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Math Fact Fluency is Essential

Kerri Milyko, Ph.D. BCBA

In nearly all of my parent meetings, I hear about Common Core.  My response attempts to educate parents between the difference between the standards themselves and the curricula various publishing companies create that align to those standards.  The methods of each curriculum may vary.  Today, I will not be speaking about the standards themselves – that debate is only solved if you have the solution to poverty.  Instead, I am going to address some methods the new curricula are teaching.

One of the standards for 2nd grade simply states, “Fluently add and subtract within 20 using mental strategies.  By end of Grade 2, know from memory all sums of two one-digit numbers.”  I assume no one has any qualms with this.  Other 2nd grade math standards simply state that the students should be able to use place value while adding/subtracting as well.  So, if Sally knows that 2 + 3 = 5, she should be able to extrapolate that 20 + 3 = 23, 20 + 30 = 50, and so on.  However, it is the funky problems like the above image that leave parents frustrated.  We have seen these examples floating around the Internet.  Don’t blame the standard.  Blame the curriculum.

New curricula are aimed more at the discovery process.  This shift stems from studies in developmental psychology where children interact with novel toys (e.g., Bonawitz, Shafto, Gweon, Goodman, Spelke, & Schultz, 2011).  Those children who were not directly taught how to play with the toy used the toy in more creative ways than those children who were given a rule.  However, math is not a toy – there is a clear end result.  For example, 32-12 will always equal 20.  The process by which individuals reach that answer may be different; however, the answer is always 20.  This is unlike the toy study where the end result (i.e., function of the toy) could vary.  These curricula, focused on creativity and discovery, encourage students to find different ways to seek out the answer.  The above example is just one method.  Others may use the traditional algorithm 99% of us learned how to use.  Others, may subtract 10 two times to reach 12. 

The problem with this format is that many kids lack number sense.  They lack the mathematical equivalent to phonics where they can pictures smaller numbers making up larger numbers and the relationship between them all.  Further, these kids will create unique but erroneous rules to reach the answer.  I had one student work on a problem like 31-9.  She said she found the answer (which is 22), by subtracting the 1 from the 3 and then writing it twice.  Yup – that method will give you 22.  However, that rule does not extend to 32-9 and other problems. 

I have also witnessed teachers and trainers say that student no longer need to quickly know their math facts since everyone is walking around with smart phones with calculators on their hips.   Do I need to even address why this is a silly statement?  I can’t tell you how many middle and high school students I have worked with who either don’t understand how to solve a simple equation or consistently solve it incorrectly because of the lack of simple math fact fluency.

A recently published neurological study shows that math fluency creates new connections to the hippocampus, the memory region of the brain (Qin, Chao, Chen, Rosenberg-Lee, Geary, & Menon, 2014).  Therefore, as students gain math fact proficiency, new pathways are created allowing for ease in retrieval.  The authors of the study state that “If your brain doesn't have to work as hard on simple maths, it has more working memory free to process the teacher's brand-new lesson on more complex math,” which is a observation my colleagues and I have been stating for years.

Therefore, if we truly focus on building math fact fluency, it can make permanent changes to how students think.  Further, it will allow them, given their established foundation, to see how they can extrapolate these numbers and use other methods (like image above) to reach the same conclusion.  Start with the rule; then, focus on deriving more creative methods using place value and number sense.

To help do this at home, Rocket Math came out with a free app a few months ago to build math fact fluency.  It is pretty good.  For the younger kiddos, Endless Numbers incorporate not only number recognition but also counting, skip counting, place value, and addition to start a foundation for number sense.  These are just two examples in a sea of education apps.  For those students who struggle with number sense and math facts using apps, call us.  We would love to help!

 

 

 

Preparing for School - More than you likely expect

Kerri Milyko, Ph.D. BCBA

No – I’m not talking about preparing your student to go back to school.  This blog has addressed that subject repeatedly.  I’m talking about getting your very little one ready for school – the one who isn’t in Kindergarten yet (or even pre-K).

Too often, I see children in Kindergarten and beginning 1st grade who are already behind.  Even stellar pre-K programs do not necessarily equip students for the academic rigor of the following school year.  It is up to the parents to provide the extra exposure and practice for the student to be ready for Kindergarten or 1st grade.  Many times, students fall behind early just because parents are unaware of the expectations of students starting school.  This is the group we are addressing in this month’s blog.  (This does not include those students who may need professional direct instruction due to a significant deficit or possible learning disability).

