Group II – Attuned Students

Qualitative Evaluation

Analysis by:

Education Evaluation Associates

Norman, Oklahoma

Elaine Bontempi, M.Ed.

Susan Smith Nash, Ph.D.

Overview of the study

The purpose of the qualitative evaluation was to analyze the academic and developmental progress of students in an environment with the following characteristics:

· All or almost all of the teachers have participated in Schools Attuned training

· The school has been participating in the Schools Attuned program for at least three years

· Strong administrative support within the school for the Schools Attuned program

· Students are identified when they exhibit needs, and demystification and attuning processes are adhered to

The interaction between students and teachers was closely analyzed, with information from school report cards taken into consideration. Reporting and data collection was done by means of an instrument, a questionnaire (Appendix A), as well as school records. Teachers self-reported, and described the students they chose to describe. Data analysis was done using axiel coding.

Data collection was done in May and June 2002 at Tulsa Monte Cassino school.

Characteristics of the students selected for analysis include:

· Randomly selected from larger group;

· Identified as needing accommodations because of issues interfering with academic progress;

· Even distribution across grades;

· Boys and girls represented in the study;

· Teacher worked with student for at least one full school year.

Teacher reporting is not considered to be objective, but rather, it is believed that teacher attitudes and belief about his/her own efficacy to make a difference will be reflected. Biases due to cultural and socio-economic factors are quite likely to skew teacher attitudes and approaches toward the child. Although the stated intent of the program is to avoid labeling, the teacher reporting is, in fact, an exercise in labeling. The key unknown is whether or not labeling can ever become a shaping and guiding tool rather than a way to detach oneself, and avoid taking responsibility for the student’s well-being.

Epistemological issues notwithstanding, the primary objective of this qualitative study was to determine what strategies were, in the teachers’ estimation, effective, and why. Since teachers tend to share the same beliefs and attitudes toward the efficacy of some pedagogical approaches, it is believed that the findings reported in this study will be useful to teachers and administrators, primarily because they will quickly comprehend the strategies, and will be willing to implement them.

As self-reporters, it is difficult to determine whether or not an individual teacher’s conception of self was shared by the student. While a teacher may have thought of herself or himself as caring, involved, and pro-active, the student’s perception could have been different. In fact, the students progress or lack of “progress” or “improvement” is a judgment call from the point of view of the teacher. A lack of progress, as reported by the teacher, could have been, in fact, resistance on the part of the student who did not like the approach. Because of the element of doubt that student resistance or perception dissonance could cause, it is important to follow up with interviews of students who have been attuned. Their responses could suggest that the program is even more effective than the teachers believe. It could also reveal when and how students’ perception of teachers differs from the teacher’s own self-concept.

Conclusions and Recommendations

Positive results in academic and non-academic areas of endeavor were found in the majority of students evaluated. Success was based on teacher evaluation, grades.

Teachers attributed positive results to the implementation of accommodations, interventions, and approaches recommended by the All Kinds of Minds’ Schools Attuned program, in addition to a multi-pronged, flexible approach incorporating extra-programmatic items including medication and counseling.

Teachers in the Schools Attuned environment showed a high level of willingness to work with students on an individual basis, and to dedicate blocks of time to one-on-one mentoring, coaching, and tutoring.

Suggestions and Main Points of Qualitative Data Analysis:

1. Students with the most success had:
1. tutoring
2. strong parental involvement
3. nurturing environments
4. one on one with teacher or assistant
5. extra time to complete assignments
6. follow through behavioral management at home

2. Student success decreased in higher grade levels.

3. Students who had the most success were in grades Pre-K – Fifth.

4. Parental involvement decreased with age.

5. Behavioral disorders increased with age.

6. No consistency with strategies employed by teachers.

7. No consistency in implementation of OKSA program-some teachers chose one student to fully attune, others selected two, and others attuned the whole class.

8. The above finding leads to a series of questions concerned with the effectiveness of training. It also raises a question regarding the accessibility of videos to teachers, that reviewed specific needs and recommended strategies.

9. Teachers in higher grades mentioned having more problems with students having ADD or ADHD.

10. Many of the cases with the most improvement among students included medication and counseling as a part of the treatment/strategies.

11. Teachers did not mention many cognitive strategies employed. This raises the question of whether or not the teachers are aware of many cognitive strategies-again, related to training and accessibility to training videos.

12. Many teachers mentioned that younger students who had poor reading skills had oral exams. This raises a question regarding the continued use of oral exams. If written exams are replaced with oral exams for extended periods of time, it is not addressing the problem, only ignoring it. The idea should be to focus on strengths, but to build up weaknesses so that there is not such a wide gap between the two.

13. It seems evident that training needs to be examined more closely, and follow ups should be made regarding consistency of implementation of OKSA program, and appropriate strategies employed by teachers.

14. Need to know more about past strategies and how they differ from OKSA strategies.

OKSA Evaluation 2001-2002

General Strategies Used-Broken Down by Grade

** = Frequent

Grade Strategies Used

Eight Regulation of extra activities

**Report to parents

Encourage ideas

Set limits on attention paid to student

Modified homework

Matched student with group members that would accept him/her

Provided opportunities to share unique abilities with class

Untimed tests

Reviewing study skills

Daily check of guides and materials to make sure they would go home

Before school study time

**Lunch time study time

**After School study time

Emotional Support

Listening

Social skill strategies

Enforcing rules

Helping student recognize that teacher was not angry or rejecting the student

**Complimenting progress

**Caring and nurturing attitude

**Organizational skills

**Placement in classroom

- in front near teacher

- next to student who could help

- next to students who would accept him/her

Extra time for assignments

Modified Tests

**Tutoring

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Seventh: maximize coaching/teaching

**Extra time

Verbal praise

Extra curricular athletic events

Encouragement

Medication

Focusing Strategies

Consequences for behavior

**Parental Involvement

Following up on assignments

Disruptions to minimum

**Oral exams

**After school tutoring

Received assignments early

Cognitive Thought stopping

Replace negative statements for positive

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Sixth Anger management

Post grades on Edline

Parents sign assignment book

Staff Mediator

**Oral Exams

Mom types responses instead of child writing

Reports to parents

Structure to home life

Encouragement

Bringing child into discussions

**Extra time for assignments

**Recess time to complete homework

Extra time for testing

Tutoring (before school)

