The RISE Method
Our tutoring and instruction programs follow our unique Research-informed Individualized Student Education methodology. Our emphasis is on providing customized programming that is designed specifically to meet the needs of your child.
The RISE Method
Developed from BC’s Core Competencies, research-based curricula, and our intake process, the RISE Method offers an individualized approach to suit the learning strengths and stretches of each of our students.
RISE students are maintaining or improving their standings in literacy by 83% and in math by 76% relative to general classroom norms.
What Makes RISE Special?
During our one-to-one instruction intake process, our staff learns about your child’s learning challenges and successes. We interview you and conduct informal assessments to help identify gaps in your child’s learning or skills.
Our curricula are research-based to support our diverse students. We strive to find the right curriculum, or a combination of curricula, to support each of our students.
Our instructors include BC-certified teachers, Special Education Assistants, Orton-Gillingham (OG) certified instructors, Speech-Language Pathologists and experienced inclusive education tutors. Passionate about making education accessible for everyone, our instructors meet students at their levels and work on building each student’s confidence, foundational skills, and to reignite students’ love of learning.
With the guidance of our Learning Support Team, instructors individualize their lesson plans to target students’ learning challenges and build on their foundational skills. Instructors help students identify strategies to make learning a success in and out of the classroom.
We work hard to match students with appropriate instructors and ensure there is a good relationship built and maintained between an instructor and student. Like our diverse students, our instructors come to us with varying backgrounds.Our Team
My experience with LDS started after Grade 5. At that time, I was struggling with math really badly. Thankfully, I ended up with Jennifer, who helped me with all of my homework and math problems. The atmosphere at LDS was always inviting, and the staff welcomed the students. I don’t have that much of a hard time with math anymore, and I’m glad that I got help from Jennifer.Eva, Former LDS Student
Our whole experience at LDS, from the one-to-one instructors to every interaction with the LDS Learning Centre staff, was exceptional. I heartily recommend it, and we will return for additional programs in the future!Trudy, Mother of an LDS student
Jennifer is so patient with my daughter and has so many great ways to get her engaged in her work. My daughter can be resistant and distracted, so that’s no easy task! With the session online, it’s lovely to hear the laughter and also the progress. Jennifer is truly a skilled teacher, and we’re so grateful to have her work with us.Naomi, Mother of a one-to-one student
My daughter loves working with Missy and is always excited for her lesson. With the previous private tutoring, my daughter always begged me before every session to skip the lesson, but she has never asked to skip a session with Missy. It is such a relief that we have found LDS and your amazing Instructors. Thank you.Sarah, Parent of a one-to-one instruction student
Eliah did an amazing job connecting with my son, who was very reticent and unsure about specialized instruction at first. He always came out of his sessions happy, and seemed much more confident overall, as well as feeling his math skills improved. Thank you so much, Eliah, for making a real difference in Adam’s life this year!Jessica, Mother of a one-to-one instruction student
My son has really enjoyed working with Alison. Alison has been amazing at keeping him engaged and making the lessons fun. We have found that the one-to-one instruction has helped with his learning tremendously, and he has learned tricks that help him remember words and sounds. We look forward to continuing our lessons throughout the summer.Tania, Mother of a one-to-one instruction student
Each student learns their way, so we draw from a variety of curricula to develop customized learning plans for our one-to-one instruction including:
- Read Naturally
- Self-Regulated Strategy Development (SRSD)
- Orton-Gillingham (OG)
- JUMP Math
- IXL Math
- Reading A-Z
- Pink Cat Educational Games
- Words Their Way
- Step Up to Writing
- STAR Assessments
Our Expert InstructorsSee All
LDS Family Coaching pairs guardians and parents with our trained coaches to provide guidance, strategies, tools, and mentorship to help you best support the learning needs of your child.
Our one-of-a-kind Assistive Technology Studio is revolutionizing the way we help students with learning differences. We partner with world-renowned educational institutions and innovative assistive technology companies to ensure our programs use the latest research and technologies.
For students to get the maximum benefit from the support they receive, continuity of service is key. Please consult our calendar for LDS-wide schedule updates.See What’s Coming Up
LDS is actively involved in engaging in research to support evidence-based practices in education. LDS has current research partnerships with The University of Waterloo’s Social and Intelligent Robotics Research Laboratory, and the UBC Faculty of Educational and Counselling Psychology and Special Education. Additionally, LDS staff and board members also have a long history of research that contributes to knowledge and evidence-based practice in the areas of learning differences, education, teacher education, and early years.
|User evaluation of social robots as a tool in one-to-one instructional settings for students with learning disabilities. In Social Robotics: 14th International Conference, ICSR 2022, Florence, Italy, December 13–16, 2022, Proceedings, Part II (pp. 146-159). Cham: Springer Nature Switzerland.||Azizi, N., Chandra, S., Gray, M., Fane, J., Sager, M., & Dautenhahn, K. (2023, February).||Link|
|An Initial Investigation into the Use of Social Robots within an Existing Educational Program for Students with Learning Disabilities. 31st IEEE International Conference on Robot and Human Interactive Communication (RO-MAN 2022): Napoli, Italy. Aug 29 – Sept 02.||Azizi, N., Chandra, S., Gray, M., Sager, M., Fane, J., Dautenhahn, K. (2022).||Link|
|Interdisciplinary early intervention to support the inclusion of children with developmental disabilities. [Poster Presentation #134] 14th International Developmental Coordination Disorder Conference: Vancouver, BC.||Fane, J. (2022, July 7 – 9).||Link|
|Preschool-aged children’s experiences of integrated early years services in Australia: including missing perspectives. Children’s Geographies, 1-14.||Fane, J., Jovanovic, J., Redmond, G., & MacDougall, C. (2021). Children’s Geographies, 1-14.|
|Preschool-aged children’s accounts of their own wellbeing: Are current indicators applicable? Child Indicators Research.||Fane, J., MacDougall, C., Jovanovic, J., Redmond, G., & Gibbs, L. (2020).||Link|
|The Sociology of Early Childhood: Young Children’s Lives and Worlds. New York, New York: Routledge.||Andrew, Y. & Fane, J. (2019)|
|Recognizing early childhood as a critical time for developing and supporting self-regulation. Metacognition and Learning, 14(3), 327-334.||Perry, N. E. (2019).|
|Exploring the use of emoji as a visual research method for eliciting children’s voices in childhood research. Early Child Development and Care. 188(3) pp. 359-374.||Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., & Gibbs, L. (2018).||Link|
|Developing self-regulating learners. New Jersey: Pearson Canada Incorporated.||Butler, D. L., Schnellert, L., & Perry, N. E. (2017).|
|Young children’s health and wellbeing across the transition to school: A Critical Interpretive Synthesis. Children Australia, 41(2), 126-140.||Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., & Ward, P. (2016).||Link|
|Reactivity to stress and the cognitive components of math disability in grade 1 children. Journal of learning disabilities, 47(4), 349-365.||MacKinnon McQuarrie, M. A., Siegel, L. S., Perry, N. E., & Weinberg, J. (2014).|
|Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33(7-8), 821-843.||Perry, N. E., & VandeKamp, K. J. (2000).|
|The efficacy of a self-questioning summarization strategy for use by underachievers and learning disabled adolescents in social studies. Learning Disabilities Focus.||Wong, B. Y., Wong, R., Perry, N., & Sawatsky, D. (1986).|