Long gone are the days when Kindergarten focused simply on letter people, sharing, listening to the teacher, and sensory play.  With the incorporation of Common Core, many states including Florida have new, higher academic standards for K-3 grades.  For public school, students should be able to read short vowel words and Doltch pre-primer and primer sight words by the end of Kindergarten.  First grade will briefly revisit short vowel words, but will quickly target words with long vowels, consonant blends/digraphs, and regular vowel combinations at a minimum (a simple Google search will result in some decent practice lists).  Although these are state standards, variance still exists across schools – even public schools.  I visited a public Kindergarten class in New Tampa targeting second-grade phonetic words.   Private schools tend to be even more rigorous than public schools.  Various private schools in Tampa expect students to be proficient phonetic readers by mid-first grade!

Whether or not you agree with the new standards or feel that too much is being expected too early from your student, this is the new culture in private, public, and even charter schools (who are held to the same standards as public school or they lose their charter).  Unless you plan on homeschooling, which is a great option for some families, your student may run the risk of being held back, placed in the lower reading group, or placed in special education if you do not incorporate focused reading practice at home.

To equip yourself, I encourage you to read the standards.  They can be found at http://www.corestandards.org/read-the-standards/.  You can be a better support to both your future student and his/her teacher by being aware of the expectations.  If you find that you serve better as a parent than a teacher, call us.  We would love to help!

Flexible Responding

Kerri Milyko, Ph.D. BCBA

Parenthood is so fun.  Our oldest is nearly 2.5 years old and is learning many new things: pre-reading skills, vocabulary, sentence formation, gross and fine motor skills.  Ethan and I are having the best time teaching our daughter and seeing her love for learning develop. 

While working with Kaelin, we recognize various opportunities to help promote her to flexibly respond to things and events.  We see similar, yet more sophisticated, opportunities when working with our students at the center.  Flexible responding is engaging in different behavior to the same stimuli while being sensitive to the contextual cues.  It can be as simple as seeing “A” and saying the letter sound instead of the letter name.  It can be as complex as teaching a student to “go with the flow.” 

Often, students only learn one way to respond to academic stimuli.  For example, the student can just write one main idea of a story, knows 6+7 but not 7+6, or can only describe traditional functions of a pencil.  In all of these examples, the student lacks the flexible responding to help build further connections to respond in different ways than what was explicitly taught.   When your child lacks this flexibility, complications may arise in the classroom.

You can help target flexibility at home.  With our daughter, we are asking her multiple questions about one word she reads: What is the last letter in the word?  What sound does the first letter make?  What is this word?  Give me an example of the word.  So, if the word is “kitten” she would respond with “n” (letter name), “k” (letter sound), read the word “kitten”, and then tell me about Katerina Kittycat from her favorite show, Daniel Tiger.  All of these great responses can occur while just seeing the one word, “kitten.”

This flexibility is essential in every subject area.  While I’m one to join in on the Common Core criticism, it seems as if some the curricula are attempting to target the same principle, especially the math.  While looking at a number, say 3,451, the student can not only read it, but understand that that the entire thing is a number made up of 4 digits, the “4” digit is in the hundreds position and has a value of 400 or four one-hundreds, 40 tens, or 400 ones.  Flexible responding in math can be classified as “number sense.”  

You can try it out with your older student.  For example, instead of having your child always respond to the front side of the flash cards when studying for a test, quiz him/her with the back side of the card in a Jeopardy fashion.  Instead of creating a main idea from a story he/she read, start with a main idea and develop different stories that could share a main idea.  If your student takes one position about a scenario, see if they could play Devil’s advocate to see the opposing position’s perspective.

This type of flexible responding is essential for complete mastery and proficiency of academic material.  To truly know something, you should be able to respond to that material in multiple, intricate ways as opposed to a simple memorized, rote fashion.  There is an extremely important role for rote memorization; however, following that step, more complex, flexible responding needs to be further established for true mastery.

If your student seems to be stuck in a rut with learning and is not flexible with his/her academic material, give us a call!  We would love to work with your student to promote true mastery.  Our systematic approach continually tests for flexible responding and is designed to promote it if not developed naturally. 