Positive reinforcement

Oral reviews

Elaboration on words on tests

Extra materials in house for student to use

Verbal reminders to stay focused

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Fifth: Redirected inappropriate behavior

Accent strengths in classroom to build self esteem

Review of basic reading skills

-hands on

-authentic activities

**Parental involvement

-reading books every evening with student

-reviewed and discussed books during dinner with parents

Visited daily with teachers about books read

Extra reading at home

Involvement in library club

Teacher kept materials for student

**Extra time for assignments

**Placement (close to teacher)

Smaller groups

Once a month monitoring with staff

Make student the class writer

**Re-working papers (mastery learning)

Self determination (student given choices)

**Decreased homework load

**Work in school monitored by teacher

After school time to finish homework

Oral exams

Organization strategies

Collaborative learning

Encouragement

Behavioral management

Non-verbal cues

Reviewed consequences of behavior with student

Team Effort

-administration

-teachers

-counselors

-doctors

-teachers

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Fourth: Extra time for completion of assignments

Talk student through problem solving

Questioning

Elaboration

Encouragement in expressing thoughts

Organize thoughts

One on one tutoring

Formal testing

Guided instruction following each new lesson

**Parental support and involvement

Praise

Monitoring of behavior

Collaborative learning

Monitoring of homework assignments

Placement next to teacher

Reinforcement

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Third: Pre-read stories with tutor or partner

Group work

Highlighted vocabulary skills

Written assignments shortened

Tutor

One on one reading

-with tutor

-with teaching assistant

-with teacher

Work monitored daily

Rainbows

Staff involvement

Organization

Medical testing for allergies

Formal testing for learning disabilities

Oral spelling tests

Less writing and more computer work

Leadership role

Shortened work

Parental involvement

-nightly reading

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Second: Small groups

Counseling in small groups

Medication

Parental support

Work load decreased by half

Work completed at home

Quiet places for work

Work webs and other starters

Advance organizers

Tested for learning disabilities

Social encouragement

TRIBES for first grade

Strengths were highlighted in class to build Self esteem

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

First: **Praise for on task behavior

Novel stimuli to keep student focused

Involvement with activities in room

One on One tutoring

-in classroom directions

-reading

-phonics and spelling

-building of self esteem

-math

-with tutor 3 times per week

-journal writing daily

-time with staff

Master teaching assistant (35 yrs experience)

Parent volunteers read with student 2 X per week

**Parental support

Prohibited form working or playing with certain peers

Behavior Modification

-Immediate consequences for behavior

-verbal praise

-stickers

Time with school counselor

-social skills

Collaborative Learning

-students with similar abilities

-buddy reader 3 grades higher

Computer software

-reading skills

Placement

-away from distracting students

-next to teacher

Medication

Nurturing teacher

**Tutoring

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Kindergarten: Placement

-next to teacher

Nurturing teacher

Medication

Verbal praise for successes

Time reminders before transition

Positive reinforcement

OKSA Evaluation 2001-2002

Strategies Broken Down by Grade

** = Frequent

Grade Strategies Used

Pre-K: Behavior Modification

-stickers

-consequences for misbehaving

-verbal praise for efforts

Time reminders for transition

Modeling appropriate social skills

Reduced directions

Review of directions

Parental Involvement

-worked with parents on skills

-with extra curricular events and classes

-reading to child

Tried to promote strengths

More art projects to work on fine motor skills

One on one tutoring

Chunking information into small steps

Directed attention

-verbal and non-verbal cues

Reviewed important information

-individually

-at home with parents

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 8

Needs Strategies Used

ADD

-Needs behavioral regulation

-Regulation of extra activity

-Reports to parents

-Encourage ideas

-Set limits on attention paid to student

-Monitoring of student behavior

-Verbal and Visual contact

-Modified (simplified) homework

-Matched student with group members who would accept the student

-Provided opportunities for student to share unique abilities with the class

ADHD -Untimed tests

-Review study skills

-Daily check of guides and materials to see if they go home

-Extra time on assignments

-before school

-lunch time

-after school

-Emotional support

-Listening to student

-Social skills

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 7

Needs Strategies Used

Struggled with writing Oral exams

Slow with assignments After school tutoring

Extra time

-received assignments early

Low Self Esteem Cognitive strategies

-thought stopping

-thought replacement

Replace negative statements with positive

Easily distracted Oral exams

Extra time

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 6

Needs Strategies Used

Anger management Constant contact with parents

Staff as mediator

Weekly report to parents

Reading abilities Constant contact with parents

Post grades and assignments on Edline

Parents sign assignment book

Staff as mediator

Tutor at home

Explained words in tests

Went over tests orally

Wouldn’t do homework/ Weekly reports to parents

Not prepared for class Tutor at home

Organize home life

Encourage ideas

Bring student into discussions

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 5

Needs Strategies Used

Difficulty with reading/spelling Accent strengths

Review basic reading skills in creative ways

-novelty

-hands on experiences

-authentic activities

Parental Involvement

-Read books every evening with student

-Review and discuss books over dinner with parents

Discuss the books that were read by the students with teachers

Library club

Social Skills Redirect inappropriate behavior

Collaborative learning

Math No specific strategies mentioned

ADD Review organization skills

-Have supplies for student in each classroom

-Check with student between classes to organize

Monitoring of student progress

-frequent discussion with teachers

Reduce homework when student shows anxiety

Regular updates with parents

Incorporate collaborative learning

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 4

Needs Strategies Used

Slow work completion extra time to finish work

Talk through problem solving

Review by asking questions

Encourage student to write what he/she thinks

Help student organize thoughts

Struggles with independent work/ One on one tutoring

Memory/recall Formal testing for learning disabilities

Each new lesson followed by one on one guided instruction

Parental support

-follow up at home

Poor Self Concept Repeat a grade for maturity

Daily praise

Conflicts dealt with calmly and privately

Behavioral modification

-shaping

-chaining

ADHD Behavioral modification

-positive reinforcement

-shaping

-chaining

Homework stamped daily (when written correctly)

