FAQs

Frequently asked questions about our services.

Evoke offers customized, one-to-one learning support, coaching, and tutoring for all ages.

General FAQs

Yes. During July and August, Evoke Learning offers summer learning programs and supports students who are enrolled in summer school or engaged in online courses. Summer learning can help students improve their academic outcomes.

Evoke Learning offers summer programs in:

  • Math
  • Academic writing strategies
  • Financial literacy
  • Reading remediation
  • Learning skills
  • Coaching to overcome procrastination
  • Postsecondary planning
  • Transitioning to postsecondary education

Studies demonstrate that time away from academics can result in lost knowledge and skills, especially in math and reading. This loss, compounded over time, contributes to the achievement gap between students who require more time to process information, and their peers. Students who undertake summer learning can master material they did not learn during the previous school year, develop a strong writing foundation, establish good work habits, develop essential skills and helpful learning strategies, prepare for next year’s curriculum, catch up, and learn at their own pace.

Visible progress and measurable outcomes are important to us. Some programs, such as reading remediation, incorporate standardized assessments that can be used to track the “before and after” skill levels. For programs where this kind of assessment is not possible, we use student and program goals and benchmarks to monitor progress. Evoke Learning also provides weekly feedback forms that highlight each student’s progress, accomplishments, and areas of challenge.

Evoke Learning operates seven days a week. All services are by appointment only. Evoke offers flexible session times, including day, evening, and weekend availability.

Evoke Learning does not offer package deals. Rather, we invoice at the beginning of each month for the sessions that month.

Our instructors include teachers, social workers, learning strategists, and individuals with academic credentials in disciplines such as neuroscience, linguistics, psychology, communicative disorders, education, child and youth studies, cognitive science, and language studies. Tutors are experts in their field of study.

Evoke Learning is a learning centre that focuses on delivering programming informed by evidence-based, peer-reviewed cognitive science.

Coaching is the relationship between a professional coach and a student who is interested in making changes in their academic career and/or personal life to become a more confident and effective learner. Academic strategy is designed to help students struggling with self-regulation develop effective routines and stronger habits, complete work on time, stay organized, and plan ahead.

Coaching helps students develop their learning skills and make choices and changes with confidence. Learning strategies and skills are offered and taught. Evoke Learning focuses on assisting students in developing critical cognitive thinking skills (executive functions) that relate to managing oneself and one’s resources in order to achieve a goal. These skills include attention, emotional control, initiation, working memory, planning and organization, and self-monitoring/self-regulation. Between sessions, the coach may request that the student complete specific actions that will contribute to their goals.

Strategy helps students who are easily discouraged or find it difficult to stay organized, plan ahead, initiate work, and remain on task. Evoke Learning’s Facilitated Focus program helps students develop the mental and physical habits required to achieve long-term goals and establish a link to the daily behaviour they need in order to achieve them.

Strategy offers homework and assignment checks, assistance with creating plans for long-term projects, and guidance for allocating study time. Active study skills for tests and exams are outlined and taught. A mentor works directly with the student to address challenges as they arise, and shows them how to initiate and break down assignments into manageable chunks with due dates. Students also receive support organizing their materials, and developing academic perseverance and self-control to focus on required tasks.

Receipts are provided for services rendered by registered social workers and professional coaches that can be used for private benefit plans. If a student has a formal diagnosis rendered by an accredited medical professional, such as a psychiatrist, psychologist, family doctor, or paediatrician, our services are income tax-deductible through the disability tax credit. More information on this can be found on the canada.ca website.

For students with autism, Special Services at Home funding may also cover some of our services, such as executive functioning coaching. The Special Services at Home program helps families who are caring for a child with a developmental and/or physical disability. It is funded and managed by the Ministry of Community and Social Services. Visit the Ontario Ministry of Children, Community and Social Services website to see if your child qualifies.

The Bursary for Students with Disabilities program (BSWD) and the Canada Student Grant for Services and Equipment (CSG-PDSE), which are funded through the Ontario provincial and Canadian federal government, assist students who are eligible for the Ontario Student Assistance Program (OSAP), with a permanent disability and financial need, to meet their disability-related educational costs. More information can be found on the OSAP website.

Evoke Learning specializes in working with students with ADHD and self-regulation challenges and understands their profiles and unique learning needs. We use evidence-based best practices for online instruction and learning.

Evoke Learning has more than 150 students who receive online services. We use strategies, effective approaches, structure, and tools to enhance student engagement.  We have had very positive feedback from clients with ADHD, some in grades as early as Grade 1, regarding our virtual services.

