Step 1 – Consultation:

After initial contact is made to North Star, a consultation meeting is arranged with the Client, Parent/Guardian and/or Agency. The purpose of the consultation is for North Star to learn more about a client’s needs and for the client to learn more about North Star. At this initial consult, a brief record review may be conducted prior to or at that meeting. An in-depth conversation lasting 60-90 minutes allows both parties to determine if North Star services are appropriate. Initial impressions and suggestions will be offered to the client at this meeting. If services are deemed appropriate, an intake will be scheduled.

(Please print and bring the “General Client Information Form” to your first meeting)

Step 2 – Intake:

All students have a pattern of assets and learning preferences; struggles in schools are often due to subtle or specific learning differences/preferences. For students, there may be a mismatch between teaching approaches/task demands and the child’s or young adult’s learning needs based on a unique pattern of strengths and weaknesses. Discovering, understanding and “demystifying” this pattern of learning strengths and weaknesses, is the key to successful learning and effective teaching. In our tutoring and coaching sessions, students’ motivation and academic self-esteem soars when they experience and understand the relationship between specific learning strategies and their learning style. They see that they can learn and tackle what was once difficult, and they understand why “working with their unique brain” is more effective for them. Research tells us that motivation is highest when students know the answers to “why” and “how.” The following may be part of an intake: • Client Interview • Parent, Teacher, Therapist, Doctor Interview • Classroom, Home or Community Observation • Record Review • Neuro-developmental, academic, social thinking, formal and informal assessments appropriate to the referral questions. • School or agency meeting.

Step 3 – Development of the Coaching or Tutorial Plan:

The Intake Report becomes the foundation for building the tutorial or coaching plan. The tutorial plan includes goals and benchmarks for academic skills development. A list of recommendations and accommodations will be developed for home, school, and community. Tutoring plans are reviewed every 8 weeks. The coaching plan will be developed in conjunction with the client and/or parents/guardians who would like to establish and reach goals in education, social pursuits or daily activities. Coaching plans are reviewed every 8 weeks

Step 4 – Choose a Service:

• Choose an hourly or package rate. • Sign a contract and pay hourly/package contract fees. • Meet with the service provider and schedule meeting times. To set-up a consultation appointment, if you have any questions, and for fees, please contact Katherine Crimmins, Referral Coordinator, at NorthStar@NorthStarEd.org or (603) 488-1264.

Intake

General

Client intake: (2 hours) Neuro-developmental interview and questionnaire, informal measurements appropriate to referral questions, record review, phone interviews with specified teachers or providers, written intake report with recommendations for “next steps” and 60-minute feedback meeting.

Coaching Services

Basic Academic, Executive Functioning and /or ADHD Coaching Client intake: Neuro-developmental interview and questionnaire, informal measurements appropriate to referral questions, record review, phone interviews with specified teachers or providers, 2 – written intake report with coaching plan (one for student and one for family/school); 2- 60 minute feedback meetings one for family and one for school staff. Comprehensive Academic, Executive Functioning and/or ADHD Coaching: •  w/school observation •  w/o observation Client intake: Neuro-developmental interview and questionnaire, informal and formal measurements appropriate to referral questions, record review, classroom observation and interview with teacher(s), phone interviews other providers, 2 – written intake report with coaching plan (one for student and one for family/school); 2 – 60 minute feedback meetings one for family and one for school staff. Social Thinking Coaching: •  w/school observation •  w/o observation Client intake: Neuro-developmental interview and questionnaire, Michelle Winner’s Social Thinking Protocol and other informal measurements as appropriate, record review, classroom observation and interview with teacher(s), phone interviews other providers, 2 – written intake report with coaching plan (one for student and one for family/school); 2 – 60 minute feedback meetings one for family and one for school staff.

Individual Tutoring

Basic:

Client intake: Formal and informal assessment in academic areas of concern, record review, phone conversation with subject area teacher, a written report of results and tutoring plan and 60-minute feedback session with the family.

Comprehensive:

Client intake: Formal and informal assessment in academic areas of concern and the underlying research-based neuro-developmental processes that may be interfering with skill development, record review, pre and post intake phone conversation with subject area teacher, a written report of results and tutoring plan, and 60-minute feedback session with the family.