Current Status Evaluation
Utilizing the M.A.A.P.S. process, the Current Status Evaluation provides: (1) an in-depth review of prior records, reports, observations, work samples, test data, and prior interventions (strategies and accommodations, both successful and unsuccessful), (2) a current view of the student’s functioning within the past six months, and (3) a preview of the student’s functioning in the context of future demands. These three perspectives, knit into the M.A.A.P.S. process, provide a basis for understanding the student’s past experiences (both success and failure) and provide parents and staff with (4) clear recommendations for the future.
The Strengths-Based Evaluation turns the table on the “typical” evaluation by focusing on and searching for the student’s strengths and abilities. The Strengths-Based Evaluation is based on the incredible importance of the student (along with parents and school staff) understanding his/her unique gifts and abilities. Armed with this knowledge, the student is able to leverage his/her abilities, set goals, optimize strategies and self-advocate. The Strengths-Based Evaluation also provides the student (and others) with a solid foundation for understanding and responding to areas of academic challenge.
The Diagnostic Evaluation is an in-depth, highly specialized and detailed assessment that provides deep clarity and understanding of the student’s day-to-day successes and challenges. Additionally, this level of diagnostic evaluation is undertaken to determine the existence of specific disabilities using current diagnostic criteria. This evaluation sets the diagnostic foundation for the creation and documentation of specific interventions and accommodations. Embedded in this process are the essential components of transition planning from one academic school venue to another (e.g., middle school to high school, high school to college, school to work).
Academically Talented/ Exceptionally Proficient Learner Evaluation
Children/students with remarkable academic skills, exceptional thinking, reasoning, problem solving …. linked with their emotional and social development…What are their needs? Strengths? Struggles? Remarkable gifts need understanding, challenge, nurture and planning. The parent(s), the teacher….What is their job? What are their challenges? “Uniquely known…uniquely trained.” How does this apply to students with exceptional gifts?
CLC Network Evaluation Services staff are committed to a discovery of individual strengths and providing the students opportunities to develop these strengths. Using the M.A.A.P.S. process, parents, the student and educators are provided a specific and in-depth understanding of the child’s unique gifts of “Mind” and “Heart.” This thorough understanding, coupled with other CLC Network staff and community resources, leads to a balanced, carefully crafted Student Success Plan.
Executive Function(s) Evaluation
Contemporary neuroscience continues to advance the importance of Executive Functions (i.e., executing ability) as an essential component of and explanation for disrupted student learning and/or production/output (i.e., executing what you know). These executive functions, also understood as the “orchestra conductor” of the mind, are critical as students are required to “do” or “execute” increasingly complex tasks independently and quickly. These executive functions of the mind closely parallel the multiple tasks required of the orchestra conductor of a symphony. Some of these readily observable conductor tasks include: organizing, prioritizing, starting, and focusing on the musical score while looking ahead for what is coming next. The conductor manages the multiple sections of the orchestra, bringing in each section at just the right time, at just the right speed with just the right volume.
One could add to this analogy that the various sections of the orchestra (e.g., percussion, brass, strings) are similar to key neurodevelopmental systems of the mind, such as language, memory, thinking, reasoning, and concept formation. If the performance or output of the orchestra is clearly disappointing in light of the abilities of the individual sections, one would want to check the effectiveness of the orchestra conductor as a possible explanation for the under-performance. So, too, when a student’s daily functioning in school achievement or school performance (e.g., grades, homework, written expression) is disappointing in light of his/her substantial abilities of language, memory, and thinking, these key executive functions are a potential reason.
Complex Case Evaluation/Consultation
Complex Case Evaluation/Consultation brings together a multi-talented, trans-disciplinary team of psychologists, social workers, learning specialists, and medical personnel to deeply and thoroughly understand and plan for students experiencing the most significant disruption to their day-to-day functioning within academic, school productivity, behavioral, emotional, and interpersonal arenas. The combination of neurodevelopmental, psychological, medical, spiritual and family systems perspectives provides the basis for accurate interpretation and thorough planning.
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