Yes. In addition to offering in-person services at our three locations, Evoke Learning connects with students remotely via Skype, FaceTime, Zoom, Google Hangouts, or phone. This allows us to support students who live in other communities and provinces, students with mobility challenges, busy families who would like to avoid the travel time to and from sessions, those who are transitioning from high school to postsecondary studies, and students already attending college or university.

Evoke Learning has three office locations: Toronto, Aurora, and Maple (Vaughan), and provides remote services to students outside of the GTA. You can find more information about our office locations on our website here.

Evoke Learning does not provide services in a client’s home, although many of our students connect to our practitioners remotely via Skype, FaceTime, Zoom, Google Hangouts, or phone. Evoke Learning’s services are offered face-to-face in one of our three office locations (Toronto, Aurora, Maple), remotely (online), or in other flexible locations such as local libraries and community centres.

Connecting with an Evoke Learning tutor, mentor, or coach online allows students to engage in our services even if they are outside of the GTA.

Yes. Evoke Learning offers services to support students (with or without disabilities) who are completing postsecondary education, including those studying at the graduate level.

The Bursary for Students with Disabilities program (BSWD), and the Canada Student Grant for Services and Equipment for Persons with Permanent Disabilities (CSG-PDSE), which are funded through the provincial and federal governments, assist students who are eligible for the Ontario Student Assistance Program (with a permanent disability and financial need) in meeting their disability-related educational costs. Funding is available for full-time and part-time postsecondary students who qualify, to help with the costs of academic coaching, tutoring, learning strategies, and disability-related equipment.

To access funding or to determine eligibility, students should contact their college or university’s student financial services office or accessibility services advisor.

More information on support for postsecondary students with disabilities can be found here.

Our clients do not require a formal assessment before working with us. There are students at Evoke Learning who have received a formal diagnosis and a psychoeducational assessment; however, it is not a requirement to engage in services. If a student does have an assessment, part of Evoke Learning’s intake process is to review that documentation to gain a solid understanding of a student’s psychological processes (strengths and challenges) and how they may be impacting the student’s academics.

Evoke Learning offers academic coaching, mentoring, tutoring, and reading remediation services for all students, regardless of ability, aptitude, or strength.

Services at Evoke Learning begin with an initial intake session. This session is not an assessment but rather a coaching conversation. The intake session explores what’s going well for the student, their current challenges, the strategies and skills that require enhancement, and what success might look like going forward. While an Evoke Learning representative is the expert on the process, clients are the experts on their own lives and we want to hear directly from them. During this session, goals are established, knowledge gaps are identified, and the student’s learning needs are integrated into our support systems.

Conversation and knowledge gained from the intake session also informs the approach an Evoke Learning tutor, mentor, or coach will take with a student. This is a process that is individualized to ensure that their work together is successful and strategic.

All sessions are one-to-one so that they can be personalized according to the student’s learning needs and profile, which we believe to be the most effective way to learn. Our mindset is unique among tutoring and coaching organizations; we create an individual plan for each student and modify it based on the most effective tactics. At Evoke Learning, we understand that no two learners are alike. When necessary, programs may be combined to meet the needs of the student.

Evoke Learning provides academic support for students from Grade 1 through the postsecondary and graduate levels. Our clients are students who want to achieve their academic potential and reach a higher level of performance. They want to acquire new skills and approaches to their learning, and strengthen and manage their executive function skills. Evoke Learning specializes in working with students who struggle academically; students diagnosed with learning disabilities, ADHD, and/or giftedness; and students with extraordinary goals.

ADHD Coaching and Academic Strategies

Executive dysfunction is not universal among individuals with ADHD (Doyle, 2006; Willcutt et al., 2005); however, students with ADHD who do have executive function deficits have greater academic impairment than those who do not.

Some experts believe that the main cause of ADHD is a basic difficulty in controlling impulses. This includes struggling to stop an immediate thought or action, halt an ongoing action, and avoid getting distracted by unrelated things. Lack of control over impulses makes someone easily react to their surroundings or inner thoughts. This can lead to problems like getting easily distracted, forgetting things, not finishing tasks, and making careless mistakes. Tasks that are lengthy, multistep, or inherently challenging will be particularly vulnerable to disruption. Recent research provides evidence that individuals with ADHD have deficits in time tracking, which may make it more difficult for them to estimate how long a task will require or how much available time has already elapsed.

