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Learning Style


Academic testing will determine baseline scores for pre-academic and academic skills, including:

Oral language skills

Listening comprehension

Oral expression

Academic knowledge

Word attack



Writing fluency

Math fluency

Reading fluency

Passage comprehension

Applied problems

As awareness of strengths and weaknesses emerge, a targeted instructional plan will be designed, taking into account the learning style of the client.

The Jacob's Ladder Model realizes that simply practicing a skill set will not positively change the academic outcome, but rather that success will come by creating a strong foundation for learning. Therefore, in order for success to be realized, it is imperative to address the core issues of receiving, processing, storing and retaining information.

Also imperative in the Learning Style is the creation of a safe, supportive teaching environment that focuses on daily success and builds upon that success. As captured in our Mission Statement, we recognize that the teacher-student pairing is of utmost importance and the teacher must continually focus on the potential within the child, constantly pulling that forward.

Since the 1983 debut of Howard Gardner's theory of Multiple Intelligences (MI), educators have explored, expounded upon and expanded his model. MI theory has had a profound impact on our understanding of students' various learning styles and the teaching styles they imply.

At Jacob's Ladder, each student is thoroughly assessed at the neurodevelopmental level to determine how the student receives, processes, stores, and utilizes information, and an academic program is developed to meet each student’s individual needs and learning style(s).

Researchers discovered - after completion of a 25 million dollar study - that the number one determining factor of a child's success in school was the presence of one concerned, invested adult who exhibited a belief in that child's ability. Also found was that the adult did not have to be the parent in order to have the effect.