Yes! We specialize in dyslexia as well as undiagnosed reading challenges. We have a wide variety of strategies and programming to specifically meet the unique needs of our dyslexic students. We aim to identify and build the underlying learning skills that are causing reading to be more difficult than it needs to be.

Yes, all of our students are matched one-to-one with one of our highly trained clinicians. Working one-on-one allows our sessions to be targeted, intensive, and individualized to address the specific causes of each student's struggle.

Each of our students are individually matched with one of our highly trained clinicians. We consider personality, teaching style, and who we feel will be the best fit to move each student forward. All of our clinicians are trained in the same programming and techniques, and we all receive intensive and ongoing training to ensure the best outcomes for our students.

Typically families start noticing progress within the first few weeks. We expect to see noticeable, positive changes by the first progress report meeting (after 6 weeks of training). Our goal is for students to be the most comfortable, efficient, and independent learner their potential allows. How long this process takes will depend on the number and severity of challenges as well as the frequency and intensity of sessions. We view every session as an assessment and expect to make changes each time we train.

Yes! We specialize in working with diagnosed ADD/ADHD as well as undiagnosed attention challenges. When we work with attention, we always ask if attention is the root or a symptom or other weak learning skills. We use a wide variety of tools and programming to target the specific underdeveloped skills that are leading to the attention challenge.

No, because we fall under the education umbrella and not medical, we are not successful with insurance. However, we do have families use Health Savings Accounts (HSAs) and Flexible Spending Accounts (FSAs) to help pay for services.

Once a student is matched with one of our clinicians, we find days and times that work for both the clinician and the family. Sessions are typically scheduled twice a week for an hour to an hour and a half each day (2-3 hours total per week). Most of our sessions fall in the 3-7pm hours to accommodate our students in schools; however, we have morning and daytime hours as well. Once a schedule is set, we try and keep it as consistent as possible; however, our clinicians work individually with families to adjust times as needed.

Reading, attention, and learning challenges are most often the result of weak or inefficient underlying learning skills. They typically do not resolve with time or with traditional tutoring.

Many of our students have spent extra time on schoolwork, worked with a traditional tutor, been in various therapies, and gotten extra help and accommodations in school. All of these are great supports for students, but students find success with us because we address the underlying reason for the struggle and address the whole student and continuum of learning skills. Our approach is targeted, intensive, and comprehensive. We don't just accommodate or work around the struggle; we fix the underlying skills so students can become confident learners.

Our goal is to create independent and efficient learners. We want to bring each student up to their potential. While each student is different, we strive to correct the underlying cause of each struggle, so students can "take off" on their own.

Yes! We work with adults of all ages, from 20-30 year olds up to seniors. A lot of our adult clients want to improve their memory, attention, stress response, work efficiency, and overall quality of life. We have programs specifically designed for our adult clients.

We pride ourselves on each and every one of our students making progress in sessions. Because every student and every brain is different, our students progress at different rates. We work closely with families to make sure we're on track towards meeting their goals. Every six weeks, we have a progress report meeting with parents to check in on progress at home and in school and ensure we're meeting our goals. We define success as (1) having met the student goals, (2) having built the underlying skills to an automatic level, and (3) giving each student the tools and strategies needed to "take off" on their own.

Yes! We have students completely online and hybrid students who have one session per week in clinic and one online. We also offer in person therapy at our Duluth location.

Schools focus on academic skills. They don't generally address the weak underlying learning skills that cause students to struggle. Special education provides a valuable support for students but does not typically correct the problem. Support and accommodations in school are helpful in the moment, but are not a long-term solution.

Working on schoolwork may help him get by, but it will not correct the issues that are causing him to fail. Until the underlying skills are developed, he will experience this challenge year after year.

Typically the more people aware of your student's needs, the better. Supports and accommodations are great for students in the moment, but will not correct the underlying reason for the struggle. They do offer a way to work around the challenge and help students better access learning. Our ultimate goal is for our students to be able to work independently without accommodations, but they are there if needed.

Yes, we use a third-party company, Your Tuition Solution to help families lower the monthly tuition. We also have scholarships available for families in need. Families have also been able to use Health Savings Accounts (HSAs) and Flexible Spending Accounts (FSAs) to help pay for services.

The first step is to schedule a phone consultation with one of our clinicians. Click here to get started.