A Specialist for Every
Kind of Learner
Every student's brain is wired differently. Our team builds individualized support programs for ADHD, dyslexia, anxiety, autism, and more, turning learning challenges into genuine, lasting strengths.
Free consultation
We learn your student's history, challenges, and goals
Evaluation review
We decode test scores into a plain-language profile
Individualized plan
Goals, strategies, and accommodations built around your student
Weekly 1:1 sessions
Specialist-led coaching with regular family progress updates
PPT & school advocacy
We attend meetings and ensure the plan is implemented
Individualized, Not Templated
Every coaching program is built from scratch around your student's profile, strengths, and goals. No generic curriculum, ever.
Confidence Before Content
Students who feel safe to try, and even to struggle, develop the self-belief that carries them far beyond any single grade or test score.
Family & School Partnership
We collaborate with families, teachers, and care teams so support is seamless across every environment your student learns in.
every time
we interpret for families
& college students
Challenges We Understand
Our specialists work across a wide range of learning differences. Every approach is research-informed and built around the individual — never a one-size program.
Talk to a SpecialistADD / ADHD
ADHD looks different in every student. Some are daydreamers who can't hold a thought long enough to write it down. Others finish tests in half the time but miss every other question. We target the specific pattern, not just the label.
Anxiety
For many students, anxiety is the invisible barrier between what they know and what they can demonstrate. We build structured, predictable environments that remove the fear of being wrong, so students can finally show what they're capable of.
Autism (ASD) & Asperger's
We build individualized growth plans that maximize potential across the academic and social landscape, including:
- Abstract reasoning & cognitive training
- Communication & classroom transitions
- Sensory processing & mood regulation
- Reducing anxiety, building independence
CAPD
Central Auditory Processing Disorder means a student's brain doesn't consistently decode what their ears hear, making noisy classrooms and multi-step verbal instructions a minefield. We build compensatory strategies that work in the real world.
Dyslexia & Dysgraphia
These are processing differences, not intelligence issues. A student with dyslexia may be intellectually gifted yet struggle to decode a basic paragraph. We use evidence-based structured literacy methods to rewire the approach, not label the student.
Executive Function Deficit
EFD shows up as the student who forgets every assignment, can't start projects, or loses materials daily. We teach the underlying skills: planning, prioritizing, and self-monitoring, so they become habits rather than checklists.
Exactly How We Help
The difference between a great learning plan and a shelf-sitter is execution. Here's what our coaching actually looks like day to day.
Our work doesn't start and end with a tutoring session. We coach students on the skills they need in every academic context: organizing a binder, breaking a month-long project into daily tasks, and walking into a PPT meeting understanding every word being said about them.
Organization & Binder Systems
We build physical and digital organization systems tailored to how each student actually thinks: color-coded folders, weekly binder checks, digital calendar habits. Practical scaffolding that doesn't collapse after two weeks.
"Marcus had a different binder for every class but couldn't find anything in any of them. We rebuilt his system around one master binder with dividers he designed himself. Homework completion went from 40% to 90%."
Assignment Breakdown & Planning
Big projects feel paralyzing to students with EFD or ADHD. We teach project decomposition: breaking "write a history essay" into seven specific, manageable daily tasks with buffer days built in before the deadline.
"Sofia never started a research paper until the night before. We worked backwards from the due date to create a task map. She submitted her next one three days early."
Self-Advocacy Training
We teach students to understand their own learning profile and communicate it clearly to teachers. A student who can say "I need written instructions because I have CAPD" can navigate any classroom confidently.
"Jamie never asked for help. He just failed quietly. After 8 sessions on self-advocacy language, he started meeting with teachers proactively. His GPA improved by a full grade point."
Test-Taking Strategies
For students with anxiety or attention challenges, knowing the material isn't enough. They also need strategies for pacing, managing test anxiety, using extended time wisely, and recovering when they get stuck mid-exam.
"Priya would freeze on standardized tests despite knowing the content cold. We taught a four-step stuck protocol: skip, mark, return, guess. Her SAT score increased by 180 points."
Structured Literacy for Dyslexia
We use evidence-based structured literacy approaches (phonemic awareness, syllable patterns, morphology) to build reading from the ground up, alongside accommodations that let students access grade-level content now.