Parental contact

-daily e-mails

Placement

-next to teacher

Collaborative Work

-group

-partner

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 3

Needs Strategies Used __

Reading pre-read story with tutor

-phonics pre-read story with student partner

-comprehension highlight vocabulary words

tutor

Fine Motor Skills handwritten assignments shortened

-handwriting

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 2

Needs Strategies Used __

Attention TRIBES

-easily distracted Memory

-poor recall parental support

medication

Social Skills talents utilized in classroom to boost self esteem

-emotional instability encouraged to have friends over after school

-bipolar disorder medication

-daydreaming parental support

-introversion small group counseling

-low self concept

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade 1

Needs Strategies Used __

ADD/ADHD lots of one on one time with teacher

-simple classroom directions

-reading

-math

-phonics

-spelling

-self esteem building

Tutor at school

-3 times per week

-30 minutes per session

Time with master assistant (35 yrs experience)

Two homeroom mothers to help 2 times per week

Parental support

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade Kindergarten

Needs Strategies Used __

Anxious Medication

Placement

-where student could have least distractions

Nurturing environment

-holding and rocking when crying

OKSA Evaluation 2001-2002

Most Successful Strategies per Need by Grade

Grade: Pre-K

Needs Strategies Used __

Time Limits Time reminders before transition

Recognizing strengths Praise for efforts

Positive reinforcement for strengths

Praise

Following Directions Have student repeat directions

Work with parents on skills

Reduce amount of directions

Chunking of information

Praise

stickers

Social Skills Modeling appropriate social interactions

Work with parents on skills

Parents work with students at home

Emotional Instability/ One on one time

Tantrums Modeling appropriate social interactions

Parents work with student at home

Fine motor skills one on one time during art projects

Most Successful Strategies by Need

Need Strategies Used

Reading highlight vocabulary words

-phonics tutoring

-spelling -3 times a week

-slow -30 minutes each session

-comprehension teaching assistant with many yrs exper.

Elaboration

-explained words on tests

-explained directions

-questioning of material read

Review

-hands on

-authentic activities

Parental Involvement

-constant contact with parents

-reading books nightly

-questioning and discussing books read

Collaborative learning

-group reading

-partner reading

Praise for success

Extracurricular involvement in Library Club

Slow on Homework Simplify homework

Extra time for work

-before school

-during lunch

-after school

Praise for on time completion

Poor Self Image Instruct child not to speak negative about self

Cognitive Strategies

-cognitive thought stopping

-thought replacement (with positive thoughts)

Contact with parents

Self esteem building

-focus on strengths

-praise

OKSA Evaluation 2001-2002

Most Successful Strategies by Need

Need Strategies Used

ADD/ADHD Untimed tests

-acting out Review study skills

-attention Before school time to work

Lunch time to work

After school time to work

Medication

Behavioral modification

Contact with parents

Small group counseling

Placement

-next to teacher

-in front

-away from other kids who are distracting

-quiet area

Chunk information into smaller bits

Reduce directions

Organizational Homework organized by teacher

Tutor

Contact with parents

Structure to homelife

Supplies in each classroom

Teacher would check with student to keep him/her keep on track

Fine Motor Skills Extra time for assignments

-writing After school tutoring

-art Received assignments early

Took tests orally

Contact with parents

Praise on art projects and progress

Extra art projects

Teacher assistance (one on one)

Depression Medication

Counseling

Self efficacy/self esteem building

Contact with parents

Focus on strengths

Reduce directions so as not to overwhelm

OKSA Evaluation 2001-2002

Most Successful Strategies by Need

Need Strategies Used

Social Skills including: Matching with group members who would

-anger management Accept student

-introversion Modeling appropriate social skills

-emotional Placement next to helpful students

-inappropriate behavior Emotional support

-tantrums Listening

Enforce rules

Immediate consequences for behavior

Consistency in following through on consequences for behavior

Praise for desired behavior

Communication with parents

Follow through behavioral management at home

Individual and group counseling

Medication

TRIBES

Nurturing teacher

Memory/Recall Supportive parents

Tutoring

Questioning about assignments/information

Organization

Mnemonics

Rehearsal/review

Contact with parents

One on one work

Tutoring

Math Tutoring

Parental contact

Extra time for assignments

One on one work

Talking through procedures

Questioning regarding procedures

OKSA Evaluation 2001-2002

OKSA Evaluation 2001-2002

Most Successful Strategies by Grade

** = Frequent

Grade Strategies Used

Eighth: Modified Homework

Matching with group members who would accept student

Opportunity to share unique abilities with class

**Extra Time for Assignments

-before school

-lunch time

-after school

-untimed tests

Review study skills

Daily check of study guides and material that went home

Emotional support

Listening to student

Being a friend to student

Encouraging the development of appropriate social skills

Behavior Modification

-Enforcing rules

-Repercussions for misbehaving

-verbal and visual contact

-verbal praise

Placement

-in front by teacher

-near students who are helpful with academic and social skills

One on one time spent with teacher

Tutoring (with teacher)

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

Seventh: **Oral Exams

Tutoring

-After School

Extra time for assignments

-receive assignments early

-extra time in class

Cognitive thought stopping

Replace negative statements for positive

Discourage negative statements about self

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

Sixth: Constant parental contact

Post grades on Edline

Parents sign assignment book

Weekly report to parents

Tutor at house

Organize students’ life

Structure in home life

Encouraging students’ ideas

Oral reviews

Bring student into the discussions

Elaboration

-explained words on tests

-explained directions

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

Fifth: **Behavior modification

**Self Efficacy building

-Accent student’s strengths

**Review assignments

**Review material

**Novel stimuli

-hands on

-authentic activities

**Parental Involvement

-read books with student nightly

-review books at dinner nightly

Daily visit with teachers about nightly readings

Involvement in library club

Organization

-with supplies

-with schedule

-with tasks

Reduce homework

Monitoring students’ progress

-grades

-behavior

Regular updates with staff

Collaborative learning

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

Fourth: Extra time to complete assignments

Talk through problem solving

Questioning

Encouragement

-writing

-organization

One on one tutoring

Formal testing for learning difficulties

Guided instruction

Focus on strengths

Parental involvement

-parental follow up

Conflicts deal with privately and calmly

Group/partner work

-work completion

-social skills

Behavior modification

-treats from mom

Monitoring

-homework spiral stamped

-weekly parent newsletter

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

Third: Pre-read with tutor

Pre-read with student partner

Highlight strengths

Written assignments shortened

Worked with tutor

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

Second: Small group counseling

Medication

Parental support

TRIBES

Encouraged to make friends outside of classroom

Talents were utilized in class to boost self esteem

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

First: One on One work

-classroom directions

-reading

-phonics

-spelling

-building of self esteem

strategies for math

Master teaching assistant (35 yrs in field)

