Attuning a Student Process and Tool Discuss

Attuning a Student: Process and Tool

Discuss the Following Questions: 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?

Management by Profile Protocol

OBSERVATION NEURODEVELOPMENTAL ANALYSIS MEASUREMENT OF IMPACT MANAGEMENT

STAGE 1 – NOTICING A STUDENT > Initial observations of a struggling student > Decision to obtain more information about the student as a learner > Observations of strengths as well as weaknesses

> Contact the student’s parents about participating in the attuning process > Convey the goals of … Better understanding the student’s learning strengths and weaknesses Improved success in school for their child

> 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

STAGE 2 – DATA COLLECTION > Collect detailed information > Several perspectives > Observation-based questionnaires and student work samples > Lays groundwork for neurodevelopmental profile and strategies > Collecting, not analyzing data

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

STAGE 3 – DATA ANALYSIS PARENT’S VIEW TEACHER’S VIEW(S) STUDENT’S VIEW DATA ANALYSIS STUDENT WORK > Analyze student work samples through neurodevelopmental lens > Generate report summarizing all data entered into online tool > Report organized by neurodevelopmental Constructs

Excerpts from Charles’s Views Consolidation Report

STAGE 4 – PROFILE BUILDING STRENGTHS = ? WEAKNESSES = ? > Use professional judgment and Schools Attuned knowledge to interpret data > Identify recurring themes > Develop a neurodevelopmental profile for the student

Charles’s Profile Summary

STAGE 5 – MANAGEMENT PLAN Goal is to minimize struggles … … and maximize successes. > Link the neurodevelopmental profile with school demands > Develop strategies to support student in school > May involve student, parent(s), and other teacher(s)

Excerpts from Charles’s Management and Demystification Planning Guide

STAGE 6 – DEMYSTIFICATION > 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 7 – IMPLEMENTATION AND MEASUREMENT OF IMPACT > Put management plan into action > Evaluate strategy outcomes > Adjust the plan over time as necessary > Ongoing communication and demystification

Excerpt from Charles’s Progress Monitoring Guide

Noticing a Student

Introduce Your Student Share: 1. Your student’s first name. 2. Why the student is puzzling. 3. Some of the observable evidence of academic strengths and weaknesses. 2 minutes person

Data Collection

> 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

Parent’s View Sample – Adolescent

Student’s View Sample – Early Learner

Student’s View Sample – Adolescent Learner

Teacher’s Views Teacher’s View: Early/Intermediate K-8 students Teacher’s View: Adolescent Students in grades 7 -12

Teacher’s View Home Page Sample – Early/ Intermediate

Additional Guidance on Completing the Teacher’s View > Base responses on a multiple observations over a minimum 2 -3 week time frame, not on onetime occurrences. > When attuning a student who has several teachers, it may be advantageous to involve other teachers in the process.

Analyzing Student Work

Analyzing Student Work 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.

Charles’ Writing Assignment 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.

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?

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

Analyzing Student Work 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.

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

Attuning a Student Resources 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. ne ol o t l i nl O o o To l t tu ria > Attuning a Student handbook Add’l resources > Parent permission templates > And more!

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

Building a Profile Look for: Patterns of Strengths and Weaknesses Discrepancies or Uncertainties in the Data Document strengths and weaknesses on the profile summary form.

Profile Building – Charles

Profile Building – Charles, continued

MANAGEMENT

Management and Demystification Planning Part 1: Management Strategy Brainstorming

Management Planning 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. Consult the Profile Summary and “General Observations” section of the Views Consolidation Report

Demystification Steps 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 Step 1 De-stigmatization > Of the demystification conversation > Of learning differences

Demystification Step 2 Clarification of Student’s Strengths > Recognition of genuine strengths > Provide concrete evidence > Offer general comparisons with others in the grade

Demystification Step 3 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 4 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 5 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 6 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 7 Summarization > Summarize the conversation verbally > Provide visual takeaways or reading material on the weak Constructs/Functions discussed.

What do you remember each of the Demystification Steps? 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 Guidelines > 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.

Activity Directions 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 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 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.

MEASUREMENT OF IMPACT

Progress Monitoring 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 Guide Date Outcomes Next steps

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