It Takes a Village: MTSS in Schools

Kerri Milyko, Ph.D. BCBA

This summer, we have been writing about how it takes a village to help a student excel in school.  We mentioned things that you can do at home to help build motivation and set clear, consistent expectations and consequences for your child’s performance.  Now that it is August, your child will be going back to school where his/her teachers will spend the majority of time working towards making your student proficient at various academic skills.  This month, we will address the school’s Multi-Tiered System of Support (MTSS) used to aid struggling students in general education to catch up to their peers. 

The Florida Department of Education (FDOE) defines MTSS as “a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. “  This is a relatively new term that combines Response to Intervention (RtI) (a systematic intervention to aid students academically) and Positive Behavior Support (PBS) (a systematic intervention to aid students behaviorally).  As a critic of the traditional school system, I must applaud FDOE for pioneering the way to include data-based decision-making in the schools.  MTSS’s origins are rooted in Behavior Analysis - the branch of psychology we use at Precision TLC – and when used with fidelity, the students’ performance thrives. 

Let’s look at the academic side to MTSS.  There are 3 tiers of support that increase in intensity of intervention: Tier 1, Tier 2, and Tier 3.  Tier 1 is a mild, blanketed intervention that is used for all students in a general classroom.  It ensures that if academics are not inline with the new Common Core Standards, the teacher can implement a mild intervention to help raise performance.  This can simply be a basic positive reinforcement intervention included in the classroom, for example a token economy.  In this example, the teacher would walk around the classroom with little plastic coins and distribute them to all students working diligently.  At the end of the day, the students could exchange their coins for little prizes.

After Tier 1 has been implemented for a time, and some students are still struggling with their performance, an additional layer of intervention would be added to Tier 1.  Tier 2 is a supplement to Tier 1 and is a bit more focused on the problem at hand.  For example, let’s say a teacher introduced a new lesson about fractions.  She already has a token-economy in place to make sure each child is focused when completing their class work.  However, a group of 5 students just are not grasping the difference between adding and multiplying fractions.  For a Tier 2 intervention, the teacher could take these 5 students to the side and give them more instruction and/or practice to allow their performance to rise to the levels of the other students in the classroom.   Therefore, the general classroom teacher or a supplemental teacher, in or outside of the classroom, can administer Tier 2. 

The last level of intervention is Tier 3.  Again, in addition to Tiers 1 & 2, Tier 3 serves to remedy the barrier to academic proficiency.  Tier 3 is very similar to Tier 2; however, Tier 3 is simply more intense.  Therefore, the teacher could still pull a few students to the side for more time or more focused instruction.  Yet, the time will be longer and the instruction will be more precise with Tier 3.  Further, the group will be smaller (1-3 students) allowing for specific instruction and error correction for each individual student.

When MTSS is administered with fidelity, data are taken at each level to ensure teachers and their supervisors are doing all they can to be flexible with student learning while not allowing any student to fall between the cracks.  You can ask for these data during your meetings with teachers to see how your child responds to these various levels of intervention.  So, when you ask the teacher, “How is my child doing?” you can now talk about various forms of interventions with respect to the 3 Tiers of MTSS.  You can probe the teacher by asking what type of intervention is currently in place for Tier 1 and does my student need to be elevated to a Tier 2 level of intervention? 

Unfortunately, many schools are not implementing MTSS with fidelity.  There are extensive tests and checks that are being conducted within the school district to see if even Tier 1 is being used, let alone the other tiers and other aspects of MTSS we did not mention in this article.  Therefore, you may need to take matters into your own hands and provide supplemental academic services to enhance your child’s skills so that he/she can be successful in the classroom.  We at Precision TLC would love to help you with that! 

Click here to read more about MTSS

It Takes a Village: Competing Motivations

Kerri Milyko, Ph.D. BCBA

Last month we talked about the “won’t do problem.”  This is when a student does not engage in the behavior of interest not because he/she does not have the proper component skills to perform the task; it is because the environment is not arranged to help facilitate proper motivation to engage in the task.  And remember, we never “blame” the student.  The student is properly behaving with respect to his/her surrounding environmental variables.  If your child knows that there are no consequences for engaging in the task, why should he/she bother to put forth the energy to complete the task?

This month, we are talking about situations where motivation is present; yet, a student may be more motivated to engage in a competing behavior instead of the one you want.  For example, let’s say Amy does not refuse to complete homework and on occasion will complete her homework without asking.  However, on Thursdays, it is always a fight to get her to focus on her homework because her favorite show is on at 6:00pm.  She gets so distracted by even the thought of the show that her focus is rarely on her homework.  You may even have a systematic behavioral plan set up at home where she earns prizes or playtime for completing her homework.  But on Thursday, that plan seems to loose its power.