Tutor

-3 times per week

-30 minutes each session

2 homeroom moms assisted 2 times per week

very supportive parents

OKSA Evaluation 2001-2002

Most Successful Strategies Per Grade

** = Frequent

Grade Strategies Used

Kindergarten and Pre-K: Placement

-by certain students

-by teacher

Medication

Positive reinforcement

Verbal praise

Time reminders before transition

Repeated steps before projects

Worked with parents on skills

Parent Involvement

-with extra curricular events

Promoted strengths in class

Art projects

One on one

Broke students into small groups

Behavior modification

-praise

-stickers

Examining Least Successful Cases:

What were the missing strategies?

Need Strategies Missing

Reading Tutoring

Contact with parents

Praise

Help with vocabulary words

One on one time

Reviewing reading in creative ways

-hands on

-authentic activities

Parents reading nightly with child

Child discussing nightly readings with parents

Organization Contact with parents

Structure at home

Tutor for prioritizing strategies

Tutor for organizational strategies

Attention Contact and support by parents

Reviewing directions

Chunking of information into smaller bits

Extra time for completion of work

-before school

-lunch

-after school

Medication

Behavior Modification

Social Skills Counseling

-individual

-group

Medication

Parental involvement and support

Behavior Modification

Placement

-by teacher

-by helpful students

Nurturing teacher

TRIBES

Praise

Key:

*P = Exemplary success

ð = Good success

4 = Average success

ò = Decreased Success

??? = Questionable Strategies
Monte Casino: Grade 8 4

MC 8-5

DESCRIPTION:

Typical ADD (probably meant ADHD)

Strengths:

Creative

Not shy

Had lots of ideas

Weaknesses:

Needed behavioral regulating

STRATEGIES:

Regulation of extra activity

Reports to parents

Encourage ideas

Set limits on attention paid to the individual

PROGRESS:

Classroom behavior success

Monte Casino: Grade 8 ð

MC 8-6

DESCRIPTION:

Strengths:

Wonderful heart

Tries hard

Very concerned about grades (although this is not necessarily a good trait)

Eager to please

Strives to be at same level as others (not necessarily good that she compares herself to others)

Eager to participate

Weaknesses:

Slow to process verbal language

Difficulty picking up social cues

Slow on working through homework

STRATEGIES:

Modified (simplified homework)

Matched her with group members who would accept her

Provided opportunities for her to share her unique abilities with class

PROGRESS:

Felt invisible at first (perceptions of importance and self not high)

Viewed herself as popular later (perceptions of self changed)

Accepted an award from her classmates

Monte Casino: Grade 8 ð

MC 8-7

DESCRIPTION:

ADHD (extreme)

High energy

Strengths:

Good eating habits

Strong support at home

Divorced parents that work well together

Weaknesses:

ADHD

STRATEGIES:

Untimed tests

Reviewing study skills

Daily check of study guides and materials to make sure it goes home

Before school time to work

Lunch time to work

After school time to work

Emotional support

Listening

Social skills

PROGRESS:

Started out with anxiety but progressed extremely well

Social skill strategies improved

Problem solving
Monte Casino: Grade 8 4

MC 8-4

DESCRIPTION:

Strengths:

Extremely bright

Good verbal skills

Good heart

Weaknesses:

Inappropriate social activities

Constant challenge to authority

Disrupted home life

Inconsistent school work

STRATEGIES:

Enforcing rules

Communicating with parents

Helping student recognize that teacher was not angry or rejecting the student-just that inappropriate behavior must have repercussions-helping student to separate feelings of rejection with repercussions of behavior

PROGRESS:

Ups and downs

Attitude was improved

Student was pleased with progress
Monte Casino: Grade 8 4

MC 8-3

DESCRIPTION:

Strengths:

Athletically talented

Sweet disposition

Sensitive

Weaknesses:

Behavioral issues-acting out

Struggled in each of his academic subjects

sensitive

STRATEGIES:

Extra tutoring after class

Complimented progress

Caring and nurturing attitude

Identified successes and gave verbal praise

Organization skills

PROGRESS:

Grades began to improve towards the end of the year

Increases in self esteem and academic self efficacy as noted by comments made to mother

Monte Casino: Grade 8 ð

MC 8-2

DESCRIPTION:

Multiple learning challenges

ADD

Strengths:

Kindness

Ability to process information at a high level

Persistence

Determination to achieve

Willingness to try practicing new social strategies

Determination to achieve

Constant awareness of academic standing

Strong desire to achieve high scores

Weaknesses:

Organizational problems

Attention deficit

Fine motor skills problems

Social skills challenges

Moved slowly

Processed information slowly

STRATEGIES:

Make verbal and visual contact as often as possible (quietly without attention to others)

Placement in classroom-near front and near student with helpful academic and social attitudes

Extra time allowed for nearly all assignments-eliminating parts of assignments

Continual guidance for organization of materials

Continued patience with any and all areas of needs and strengths

Personal relationship-one on one-as often as I could

PROGRESS:

consistence

Successful-assessment of 80% mastery of all material

Self esteem improvement
Monte Casino: Grade 4

MC 8-1

DESCRIPTION:

Strengths:

Very good memory

Was concerned about her progress

Was attentive in class

Weaknesses:

Delayed processing skills

Spatial learning deficiencies

Forgetful regarding class materials

STRATEGIES:

Copies of all notes and outlines I used in class

Copies of all materials used in class

Moved her to the front of the classroom

Seated her next to a student who could help her when I was busy (placement)

Extra study times with her (tutoring)

Contact with parents

Modified tests

Gave her extra time to complete assignments

PROGRESS:

Student started out very strong and did well until the 4^th quarter-where she was ready to be done with school and move one

Averaged an 88% for the year
Monte Casino: Grade 7 4

MC 7-1

DESCRIPTION:

Strengths:

Personable

Intelligent

Above average

Excellent motor skills

Weaknesses:

Incorrect social cues

Lacks organizational skills

Low self esteem

STRATEGIES:

Discovered a particular athletic talent and maximized the coaching and teaching

Spent extra time with him

Verbal praise

Allowed him to be involved in extra curricular athletic events

Encourage him

PROGRESS:

Improved self esteem

Parental support

Peers began to view him in a different manner-other than class clown
Monte Casino: Grade 7 4

MC 7-2

DESCRIPTION:

On medication (ADHD)

Strengths:

Willing to learn

Weaknesses:

A follower

Purposely forgot to take medicine often and became agitated

A follower in terms of relating to peers

Poor grades

STRATEGIES:

Focusing strategies by following closely on medications

Positive feedback

Consequences for behaviors

Worked closely with parents

Following up with assignments

Teachers helped keep disruptions to a minimum

PROGRESS:

Student still needs improvement

Tries hard, but success is a challenge

Monte Casino: Grade 7 ð

MC 7-3

DESCRIPTION:

Strengths:

Always had a smile

Joyful

Weaknesses:

Struggled with writing

Needed an extended time for her assignments

STRATEGIES:

Took tests orally

After school tutoring

Received assignments early in order to compensate for extra time needed to complete

Tutoring

PROGRESS:

Showed great improvements

Increased confidence
Monte Casino: Grade 7 4

MC 7-4

DESCRIPTION:

Strengths:

Always willing to cooperate

Weaknesses:

Test taking

Reading comprehension

STRATEGIES:

Tutoring

Tests given orally and then averaged between the written and oral

Worked with parents

PROGRESS:

By end of year he loved reading

Was able to take tests on his own
Monte Casino: Grade 7 ð

MC 7-5

DESCRIPTION:

Strengths:

Superior intelligence

Caring heart

Weaknesses:

Pessimistic attitude of self (low self esteem)

Inability to concentrate and focus within a group (easily distracted)

STRATEGIES:

Instructed child to never speak negatively about himself

Encouraged child to speak a positive phrase after speaking a negative phrase Cog. Ther.

Oral exams

PROGRESS:

Progress in terms of replacing thoughts and statements (cog. Thought stopping)

Spoke positive statements about himself

Made 96% on comprehensive finals
Monte Casino: Grade 6 ð

MC 6-7

DESCRIPTION:

Strengths:

Wants to please

Puts forth a lot of effort

Happy

Weaknesses:

Anger management

Reading ability

Needs to slow down and think before he says or does things

STRATEGIES:

Constant contact with parents

Post grades and assignments on Edline

Parents sign assignment book

Using Sister Jacinta as a mediator

PROGRESS:

Grades improved

Increased parental involvement
Monte Casino: Grade 6 4 ???

MC 6-6

DESCRIPTION:

Strengths:

Excellent listener

Excellent oral comprehension

Weaknesses:

Poor reader

Written work difficult to understand

Poor spelling

STRATEGIES:

Oral questioning

Didn’t have to write a research paper-instead the teacher read aloud to him and had student restate what he had learned (avoiding teaching researching and writing skills)

His mom would type his responses (avoiding learning typing skills and learning to rely upon others)

PROGRESS:

Very successful

Monte Casino: Grade 6 ð

MC 6-5

DESCRIPTION:

Strengths:

Nice

Soft spoken

Very bright

Thought out of the box

Methodical

Excellent at solving problems

Weaknesses:

Wouldn’t do his homework

Did not have assignments

Not prepared for class

STRATEGIES:

Weekly reports to parents

Tutor at his house

Organizing his life

Adding structure to his home life

Encouraging his ideas

Bringing his thoughts into the discussion

PROGRESS:

Increased self efficacy

Increased self esteem

Academic success
Monte Casino: Grade 6 4

MC 6-4

DESCRIPTION:

ADD

Strengths:

Willingness to improve

Work towards school

Weaknesses:

ADD

Poor reading skills

Poor comprehension

STRATEGIES:

Extended time for assignments

Extended time for testing

Tutorials before school

Positive reinforcement when gains are made

PROGRESS:

Study skills improved

Comprehension scores improved
Monte Casino: Grade 6 ð

MC 6-3

DESCRIPTION:

Strengths:

Weaknesses:

Very low reading ability

STRATEGIES:

Sometimes went over tests orally (reviewing, oral review)

Explained words on tests (elaboration)

PROGRESS:

He had a very good year

Was happy and did well in class
Monte Casino: Grade 6 4

MC 6-2

DESCRIPTION:

Strengths:

Very hard worker

Weaknesses:

Slow at getting work finished

STRATEGIES:

Gave extended time frame to complete assignments and test

PROGRESS:

Good school year

Finished all work
Monte Casino: Grade 6 4

MC 6-1

DESCRIPTION:

Strengths:

Sensitive

Intelligent

Weaknesses:

Very reserved

Forgetful

Lacks organization skills

STRATEGIES:

Kept extra materials in house for student to use

Reminders to stay focused was constant

Recess time to complete work because work that went home was never completed

PROGRESS:

Student enjoyed coming into class

Student was more relaxed as semester progressed
Monte Casino: Grade 5 P*

MC 5-7

DESCRIPTION:

Student began Monte Casino in Kindergarten

His parents brought him mid year because he was having difficulty attending to his teacher

Successful in Kindergarten, second semester experience after arriving at Monte Casino

