The DavisTM program provided by Rocky Point Academy
Why Choose RPA?
Our remedial programs are different from traditional tutoring both in approach and delivery.
The programs are more like educational therapy than tutoring. They are not based on a particular grade level or curriculum. We work on the underlying processes that affect progress with reading, writing, math and focusing. This program addresses the root cause of learning disabilities by using the natural strengths of the individual’s thinking and learning style. It is fun.
Clients leave with tools that can be used for life-long learning and a greater understanding of how they learn. This results in increased confidence, ability, and control of their own learning.
Each of our facilitators have received extensive training and show great dedication, care, understanding and patience with their clients. A client stays with the same facilitator throughout their whole program so there is continuity and maximum understanding of each client’s strengths and needs.
1. Correction of the root of the problem, rather than the symptoms.
2. A lifetime of correction.
3. Drug-free solution.
4. An amazing success rate. (see results)
5. Complimentary assessments.
6. One-on-one (program is individualized for each client).
7. Support training for parents, teachers and/or tutors.
8. Unlimited phone support.
9. Free reviews.
10. A devoted, well-trained staff with firsthand experience dealing with dyslexia and ADD.
Additional benefits of Rocky Point Academy
1. A letter summarizing the program and its results addressed to other professionals working with the client. This letter also includes recommendations for teacher/employers once the client returns to the school/work environment.
2. Follow-up with local teachers (when requested).
3. School/work absentee letters.
4. Complimentary workshops – other tools for the visual spatial learner.
Reading / Writing Program:
The client can expect to leave the program with tools that allow for an increased ability to achieve and maintain focus, control mis-perceptions experienced during reading, increased self- confidence and continuing improvement in reading fluency and comprehension.
SYMPTOM: Reading, writing, legibility,
DURATION: Five (5) consecutive days
The client can expect to leave the program with tools that allow for an increased ability to achieve and maintain focus, an understanding of consequence, an ability to correct undesirable behaviors, and a concrete understanding of the foundations of math.
DURATION: Five (5) – Eight (8) days
The client can expect to leave the program with tools that allow for an increased ability to achieve and maintain focus, an understanding of consequence, and an ability to correct undesirable behaviors.
SYMPTOMS: ADD and ADHD
DURATION: Five (5) consecutive days
For clients with Autism, there is first a meeting held with the parents, caregivers and/or support persons to discuss the specifics pertaining to the client and the program. This is a time to ensure that all involved have a clear understanding and all questions can be answered. Your facilitator will then interview the client and begin to establish a relationship.
AGE: Depends on the client (generally 8+)
DURATION: 2 weeks – month, but will take as long as needed for individual.
Young Learner Program (ages 5 – 7):
This program is for younger children who need help avoiding learning differences in the future. The client can expect to leave the program with an ability to focus and the foundations necessary to build reading fluency and comprehension. Majority of the program is administered with a parent or support person present to assist in helping the child acquire the new skills and techniques.
AGE: 5-7 years
SYMPTOM: Young Learners, Reading Dyslexia
DURATION: Ten (10) half days
Assessments done during the initial information seminar:
A complimentary one hour information session provides potential clients, parents, teachers or others with information about:
- The gift often hidden behind the thought process which accompanies reading, writing, math and focusing struggles.
- The program structure and tools.
- How learning struggles can be corrected.
During this session, potential clients are assessed one-on-one to establishes the client’s needs, goals, whether he or she is suitable for the program, and which program is the best fit. The program is then tailored to fit the client.
For free assessment, consultation times and availability call toll free (866) 685-0067 or email us at email@example.com
1. The Davis Perceptual Ability Assessment:
The purpose of the assessment procedure is to determine whether a person with a learning disability or other perceptual problem is a candidate for the program used at Rocky Point Academy. The assessment can determine the following:
1. The ability to experience self-created mental images as real world phenomenon.
2. The ability to intentionally access the brain’s perception distortion function.
3. The ability to consciously view mental images three dimensionally.
4. A tendency or preference to think non-verbally with pictures of concepts and ideas vs. internal dialogue.
When someone has these abilities and is confused, stressed or using creative imagination there may be distortions in the areas of vision, hearing, balance/movement and time. These distortions can cause difficulties with reading, writing, spelling, math, coordination, spatial orientation, speech, hearing, motion, and/or attention focus. They can also be the reason for exceptional talents in creativity, mechanical aptitude, music, dance, art, engineering, strategic planning or athletics.
A positive result indicates that the ability of disorientation can be brought under conscious control and can be turned off when they are a barrier to learning or performance.
Note: If you are from out of town and unable to make it into Calgary for the assessment, please contact us and we can do a phone screening.
2. Motivation Screening:
The second portion of the assessment determines whether a child/adult has sufficient motivation to take a program. Do they realize they have a struggle? and do they want to do something about it? This portion is very important if a client is going to see continued progress after a program.
