Lee Pesky Learning Center, Inc.
Creating a pathway to learning for every child
Lee Pesky Learning Center works together with students, families and schools to understand and overcome obstacles to learning. We specialize in improving the lives of people with learning disabilities through prevention, evaluation, treatment, and research.
Dr. Evelyn Johnson
3324 Elder Street
Boise, ID 83705 USA
Learning disability, Idaho, education, ADHD, dyslexia, college aspirations, teacher training, early literacy
Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)
Remedial Reading, Reading Encouragement (B92)
Citizenship Programs, Youth Development (O54)
IRS Filing Requirement
This organization is required to file an IRS Form 990 or 990-EZ.
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What are the organization's current programs, how do they measure success, and who do the programs serve?
SOURCE: Self-reported by organization
Testing and Evaluation
Assessment at Lee Pesky Learning Center is tailored to meet the individual’s needs. Depending on the individual, assessment can range from a brief screening to a comprehensive evaluation that takes several hours to complete. Through assessment, we identify learning strengths and needs as well as testing academic skill levels. We also look at how feelings and behavior affect learning.
Evaluations begin with a face-to-face interview with parents and (as appropriate) the student. Testing is then scheduled, typically for one full day. Tests can include IQ and achievement in reading, writing, and math. In addition, tests of memory, attention, language, and motor skills are used as needed. Parents, teachers, and students may be asked to complete questionnaires to provide information about behavior and emotions.
During the evaluation, we try to learn as much as we can about the individual. At feedback and the follow-up session, we make recommendations and design interventions based on the strengths and the needs of that individual.
Assessment results may be used to:
• Help the student and family better understand how the individual learns. • Plan an intervention program at the Center. • Help the school better understand the student’s needs and provide documentation. • Help plan workplace or school accommodations. • Help a student transition to middle school, high school, college, or the workplace. • Give information to other professionals, such as doctors or counselors.
K-12 (5-19 years)
Discovering that your child or someone else close to you has a learning disability can be a difficult process. At Lee Pesky Learning Center, we specialize in providing solutions for people who think and learn differently. We are here to helwe understand that the most effective support services are tailored to meet the needs of the individual. Not only do we create a customized support plan, but provide the emotional support to help families navigate and understand what learning disabilities are and how to deal with them.
Learning disabilities can come in many forms and may be accompanied by other issues that can cause learning challenges. Our many programs address the needs of the whole person. By addressing the issues holistically, we see greater and lasting results.
Our support services not only help people with academic issues, but provide strategies for success in other related areas. We provide support for issues such as organization(http://www.lplearningcenter.org/LinkClick.aspx?link=5451&tabid=5449) , considering the perspective of others(http://www.lplearningcenter.org/LinkClick.aspx?link=5318&tabid=5449) , counseling(http://www.lplearningcenter.org/LinkClick.aspx?link=5450&tabid=5449) to address the emotional impact of having a learning disability and transitions to college(http://www.lplearningcenter.org/LinkClick.aspx?link=3318&tabid=5449) and beyond.
For most services, an individualized plan is designed for each client. This plan outlines the goals, methods, and programs or strategies that will be utilized by Lee Pesky Learning Center Educational Specialists. Regular communication by the specialists keeps parents updated on the progress of their child and provides important feedback opportunities. Parents receive a progress report at the completion of the fifty hour program and recommendations for additional support if needed.
Depending on the client, it may be recommended that he or she participate in one or more services a week. This will be based on an evaluation of needs. The more frequent the service, the better the results. For example, we would recommend a child with dyslexia come for intensive one-on-one intervention a minimum of 2 hours a week. This child might also benefit from counseling(http://www.lplearningcenter.org/LinkClick.aspx?link=5450&tabid=5449) .
Small Group Instruction (http://www.lplearningcenter.org/LinkClick.aspx?link=2084&tabid=5449)
Coaching for Academic Success(http://www.lplearningcenter.org/LinkClick.aspx?link=5451&tabid=5449)
Social Thinking Education(http://www.lplearningcenter.org/LinkClick.aspx?link=5318&tabid=5449)
Transitioning to College (http://www.lplearningcenter.org/LinkClick.aspx?link=3318&tabid=5449)
Children and youth (0-19 years)
Lee Pesky Learning Center’s educational consultants partner with teachers and school districts in pursuit of quality instruction and ongoing professional development. The Center is a leader in providing research-based professional development services to Idaho’s teachers and administrators.
Since our founding, we have had the privilege of working with over 3,000 educators. We have partnered with numerous school districts and individual schools across the state to provide onsite, customized training with follow-up support.