People with ADHD often have diminished sensitivity or responsiveness to reinforcement (rewards) and experience particular difficulty on tasks or activities that are inherently effortful or aversive and that provide little immediate gratification. This explains why delayed or deferred reinforcers, such as advanced educational degrees, job promotions, and accumulated savings toward large purchases appear to be less effective in motivating and sustaining effort toward those goals in individuals with ADHD.

The core objective of ADHD coaching is to bolster the individual’s capacity for planning, organizing, and task completion. Through this coaching, we aim to equip students with effective strategies, tools, and skills that improve self-management in both academic and personal spheres. Specifically, we:

  • Provide Tools: Offer essential resources to meet academic and personal aspirations
  • Offer Guidance and Management: Provide support in navigating academic pursuits and daily life
  • Deliver Instruction on Academic Skills: Deliver research-informed techniques and strategies for academic success
  • Address Challenges: Identify and address academic and emotional challenges stemming from ADHD/executive function deficits, assisting in finding solutions
  • Enhance Self-Awareness: Help students reflect on and identify barriers
  • Deepen ADHD Understanding: Aid students in understanding their ADHD symptoms and their effects, inside and outside the educational environment.

While medication can alleviate some ADHD symptoms, ADHD coaching provides practical strategies and skills that medication alone might not address. Many people find a combination of both to be the most effective. Research shows that the right ADHD medication can help increase focus and productivity, reduce impulsivity, improve mood and memory, and increase attention to detail. Medication is only part of a comprehensive management plan; it does not address deficits in time management, organization, and planning. Students may also require the use of accommodations (e.g., extra time, assistive technology, writing in a quiet space), tutoring in areas where they have skill gaps, learning and executive function strategies, and cognitive behavioural therapy. 

Stimulant drugs have been shown to be effective in reducing the core symptoms of ADHD but are often inadequate at addressing the functional challenges of students. Studies have shown that approximately 80% of children with ADHD have fewer symptoms after finding the correct stimulant medication and dosage. Clinical experience indicates that because of the likely lack of developed metacognitive skills in people with ADHD, drug treatment alone may not be sufficient to remediate deficits, and explicit skills training in these areas may be necessary.

Yes, scientific research supports the effectiveness of executive function coaching, particularly for individuals with ADHD. A study by Dawson and Guare (2010) showed that executive skills coaching could lead to improved executive functioning, which subsequently affects academic and daily life performance. With ADHD coaching, individuals often experience:

  1. Improvement in Executive Function Skills: Multiple studies have shown that targeted interventions such as executive function coaching can lead to improvements in specific executive function skills (e.g. planning, organization, working memory).
  2. Enhanced Academic Performance: Research indicates that coaching can lead to better academic outcomes, including improved study habits, time management, and grades.
  3. Better Self-Regulation: Some studies suggest that people who receive executive function coaching have stronger self-regulation, which includes improved emotional control, impulse control, and self-awareness.
  4. Generalization of Skills: A critical goal of executive function coaching is to teach skills that people can implement in different settings (e.g., school, home, work). Evidence indicates that this outcome can be achieved through consistent coaching and practice.
  5. Improved Quality of Life and Self-Efficacy: Beyond academic and work performance, evidence suggests that coaching can enhance overall well-being and self-confidence, particularly for people with ADHD.
  6. Positive Long-Term Outcomes: Some longitudinal studies indicate that gains made through executive function interventions during childhood and adolescence can have lasting effects into adulthood, contributing to better occupational and social outcomes.

Individual coaching results can vary based on factors such as the quality and consistency of coaching, the specific challenges faced by the individual, and the person’s motivation to engage in coaching.

Evoke offers coaching services to students from Grade 9 through postsecondary. To participate in the ADHD Coaching Program, students must have been diagnosed with ADHD by an experienced mental health professional. Written confirmation of the diagnosis is required. Students do not require a formal diagnosis to participate in Evoke’s executive function coaching. 

Evoke primarily offers online coaching services. This format ensures increased accessibility, especially benefiting those located in remote areas or facing transportation challenges. As a result, clients often experience more consistent session attendance and active engagement. Recent studies have suggested that online coaching can match the effectiveness of traditional face-to-face coaching for specific groups and conditions. For example, research by Hauser et al. (2020) demonstrated that telehealth ADHD interventions for college students were comparably effective to in-person approaches.

The cost may be covered through a health benefits plan under social work or psychotherapy. Coverage varies by insurance provider. It’s always a good idea to check with your insurance company about coverage specifics before starting sessions.

