The Learning Center

Brainerd Baptist School provides a high-quality comprehensive academic program in a loving, Christian environment to develop children into positive, contributing influences in the community and the world. The Learning Center at BBS supports this mission by providing individualized academic services to students who have more significant needs. The goal is to give these students equal access to the learning environment, not to provide an advantage over other students or change the content of instruction. Qualifying students who come to the Learning Center will find a safe, quiet space with Academic Counselors who will help them achieve their goals using tools and strategies that work best with their unique strengths and abilities.  

When a student’s teacher and parents have identified a need, they may be referred for outside academic testing. The results of these assessments help guide the types of interventions and accommodations that students will receive in the classroom and also the Learning Center. Interventions may include speech or occupational therapy, a specialized reading program, or math remediation groups. The following are some examples of accommodations students may receive. Learning disabilities are unique to the individual and accommodations for a specific student must be tailored to them.

  • extended time, typically time and a half

  • take exams in a room with reduced distractions

  • the assistance of a reader, scribe, or speech-to-text

  • the option of an oral exam

  • use of a calculator/multiplication chart

  • use of graphic organizers or skeleton notes

  • working side by side with an academic counselor

  • in-class support from an academic counselor


The following organizations work in partnership with our Learning Center:


  • neuroBridge LLC

    *neuroBridge provides therapy services at the school and works closely with teachers, parents and administrators for a team approach. Complete academic evaluations available.

    Services: OT, SLP, Clinical Psychologist

    Contact: Margaret Hopping OTR/L, Co-Founder

    mhopping@neurobridgellc.com

    423-380-9087

    …….

    SLR Center

    5819 Winding Lane #101, Hixson

    *provides therapy for speech, language, and reading, and complete academic evaluations

    Contact: Rebecca Iwanczyk

    office@chattanoogaspeech.com

    423-877-5042

    …….

    True North

    *provides complete academic evaluation, can include classroom observations

    Contact: April Nessin, Clinical Psychologist

    april@truenorthts.com

    423-271-9878

    A complete academic evaluation is a comprehensive assessment of a student’s abilities and skill levels. It gives parents and teachers a thorough picture of how a student performs in an academic setting. The goal of this type of testing is to provide parents, teachers, and other service providers with a clear picture of a child’s unique strengths and needs in order to provide the best possible education. Among other things, these tests can help identify a student’s attention, auditory and visual processing, executive functioning, fluid reasoning, phonological awareness and other reading processes, language skills like written expression and spelling, short term memory and long term retrieval. This article provides a clear description of the what's and why’s of an academic evaluation.

    Each full evaluation includes:

    an extensive written report with a summary and interpretation of each assessment

    a detailed diagnosis of the condition

    detail of individual strengths and weaknesses

    specific individualized recommendations designed to meet the student’s needs

    A conference is held with the family and/or student to explain the results, conclusions, and prescriptive instructional recommendations for the home, school, or possible tutor with referrals to other appropriate professionals. A differential diagnosis is dependent upon a variety of criteria. Regardless of whether or not the participant is diagnosed with a particular pattern, the resulting data and report are critical for future instructional planning.

    Why pursue an educational evaluation?

    Assessment is the process by which educational decisions are made. Parents and schools request testing for a wide variety of reasons including:

    screening and identification

    diagnosis and potential eligibility for special programs

    determination of appropriate accommodations and modifications

    instructional planning

    development and placement of Individualized Educational Program (IEP)

    reevaluation to measure progress

    selection of best education option

    support of application to private school

    determination of appropriate grade placement for young students

    basic aptitude testing for college-bound students

    post-secondary educational planning

    Expected Outcomes of Testing

    The client is provided with a detailed written report which includes the following information:

    present level of performance (baseline data)

    deeper understanding of how the student learns

    diagnosis/description of a condition

    design of appropriate educational program/placement

    appropriate research-based recommendations for intervention

    referrals to other specialists and related agencies

    specialized program for home, school, and tutor/academic therapist

    specific accommodations to provide the student with equal access to educational opportunities

    extensive detailed report with specific Individualized Educational Program (IEP) development to share with other professionals

    clear interpretation of findings

    Private and Public Evaluations

    Students are entitled to evaluations at no charge when the tests are administered by the school district in which they live. However, school evaluations tend to be designed and completed in order to determine if a student qualifies for a particular program.

    Private evaluations tend to be much more extensive and complex. Therefore, private evaluations often provide much more necessary information for making specific instructional recommendations. The private evaluator often has greater access to a variety of tests rather than being limited to those selected by the school.

    The private evaluator can make recommendations that are the most appropriate for that student rather than those the school has available. Furthermore, the private evaluator can gain information that will allow for a description of a condition that may or may not be defined as a disability or determine eligibility for services. Detailing the nature of the disability is nonetheless important in making instructional decisions.

    Private evaluations should include in-depth analyses of a student’s achievement, ability to process information, learning styles, and strengths and weaknesses and how to use this data to improve the student’s academic performance.

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