Info Call Worksheet

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Eardley Education Solutions

Info Call Worksheet

Eardley Education Solutions

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Goal

Understand the family → build trust → determine fit → clear next step

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Presenting Concerns

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Student Background

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Call Flow Guide

tap script for sample dialogue
1
Warm open (1-2 min)"Tell me what's been going on with [student]."
2
Dig into the story (4-6 min)How long, what's been tried, emotional impact.
3
Uncover the goal (2-3 min)"Wave a magic wand -- what looks different in 6 months?"
4
Introduce Eardley's approach (3-4 min)Science of Reading, multisensory, data-driven.
5
Scholarship / financial fit (1-2 min)Ask proactively -- families often don't know they qualify.
6
Handle objections & close (2-4 min)Stay curious, not defensive. Recommend a clear next step.
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Goals & Motivators

Goal 01
Goal 02
Goal 03
Goal 04
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Scholarship & Financial Assistance

✅ EES can accept · ❌ Not eligible for EES services · ⚠️ Closed/limited · ℹ️ Informational
Quick Reference
Florida K–12 Scholarships — EES Cheat Sheet
The 30-second model: Two axes. Funding org (Step Up vs AAA — interchangeable) ≠ Program (FES-UA, PEP, FTC, FES-EO, Hope). Only the program tells you whether EES gets paid.
Eardley Education Solutions — Internal Reference
EES Provider Coverage Matrix
Which Florida scholarship programs EES can accept for each service type — 2025–26 & 2026–27
✓
EES can accept
✕
Not eligible / N/A
!
Existing balances only (closed to new)
EES Service FES-UAUnique Abilities PEPHomeschool FTC / FES-EOPrivate School New WorldsReading / Math HopeBullying Transfer
Part-Time TutoringIn-center & online sessions
✓
✓
✕
!
✕
Full-Time TutoringPrimary instruction model
✓
✓
✕
✕
✕
Specialized After-School ProgramStructured enrichment & intervention
✓
✓
✕
!
✕
Specialized Summer Education ProgramSummer intensive & camp programs
✓
✓
✕
!
✕
Choice Navigator ServicesScholarship guidance & navigation
✓
✓
✕
✕
✕
Private School EnrollmentNot an EES service — for reference
✕
✕
✓
✕
✓
FES-UA requires a qualifying disability diagnosis (dyslexia, SLD, ADHD, autism, etc.) — a psychoeducational evaluation is sufficient.  |  PEP requires the student to be homeschooled or not enrolled full-time.  |  New Worlds closed to new applicants; existing balances must be spent by June 30, 2026.  |  FTC / FES-EO and Hope are private-school-only — EES cannot accept these for any service.
Quick Eligibility Decision Tree
  1. Has a documented diagnosis (dyslexia, SLD, ADHD, autism, speech/language)? → FES-UA (the gold path; EES accepts).
  2. Homeschooled / not full-time enrolled? → PEP (EES accepts; 140k cap — apply early).
  3. In private school, no diagnosis? → FTC/FES-EO exists, but funds go to the school. Ask: any diagnosis we should know about? (unlocks FES-UA).
  4. Public school + bullying incident? → Hope Scholarship (private school placement only; EES cannot accept).
  5. They mention "Gardiner" or new "New Worlds"? → flag gently — Gardiner was repealed in 2021 and folded into FES-UA; New Worlds is closed to new applicants.
FES-UA — Unique Abilities
ESA. Diagnosis required (SLD, dyslexia, ADHD-OHI, autism, etc.). Quarterly deposits to family-controlled account, paid through EMA. EES accepts.
Miami-Dade 25–26: ~$10,697 K–3 · ~$10,100 4–8 · ~$9,945 9–12 (Levels 1–3). Levels 4–5: $22k–$36k.
PEP — Personalized Education
ESA for not-enrolled-full-time / homeschool students. Annual SLP + standardized test required. EES accepts.
Miami-Dade 25–26: ~$8,583 K–3 · ~$7,986 4–8 · ~$7,831 9–12. Capped at 140,000.
FTC / FES-EO — Private School
Voucher pays the private school directly. Tuition only, no supplemental services. EES cannot accept. Pivot: ask about diagnosis → FES-UA.
Hope Scholarship
Public-school transfer after bullying/safety incident. Private school tuition only. EES cannot accept. Refer to school guidance counselor for reporting.
2026 lawsuit context: 7 FL private schools sued Step Up in Feb 2026 for delayed disbursements. AAA Scholarship Foundation is welcoming SUFS transfers and administers the same programs. If a family is nervous about delays, AAA is a clean alternative.
2026–27 Application Timelines
Program Opened Notes
FES-UAFeb 1, 2026Rolling, no cap
PEPFeb 1, 2026Capped at 140,000 — apply early
FTC / FES-EOFeb 1, 2026Rolling, no cap
HopeOngoingJun 15, 2026 for full funding; report incident first
New WorldsCLOSEDExisting balances only through 6/30/26
AAA (all programs)Feb 1, 2026Accepting SUFS transfers
Internal EES reference. Award amounts and rules subject to change — verify at stepupforstudents.org or aaascholarships.org before quoting figures. 2026–27 amounts publish July 2026.
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Objection Handling