In Ontario, for students eligible for the Ontario Student Assistance Program (OSAP), the BSWD and the Canada Student Grant for Services and Equipment for Students with Permanent Disabilities (CSG-PDSE) help full- and part-time postsecondary students with the costs of their disability-related educational services and equipment, such as ADHD coaching.

Following the intake process, the student is paired with an ADHD coach based on the background information provided to Evoke, the needs of the student, the practitioner’s coaching style, and personality fit. Once the student is ready to begin their coaching program, the dates and times of the sessions are scheduled directly with the ADHD coach.

The ADHD Coaching Program encompasses 13 core topics, with two sessions dedicated to each topic. This means a minimum duration of 26 one-hour sessions if each topic is covered in the intended two sessions; however, students have the flexibility to proceed to the next topic if they feel proficient after the first session, or spend an additional session if they need more time. There is a minimum commitment of attending sessions once a week for consistency and to develop routine and structure. Make-up sessions can be arranged when students or practitioners are ill or have a sudden emergency. Please see Evoke’s policies and procedures for further information.

Evoke requires 48 hours’ notice to reschedule a session and four hours’ notice in case of sudden illness or emergency. Clients are required to provide 30 days’ notice to change or cancel services. Services may be cancelled at any time with the required notice.

Participating in ADHD or executive function coaching can lead to:

  • Improved Organizational Skills: Develop better time management, organization, and planning capabilities.
  • Enhanced Academic Abilities: Experience stronger learning and study strategies.
  • Deeper Insight: Gain enhanced self-awareness and a comprehensive understanding of how ADHD influences both personal and academic aspects of life.
  • Boosted Confidence: Notice an increase in self-esteem and belief in one’s abilities.
  • Overcoming Delays: Learn effective strategies to manage and reduce procrastination.
  • Amplified Drive: Benefit from a renewed sense of motivation in various tasks and activities.

Evoke’s ADHD and executive function coaching is suitable for students in Grade 9 through postsecondary who have been diagnosed with ADHD or executive function deficits and are ready to make a change. Students who struggle with self-regulation, impulsivity, and poor organizational skills can benefit from coaching sessions, as can those who have difficulty with focus, time management, and planning. Research shows that improvements in executive function will not occur until adolescence, around age 14. (Crone & van were Molen, 2004), and so adolescence is an ideal stage for executive function and ADHD coaching. Until then the best approach is parent coaching.

Progress often varies among individuals. Generally, sustainable and notable improvements require regular coaching sessions for several months. On average, students engage in coaching for a period of four to six months. The ADHD Coaching Program delves into 13 core topics, allocating two sessions for each topic. This translates to a baseline of 26 one-hour sessions; however, based on their confidence and grasp of the content, students can choose to advance after one session or opt for an extra session. To ensure continuous progress and self-discipline, students are advised to attend at least one session weekly.

Evoke’s ADHD coaches include registered social workers, certified ADHD coaches, and psychotherapists trained and certified in cognitive behavioural therapy, and have experience working in a coaching, therapy, and/or academic strategy role with neurodivergent students. For families with private health insurance that covers social work and/or psychotherapy services, the sessions may be eligible for reimbursement.

Executive Function Coaching and Academic Strategies

Executive functions are the cognitive skills that help us manage and regulate our thoughts, emotions, and behaviours to achieve specific goals. These skills include attention, working memory, planning and organization, self-control, and problem-solving.

They allow us to focus on tasks, process information efficiently, and make decisions that lead to successful outcomes. For example, students with strong executive function skills will be able to pay attention in class, remember important information, plan and organize their homework, regulate their emotions when faced with challenges, and persist in the face of obstacles.

Although the cause of executive dysfunction is not known, research points to two primary factors:

  1. Variations in brain development, where certain regions mature more slowly or differently in those with executive skill challenges.
  2. Genetic factors: It’s common for students with executive function difficulties to have family members who face similar challenges.

Traditional tutoring helps students understand the subject matter in a course. In contrast, executive function coaching strives to enhance a student’s overall capabilities, which are essential for success across all academic pursuits and beyond.

Executive function coaching might be beneficial if there is a noticeable discrepancy between your child’s potential and their current achievements, which appears unrelated to their understanding of the subject matter. This can be evident when a child grasps academic concepts but struggles with time management, planning, organization, or study strategies, hindering their success.

The process of executive function coaching is neither instantaneous nor effortless. While some progress may be noticeable after the initial few sessions, it demands dedication from the student. Our objective is to guide students toward making meaningful changes that will ensure their success and happiness in their educational journey and beyond. To achieve this, students must adopt new mindsets, methods, and skills, and form new habits and routines, which takes time and persistence.

