All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Attuning a Student: Process and.

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. 1.What do we know about why some students struggle in school? 2.Given what we know, why are some students harder to figure out than others? 3.What are some of the challenges that our work environment poses to us deeply knowing a student? Discuss the Following Questions: All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

Management by Profile Protocol

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Initial observations of a struggling student >Decision to obtain more information about the student as a learner >Observations of strengths as well as weaknesses STAGE 1 – NOTICING A STUDENT

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Contact the student’s parents about participating in the attuning process  Better understanding the student’s learning strengths and weaknesses >Convey the goals of …  Improved success in school for their child

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Talk with the student about being attuned >Emphasize alliance formation >Explain the attuning process, why you’re initiating it, and its potential positive outcomes >Reassure the student that he or she will not be stigmatized

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Collect detailed information >Several perspectives >Observation-based questionnaires and student work samples >Lays groundwork for neurodevelopmental profile and strategies >Collecting, not analyzing data STAGE 2 – DATA COLLECTION

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Charles’s Teacher Collects Data >Completes the Teacher’s View questionnaire >Awaits completed Views from Charles and his parents >Collects and reviews several of Charles’s recent assignments, looking for evidence of strengths and weaknesses

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Analyze student work samples through neurodevelopmental lens >Generate report summarizing all data entered into online tool >Report organized by neurodevelopmental Constructs PARENT’S VIEW TEACHER’S VIEW(S) STUDENT’S VIEW DATA ANALYSIS STUDENT WORK STAGE 3 – DATA ANALYSIS

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Use professional judgment and Schools Attuned knowledge to interpret data >Identify recurring themes >Develop a neurodevelopmental profile for the student STRENGTHS = ? WEAKNESSES = ? STAGE 4 – PROFILE BUILDING

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Link the neurodevelopmental profile with school demands >Develop strategies to support student in school >May involve student, parent(s), and other teacher(s) Goal is to minimize struggles … … and maximize successes. STAGE 5 – MANAGEMENT PLAN

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Communicate with individuals involved in the attuning process, increasing understanding around …  The student’s neurodevelopmental profile  How the profile is impacting student performance  How to help the student experience greater success STAGE 6 – DEMYSTIFICATION

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Put management plan into action >Evaluate strategy outcomes >Adjust the plan over time as necessary >Ongoing communication and demystification STAGE 7 – IMPLEMENTATION AND MEASUREMENT OF IMPACT

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Share: 1.Your student’s first name. 2.Why the student is puzzling. 3.Some of the observable evidence of academic strengths and weaknesses. Introduce Your Student 2 minutes per person

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Parent’s View – 2 versions >Student’s View – 3 versions >Teacher’s View – 2 versions >Select set of Views that will provide the best information for the current setting >Choose Views across common developmental levels – e.g. Early Learner Views for Parent, Student, and Teacher

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Teacher’s View: Early/Intermediate K-8 students Teacher’s View: Adolescent Students in grades 7-12 Teacher’s Views

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Base responses on a multiple observations over a minimum 2-3 week time frame, not on one- time occurrences. Additional Guidance on Completing the Teacher’s View >When attuning a student who has several teachers, it may be advantageous to involve other teachers in the process.

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. 1.Review multiple samples of student work. 2.Identify patterns of strengths and weaknesses in sub-skills related to academic areas. 3.Link sub-skills to neurodevelopmental Constructs and Functions. 4.Document your findings. Analyzing Student Work All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

Today you will complete an in-class writing assignment. You have 45 minutes to write your paper. The topic is to describe a perfect day. Charles’ Writing Assignment All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

Read what Charles wrote on pages 20-21 of your participant booklet. Which writing sub-skills are strong for Charles? Which writing sub-skills are weak for Charles? All Kinds of Minds® and Schools Attuned ® are marks of All Kinds of Minds. © 2008 All Kinds of Minds. All rights reserved. All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

X X X X X Expressive Language – primarily weak at sentence level (Sentence Formulation) -- strong Semantic Use and Discourse Production

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. 1.Review multiple samples of student work. 2.Identify patterns of strengths and weaknesses in sub-skills related to academic areas. 3.Link sub-skills to neurodevelopmental Constructs and Functions. 4.Document your findings. Analyzing Student Work All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

Click the “Save and Return” button

Next Steps Online AAS Tool 1.Create your profile 2.Assign respondents 3.Complete Teacher’s View 4.Complete Student Work Analysis online 5.Print a Views Consolidation Report All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

Attuning a Student Resources Online tool Tool tutorial Add’l resources >Attuning a Student handbook >Parent permission templates >And more! 1.Log in to All Kinds of Minds Web site 2.You’ll see the Attuning a Student link on the page following your login.