During first grade student exhibited difficulty with reading and spelling

His parents started him in the schools attuned program mid first grade

Teachers were able to redirect inappropriate behavior easily and eventually after second grade, he did not have discipline issues

Strengths:

Strong verbal skills

Ability to converse with adults has always been exceptional

Enjoys helping

Incredible leadership qualities

Weaknesses:

Student was becoming dependent

Ill at ease with peers

Struggling with reading and spelling

Difficulty with math

STRATEGIES:

OKSA program

Teachers redirected inappropriate behavior easily

Teachers accented his strong verbal skills in the classroom to maintain high self efficacy

Reviewed basic reading skills in creative ways: hands on experiences, authentic activities

Parents would read books every evening with student

Student used his verbal skills to review and discuss books being read at supper

Student visited daily with teachers about books he was reading

School librarian invited student to assist her in library assistant club

PROGRESS:

Increased academic success

Increased confidence

Increased social skills

Monte Casino: Grade 5 ò

MC 5-6

DESCRIPTION:

Strengths:

Good sense of humor

Is very bright

Easily makes connections to new materials and information

Weaknesses:

Very unorganized

Has a hard time staying focused

Hard time socializing

STRATEGIES:

Teacher kept materials for student

Extra time to complete work

Moved closer to teacher

Put into smaller groups when necessary

PROGRESS:

Ended the year with lower grades than had when first started attuning the student
Monte Casino: Grade 5 4

MC 5-5

DESCRIPTION:

This was a group of students who were identified as having the same needs, labeled the Deltas

Strengths:

Fabulous creative writers

Consistent effort

Weaknesses:

Weak attention controls

Rate. . .slow workers

Graphomotor difficulties

STRATEGIES:

Once a month monitoring and staffing

Make student the “class writer”

Re-works (mastery approach)

Frequent contact with parents

Choices (multiple intelligences) to show mastery (also self determination)

PROGRESS:

Confidence gained strength

Self assurance and self efficacy increased

Monte Casino: Grade 5 4

MC 5-4

DESCRIPTION:

Strengths:

Nice young man

Very bright

Weaknesses:

Disorganized

Not motivated

Apathetic about work

Little effort

Easily distracted

Hated homework

STRATEGIES:

Direct contact with parents

Work cut down (decrease in homework load)

Work sometimes monitored by teacher

Reworked low grades (mastery approach)

Isolated him to take tests/quizzes

After school care so that he could finish homework before going home

PROGRESS:

Pretty good year

Sometimes “lost” him

Decreased load and aftercare helped a lot
Monte Casino: Grade 5 ò

MC 5-3

DESCRIPTION:

Strengths:

Very bright

Amazing amount of ability

Funny

Sweet

Well liked

Weaknesses:

Reading

Slow

STRATEGIES:

Sat by student and monitored his behavior and work

Gave oral tests when needed

Held student accountable but made allowances at the same time

Gave extra time for assignments

Checked assignment spiral

PROGRESS:

School year went well until the last quarter

Student fell apart and I could no longer reach him

Made allowances for late work-never completed

Student may have learned a lot but it is not reflected in his grades
Monte Casino: Grade 5 ð

MC 5-2

DESCRIPTION:

Strengths:

Nice kid

Sensitive

Enjoys activities

Weaknesses:

Organizational skills

ADD-has a very hard time attending for a sustained period of time

Anxiety-anxious about schedules, friendships, etc.

STRATEGIES:

Organization-to reduce anxiety and help with organization

Student lost supplies often, so he was supplied with these in each classroom

Homeroom teacher checked in with student between classes to ensure he knew the schedule, was staying on task, etc.

Monitoring of students’ progress and behavior in all classes via frequent discussion with team of teachers

Reduce homework tasks and assignments when student showed signs of anxiety

Regular updates/communication with child’s parents and Sr. Jacinta

Incorporate collaborative learning groups and activities which require movement into lesson plans

PROGRESS:

Gradually became a more confident learner

Anxiety level reduced

Social and organizational skills increased

Due to teamwork on the part of the teachers and Sr. Jacinta and parents
Monte Casino: Grade 5 4

MC 5-1

DESCRIPTION:

Strengths:

Weaknesses:

Impulsivity problems

Low self concept at the beginning of the term

Social interaction problems

STRATEGIES:

Seated student near teacher

Developed a bond with student to reassure him that teacher was on his side

Worked with teacher to implement behavioral management strategies

Met student at the door and privately reviewed expectations and consequences

Nonverbal cues

Team effort of teachers, counselors, family and doctors

PROGRESS:

Student grew more relaxed and confident

Able to function better in class with others
Monte Casino: Grade 4 ð

MC 4-4

DESCRIPTION:

Strengths:

Excellent student

Weaknesses:

Very slow at getting work completed

Insecure thinking on his own

Perfectionist

Would “freeze up” when under so much stress about everything being just right

STRATEGIES:

Additional time to complete work

Talk him through problem solving

Questioning-asking him what he thought and then affirmed his thoughts

Encouraged him to write exactly what he said

Helped him organize his thoughts

PROGRESS:

Great!
Monte Casino: Grade 4 P*

MC 4-3

DESCRIPTION:

Strengths:

Strong reader

Great attitude

Weaknesses:

Struggled with independent work

Struggled with memory recall

New tasks difficult

Difficulty remembering steps involved in completing a task

STRATEGIES:

One on one tutoring

Formal testing

Each new lesson followed by one on one guided instruction

Focused on her strengths in reading to make her feel successful

Parents helped contribute greatly at home on follow up

PROGRESS:

One of the best years and continued to progress and gain independence

Monte Casino: Grade 4 ð

MC 4-2

DESCRIPTION:

Strengths:

Caring

Bright

Academic

Social skills are very good

Weaknesses:

Personality issues when younger (would only respond to fictitious name, self esteem poor, concerned how she physically looked)

Huge pack-rat! Always bringing little trinkets to school

Phase of not wanting to eat

Personality conflict with past teachers-outbursts occurred/running out of room

STRATEGIES:

She had already repeated 3^rd grade twice so had really matured by 4^th grade

Biggest strategy I did was lots of praise on daily basis, responded wonderfully to that