Adolescence is a particularly strategic time for executive function coaching, given the substantial developmental changes in the brain, particularly in areas governing executive function skills. As adolescents tackle more demanding academic and extracurricular activities, robust executive function skills become crucial. Establishing good habits during this time is vital, as the brain begins to prune unused neurological connections.

Significant transitions that often pose challenges for students with executive dysfunction include switching to online learning, starting a new academic year, entering postsecondary education, balancing intense new extracurricular activities, and school application processes.

No, a diagnosis is not necessary for executive function coaching. While conditions like depression, anxiety, and ADHD often coexist with these difficulties, many children with executive function challenges have no diagnosis. Although not all learning disabilities include executive function problems, it’s not unusual for children with dyslexia or dyscalculia to also struggle with these skills.

To protect the student’s privacy and to promote rapport and trust between the practitioner and the student, we ask that parents and caregivers refrain from joining or sitting in on sessions.

Please honour the relationship between the student and practitioner. This builds trust and increases the student’s self-confidence and self-advocacy skills. Let your child know your concerns before notifying Evoke or the practitioner. We are working toward an open and honest communication process. If your child is 18 or older, Evoke requires permission from the student to share any communication.

Students with executive functioning weaknesses are vulnerable when working in distracting environments. Parents can assist by making sure the student has access to a quiet space and can focus without the fear of being overheard or interrupted.

Parents can employ a variety of approaches to bolster their child’s executive function skills, and specific strategies may vary based on the student’s situation. Following an assessment during coaching, we provide tailored advice to parents. Generally, several practices are universally beneficial:

  • Celebrate progress: Recognize and build upon every small victory, setting achievable goals.
  • Maintain a positive outlook about your child’s progress. Remind yourself to praise the positive actions taken, large and small. Change is hard and rarely a straight line. It takes time and people learn at a different pace. Backsliding and reverting to old habits are to be expected as part of the process.
  • Encourage student ownership of the process: Coaching is a co-active process and the student is responsible for co-creating the agenda. They will get out of coaching what they put into it.
  • Establish routines: Create routines that are reliable and adaptable to evolving needs. Our students are vulnerable when working in unstructured environments; procrastination is a trap for students working alone. Home-based reinforcement for school performance is strongly encouraged to increase confidence and address functional impairments. Parent coaching is available if families need help; please email our client services manager at [email protected].

Participating in ADHD or executive function coaching can lead to:

  • Improved Organizational Skills: Develop better time management, organization, and planning capabilities.
  • Enhanced Academic Abilities: Experience stronger learning and study strategies.
  • Deeper Insight: Gain enhanced self-awareness and a comprehensive understanding of how ADHD influences the personal and academic aspects of life.
  • Boosted Confidence: Notice an increase in self-esteem and belief in one’s abilities.
  • Overcoming Delays: Learn effective strategies to manage and reduce procrastination.
  • Amplified Drive: Benefit from a renewed sense of motivation when undertaking tasks and activities.

Evoke’s ADHD and executive function coaching is suitable for students in Grade 9 through postsecondary who have been diagnosed with ADHD or executive function deficits and are ready to make a change. Students who struggle with self-regulation, impulsivity, and poor organizational skills can benefit from coaching sessions, as can those who have difficulty with focus, time management, and planning. Research shows that improvements in executive function will not occur until adolescence, around age 14 (Crone & van were Molen, 2004), which makes this an ideal stage for executive function and ADHD coaching. Until then the best approach is parent coaching.

Progress varies among individuals. Generally, sustainable and notable improvements require regular coaching sessions for several months. On average, students engage in coaching for a period of four to six months. The ADHD Coaching Program delves into 13 core topics, allocating two sessions for each topic. This translates to a baseline of 26 one-hour sessions; however, based on their confidence and grasp of content, students can choose to advance after one session or opt for an extra session. To ensure continuous progress and self-discipline, students are advised to attend at least one session weekly.

Evoke’s coaches include registered social workers, certified coaches, and psychotherapists trained and certified in cognitive behavioural therapy, and have experience working in a coaching, therapy, and/or academic strategy role with neurodivergent students. For families with private health insurance that covers social work and/or psychotherapy services, the sessions may be eligible for reimbursement.

Reading Remediation (Grades 3-12)

Grounded in the most current research on successful reading interventions, Evoke’s reading remediation program focuses on developing the skills that close the gap for struggling students.