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. What to Bring to Next Session 1.Views Consolidation Report 2.Placemat 3.Glossary of Neurodevelopmental Terms 4.Participant booklet 5.Management Strategies/Resources book or Classroom Reference Guide All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

Look for: Patterns of Strengths and Weaknesses Discrepancies or Uncertainties in the Data Document strengths and weaknesses on the profile summary form. Building a Profile All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

Profile Building – Charles

MANAGEMENT

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Part 1: Management Strategy Brainstorming Management and Demystification Planning

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Select: 1.Several strengths and up to 3 weaknesses 2.At least one weakness where there is a chance of a highly visible success 3.Strategies that will not result in stigmatization. Management Planning Consult the Profile Summary and “General Observations” section of the Views Consolidation Report

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. 1.De-stigmatization 2.Clarification of student’s strengths 3.Discussion of student’s weaknesses 4.Examples of strategies 5.Infusion of optimism, hope, and positive possibilities 6.Establishment of an alliance 7.Summarization Demystification Steps

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. De-stigmatization > Of the demystification conversation > Of learning differences Demystification Step 1

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Clarification of Student’s Strengths >Recognition of genuine strengths >Provide concrete evidence >Offer general comparisons with others in the grade Demystification Step 2

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Discussion of Student’s Weaknesses >Mention that we all have weaknesses >Begin and end with a number; no more than three (e.g., “there are 2 things that are a problem for you in learning”) >Label the phenomena rather than the student >Stress and define specific terminology Demystification Step 3

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Examples of Strategies >Provide examples of strategies, not a full educational plan. >Approach the management strategies as an experiment (e.g., “Here are some things we can try”). >Can suggest additional strategies throughout the school year. Demystification Step 4

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Infusion of Optimism, Hope, and Positive Possibilities > Describe pathways for existing strengths and affinities (e.g., “When you’re an adult, you can practice your specialty.”) Demystification Step 5

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Establishment of an Alliance >Tell them about your own struggles with learning. >Assure the student that the conversation will not appear on their report card. >Project the alliance into the future (e.g., “We will get back together in three weeks.”) >Do not say “You have so much potential; if only you lived up to it.” Demystification Step 6

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Summarization >Summarize the conversation verbally >Provide visual takeaways or reading material on the weak Constructs/Functions discussed. Demystification Step 7

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. 1.De-stigmatization 2.Clarification of student’s strengths 3.Discussion of student’s weaknesses 4.Examples of strategies 5.Infusion of optimism, hope, and positive possibilities 6.Establishment of an alliance 7.Summarization What do you remember each of the Demystification Steps?

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. >Length as developmentally appropriate (i.e., 20- 30 minutes for most students) >Structure as a two-way conversation >Provide takeaways to help the student remember the session. >Optimal for the parents to be involved. >Sit next to the student, not facing them in a relaxed, collegial location. >Provide concrete analogies for younger learners “You’re mind is like a computer…” >Discuss career possibilities with older students. Demystification Guidelines

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Demystification Planning >Choose a partner at your table. >Between the two of you, select one student to demystify. >Spend 10 minutes planning for a demystification conversation with that student and his parent. Activity Directions

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Demystification Role Play >In your group of four, you will role play two conversations total. >For each role play, assign each group member one of the following roles: >Teacher – leads the demystification conversation >Student – engages as a student might during the demystification conversation >Parent – engages as a parent might during the demystification conversation >Objective Observer – records evidence of the 7 demystification steps Activity Directions

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Demystification Role Play Cont’d – 20 min. total >Role Play the first conversation for 7 minutes. >Debrief the Role Play for 3 minutes >Objective Observer: Where was the evidence of the steps? >Other group members: how did the conversation feel from the perspective of your role? >Role Play the second conversation for 7 minutes. >Debrief the Role Play for 3 minutes. Activity Directions

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. 1.Put the management plan into action. 2.Evaluate the outcomes. 3.Make adjustments to your hypothesis and the plan over time. 4.Communicate with the parent and student throughout the process. Progress Monitoring

Next Steps 1.Complete the Profile Summary Form online 2.Complete the Management and Demystification Planning Guide online 3.Hold a Demystification Session with your student 4.Track Progress and Modify Strategies as Needed All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved.

All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Attuning a Student: Process and.

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All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Attuning a Student: Process and.

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Presentation on theme: "All Kinds of Minds® and Schools Attuned ® are marks of Q.E.D. Foundation. © 2013 Q.E.D. Foundation. All rights reserved. Attuning a Student: Process and."— Presentation transcript:

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