In this example, you wouldn’t necessarily say that Amy lacks motivation or drive to complete her homework at home.  You wouldn’t necessarily say that homework time is something of which either of you are fearful.  However, for one day, because of one event, Amy doesn’t resemble the “Amy during homework time” you see on any other day.  On Thursdays, it is more reinforcing for Amy to simply think about the Thursday night show than it is to complete homework and receive her reinforcer for homework completion.

There are two things that you can do in this scenario: 1) find a more powerful reinforcer for homework completion on Thursday or 2) use the Premak Principle.  The first solution is simple.  If your student works for points that are then exchanged for various items off of a reinforcer menu (e.g., iPad time, TV time, sleepover, dessert), then Thursday can be “double points day!” Tijuana Flats has “Taco Tuesdays.”  College bars have “Ladies Drink Free Thursdays.”  These specials are regular incentives that help attract customers to these establishments.  You can have your own special at you house!  This way, you are being proactive to help avoid the inevitable endless prompts and redirections you encounter on Thursdays.

The second solution is called the Premak Principle.  You probably already use Premak but have never known what it was called other than “good parenting!”  This is when you make a highly preferred event (watching the Thursday TV show) contingent upon completion of a less preferred event (completing homework).   Therefore, Amy does not get to watch her show until her homework is finished.  Watching the TV show, although it may be a family event, shouldn’t be a “free” luxury if homework is either not completed or you have to fight tooth and nail for its completion.  We all work for the luxuries in our life, and this should not be a life lesson that is learned at a later age.

Remember, it takes a village to change the life of a child.  And while school and supplemental services, like Precision Teaching Learning Center, are essential in that transformation, the parent plays the most important role.  Setting clear expectations for the behavior you want your student to engage in, and being consistent with the consequences (positive and negative) that follow that behavior are things that should come as second nature in your home.  If you need help with setting up a behavioral system in your home, please call our office at 778-5201!

 

It Takes a Village: Motivation at Home

Kerri Milyko, Ph.D. BCBA

At Precision TLC, we are able to make significant gains with a learner’s ability to read, write, compute, reason, and learn in a short period of time.  Through our use of customized Independent Learning Plans, individualized curriculum, and practice of behavior analytic techniques including reinforcement, these gains are possible.  Sometimes, however, these gains may not be evident in all settings.  In other words, after we fixed the “can’t do problem,” parents may encounter a “won’t-do problem.” 

Over the summer, we will write about why the “won’t do problem” will creep up when there is no longer a “can’t do problem.”  This month, we will target the first and most important reason: motivation.

The largest reason why students may engage in sloppy performance or even work refusal in the presence of their parents and not in our presence is the lack of motivation at home.  At Precision TLC, each student has a performance goal (a combination of accuracy and speed goals).  Once that goal is achieved, the student accesses a reinforcer.  This reinforcer is something that is powerful.  Examples of reinforcers we use at the center include points that can be exchanged for playtime, gift cards, candy, and snacks.   See our blog about reinforcement for a reminder about the difference between rewards and reinforcers.

I can already hear half of you sigh and say, “but I don’t want to bribe my student to do something that she should do independently.”  I can sympathize with this notion.  However, if motivation is lacking, and the punishment, time-outs, taking things away, bargaining, and other stressful resolutions are not working, maybe it is time to bring in some external motivators.  By pairing the external motivators with the academic skill, you are building the internal motivation so that these external motivators, or reinforcers, can slowly be removed.

Further, if I withheld your paycheck for your job, would you still go?  We live in a world where our performance is reinforced.  Money is a huge generalized reinforcer for our work performance.  Each student’s job is going to school and completing assignments.  However, we are expecting them to work for free because it is their “duty” with the reinforcer being getting a good job or going to college.  I can guarantee that a job and college are not motivators for 99% of students under the 8th grade.

Another concern I hear from parents not wanting to incorporate a reinforcement system at home is “he is just manipulating me to get what he wants.”  Actually, you are controlling the situation.  If handing a little skittle over to a student will result tear-free, negotiating-free, yelling-free, threatening-free 10 min of focused homework time, do you not think it is worth it?  Once your student is successful at that first 10 min and subsequent 10 min intervals of focused, accurate work, then you can increase the exchange.  Now 12, 15, and 20 min are required for that one skittle.  This system can be faded to the point that the skittle is no longer involved in the process.  Sometimes you have to loose a battle to win the war.