The components of effective reading instruction are the same whether the focus is on prevention or intervention. Evoke’s programming is informed by the science of reading and our efforts are grounded in an understanding of typical reading development and on the factors that disrupt this process. Our interventions are scientific, strategic, and based on a student’s assessment data, which provides an explanation for why the student is struggling.

Research demonstrates that students with severe and persistent learning challenges require multiple opportunities to practice a skill or strategy. Evoke’s program is composed of proven interventions to remediate the reading-related skills that support reading development. Intervention efforts are directed toward removing the hurdles that are preventing the student from making typical reading progress. Students learn reading skills and are provided with an opportunity to practice them.

All Evoke’s services are individualized and one-to-one (we do not offer group programming). Our practitioners have experience working with exceptional learners and use interactive tools and resources to engage them. Most of our clients struggle with self-regulation and our practitioners are experts in meeting their needs. The reading program is offered in short but intensive 30-minute sessions. This is the ideal length of time for fostering student progress; it is long enough for the intervention to be effective and short enough that the student remains engaged and focused.

Our work is student-focused but data-driven. Evoke integrates ongoing assessment and evaluation into the reading remediation program using standardized, proven assessment tools. Parents receive regular monthly written progress updates, documenting the skills that have been mastered and the focus of current instruction.

Reading progress is visible, and usually begins with a student’s obvious increased reading confidence and willingness to read. Most students avoid reading— and procrastinate around academic work that involves a lot of reading— simply because it’s hard. The change will begin at home and eventually your child’s teacher will also be able to notice the progress they are making.

Cognitive science research shows that while strategy instruction improves comprehension, it does not positively impact the skills required for reading. To make reading gains, students must be able to decode words fluently. In addition, it’s difficult to understand the meaning of a sentence if you don’t understand the words you are reading. Background knowledge and vocabulary play a much stronger role in reading comprehension than strategies that give readers a one-time boost. Reading comprehension is built through read-aloud experiences until students can read proficiently and independently and reading comprehension strategies can be directly taught.

Research has consistently demonstrated the need for and importance of early identification and intervention for students who may be at risk for later reading difficulties (Early Reading Expert Panel, 2003). Vaughn et al. (2003) have suggested that “because students who do not learn to read in the first and second grades are likely to struggle with reading throughout their lives, effective reading interventions for students early in their educational careers are critical” (p. 301). If they do not have the underlying skills required, students do not get better at reading by reading.

Reading is a skill that is required for all academic subjects. Learning to read is critical for student success. Quite often, the reading deficits of older struggling readers go unaddressed, and those students must use accommodations to access the curriculum. Research tells us, however, that it is possible to normalize the reading skills of a large percentage of weak readers (Forman & Al Otaiba, 2009) and that large gains are possible for students of all ages and levels of severity (e.g., Simos et al, 2002; Torgensen et al, 2001). The components of effective reading instruction are the same whether the focus is on prevention or intervention (Foorman and Torgensen, 2001). At Evoke, our experience is that reading deficits create substantial cognitive overload for students and in many cases can impact their motivation to start and complete academic work. A combination of reading intervention and assistive technology can help lighten this load and pave the way for academic success.

Postsecondary planning involves preparing for life after high school, including college, vocational training, or career paths. It’s best to start planning in high school, typically during the junior and senior years.

No, postsecondary planning is for all students, whether they plan to attend college, pursue vocational training, enter the workforce, or explore other pathways after high school.

Our postsecondary planning services include guidance on postsecondary selection, application assistance, financial aid resources, career counseling, and creating a comprehensive plan for future success.

High-Dosage Math Tutoring and Recovery (Grades 4-12)

High-dosage or high-impact math tutoring is an intensive academic intervention that accelerates student learning, reduces learning gaps, and increases student outcomes. It is an evidence-based intervention for learning loss that is accessible to all learners. The goal of this type of math tutoring is to provide students with tools and instruction to help them build on their skills and knowledge to tackle new learning. Rigorous studies praise the impact of high-dosage math tutoring learning on student outcomes. The University of Chicago Education Lab released a study that demonstrated that high-dosage math tutoring can double or triple the amount of math students learn each year, increase student grades, and reduce math and non-math course failures.

Unlike traditional math tutoring, which may happen weekly for an hour or two, high-dosage math tutoring helps students recover from learning loss through targeted, structured, data-driven, intensive, and frequent math tutoring sessions that occur a minimum of three times a week for at least 30 minutes. High-dosage math tutoring is meant to provide more regular, intensive personal instruction that is aligned with the student’s grade curriculum and focused on their learning gaps. Studies show little evidence that once-a-week math tutoring is sufficient to generate meaningful gains. A recent meta-analysis found that high-dosage math tutoring was 20 times more effective than traditional math tutoring. With high-dosage math tutoring, student learning gains persist and were found to have spillover effects across other subjects.

