Measurable Success

Empirical data that measures the 
effectiveness of our programs



Professional development training and workshops do not lend themselves to acquiring quantifiable data to measure their long-term effectiveness.  The subsequent programming implemented by schools as a result of these workshops might be more empirically assessed.  However, below are results of academic programming provided to clients throughout schools in the greater Baltimore area.



The BrainCog was contracted through the Abell Foundation to work with a scholarship student in a local college preparatory school.  D.R. was functioning several grades below placement and failing all of his courses.  The BrainCog developed and implemented supplemental academic programming, which included reading, writing, and study strategies.   Within eight weeks of the implementation of this academic programming, D.R. raised his failing grades to As, Bs and Cs.  By using the skills and strategies he learned, D.R. continued to gain academic independence, particularly in his English and history courses, and successfully completed grade 10.  Because of the support provided by The BrainCog and as a result of his success, D.R. has been invited to continue at this school as a scholarship student and is expected to graduate with his class and continue on to college.

R.S. attended and graduated from a private high school in Maryland.  Although his grades suggested mastery of writing skills, he failed the required writing course in his first year at a local university.   Although he tried to avoid any class involving writing, his selected major required that he take courses requiring writing.  The BrainCog worked with R.S., providing instruction in writing skills and strategies.  In the spring of 2007, R.S. earned an “A” in his writing course.



A.S., a tenth grade student, attended a local private high school and then a prestigious boarding school without learning the more advanced techniques in reading, writing and general study skills.  She was placed on academic probation; the school doubted that this student could successfully complete her courses and suggested that  A.S. repeat grade 10.  Our group successfully home-schooled this student for 4.5  months to remediate her academics and to help her to develop positive self-esteem.   This student passed all of her courses for the year, subsequently applied to another private school, and was accepted into the 11th grade class.

A.P. is a second grader at a local public school.  Although he enjoys math and reading, he avoids all forms of writing, particularly those including a BCR (Brief Constructed Response) and ECR (Extended Constructed Response).  By using a multisensory approach for 4 weeks, A.P. is now beginning to express his thoughts coherently and logically.



B.A. is a 5th grade student at a local private school.  At the end of grade 3, this school placed B.A. on probation because he did not seem to be meeting the grade level expectations in writing.  Despite the school’s instruction, B.A. could not organize or extend his thoughts in words.  During grade 4, our group intervened and worked closely with the classroom teacher to help B.A. develop ideas and use vivid language.  After a successful year in 4th grade, the school removed B.A.’s probationary status.  He is now performing at grade level and no longer requires academic coaching.



BrainCog has provided individual and small group instruction for students, as well as teacher support, in the following independent, private, parochial and public schools:

            Archbishop Curley
            Archbishop Spalding High School
            Bais Yaakov
            Beauvoir, National Catedral Elem School
            Beth Tfiloh Dahan Community School
            The Boys' Latin School of MD
            The Bryn Mawr School
            Calvert Hall College
            Cardinal Gibbons
            Cedars Academy
            Cristo Rey Jesuit High School
            Friends School of Baltimore
            Garrison Forest School
            Gilman School
            Glenelg Country School
            Harford Day School
            Immaculate Conception
            Immaculate Heart of Mary
            Institute of Notre Dame
            Jemicy School
            John Carroll School
            Krieger Schecter Day School
            Lab School (Baltimore)
            Loyola Blakefield
            Maryvale Preparatory School
            McDonogh School
            Mercersburg Academy
            Mercy High School
            Mount St. Joseph
            Notre Dame Preparatory School
            The Odyssey School
            Oldfields School
            Our Lady of Mt. Carmel
            The Park School of Baltimore
            Rambaum
            Resurrection/St. Paul
            Roland Park Counrty School
            Ruxton Counrty School
            Sacred Heart of Mary
            Shoshana Cardin
            St. Francis of Assisi
            St. John's Day School
            St. Joseph (Cockeysville)
            St. Jospeh (Fullerton)
            St. Mary
            St. Michael the Archangel
            St. Paul's School
            St. Paul's School for Girls
            St. Timothy School
            Stoneleigh Burnam
            The Key School
            Towson Catholic
            Trinity School
            Worcester

BrainCog Founder Mary Turos has been invited to present as an expert
in the areas of education, learning disabilities, and executive function for:

AIMS (Association of Independent Maryland Schools) Fall 2007&2008Conference Presentation

The International Reading Association:Reading conference presentations inMontana, October 2007
And in Arkansas, November 2007

International Dyslexia Association (IDA)

Learning Disabilities Association (LDA)

Association of Independent Maryland Schools (AIMS)

Business Women’s Network (BWN)

Maryland Home Educator’s Association (MHEA)

The Alternative Board (TAB)