1 / 65

Attuning a Student: Process and Tool

This article discusses the process of attuning to students' needs and challenges in order to better understand and support their learning. It covers the steps of data collection, analysis, profile building, management planning, demystification, and implementation and measurement of impact.

efry
Download Presentation

Attuning a Student: Process and Tool

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Attuning a Student: Process and Tool

  2. Discuss the Following Questions: • What do we know about why some students struggle in school? • Given what we know, why are some students harder to figure out than others? • What are some of the challenges that our work environment poses to us deeply knowing a student?

  3. Management by Profile Protocol

  4. OBSERVATION NEURODEVELOPMENTAL ANALYSIS MEASUREMENT OF IMPACT MANAGEMENT

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

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

  11. Excerpts from Charles’s Views Consolidation Report

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

  13. Charles’s Profile Summary

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

  15. Excerpts from Charles’s Management and Demystification Planning Guide

  16. 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

  17. 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

  18. Excerpt from Charles’s Progress Monitoring Guide

  19. Noticing a Student

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

  21. Data Collection

  22. 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

  23. Parent’s View Sample – Adolescent

  24. Student’s View Sample – Early Learner

  25. Student’s View Sample – Adolescent Learner

  26. Teacher’s View: Early/IntermediateK-8 students Teacher’s View: AdolescentStudents in grades 7-12 Teacher’sViews

  27. Teacher’s View Home Page Sample – Early/Intermediate

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

  29. Analyzing Student Work

  30. Analyzing Student Work • Review multiple samples of student work. • Identify patterns of strengths and weaknessesin sub-skills related to academic areas. • Link sub-skills to neurodevelopmental Constructs and Functions. • Document your findings.

  31. 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.

  32. 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?

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

  34. Analyzing Student Work • Review multiple samples of student work. • Identify patterns of strengths and weaknessesin sub-skills related to academic areas. • Link sub-skills to neurodevelopmental Constructs and Functions. • Document your findings.

  35. Click the “Save and Return” button

  36. Next Steps Online AAS Tool • Create your profile • Assign respondents • Complete Teacher’s View • Complete Student Work Analysis online • Print a Views Consolidation Report

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

  38. What to Bring to Next Session • Views Consolidation Report • Placemat • Glossary of Neurodevelopmental Terms • Participant booklet • Management Strategies/Resources book or Classroom Reference Guide

  39. 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.

  40. Profile Building – Charles

  41. Profile Building – Charles, continued

  42. MANAGEMENT

  43. Management and Demystification Planning Part 1: Management Strategy Brainstorming

  44. Management Planning • Select: • Several strengths and up to 3 weaknesses • At least one weakness where there is a chance of a highly visible success • Strategies that will not result in stigmatization. Consult the Profile Summary and “General Observations” section of the Views Consolidation Report

  45. Demystification Steps • De-stigmatization • Clarification of student’s strengths • Discussion of student’s weaknesses • Examples of strategies • Infusion of optimism, hope, and positive possibilities • Establishment of an alliance • Summarization

  46. Demystification Step 1 • De-stigmatization • Of the demystification conversation • Of learning differences

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

More Related