Current research has also shown that the most effective math tutoring interventions involve three or more sessions per week with sessions that last for a minimum of 30 minutes, and up to 60 minutes. This allows for enough time to focus on missed learning while staying aligned with classroom instruction. Stanford University’s National Student Support Accelerator program defines high-dosage math tutoring as “math tutoring that is delivered three or more times a week.”

Research recommends a minimum of math tutoring in 30-minute sessions, three times a week. Students may also engage in 45- and 60-minute sessions and more frequently. Students in high-dosage math tutoring learn two and a half times as much as they would in traditional math tutoring programs. This allows for enough time to respond to the student’s individual needs and to complement their existing curriculum.

Evoke’s math tutors are well-qualified and well-trained teachers and paraprofessionals who have completed pure math programs at the university level and have experience working with neurodiverse learners. Some of them have completed postgraduate degrees and are very knowledgeable about math content and provincial math curricula. This allows them to teach using a variety of explanations and representations to develop mathematical understanding. Evoke’s math tutors use high-quality instructional materials, and are engaging, reliable and consistent. Evoke’s math tutors are skilled at relationship-building and understand when and how to press students, which resources to use, and how to employ strategic questioning in lieu of providing answers. At Evoke we understand how important it is to cultivate positive relationships with our learners. Ensuring that our students have a consistent tutor over time facilitates productive student-tutor relationships and a stronger understanding of the student’s learning needs. When students have a positive, caring relationship with their tutor they become more motivated and develop a more favourable mindset towards school. Evoke pairs each student with a consistent tutor for the duration of their math tutoring program so they can get to know the student’s strengths and weaknesses.

Evoke offers math tutoring for students in Grades 4 through 12. Our math tutors have a deep understanding of the Ontario math curriculum and can also provide support to students engaging in International Baccalaureate and Advanced Placement programs.

Evoke’s high-dosage math tutoring program begins with a diagnostic assessment that enables us to pinpoint the specific concepts and curriculum expectations with which a student is struggling and specifically what has been creating a barrier to their understanding of current grade content. The information from the math diagnostic monitors the progress made from the intervention program so that instruction is strategic and adjusted as necessary.

Intervention is based on the results of the student’s math diagnostic assessment. In addition, Evoke’s math tutors conduct routine assessments and use these results to individualize instruction.

Yes, recent research and studies have consistently shown that online tutoring, particularly in math, can be highly effective. For instance, interactive online math tutoring has demonstrated positive learning and achievement outcomes, especially for underperforming students (Beal, Walles, Arroyo, & Woolf, 2007; Chappell, Nunnery, Pribesh, & Hager, 2011; Nguyen & Kulm, 2005).

Evoke’s online math tutoring platform not only offers instructional support but is also particularly advantageous for students from busy families, those in isolated regions without access to local math tutoring, and those who value the privacy offered by online sessions. A meta-analysis by Chappell et al. (2011) even indicated that organizations providing online math tutoring were more effective than those solely offering in-person services.

Moreover, studies like those by Beal et al. (2007) have revealed significant improvements in students tackling math problems after receiving online interactive math tutoring. Intriguingly, it appears students grappling with math achievement benefit the most from online sessions (Maloy, Razzaq, & Edwards, 2014; Beal et al, 2007).

A 2023 study from the Annenberg Institute at Brown University elucidated the potential of virtual learning. It highlighted that online math tutoring can more precisely match student needs with tutor expertise. The outcomes? Enhanced academic performance, augmented effort, and elevated aspirations for students participating in online math tutoring programs. These students also witnessed notable advancements in standardized test scores and end-of year math grades.

The Centre for the Study of Learning and Performance at Concordia University posited that there is no empirical evidence suggesting that traditional classroom instruction offers any more benefit in terms of learning achievement when compared to its alternatives, such as online math tutoring.

Virtual sessions require the following:

  • A computer or tablet,
  • The ability to share the student’s screen,
  • A webcam,
  • A headset or earbuds,
  • A strong internet connection,
  • A quiet space with limited distractions where the student is best able to focus without the fear of being overheard or interrupted, and
  • The absence of anyone coming in or out of the quiet space.

Students will need access to their class notes, test dates, and assignment outlines and be prepared to share their screen to review their school’s learning platform with their tutor.

