Contract Testing
At this time, we are only certified to conduct testing for school districts. This may come in the form of low-incident cases (such as vision or hearing impairments, specific medical conditions), difficult and/or tricky cases with multiple layers, as well as full assessments for example, Autism. We have participated in meetings with advocates and attorneys, and have experience with due process cases. We are well-versed in Alabama eligibility requirements and have experience evaluating and addressing a multitude of issues involving student needs. Our goal and purpose is to provide teachers and parents information to support their student’s learning based on individual needs. Our approach is to test the referring concerns as well as any flags which may arise during the testing process.
Our educational experience included practicums and instruction at the Center for Dyslexia (Middle Tennessee State University) and our testing has identified early learning delays, seizure activity, auditory processing delays, and more.
Low-incidence sample list:
Cancer related symptomology
Comorbid diagnoses (multiple diagnoses at a time)
Visual Impairment
Hearing Impairment
Traumatic Brain Injury
Auditory Processing Disorder
Many more…
“We had a student who displayed characteristics (physical, academic, and behavioral) indicating the need for special education services but didn't fit any of the traditional definitions laid forth by the State. During the eligibility process, the team had a difficult time identifying what specific interferences the student had. Everyone agreed that there was something, but we couldn't put our finger on it. We could see it in the classroom data, but it wasn't as prevalent in the formal evaluations. Tricia recommended consulting a few achievement subtests as well as looking at specific executive functioning subtests. Tricia and the team conducted specific evaluations and reviewed a variety of data. Because of those additional subtests, the student qualified for services under patterns of strengths and weaknesses. Tricia shared additional considerations for the parents (i.e., genetic testing) to see what other things, if any, might be impacting the student. She worked closely with the IEP case manager to develop goals that suited the EF deficits and the student thrived in the classroom with those in place.” - Alicia W., Special Education Teacher