Cost / budget
Schedule / availability
"Try school first"
Competitor comparison
Other objection
Quick Reference
Objection Handling — Validate · Clarify · Next Step
Core principle: Objections usually mean the parent needs more clarity, confidence, or safety before moving forward. Don't argue or react defensively. Stay calm, address the concern directly, and guide the conversation back to the clearest appropriate next step — most often the Learning Skills Assessment (LSA).
Step 1
Validate
Name the concern clearly so the parent feels heard. One sentence is enough.
Step 2
Clarify and Reframe
Address the real issue with calm, useful guidance. Focus on fit, timing, or what the LSA will clarify — not on persuasion.
Step 3
Return to the Next Step
Don't end with vagueness. Bring the conversation back to the most appropriate next step — usually the LSA, or a brief follow-up that includes the other decision-maker.
The Eight Most Common Objections
Cost "It's a lot of money"
"We need to think about the budget" / "That's more than we expected."
What's underneath: wanting to make a careful decision and not spend on the wrong kind of support.
Validate
"It is an investment, and it makes sense to think carefully about it."
Clarify
"What usually helps families most is getting clear on exactly what their child needs before deciding on services. That way you're not guessing, and you're not spending money on the wrong kind of support."
Next Step
"Let's start with the Learning Skills Assessment so you have clear data and a thoughtful recommendation before deciding what level of support makes sense."
Optional — scholarshipIf [child] has a qualifying diagnosis, scholarship funding may help cover services. We can talk through what may apply.
Schedule "We're already so busy"
"There's no time" / "His week is already packed."
What's underneath: real overwhelm and concern about adding one more thing to a full week.
Validate
"I hear that. When your week already feels full, adding one more thing can feel like a lot."
Clarify
"The good news is that sessions are online, so there's no drive time, and many families find it's easier to fit in than they expected once they have a clear plan."
Next Step
"We can start with the LSA first so you have clarity before committing to an ongoing schedule."
School "Let the school handle it first"
"The school says they'll work with him" / "We just got the IEP."
What's underneath: a reasonable hope that school supports will be enough, and uncertainty about whether more is needed.
Validate
"That makes sense — giving the school's plan a chance is a reasonable starting point."
Clarify
"School services and one-to-one structured literacy work in different ways. School supports tend to be small-group and limited in time. The LSA helps you see whether [child] needs the kind of targeted instruction that's harder to deliver in a school setting, so the two can work together rather than overlap."
Next Step
"Let's get the LSA done now so you have clear baseline data — that way you can see in a few months whether school services alone are moving things forward."
Competitor "We tried Sylvan / a tutor"
"We've already done Lindamood / private tutoring / Kumon."
What's underneath: prior effort that didn't produce the change they hoped for, and caution about trying again.
Validate
"You've already invested real time and effort in trying to help. That tells me a lot about how seriously you take this."
Clarify
"Different programs use different methods, and the right fit really depends on what's getting in the way for [child]. The LSA gives us a clear picture of where the skill gaps are, so any plan we recommend is grounded in data — not assumption."
Next Step
"It's worth getting the LSA done so we can show you specifically where [child] is and what kind of approach would actually help."
Stall "Let me think about it"
"I want to talk it over" / "I'll get back to you."
What's underneath: often a need for clarity, more information, or another decision-maker on the call.
Validate
"Of course — this is a real decision and you should take the time to think it through."
Clarify
"If it's helpful, I can ask what's still feeling unclear — sometimes it's cost, sometimes it's timing, sometimes it's wanting a partner on the call. Whatever it is, we can usually clarify it pretty quickly."
Next Step