Evoke services are by appointment only and scheduled directly with the student’s practitioner. Students are asked to commit to the specified number of hours per month. We operate 7 days a week-early morning, during school hours, after school, evenings, and on weekends. All of our math tutoring programming begins with a math diagnostic.

Evoke requires 48 (business) hours’ notice to reschedule a session to an alternative date and time and four hours’ notice in an emergency or the event of sudden illness. A total of one week of program services may be rescheduled and banked for future use as part of the program.

Sessions are held a minimum of three times per week, for 30 minutes, for a minimum of 10 weeks. Based on high-dosage math tutoring research, it is recommended that students attend sessions for a minimum of a semester and preferable a full academic school year if they are significantly behind. During this time, student data is used consistently by their math tutor to understand their strengths and challenges and to build sessions that focus on the student’s needs.

Absolutely. We provide regular monthly progress reports and encourage open communication between tutors, students, and parents/guardians.

Academic and Writing Strategies (Grades 4-8)

Evoke refers to the practitioners in our Academic and Writing Strategy Program as academic strategists. Diversity in the classroom includes differences in the way students’ brains learn (neurodiversity). Neurodiverse students include those with learning disabilities, ADHD, giftedness, and autism spectrum disorder (ASD). Quite often these students are also impacted by other conditions, such as anxiety, depression, fine and gross motor challenges, and executive function difficulties, which can become barriers to learning. Academic strategists are practitioners who understand that students who require assistance with writing skill development may also struggle with organization and planning. For learning to occur, students need to have the underlying academic skills to access the curriculum; however, if they struggle with deficits in executive function, time management, and self-regulation, their attention in the classroom will also be a challenge. Simply put, academic strategists are specialists who understand the multifaceted needs of neurodiverse learners and can provide support in multiple areas of learning: executive function and learning skills development, writing strategies, and the use of assistive technology.

The academic strategist teaches students academic writing strategies, and shares new approaches for writing more robustly, generating ideas, and organizing ideas on paper. During sessions, an academic strategist will assist a student to ensure they understand the requirements of their writing assignment, are aware of the assessment criteria, and can “chunk” their work into manageable steps. The strategist teaches the student writing strategies (and how to apply them), provides feedback on written work, and helps the student create an outline of their assignment and get started on their work. The goal is to help the student reduce their cognitive load and to learn and apply strategies that will ultimately result in the student’s ability to write effectively and independently. While there is time during sessions to work on written assignments, students who require significant assistance or have large, time-consuming assignments should arrange additional sessions with their academic strategist on an as-needed basis.

Academic strategists are well-equipped to support students who require the use of assistive technology for reading and writing. This also includes note-taking and annotating. Students who require assistive technology to access the curriculum, such as individuals with processing deficits, or motor coordination and visual-motor coordination challenges, receive support in understanding how to use assistive technology to lighten their cognitive load (reduce the demand of writing on the brain) so there is capacity for critical thinking to produce written work. The use of assistive technology is blended with writing strategies to make the writing process much less taxing and overwhelming for the student.

Academic strategists have a strong understanding of executive function deficits and how these difficulties can get in the way of learning. While we are unable to change a student’s neurobiology (we can’t make blue eyes brown!) we can teach and improve executive function skills through strategy-based approaches and repeated practice. Academic strategists provide external scaffolding to support students by helping them to complete tasks, gradually stepping back as they begin to manage the process independently. Executive function develops differently for everyone and while we are unable to help the prefrontal cortex of the brain to grow, cognitive science tells us that when we use routine, strategies, practice, and external support, we can depend less on our executive functions and teach our brain to change a habit through practice and automaticity. At Evoke, we understand that executive function requires effort; it’s easier to lean into automaticity than to consider what to do next, which is why strategies work so well.

Summer Programs

Our online summer reading program offers a user-friendly platform where participants can access reading materials, track their reading progress, and engage in interactive activities related to the books they read. Participants can set reading goals, earn rewards, and participate in virtual discussions or events with fellow readers.

There are a number of advantages to taking part in an online summer reading program, including:

  1. Maintaining comprehension and reading skills to avoid the “summer slide”
  2. Fostering a lifelong love of reading and a reading habit
  3. Expanding one’s knowledge across a range of topics and their vocabulary
  4. Fostering creativity and imagination through exposure to various genres and tales
  5. Enhancing analytical and critical thinking abilities through reflections on—and discussions of—the books read

To participate, all you need is a device with internet access. Our online summer reading program can be accessed through web browsers, and some features may be available through dedicated mobile applications. Participants will also need a valid email address to register and receive program updates.