"By 4th grade, Eli read at a 1st grade level. With twice-weekly structured sessions over one year, he reached grade level and, for the first time, chose to read for fun."
Progress Monitoring & Data Review
We track student progress systematically and share it in plain language with families. When a strategy isn't working, we adjust quickly. Not at the next evaluation cycle, but at the very next session.
"When one student plateaued on fluency, we caught it in week three through biweekly progress notes and switched approaches immediately, saving months of lost progress."
Navigating PPT Meetings with Confidence
A Planning and Placement Team (PPT) meeting can feel overwhelming. It's a room full of specialists discussing your child in acronyms you've never heard. We prepare families so they walk in as informed, confident advocates, not passive bystanders.
Pre-Meeting Document Review
We review all evaluation reports, prior IEPs, and progress notes with families before the meeting, translating clinical language into plain English so parents understand every number, score, and recommendation on the table.
Goal & Accommodation Analysis
We assess whether proposed IEP goals are specific, measurable, and meaningful, not just legally compliant. We evaluate which accommodations are appropriate: extended time, reduced-distraction environments, oral testing, assistive technology, and more.
Question Preparation & Role Practice
We help families draft specific, pointed questions to ask the school team. We also role-play the meeting dynamic so parents know when to push back, when to ask for clarification, and when to request an independent evaluation.
In-Meeting Advocacy
We can attend PPT meetings alongside families as an advocate, ensuring the student's needs are accurately represented. After the meeting, we review what was agreed upon and help monitor implementation of the plan.
Transition & Annual Review Preparation
As students age, PPT meetings change significantly: transition planning at 14, post-secondary goal-setting, and change-of-placement decisions. We help families prepare for these milestones before they arrive, not after.
Know Your Rights as a Parent
- You have the right to request an Independent Educational Evaluation (IEE) at school expense if you disagree with the district's evaluation
- You have the right to bring an advocate, attorney, or specialist to any PPT meeting
- You can reject any part of a proposed IEP; services must continue while disagreements are resolved
- You can request a PPT meeting at any time, not just on the annual review cycle
- IEP goals must be measurable and progress must be reported as often as for general education students
ConnectPrep review flagged: Written Expression goal needs revised benchmarks and a strategy change. We drafted updated goal language and three supporting strategies for the family to present at the meeting.
Interpreting the Tests Administered to Your Child
Educational evaluations produce dozens of scores, percentile ranks, and confidence intervals. Most of these are never clearly explained to families. We decode every number and turn it into an actionable coaching roadmap.
When a school or private psychologist conducts an evaluation, they're measuring specific cognitive, academic, and behavioral processes. Understanding exactly what was tested, and what each score means, is the first step to building real support.
We review evaluation reports with families in plain language, identify the scores that matter most for your student's specific challenges, and explain how those scores translate into classroom accommodations and daily coaching strategies.
WISC-V
The most widely used intelligence assessment for children ages 6 to 16. Produces a Full Scale IQ plus five index scores that each reveal different cognitive strengths and challenges. A student may have a high Verbal Comprehension score but a low Processing Speed index. That means they're bright but slow, which can look like laziness without this context.
- Verbal Comprehension (vocabulary & reasoning)
- Visual Spatial reasoning (patterns & puzzles)
- Fluid Reasoning (analogies & matrices)
- Working Memory (holding & manipulating information)
- Processing Speed (pace of simple visual tasks)
- Full Scale IQ (composite score)
WIAT-III / WJ-IV
These tests measure what a student has actually learned across academic subjects. When compared to a cognitive ability score, achievement testing shows whether a student is performing at, above, or below their intellectual potential — a key indicator for learning disability identification.
- Word reading & pseudoword decoding
- Reading fluency & comprehension
- Spelling & written expression
- Math calculation & problem-solving
- Oral language & listening comprehension
- Early reading & phonological skills
CTOPP-2
The gold-standard assessment for identifying dyslexia. It drills into the phonological processing skills that underlie reading: awareness of sound structure, rapid naming, and phonological memory. Low scores are the clearest indicator of dyslexia even when general IQ is average or high.
- Phonological awareness (rhyming, blending, segmenting)
- Phonological memory (digit & nonword repetition)
- Rapid Automatic Naming (letters, digits, colors)
- Elision and blending of nonwords
- Memory for digits forward and backward
BRIEF-2
Unlike performance-based tests, the BRIEF-2 is a rating scale completed by parents and teachers, capturing how executive function challenges show up in real daily environments. The gap between parent and teacher ratings often reveals environment-specific struggles crucial for planning targeted support.
