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

Please select an urgency level
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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?"
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Introduce Eardley's approach (3-4 min)Science of Reading, multisensory, data-driven.
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Scholarship / financial fit (1-2 min)Ask proactively -- families often don't know they qualify.
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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
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EES can accept
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Not eligible / N/A
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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
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Full-Time TutoringPrimary instruction model
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Specialized After-School ProgramStructured enrichment & intervention
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Specialized Summer Education ProgramSummer intensive & camp programs
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Choice Navigator ServicesScholarship guidance & navigation
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Private School EnrollmentNot an EES service — for reference
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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 · Reframe · Re-close
Core principle: Objections are requests for safety, not rejection. Don't argue. Don't drop the price. Don't move on without re-closing. Your job is to lower the cost of saying yes — not to win an argument.
Step 1
Validate
Acknowledge the concern out loud. One sentence. The parent must feel heard before they can hear you.
Step 2
Reframe
Pivot to a perspective they hadn't considered — usually the cost of waiting, the science, or what other families learned the hard way.
Step 3
Re-close
Always end with a smaller, easier yes — usually the LSA / screening. Never leave the call without the next concrete step on the calendar.
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."
Underneath: scarcity, comparison shopping, fear of wasting money on the wrong fix.
Validate
"It is a real investment, and you're right to think it through carefully."
Reframe
"Families a year in tell us the cost of waiting — another grade behind, more anxiety, lower confidence — was higher than the cost of starting. And if [child] has a diagnosis, FES-UA often covers our services entirely. Want me to walk you through that?"
Re-close
"Let's start with the LSA so you have hard data before you decide on package size — that's a much smaller decision."
Schedule "We're already so busy"
"There's no time" / "His week is already packed."
Underneath: overwhelm, fear of kid burnout, logistics fatigue.
Validate
"I hear that — your week is already full, and one more thing feels heavy."
Reframe
"Most students do two sessions a week, online — no drive time. And it usually replaces the homework battles eating your evenings now, not adds to them."
Re-close
"What if we start with the one-time screening? You'll know what we're working with before committing to a schedule."
School "Let the school handle it first"
"The school says they'll work with him" / "We just got the IEP."
Underneath: deference to authority, hope, exhaustion, money concern.
Validate
"You're right to give the school its chance — that's reasonable."
Reframe
"School services are usually small-group pull-out, 30 minutes a day, often with paraprofessionals. We're the structured-literacy specialist piece they can't deliver one-on-one. Not a replacement — a complement. By spring, if [child] hasn't moved a grade level, that's another year lost."
Re-close
"Let's get baseline data with the LSA now so you can compare in 90 days and see whether school services alone are moving the needle."
Competitor "We tried Sylvan / a tutor"
"We've already done Lindamood / private tutoring / Kumon."
Underneath: prior disappointment, doesn't trust new providers, sunk cost.
Validate
"You've already invested time and money in this — that takes a lot."
Reframe
"What we hear is those programs are often worksheet-driven or one-size-fits-all. We use Orton-Gillingham-aligned structured literacy — the only approach the science of reading actually supports for dyslexic profiles. The LSA shows in 90 minutes whether [child] fits that profile."
Re-close
"Worth a screening so we can show you exactly where the gap is — versus guessing again?"
Stall "Let me think about it"
"I want to talk it over" / "I'll get back to you."
Underneath: needs spouse buy-in, needs more info, fear of pulling the trigger. Don't accept this at face value.
Validate
"Of course — this is a real decision, and you should think it through."
Reframe
"Help me understand what specifically still feels unresolved — is it cost, timing, or needing your spouse on the call? If it's spouse, let's set a 15-minute follow-up for both of you."
Re-close
"I'll send the LSA scheduling link now so the option stays open while you decide. No charge until you book."
Timing "We'll wait until summer"
"Maybe in the summer when there's more time" / "After break."
Underneath: hoping things resolve on their own, deferring the decision, financial timing.
Validate
"Summer can feel like the natural reset point."
Reframe
"The strongest gains we see come from kids who started before the summer slide instead of after it. Three more months of falling behind compounds — and the summer kids are then catching up to where the spring-start kids already are."
Re-close
"Let's at least get the screening done this month — then we'll build the plan to fit your summer."
Resistance "My child won't comply"
"He hates extra work" / "She'll refuse to do it."
Underneath: avoidance fatigue, parent-child power struggles, prior bad experiences with tutors.
Validate
"After a hard school day, the last thing they want is more 'school' — that's real."
Reframe
"Our specialists train specifically for resistant learners. Sessions are short, structured, and built around small wins. Confidence comes back first — that's what makes them want to keep going."
Re-close
"Let's just get the screening done — no commitment past that. If [child] responds, you'll know."
Wait "We need to wait for testing first"
"The school is doing an evaluation" / "We're waiting on a private psych-ed."
Underneath: process orientation, money, school dependency, hoping the report makes the decision for them.
Validate
"Having that data is genuinely helpful, definitely."
Reframe
"School evals often take 60-90 days, and they tell you the diagnosis but not the intervention. The LSA gives you actionable instructional data on Tuesday. The two work together — they don't replace each other."
Re-close
"Let me schedule the LSA — we'll incorporate the school results when they arrive."
Mistakes That Lose the Close
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Don't argue with the objection. "But it really is worth it!" loses every time. Validate first, always.
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Don't drop the price. Surface FES-UA / PEP instead. Discounting signals doubt about value.
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Don't promise results. "We guarantee a grade level" is a trap. Promise the process — assessment, plan, weekly progress data.
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Don't accept "let me think" without re-close. Always offer the LSA as the smaller next yes before hanging up.
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Don't go silent. Long pauses after objections feel like you agree they're right. Have your validate-line ready.
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Don't talk past the spouse objection. Schedule a quick joint call. Both decision-makers on the line dramatically raises close rate.
Buying Signals vs. Stalling Signals
✓ They're buying — lean in
  • Asking how it would work (logistics, scheduling, format)
  • Asking about the specialist's background
  • Volunteering more about the child's struggle without prompting
  • Talking about the spouse / family in present-tense planning
  • Asking what success looks like at 3 months / 6 months
✕ They're stalling — re-close gently
  • Repeating concerns you've already addressed
  • Vague timelines: "soon," "after the holidays," "when things calm down"
  • "I'll talk to my husband and call you back" with no time set
  • Pivoting to research mode mid-call ("I'll look at your website")
  • Going quiet after price — let the silence sit, then re-close
Internal EES coaching reference. Source: Eardley SSC Training Manual (Validate–Reframe–Re-close framework, 10 common mistakes, role-tone matching). Adapt language to your call style — these are scaffolds, not scripts.
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Additional Notes

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Logistics & Fit

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Call Outcome & Next Steps

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Action items
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