Group Courses

Bill is in the eighth grade at a local public middle school. While his grades declined slightly when he started middle school, his parents attributed to his adjustment to the larger environment. However his grades began to drop sharply.

Lila is an extremely conscientious eighth grade student who puts in many hours with homework each night. She often gets extra credit for the projects and activities she does at home, yet does poorly on tests.

Mike is an eleventh grade student and a highly gifted athlete. While he is extremely successful on the playing field and can recite statistics for any team or player, he is failing biology. Mike maintains that he can’t remember the information when he has to take tests.

Josh is a twenty-year-old who graduated two years ago, and struggled throughout high school. He was diagnosed with ADHD at the age of ten, but never received any special education services or accommodations in school.

Although Todd was considered “gifted” early in elementary school, he is currently failing middle school English. He previously was in the top reading and math groups and always found homework to be a breeze.

Mary is a bright student who attends an accelerated independent school. Over the years, her parents have noted that she takes many breaks while doing homework; work that should have taken her one hour, often takes two or three.

Sam is a happy and energetic 3-year-old boy who enjoys playing with cars and going to the playground. After his pediatrician voiced concerns for possible speech/language delays at his 2-year well visit, Sam’s parents pursued early intervention services.

John is well liked by peers and teachers, and has many friends. He did fine in middle school with his parents’ close involvement; they checked his homework every night and frequently monitored his grades on “Edline.”