Any conflicts were dealt with privately and calmly

Pack rat issue-I asked her to take two items (toys) home each Friday (not everything) until she finally monitored that issue all on her own

PROGRESS:

Absolutely fabulous year for her, one of my best students-would take her again in a heartbeat! Giving her that extra year to mature in 3^rd grade was the best thing ever.
Monte Casino: Grade 4 ð

MC 4-1

DESCRIPTION:

Strengths:

Creative

On grade level

Weaknesses:

ADHD

Trouble in social situations

Acted out-silly

Class didn’t like him as a whole

Had trouble with organizational skills and some difficulty in processing (understanding directions)

STRATEGIES:

Home work spiral stamped on a daily basis (when written correctly, was then stamped)

Weekly parent newsletter to inform parent of upcoming assignments so we could work together

e-mailed almost daily with parent

child sat close to my teaching spot

incorporated group/partner work to encourage completion of work and promote social skills (used rubric for group/individual performance)

He earned special treats for improvement (from mom)

PROGRESS:

He improved bit by bit

We changed medicine to once a day and things improved dramatically

Some occasional counseling sessions/classes

I think counseling may have helped

Once he quit being so silly, the kids were much more accommodating
Monte Casino: Grade 3 ð

MC 3-4

DESCRIPTION:

Strengths:

Very cooperative and hard working

Weaknesses:

Phonics weak

Comprehension weak

Handwriting poor

STRATEGIES:

Pre-read story with tutor or student partner

Highlighted vocabulary words

Written assignments shortened

Worked with tutor on individual skills

PROGRESS:

As reading skills improved, new needs emerged at a higher level. Student’s self confidence improved tremendously.
Monte Casino: Grade 3 4

MC 3-3

DESCRIPTION:

Strengths:

Very loving child

Wants to do well

Weaknesses:

Has had many losses in her life so her emotional state was a concern

Youngest in third grade

Low scores on reading tests

Difficulty staying on task

STRATEGIES:

Assistant or myself worked one on one with reading

Work was monitored daily

Worked with sister Elizabeth

Rainbows

Worked with Mrs. Hawkins first semester reading

Helped family get glasses through local organization

Visited health clinic for allergies

Tested second semester for learning and attention problems

PROGRESS:

We have learned a lot about this student and now have a plan for 4^th grade
Monte Casino: Grade 3 4

MC 3-2

DESCRIPTION:

Strengths:

Reading,

History

Violin

Weaknesses:

Has trouble with attention, writing and anxiety

STRATEGIES:

Oral spelling tests

Less writing and more computer work

PROGRESS:

He improved but still has a long way to go. The best thing that happened is that he got tested and is hopefully going to get the help he needs.
Monte Casino: Grade 3 4

MC 3-1

DESCRIPTION:

Strengths:

Cooperative

Loving

Eager to please

Weaknesses:

Lack of self worth

Slow at work

Reading at grade level

STRATEGIES:

Gave student a leadership role

Shortened some of his work

Gave books to parents and he read to them each night

On Fridays he read to teacher

PROGRESS:

At the beginning of the year, student was unsure and worried but by the end of the year, he had more self esteem and didn’t ask for assistance as much.
Monte Casino: Grade 2 ð

MC 2-3

DESCRIPTION:

Eight year old female in Grade 2 at Monte Cassino School. She is the only child from a divorced family. She lives with her mother. When she was six months old, she had 106 degree temperature and a urinary track infection. At age four, she suffered form a severe ear infection.

Strengths:

Weaknesses:

Easily distracted

Focusing next to impossible

Very little attention and recall

Organizational skills very poor

Visual-spatial and sequencing abilities were very deficient

Lacked social skills and preferred to be alone

Behavior was erratic

Mood control was weak

Showing signs of depression near end of Grade 1

Diagnosed as bipolar

Medical assistance was sought

STRATEGIES:

Placed in a small group conducted by the school counselor

Medicine

Parent support

PROGRESS:

Academic

Emotional

Social

Smiles

Focused

Calm

Ready to help a classmate who may be experiencing some difficulty

Looking forward to going to camp

Taking part in library club

Spending time with her friends this summer

affectionate
Monte Casino: Grade 2 4

MC 2-2

DESCRIPTION:

Strengths:

Reading and comprehension

Knowledge in religion

Participating in discussions

Weaknesses:

Difficulty focusing on work at hand

Very distracted

Trouble writing

Needs constant motivation

STRATEGIES:

Work load modified to 50%

Work was completed at home

Quiet places were offered to work

Work webs and other starters were used

Student was tested and found some attention difficulties

Used TRIBES process in first grade

PROGRESS:

Parents were not supportive at first

Hopefully continually testing will determine other needs to help student
Monte Casino: Grade 2 ð

MC 2-1

DESCRIPTION:

Strengths:

Strong academic skills

Gifted in art

Very imaginative

Weaknesses:

Lacks ability to socialize among other students

She tended to be a loner most of the time

Would retreat to daydreaming and introvert tendencies

STRATEGIES:

I used the TRIBES process to build inclusion and to make X feel safe in the classroom.

She was encouraged to make friends outside of the classroom by inviting friends and classmates over for play dates

Talents in art were often utilized in the classroom to boost self esteem

PROGRESS:

Made great progress this year, but she still has a long way to go.