3. Characteristics Checklist:
This form can be filled out ahead and brought with you (click here for the child/student form or here for the adult form) or it can be filled out when you arrive.
Assessments done during a program:
Once a client is accepted into a program, more detailed assessments will be completed to determine a client’s strengths, struggles and goals. The information from these assessments will give us the information needed to create a program specific to each individual client’s needs.
1. Davis Symptoms Profile:
Once a client has decided to attend a program a list of strengths and weaknesses will be filled out by the client and a support person (parent, spouse, close friend). This will enable us to design a program that will use the natural strengths of the client to address the areas of deficits. It is also helpful in establishing clear goals for the outcome of the program.
2. School / Work Profile:
This is optional. Once a client has decided to attend a program a list of observations will be filled out by a teacher or employer. This will enable us to design a program that will use the natural strengths of the client to address the areas of deficits.
3. Pre and Post Academic Levels
(This may or may not be included with a program – it will depend on the needs of the client.) In a reading program the Ekwal/Shanker Reading Inventory is used to determine pre and post reading levels for the client. The math program will generally include a informal assessment to find areas of confusion.
Once a client is assessed. They enter the program and receive one-to-one instruction. The average length of stay for each learning program is 30 intensive hours (For autism see here). During this time, students can make very significant gains. Post-testing is done to determine each client’s progress. Once the program is completed, free reviews are always available to our clients.
If students come during the school year, they could be missing some school time. However, schools are usually cooperative as the gains made during the intensive one-on-one sessions enable the student to do their school work easier once they return.
The Programs provided at Rocky Point Academy get to the root of learning challenges. The principles behind the Davis Dyslexia Correction Program are detailed in the book, The Gift of Dyslexia by Ronald D. Davis. The following are a list of tools that may be provided. *** Not all the tools with be given to all clients. Tools provided will be determined by the clients goals.
This is a means of correcting inaccurate perceptions in vision, hearing, balance, movement or time. This procedure will help with reading and comprehending printed text, hearing what is actually being said, and activities requiring co-ordination or social skills.
The dial activity gives the client conscious control of where their energy level is and where it would be most appropriate. It can be used in social or learning situations to communicate effectively. It will also give them the ability to eliminate frustration in a controlled manner. As a bonus, we also can use it for sleeping and sports!
Release is a tool used to eliminate frustration, get a better sleep and make learning easier. It ties in with all the other tools.
Davis Symbol Mastery™: Alphabet mastery in clay. Brain scans show the creating process and the learning process are so closely tied that they produce the same brain activity. We create clay models of concepts which may be causing confusion for the client. Some examples include: the alphabet, words with no meaning (the, is, was, etc.), punctuation marks, consequence, time, sequence, order, responsibility and motivation. Mastering concepts in clay will eliminate confusion in learning and social situations. Elimination of these confusions will in turn eliminate inaccurate perceptions. (See also Why we use clay)
Neural Network Development:
Kinaesthetic and balance exercises are used to strengthen the neural network used for accurate perceptions and balance.
Training eyes to gather information from left to right in a smooth and natural process is imperative for reading fluency. Comprehension is increased by using the client’s primary mode of thought and learning to store information in long term memory.
Handwriting and Legibility Exercises:
Covers the different possibilities for illegible handwriting: a stressed pencil grip, fine muscle underdevelopment, multiple mental pictures of letters, incomplete neural networks resulting in poor letter formation, or unawareness of letter height, shape, space or angle.
The Davis approach goes to the root issues that cause some people to have problems understanding and learning math with traditional teaching methods. Visual-spatial thinkers are often confused by the words and symbols which describe math functions. When the foundation concepts for understanding all mathematics are mastered, learning math becomes easy.
For more information on our math program
A client learns new tools and skills that enable them to initiate, plan and organize, set goals, solve problems, pay attention, remember things, regulate emotions, sustain effort and monitor behavior.
ADD/ADHD Concept Mastery:
Creating core concepts of self, change, consequence, time, sequence and order can give clients the ability to overcome difficulties in the areas of: focus, energy management, social skills, impulsivity and other ADD-related symptoms.
For more information click here.
Auditory orientation can improve balance, perception and coordination. It is a auditory process that is specially designed to align hearing with sight in order to have accurate perceptions.
For Additional Tools: click here
Home Study Program:
A client takes responsibility for setting learning goals and designing a schedule to practise the new skills at home, school and work. This can take up to two years, but is generally accomplished in less than one year.
A committed family member or tutor will be taught the basic tools and symbol mastery methods and shown how to coach the client during the home study. The support person will be needed during the client’s entire follow-up program.
Review and consultation:
We provide unlimited phone support and are glad to answer any questions which may arise after a program. If needed, the client may return for review sessions at no additional charge.
Copyright 2009 – Rocky Point Academy