"Either way, I can send you the LSA scheduling link so the option stays open while you decide. Looking at it doesn't commit you to anything — booking is what confirms a time."
Timing "We'll wait until summer"
"Maybe in the summer when there's more time" / "After break."
What's underneath: hoping for a natural reset, or wanting to time the decision around the calendar.
Validate
"Summer can feel like the natural time to start something new."
Clarify
"What we sometimes see is that the gap continues to widen during the school year, and starting later means catching up to it. The LSA gives you data now, so you can plan thoughtfully whether you want to start before summer or build the plan for summer."
Next Step
"Let's get the LSA on the calendar this month — we'll use it to design the right plan for your timeline."
Resistance "My child won't comply"
"He hates extra work" / "She'll refuse to do it."
What's underneath: real fatigue, prior negative experiences with academic work, and concern about pushing too hard.
Validate
"After a long school day, the last thing many kids want is more school-like work. That's a real and common concern."
Clarify
"Our specialists work specifically with kids who've had a hard time engaging. Sessions are short, structured, and designed around small wins so kids start to feel more competent — that's usually what shifts the resistance over time."
Next Step
"The LSA is a manageable first step. It gives us a sense of how [child] responds to this kind of work, with no commitment beyond that."
Wait "We need to wait for testing first"
"The school is doing an evaluation" / "We're waiting on a private psych-ed."
What's underneath: wanting more information before deciding, and trusting the evaluation to provide direction.
Validate
"It makes sense to want that data — evaluations are useful."
Clarify
"School and clinical evaluations tend to focus on diagnosis and eligibility. The LSA focuses on instructional information — what skills are in place, where the gaps are, and what kind of support would actually help. The two work well together."
Next Step
"We can schedule the LSA now and incorporate the school's findings as they come in. You won't have to start over."
Things to Avoid
✕
Don't argue with the concern. "But it really is worth it!" puts pressure on the parent. Validate first — always.
✕
Don't discount reactively. If cost is a real concern, walk through scholarship and payment pathways thoughtfully when appropriate. Don't negotiate on the fly.
✕
Don't promise specific outcomes. Avoid guarantees like "a grade level by spring." Speak to the process — assessment, recommendation, ongoing progress data.
✕
Don't leave concerns hanging. Before ending the call, return to a clear, appropriate next step — usually the LSA or a follow-up that includes other decision-makers.
✕
Don't fill silence with pressure. A pause after a question is okay. Let the parent think. Re-engage with a clarifying question, not a push.
✕
Don't bypass the other decision-maker. When a spouse or partner needs to weigh in, offer a brief joint follow-up so both have the same information.
Reading the Conversation
✓ Signs the parent is engaged
  • Asking how it would work (logistics, scheduling, format)
  • Asking about the specialist's background or qualifications
  • Volunteering more about the child's struggles without prompting
  • Talking about family or partners in present-tense planning language
  • Asking what progress looks like over the first few months
✕ Signs the parent needs more clarity
  • Repeating concerns you've already addressed
  • Vague timelines: "soon," "after the holidays," "when things calm down"
  • "I'll talk to my partner and call you back" with no time set
  • Shifting to independent research mid-call ("I'll look at your website")
  • Going quiet after price — give the silence room, then ask what's on their mind
Internal EES coaching reference. Adapt language to your own call style and the family in front of you — these are scaffolds, not scripts. The LSA is the most common appropriate next step, but use judgement; sometimes the right next step is a follow-up call with the other decision-maker, or simply more space for the parent to think.
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Additional Notes

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Logistics & Fit

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