Prepared by:

Education Evaluation Associates

Norman, Oklahoma

Date: September 25, 2002

Overview

The Oklahoma Schools Attuned program has been overwhelmingly successful in its initial phases. Positive results have been achieved in all populations studied. Although the academically challenged and most at-risk students exhibit the most dramatic improvement in academic performance and positive self-concept, virtually all students benefit in a school with a Schools Attuned program.

Teachers who have participated in training and have been a part of the program report positive results, and express a higher level of confidence about themselves and their school. After training and participating in the program, they believe they can make a difference. Studies of students in the program show that the teachers’ beliefs are well-founded, and are supported by improvements in student grades and non-academic school performance.

From D student to A student: Case studies of randomly selected at-risk students demonstrate the effectiveness of the All Kinds of Minds approach. Students made remarkable turnarounds, and their high level of performance was sustained. Teachers tracked the progress of the attuned students, and made a conscious effort to build upon strengths and to help the student maintain a high level of performance. Average gain: 8.30 % for students starting with a grade point less than 3.50 (out of 4.0). Some achieved as much as a 33% improvement in academic performance scores.

From despair and self-destructiveness to confidence and hope: A theme repeated many times in the case studies of at-risk students is that the All Kinds of Minds program pulled them from an abyss of failure and despair and gave them the ability to ascend to a high level of achievement. In several cases, the parent stated that the All Kinds of Minds program rescued their child. Teachers assert that the All Kinds of Minds program saves lives. Students report high self-confidence and a belief that they are able to be good students.

From frustration to relief: Teachers overwhelmingly endorse the All Kinds of Minds approach, and credit it for saving lives. They believe that the key is ongoing training, with good access to materials and support. For many teachers, the program offers the support they have been searching for, and it validates the approaches that they believe in.

Immediate enthusiasm, immediate results:

Of teachers just completing training,

88% are planning to take extra time to identify students who may benefit from the Schools Attuned approaches;
91% of teachers believe that the Schools Attuned program helps the teacher better understand how to be more effective in teaching or managing programs or schools that include at-risk students;
91.5% believe that Schools Attuned can help develop strategies for each of the students so they can use their strengths to succeed in all aspects of academic life;
87% have greater confidence in their ability to be effective as a teacher in the upcoming year, due to the Schools Attuned program;
90% have new insight into why favorite teaching approaches are effective.

Teachers indicated they would like to have the following:

Ongoing teacher training in the All Kinds of Minds philosophies and methods;
Summer training up to four weeks in length, with an in-depth approach to implementing All Kinds of Minds philosophies and methods (40%);
Readily available materials to help with planning, attuning, and conceptualization of key terms and approaches, either downloadable via the Internet or through a contact person (91%);
Resources that will help develop strategies for building and improving student motivation (86%);
Resources to help students “preview” (91%);
Resources to help students develop “response inhibition” (92.5%);
Resources to help students with pacing and self-regulation (92%);
Resources and information on self-monitoring for students (93%).

The benefits start early: Oklahoma Schools Attuned creates an atmosphere conducive to learning, with self-confidence, and a belief in their own abilities to succeed both academically and socially.

85% or more of all students in grades 2 – 4 believed the following things about themselves:

That they can become better readers
That they can become better at solving math problems
That they can make friends
That they can organize themselves when they need to work
That they can become better students

Grades 5 and up:

Result: An environment that encourages positive attitudes and believe they are able to self-regulate and that academic success is achievable.

60% or more of all students surveyed believed that they are able to:

Keep attention focused
Learn important concepts from texts or readings
Study effectively for tests
Manage time in order to have ample study time for class
Keep from being distracted by others

Teachers believe that the All Kinds of Minds strategies are most helpful in the following areas:

social issues: very helpful	83.2 on a scale of 100
constructs (attention, memory, etc.): very helpful	75.7 on a scale of 100

Action steps are highly recommended:

Based on preliminary program evaluation results, it is highly recommended that the following action steps be taken:

Expand the program to include more teachers, with the goal that eventually all teachers in Schools Attuned will have had at least rudimentary training, and access to All Kinds of Minds materials;
Expand the base of All Kinds of Minds liaisons to provide ongoing support as the program expands;
Increase the availability of support materials, including books and Internet-downloadable materials, including forms;
Expand teacher-parent programs;
Use the All Kinds of Minds program to help identify schools that could qualify for funding under various federal programs, or through philanthropic organizations.