Further, effective and powerful teachers employ reinforcement systems in their classrooms.  With the new Multi-Tiered System of Support (MTSS) that Tampa schools now employ, a class-wide reinforcement system is considered a Tier 1 intervention that all students, struggling or not, will encounter.  It is an evidence-based procedure that has phenomenal outcomes.  See our August 2013 Blog about MTSS.

 

Reinforcers vs. Rewards

Kerri Milyko, Ph.D. BCBA

We talk about reinforcers quite frequently on our blog; but do you know exactly what it is?  Further, what differentiates reinforcers from rewards?  Today, we are going to clearly separate the two notions with some real world examples so that you can utilize reinforcement in your home and classroom and not just rewards.

The casual observer may not notice any difference between reinforcers and rewards.  Someone does something and they get something they like after the behavior occurs.  This is true for both reinforcers and rewards. 

The fundamental difference, however, lies in what happens after that “good thing” is delivered.  If it makes no impact on future behavior, then it is a reward.  If it increases the likelihood that behavior will occur again in the future, thus increasing its frequency, you utilized reinforcement.

One chore I despise is unloading the dishwasher.  I've felt this way for as long as I can remember.  Being a behavior analyst, I thought I’d be slick and utilize some reinforcement at home so that I wouldn’t have to perform this chore I loathe.  One day, I caught my husband unloading the dishwasher and I piled on the praise: “This is so great!  Thank you so much for helping.  You are such a good husband.”  I even gave him a big smooch when he was done with the chore. 

The two potential reinforcers or rewards that I delivered in the above scenario were praise statements and a kiss.  If the praise and kiss functioned as reinfocers, my husband will unload the dishwasher more frequently, maybe without me asking.  If they were just rewards for the behavior, I would still have to continually ask him to do the chore and it would occur at the same frequency prior to the reward. 

You can also identify reinforcers by what happens when they are removed from a situation.  If a reward is removed, the behavior will not change.  For example, if I no longer received the “participation ribbon” for the swim team as a child, I would have continued to swim on the team.  The ribbon did not motivate me to participate; nor did it have an effect on how much effort I put towards practicing.  It was merely a reward.

However, if you went to work one day and a paycheck was handed to everyone but you, I assume after a period of time (and after a bunch of strongly-worded emails) you would find another job.  The paycheck reinforced your behavior of going to work and potentially how well you performed your job.  Therefore, the money functioned as a reinforcer.

Using rewards is nice.  You are a generous person if you provide rewards.  If your goal is to change behavior, however, then the use of rewards is futile.  You need to find something that is powerful and strong enough to change behavior: a reinforcer.  If behavior is not affected by the consequence of the student receiving the “good item”, then it is not a reinforcer.  Plain and simple. 

FCAT, Retention, and Your Options

Kerri Milyko, Ph.D. BCBA

It’s that time of year when the parents of every 3rd grader cringe.  Waiting until May to get the results from the teacher with the added qualifier of whether or not your student is allowed to progress to 4th grade is close to torture.  So much importance is placed on the 3rd grade reading portion of the FACT since it dictates whether or not your student will advance to 4th grade. 

Last year, 17-19% of 3rd graders in Hillsborough, Pasco, and Pinellas Counties received a “1” on the FCAT (www.fldoe.org).   According to the Florida Department of Education, a score of “1” suggests “minimum success with grade-level content”.  Therefore, teachers of these students would notify the parents that the student would be retained to repeat the 3rd grade.  So, your child’s future lies in the hands of 1 lonely test score?  What if your student was sick when he/she took the test?  What if he/she didn’t have decent sleep the night before the reading section?  What if your student was too distracted by his/her classmate tapping her pencil on the desk?  What if your student just had an off-day?  There are a few other avenues that the teacher and student can take to increase the student’s chances to progress to 4th grade.

The first option is to have your student’s reading teacher compile a portfolio of the student’s work demonstrating proficiency of grade level work that is equivalent to an FCAT score of “2”.  The portfolio must meet five criteria: 1) the work is selected by the student’s teacher, 2) the work is an accurate picture of the student’s independent ability (classroom work), 3) comprehension work covers 60% narrative stories and 40% expository stories averaging 500 words per story, 4) the work meets the Sunshine State Standard Benchmarks (3 work examples for each benchmark at 70% or above), and 5) the portfolio must be signed by the principal validating it as an accurate assessment of reading.