There are outside influences that affect her success at school.
Monte Casino: Grade 1 4

MC 1-5

DESCRIPTION:

Strengths:

Very attentive when we are reading a group story

Artistic

Very caring

Sweet

Weaknesses:

Needs to be helped with on task work

Easily distracted

STRATEGIES:

Praised him often as he stayed on task

Tried to find interesting subjects to keep him focused

Loved to help with activities in room

Kept encouraging him often when behavior was fine

PROGRESS:

Very well

He became much calmer and participated more in class discussions and activities-was thoughtful of others.
Monte Casino: Grade 1 4

MC 1-4

DESCRIPTION:

She was the first child to school every morning and we became very close

She always wanted to visit with an adult

Works better with boys than girls

Strengths:

Bright

Artistic

Wants to please parents and teachers

She has the tools she needs

Weaknesses:

Student could be described as needy emotionally and academically

Seems to lack confidence

Easily frustrated and cries often

STRATEGIES:

PROGRESS:

She grew a lot. She is controlling her temper and cooperating more.
Monte Casino: Grade 1 ð

MC 1-3

DESCRIPTION:

Strengths:

Vocabulary

Experiences

Motivation

Desire to learn

Perseverance

High comprehension

Weaknesses:

Short term memory

Slight ADD

STRATEGIES:

Lots of one on one:

Giving simple classroom directions

Reading

Phonics and spelling

One on one building of self esteem

Strategies for using math and reading

A master tutor at school three times a week for a total of 1 1/2 hours

A master teacher assistant (35 yrs of teaching experience)

Two moms who let him read to them two times a week

Very supportive parents

PROGRESS:

Made progress but he worked and spent more time on learning than the progress indicated

Self esteem increased and he developed much confidence in himself

Because of parental support he was co completely evaluated which will help his teachers in future grades
Monte Casino: Grade 1 4

MC 1-2

DESCRIPTION:

Strengths:

Reading

Very inquisitive

Enjoys the school environment

Enjoys being around other children

Weaknesses:

Needs help in aggressive behavior and social skills

Needs to show respect to teacher and students

STRATEGIES:

Talked with parents about inappropriate behavior

Prohibited from working or playing with certain children

Behavior modification plan and daily evaluation of his behavior

Immediate consequences for talking back to teacher

Received school counseling in social skills as well as social skill development in the classroom

PROGRESS:

Aggressive behavior improved

Stopped hitting other children

Continues to need help in developing appropriate social skills in dealing with other children

Respect for his teacher showed some improvement
Monte Casino: Grade 1 4

MC 1-1

DESCRIPTION:

Strengths:

High curiosity

Natural high intelligence

Good memory

Math interest

Match success

Weaknesses:

Fine motor skills

STRATEGIES:

Partnered him with a student who worked at a similar reading/math level

Acquired parental help in getting tutoring-one on one twice a week

Buddy reader who was a fourth grader to read each morning with him before school

Time on computer software to practice reading

One on one in school with myself and sister Elizabeth in reading

On e on one phonics assistance through journal writing-daily

PROGRESS:

He progressed some in reading, most notably in sight word building and rhyming and spelling family practice, also nice handwriting growth

His progress was deterred immensely due to developmental immaturity but when signs of any word knowledge or skills success was noticed, he was asked to share aloud to retain self image and class interest
Monte Casino: Grade K ð

MC K-1

DESCRIPTION:

Strengths:

Very good artist

Very sensitive

Weaknesses:

Very anxious

Anxiety sometimes interferes with ability to function in classroom

STRATEGIES:

Seated him where he would have the least chance for peer frustration (seating)

Comforting and nurturing when he would cry

Medication

PROGRESS:

He went on medication at the end of the year. It made a world of difference. He was very up and down until the meds.
Monte Casino: Grade PreSchool ð

MC PR-4

DESCRIPTION:

Strengths:

Definite strengths in art

Fine motor skills well beyond her age

Capable to work on tasks for long periods of time

Can work alone or with friends

Weaknesses:

Time limits and transition

Needs help realizing strengths

STRATEGIES:

Positive reinforcement with her strengths

Verbal praise for efforts

Time reminders before transition

Started showing improvement so was able to gradually cut back on reminders

PROGRESS:

Ended very positively

She was sad to know she would not be coming back for a while

Monte Casino: Grade Preschool ð

MC PR-3

DESCRIPTION:

Only child who had never been to school before

Strengths:

Very verbal

Wonderful vocabulary

Excelled in reading

Weaknesses:

Needs help following directions

Staying on task

Social skills

Self help skills

STRATEGIES:

Demonstrating and modeling appropriate social interactions

Reduced the directions

Had student repeat the instructions before beginning a project

Worked with parents on skills

Parents worked with him at home with his extra curricular events and classes

Tried to promote his strengths (Art/Reading to the class)

PROGRESS:

Made progress on self help skills and becoming more responsible for his behavior

Made friends

Enjoyed school

Monte Casino: Grade Preschool ð

MC PR-2

DESCRIPTION:

Strengths:

Enthusiastic

Eager to participate

Weaknesses:

Patience

Could not get through an art project

Easily got upset when something went wrong

Throws tantrums

Getting up from nap time hard for her

STRATEGIES:

Art Projects:

Worked individually with her

Broke projects into small steps

Praising the completion of each stage

Used praise mostly

Sometimes stickers

Getting up from Rest time:

Told her to quietly get up and we would go on a wake up walk

Assistant took child (walk down hall and get a drink-look at art work)

PROGRESS:

Successfully finished projects

Felt very good about project and self

Got up on own from rest and put blanket and mat away
Monte Casino: Grade Preschool 4

MC PR-1

DESCRIPTION:

Strengths:

Communication

Gross motor skills

Many friends

Loves to interact and play

Weaknesses:

Having trouble completing a task

Fine motor skills

Difficulties with writing and using scissors

Trouble focusing while someone is talking

STRATEGIES:

Tried to direct attention to me while I was talking

Conveyed important information to him individually or at group time

In art-more one on one attention

PROGRESS:

Improved on:

focusing at group time

listening

following through a task

Still needs work with fine motor skills, focusing, and listening. Follow through is important and needed with this student.

APPENDIX A: Instrument Used

Case Study: Oklahoma Schools Attuned Program

We are interested in obtaining a more personal account of students participating in the Oklahoma Schools Attuned Program. In order to gain a deeper understanding of the effects of the OKSA program on students, please describe a sample success story of one of your students participating in the program. Please use your own words in the space below to describe the success story of this sample student (to keep the student anonymous, please label this student, “Student X”). Include a brief academic and motivational history of the student prior to his or her participation in the program, any changes noted during the program, and any differences observed in academic success, behavior, attitude, etc. by the end of the program.

Name & location of School Student is attending:________________________________________________________________

Student’s Age:__________________________

Student’s Grade Level: ___________________

Gender of Student: ______________________