Tutoring & Testing

AIM's Tutoring Center provides diagnostic and prescriptive instruction that is tailored to meet each student's needs. The tutoring services cater to children in grades 1-12 and range from teaching reading readiness skills to providing remediation and support in various academic areas. Tutors also provide assistance with executive functioning, study skills, and organization of time and schoolwork so students can be successful in all academic areas.

Online tutoring or in-person tutoring is available to support ALL learners, regardless of whether or not you currently attend AIM Academy. AIM tutors work with students from many area schools.

Based upon the student’s progress, continued tutoring may or may not be prescribed. In many cases, students do not need extended periods of tutoring. Typically, as a student acquires skills, learns how to use strategies to his or her advantage and begins to function more independently, a recommendation will be made for tutoring to be discontinued.

Other times, our tutoring suggests that a student may need a different educational setting. In these cases, our tutors, as well as our school psychologists, are available to assist parents with the decision-making process.

Tutoring may take place before, during or after school hours. A minimum of two sessions per week, preferably three, is recommended. Less than two sessions a week does not provide to continuity and consistency necessary to maintain progress achieved during tutoring sessions.

Tutors are certified teachers at AIM who are trained in their areas of expertise such as reading, writing, and math. When the Wilson Reading System® and the other Wilson^® programs including Fundations®, Just Words®, and Wilson Fluency® are delivered with fidelity and prescribed by a qualified and certified teacher or tutor, they produce measurable results. AIM understands that a critical factor for student success is teacher knowledge, therefore, AIM upholds the highest standards for Wilson® training and certification for all of our tutors. AIM's faculty has the expertise for teaching reading and writing to non-readers and poor readers of all ages.

Tutors are primarily:

• Master teachers at AIM Academy who have teacher certification in special education and the areas in which they teach
• Graduate students with teacher certifications
• Certified special education teachers with additional training in the Wilson Reading System® or specialists in content areas (e.g. writing, chemistry, calculus, geometry) who are matched with students requiring their particular expertise

Students come to us in one of three ways: parents of students call directly requesting tutoring, teachers recommend tutoring to parents of students in need of support, or other schools and professionals (i.e. psychologists) recommend tutoring and contact AIM for available tutors.

Tutors are matched to students based upon the type of tutoring needed and the particular area of expertise, the age of the student as well as the student's personality, and the time (hours, days, number of lessons per week) required.

Once an appropriate tutor is matched with the student, a contract is signed by the student's parent prior to the start of tutoring.

To get started, please complete the tutoring application form.

You will be asked to provide as much information as possible to help find a tutor that best suits your child’s needs. Information such as recent psychoeducational testing, report cards and current teacher recommendations are very helpful with this process.

For additional information about the Tutoring Center, call 215-483-2461.

Complete Tutoring Application Form

Comprehensive psychoeducational evaluations identify areas of strength and need across cognitive, executive, academic, social/emotional and behavioral domains. This results in a diagnosis, instructional recommendations, and planning future educational programming. This is accomplished through interviews, consultations, records review, observations,and the administration of standardized assessments and rating scales.

It is important to learn as much as possible about a student in order to make a correct diagnosis and provide valuable recommendations to the home and school.

The battery of assessments is individually designed to address areas of concern, but all evaluations contain:

• A detailed developmental history that addresses academic, physical and social development.
• A thorough review of all school reports, previous evaluations and other pertinent data regarding the student's academic, medical and social development
• Observations of the student in their current classroom environment; interviews with relevant school personnel; and teacher input in the form of questionnaires, rating scales, or classroom assessments
• If applicable, and with the parents' consent, conversations will also be held with the student's tutor, therapist, and other involved individuals.
• A formal evaluation consisting of an individually administered battery of tests to measure intellectual ability, perceptual and perceptual-motor functioning, language and processing skills, executive functioning, academic achievement, learning style, visual and auditory memory, attention and concentration and social/emotional adjustment. This evaluation may take place over multiple sessions in order to obtain an accurate representation of a student’s current functioning.
• A feedback session with the parents to discuss the results of the evaluation and recommendations.
• The student may also have an individual session to learn the results and discuss the recommendations
• A written report that includes recommendations for the teachers and the parents. This report is property of the parents who can chose to submit the results to the school. The evaluator will be available to speak to those who will be involved with the student and answer questions regarding the the report.

Please complete an Outreach Services Interest Form