A second option is for the student to take an alternative standardized assessment such as the Stanford Achievement Test (SAT) or the Iowa Test of Basic Skills (ITBS).  If a student performs over 45th percentile on the reading portion of these tests, the school has to accept the SAT or ITBS score over the FCAT score and promote the student according to Florida law.  Further, if the student did not perform well on the first administration of the standardized test, he/she may take it again 30 days later.  As a parent, you will have to find someone who is certified to administer these tests.  Luckily, at Precision TLC, we are able to administer these tests for you!  Natalie Mendoza, M.A., who we luckily have on staff, is a certified teacher and able to administer these tests.  Please click here to learn more about Natalie and how to schedule a standardlized test.

Click here to read the Flordia law statutes addressing these options in detail.

Click here to read a flyer from FL DOE regarding FCAT Frequently Asked Questions.

If you follow our blog, you know that we are not strong advocates for one-shot-in-the-dark standardized tests.  Yet they seem to be unavoidable in the public school system.  We, therefore, have decided to use these tests to work the system at the school’s level according to Florida law.  If you receive a request for a parent-teacher conference to review FCAT scores and you are even slightly nervous about the discussion of retention, then print this blog out and bring it to the meeting.  Be an advocate for your child and not accept retention if you do not believe it is in the best interest for your student.  Exhaust all options so that your child can be promoted!

Three Essential Elements to Fluent Writing

Kerri Milyko, Ph.D. BCBA

Writing seems to be difficult for most students whether the student is in second grade or in college.  This struggle could be a result of ineffective teaching, or because writing is simply a complex skill.  In this article, I will address three classes of behavior that are needed to be a fluent writer: expressive language, sequencing, and grammar.

Expressive language is the ability to freely talk about things and events.  A common “symptom” of a weakness in expressive language is when a student sits and stares at the paper with pencil in hand.  It is likely that he/she struggles with forming the language needed for the writing sample.  Examples of strong expressive language include using descriptive words, making comparisons, and talking abstractly about things and events. This skill is essential for brainstorming.  One common strategy to use when brainstorming is to freely write as many ideas about the topic as possible. Another indispensable feature in expressive language is the use of anaphoras, or using different words to refer to one thing.  Interesting writing does not consist of repeating the same word over and over again. 

After the student freely writes ideas about the topic, he/she needs to order those thoughts so they make sense.  Sequencing involves organizing events or thoughts in temporal and logical order.  It is important to have order in writing so that the reader can easily follow and understand what is being described.  Readers like to anticipate what is coming next in a passage and have that expectation validated.  You will know if your student needs assistance with sequencing when thoughts and events are randomly presented with no logical or temporal order, resulting in a confusing writing sample.

Finally, after the student’s thoughts are on the paper in logical and temporal order, the student needs to write with grammatical accuracy.  Sometimes students will struggle with writing if they are distracted by thinking about comma placement, what version of its/it’s to use, what perspective or tense to use, etc.  However, students cannot simply practice grammatical exercises apart from “real world” examples to improve their grammar.  Students must learn how to correct an error-filled story and edit their own work when learning new grammatical concepts.

If your student is an excellent reader and speller, but still struggles with writing, it is likely he/she struggles in expressive language, sequencing events, and/or grammar.  At Precision Teaching Learning Center in the Tampa Bay area, our in-house, curricular assessment will allow us to identify the specific weakness.  We then custom build curriculum to fit your student’s needs in those areas in need of help.   Visit our website (www.precisiontlc.com) or call us (813-778-5201) to learn more about our services and how we can assist your child in writing or other academic areas using the precision of science!

Precision TLC Teaches Tampa in the Summer!

Kerri Milyko, Ph.D. BCBA

The summer is just about halfway over! Has your learner remembered all they were taught last year? Have they learned new skills this summer? Are they prepared for the coming school year? Precision Teaching Learning Center can help your child be prepared, catch up, or even get ahead while still enjoying the wonderful Tampa summer. If you think your learner could benefit from gaining up to TWO years academic growth in the area of greatest defecit, please contact Precision TLC at (813) 778-5201. Remember, you can also stop by at 26837 Tanic Drive #103 Wesley Chapel, FL 33544, just outside of Tampa, FL.