's handwriting dilemmas or just plain trouble with subject matter, our field of academic improvement specialists is always ready to assist.

Benefits of "game show review"

Today in Mr. Davis's English class, we used the game show Jeopardy to review material that will be included on tomorrow's test. I've found that a lot of students really respond well to this method of review. It feels competitive, but kids work cooperatively to arrive at correct answers. The process maximizes student engagement and time on-task, and there isn't a lot of distraction from other sources.
Often times, students with disabilities have simply been overlooked or misdiagnosed as "low level" or some similar label when, in fact, some new strategy or technique simply needs to be used on their behalf. At my school, we emphasize and utilize the strengths of each individual student so that their learning is optimal. As a tutor, I use this same idea when identifying "trouble areas" as well as potential assets of each client.
By using the positive attributes of each student, learning occurs more effectively and has a more lasting impact.

5 Questions to ask your child's teacher

If your student is struggling with one or more classes, chances are good that the teacher isn't considering all of your student's needs. A tool that may help the teacher to diagnose and respond to those needs is your child's IEP, or individual education plan. Most districts and even private schools keep these forms on file, and the documents reveal how your child learns best. A quick glance through the IEP will tell the teacher exactly what approaches need to be taken to ensure your child's success in school.
When your child comes home with a "bad" report card, schedule a conference with the teachers whose grades are the lowest. Without being judmental or accusatory, you may wish to pose the following questions:

1. Are you familiar with my child's IEP?
2. What accommodations, modifications, or differentiations are you using to address his/her needs?
3. How do you reach learners with varying exceptionalities? What are some of your classroom practices to address these students?
4. How can I help you to help my child? What other information do you need?
5. Academics aside, how is my child behaving in your class? Are there any behaviors that need to be addressed?

By posing these five questions, a parent should be able to tell just how professional and how credible their child's teacher really is. A teacher who stammers and stutters over the answers to the above is probably poorly prepared, or just incapable of handling the responsibilities of diverse learners. However, a parent should not rush to conclusions about a teacher based strictly upon their child's grade. By talking out any issues that are present in the classroom, parents, teachers, and students can find greater contentment with school and home life.

Help for students with disabilities

Here at Academic Success Partners, we specialize in reaching those students who were previously thought to be unreachable. Our staff is comprised entirely of teachers who are state-certified, and who have years of experience in helping students who have been diagnosed with ADD, ADHD, Autism, Aspergers, and the range of other complexities that sometimes complicate the learning process.
The one-on-one attention each client receives is revealed in their report card grades, and in the positive behavior comments that teachers issue. Allow your student the opportunity to succeed; contact Academic Success Partners today!