When you call Kingfisher Learning, you will have the opportunity to speak directly with an expert: Melissa King, not a receptionist. Melissa will listen to your story and determine what type of evaluation makes sense, or even whether or not a full evaluation is appropriate. Our goal to answer your referral questions, not subject students to unnecessary testing, and recommend other professionals when necessary.
First, we will schedule the date for the evaluation. We ask that you set aside about six hours (breaks are taken including an hour break for lunch). Parents, college-age students, and teachers of kindergarten through high school seniors will be asked to complete informal questionnaires. We also have a form for students to learn more about their interests and strengths, and when appropriate, their perceptions of their executive skills. Other forms may be requested depending upon the nature of the referral question, i.e., there may be forms related to giftedness, executive functioning, or behavior in general. A scheduling letter with the informal and formal questionnaires, and possibly a Release of Information form, will be mailed or sent electronically. The scheduling letter gives an overview of the process, logistics, how the day will flow, what to tell students about testing, as well as information about payment.
What to expect: On the day a student is seen, a brief pre-evaluation conference with parents and student or the adult student alone will be held during the first 15 minutes or so. During this time, we will go over forms received, clarify the reason for referral, and discuss other relevant concerns/questions.
For evaluations that address questions about ADHD, Anxiety, Depression or other mental health diagnoses, we collaborate with Kevin Figueroa, LICSW. Kevin will require additional forms and times to interview parents (required for students under 18) and student.
Though we call them “tests” students cannot fail. The measures we use assess strengths and areas in need of strengthing. We get to the root of the matter, answering “why” an individual is being challenged. Our assessments provide information that can be used to determine special education eligiblity; however, not all children with a learning disabilty meet the VT criteria for special education. We use scientifically based best practices for identifying learning disabilities that are mild, moderate or severe. Some children may need more than one appointment, though we start with a single visit. (Often the short duration of tasks, the one-on-one attention, and the novelty are sufficient to sustain focus, energy, and motivation).
When all assessments are complete, we offer a brief summary and post-evaluation conference. In four to six weeks you receive a comprehensive report that analyzes and synthesizes the data, answers the original questions, and provides recommendations for home and school. After you have received and read the report, we meet again to go over the findings, clarifying and responding to questions, as well as discussing the “so what”: Now that you have this information, how do you make the most of it?