Lee Pesky Learning Center was instrumental in designing and delivering Idaho’s Comprehensive Literacy Standards for teachers and The Open Book Initiative. LPLC founded the Idaho Early Literacy Project which is responsible for training over 820 preschool teachers in best practices in literacy and providing over 40,000 Every Child Ready to Read books to new parents in Idaho. During 2008-2009, the Center co-sponsored three national online Response to Intervention (RTI) forums with the National Center for Learning Disabilities(http://www.ncld.org/) . In addition, The State Department of Education contracts with the Center to provide Math Thinking for Instruction (MTI) courses.
Community outreach, resource development, and individual and small group support for families of students with learning disabilities
Where we workNew!
Five powerful questions that require reflection about what really matters - results.
SOURCE: Self-reported by organization
What is the organization aiming to accomplish?
What are the organization's key strategies for making this happen?
What are the organization's capabilities for doing this?
How will they know if they are making progress?
What have and haven't they accomplished so far?
We envision a world in which all children have their learning needs met. To accomplish this, we work together with families, schools and communities to understand and overcome obstacles to learning. We are committed to providing the highest quality individualized evaluation, academic and counseling support to children. We are committed to training and preparing the next generation of special education teachers, counselors, psychologists and researchers to ensure that our advances in understanding and improving educational services for children with learning and attention challenges continue. We are committed to forging and sustaining strong community partnerships with schools and other organizations that serve families. The strength of our partnerships ensures that children receive comprehensive services. Working together, we create stronger communities. Finally, we are committed to research. Advancing the knowledge base as we continue to learn more about the underlying neurocognitive, psychosocial and environmental factors that impact learning is a critical component for achieving our mission and vision.
We hope to create an understanding that there are multiple pathways to learning, and that when we are able to better understand each child's unique pathway, we can help every child achieve their potential.
1. Deliver our services in alignment with The Pesky Way, a model of service delivery we have created and refined over the years with great success. Our services begin with an understanding of each child's unique learning profile, so that we can leverage their strengths while developing their academic skills.
2. Provide professional development and training opportunities for K-12 teachers to ensure that they are equipped to deliver instruction in ways that acknowledge the diverse learning needs of the students in their classrooms. With approximately 1 in 5 children experiencing learning and attention challenges that impact their learning, ensuring that classroom teachers are trained to deliver effective services is a critical and efficient way for us to achieve our mission.
3. Create internship opportunities at our center so that the next generation of education specialists, social workers and psychologists are prepared to meet the anticipated increase in the percentage of students who will require individualized instructional approaches to meet their learning needs.
4. Engage in research to validate and improve upon The Pesky Way. The continuous improvement cycle is driven by data and research. Our research efforts allow us to understand the specific ingredients of our model that are effective, highlight areas in need of refinement, and allow for new discoveries that can improve outcomes for children with learning differences.
We operate three centers across Idaho, with our main location in Boise.
We have a total staff of 28 professionals who have dedicated themselves to achieving our organization's mission. Our team consists of highly trained, subject matter experts who work collaboratively to ensure that our clients, our schools and our community partners receive the highest degree of support. Founded in 1997, we have been serving the community effectively, with data that supports the effectiveness of our approach and our services.
We are governed by a Board of Directors that actively supports our work, that ensures that we are executing our mission in financially effective ways, and in ways that have meaningful social impact.
Finally, we have developed partnerships with a number of community organizations, leveraging our respective strengths to create meaningful services and opportunities to serve our stakeholders.
We are a data-driven organization. We collect, analyze and respond to a variety of data sources to inform our programming and operations decisions. For our 1:1 services, we collect pre and post services data, along with ongoing progress monitoring that informs each client's services. We also collect formative data from the teachers we work with, as well as outcome level data to determine the impact of our services. We monitor the number of families, schools and organizations we work with. We also have started to look at cost benefit analyses to determine the impact of our services and to make better decisions about program efficiencies.
We continually strive for excellence and seek to expand our impact in responsible, sustainable ways. We have expanded our impact through the evolution of programs designed to meet the learning needs of the whole child, and have been successful in creating school based models of our programs to ensure that more children who need access are able to have their learning needs met. Until all children who experience the challenges of learning and attention disorders have access to the instructional supports they need, we will consider our work to be in progress.
Lee Pesky Learning Center, Inc.
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The people, governance practices, and partners that make the organization tick.
as of 9/6/2018
The CAPROCK Group
Keller, Young & Grover LLP
Avalon Landscape inc.
Scali, McCabe, Sloves, Inc.
Thornton Byron LLP
BA Harris & Associates
Redbuilt LLC & Wood Resources LLC
Boise State University, NASA
The AVON Corporation
WOULG Holdings, LLC
Holland & Hart
General Foods, Touche Ross
Marketing & Communications Consultant
SOURCE: Self-reported by organization
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.SOURCE: Self-reported by organization
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?
Has the board conducted a formal, written assessment of the chief executive within the past year?
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Has the board conducted a formal, written self-assessment of its performance within the past three years?