- Inhibition and impulse control
- Self-monitoring and awareness
- Planning, organizing, and prioritizing
- Task initiation and completion
- Working memory in daily life
- Emotional regulation and control
- Cognitive flexibility and shifting
Conners-3 / BASC-3
Behavioral rating scales completed by parents, teachers, and (for older students) the student themselves. These assess the full spectrum of attention, hyperactivity, anxiety, and adaptive skills, and can distinguish ADHD from anxiety disorders that often look nearly identical on the surface.
- Inattention and hyperactivity/impulsivity
- Executive function in everyday context
- Anxiety and depression symptoms
- Aggression, conduct, and peer relations
- Adaptive skills and functional communication
- School behavior and learning problems
ADOS-2 / GARS-3
The ADOS-2 is the most widely used observational assessment for autism: a structured play and conversation interaction scored by a trained clinician. Together with the GARS-3, these tools assess the social communication and behavioral patterns that define ASD across different ability levels.
- Social affect and communication quality
- Restricted and repetitive behaviors
- Joint attention and eye contact
- Reciprocal social interaction
- Imaginative use of objects and play
- Stereotyped language and echolalia
SCAN-3 / APD Battery
Typically administered by an audiologist, these tests assess how the brain processes what the ears hear, not hearing acuity itself. A child can pass a standard hearing test and still have significant CAPD. These tests pinpoint exactly where in the auditory processing chain the breakdown occurs.
- Filtered word recognition in noise
- Auditory figure-ground discrimination
- Competing words (dichotic listening)
- Temporal processing and gap detection
- Auditory memory and sequencing
- Binaural integration and separation
TOWL-4 / Beery VMI
These assessments separate writing into its component parts: forming letters, spelling, vocabulary choice, sentence construction, and coherent composition. For students with dysgraphia, scores often reveal a dramatic gap between what a student can say aloud and what they can put on paper.
- Spontaneous writing fluency and output
- Spelling and sentence combining
- Story composition and organization
- Visual-motor integration (copying forms)
- Visual perception (no motor component)
- Pure motor coordination
We Translate Every Score Into an Action Plan
A score of 78 on Processing Speed tells you something is slow. It doesn't tell you whether to use text-to-speech, give extended time, reduce visual clutter, or break tasks into smaller chunks. After reviewing any evaluation with a family, we produce a plain-language summary of what each score means, how it shows up in the classroom, and exactly what our coaching sessions will target as a result.
Comprehensive Special Education Services
Beyond one-on-one coaching, we offer a complete suite of services to support students and families through every stage of the special education process.
Evaluation & Assessment Support
We help families prepare for and interpret comprehensive evaluations, explaining what each test measures, what the scores mean, and how to use those findings to advocate for the right services.
IEP & 504 Plan Development
We assist in developing and reviewing IEPs and 504 plans, ensuring goals are specific and measurable and accommodations fit the student's actual needs rather than just the district's default offerings.
PPT Meeting Advocacy
We attend PPT meetings alongside families, help them ask the right questions, and ensure the agreed-upon plan is actually implemented and monitored, not just filed away.
Behavioral Support & FBA
Functional Behavioral Assessments identify the root cause of challenging behaviors. Behavior Intervention Plans built on strong FBAs produce lasting change; those that don't are rarely effective.
Educational Record Organization
We help families build organized, chronological records so nothing gets lost and every meeting starts from a position of strength.
"ConnectPrep walked us through my son's evaluation report line by line. For the first time, we understood what his ADHD actually looked like cognitively, and exactly what to ask for at his PPT. Total game-changer."
"Our daughter's WISC showed a 30-point split between verbal and processing speed. ConnectPrep explained exactly what that meant for homework, test-taking, and which accommodations to request. No one else had ever explained it that way."
"We were intimidated by PPT meetings. ConnectPrep helped us prepare specific questions, reviewed the proposed IEP goals before we signed anything, and attended the meeting with us. The school took us so much more seriously."
Let's Build the Right Plan
for Your Student
Reach out for a free, no-pressure consultation. We'll review your student's profile, explain their evaluation results in plain language, and map out exactly what support looks like.
What families say