aas process & tool part 1/using data...excerpt from caleb’s progress monitoring guide please...

AAS Process & Tool Part 1/Using Data

1

Success for Puzzling Students: Using Data

PART 1:

Module Overview andCustomizing your Learning Experience

After completing this module, you will:

Module Objectives

> Be familiar with the seven stages of the Attuning a Student process.

> Be able to determine appropriate situations for implementing the Attuning a Student process.

> Be able to use the Attuning a Student online tool to initiate the Attuning a Student process.

> Know what pre-work and materials are required for the Making Sense of Data module.


2

Module Outline

7 minutesModule Overview and Customizing Your Learning Experience

PART 1

12 minutesOverview of Attuning a Student: A Quick Tour

PART 2

12 minutesA Closer Look at Attuning a Student: A Case Study

PART 3

7 minutes*Initiating the Process: Stages 1 and 2

PART 4

5 minutesConsolidation and Next StepsPART 5

*Not including viewing Attuning a Student Online Tool Tutorial (optional)

Customizing Your Learning Experience

YOUR TOOLBOX

> E-learning program features

> Supporting documents (see Attachments tab)

> Flexibility in navigating the module content

> VOLUME> SLIDE STATUS> PLAY/PAUSE

> OUTLINE> THUMBNAILS> NOTES> SEARCH

FULL SCREEN

> ATTACHMENTS> BOOKMARK

E-Learning Program Features


3

> Attuning a Student Journal

Attachments Section

> Slide images with narration script

Documents designed to support your learning …

Pause the module to download the Attuning a Student Journal and any other support documents you choose. PAUSE

> Slide thumbnails with lines for notes

> And more …

IMPORTANT: Be sure to save your journal to your computer; it is not saved within the module.

Downloading Attachments

NOTE: If you still cannot download the attachments, you may access them by clicking here or by returning to the page where you accessed this module and clicking on “Access additional module resources”.

2. When trying to download a document, a security pop-up bar may appear. Click on the bar and click on “Download file”.

1. Turn off pop-up blocker if necessary. If you are using Internet Explorer, follow the prompt to the right.

For other browsers, check out the Tools menu or consult the help documentation.

Click on the forward arrow below to continue.

Who are you as a learner?

Navigating the Module Content

> Need big picture first

> Hands-on

> Need breaks/time to process


4

Please pause the module and plan your learning experience by responding to the questions below. Record your thoughts in the Attuning a Student Journal.

You may resume the module when you are ready to continue.

Reflection – Part 1

> Knowing yourself as a learner, what are some ways you might use the tools provided and navigate through this module to meet the objectives?

> What tools do you plan to use? Why?

> In what order will you explore the sections?

> How will you know if your plan was successful?

PAUSE

Module Outline

Slides 1-11

Module Overview and Customizing Your Learning Experience

PART 1

Slides12-28

Overview of Attuning a Student: A Quick Tour

PART 2

Slides29-47

A Closer Look at Attuning a Student: A Case Study

PART 3

Slides48-56

Initiating the Process: Stages 1 and 2PART 4

Slides57-62

Consolidation and Next StepsPART 5

COMPLETED

“This process is a wonderful tool to use … I look at it as if it were a puzzle that needs to be solved. The thing that I like most … is that we are looking at strengths as well as areas of concern.”

− All Kinds of Minds program participant

PART 2:

Overview of Attuning a Student: A Quick Tour


5

Meet Caleb …

> Enjoys school and class discussions

> Good at reading and writing stories

> Trouble applying math concepts

> Thinks he’s “dumb”

> Loves to draw

> Trouble using the computer for writing

Meet Chelsea …> Positive attitude, very

kind

> Struggles with text in all subjects

> Loves science experiments and math manipulatives

> Great speller, loves telling stories

> Difficulty identifying main ideas

Meet Jeff …

> Generally strong student

> Poor grades on writing assignments

> Does well on tests

> Despite concerted efforts, writing is disorganized, unclear, and incomplete

> Frustrated and humiliated


6

Who is a puzzling student for you?

?All Kinds of Minds Conceptual Model

> The All Kinds of Minds approach can be applied at the school, classroom, or student level.

> The Attuning a Student process falls under the STUDENT level of application.

NOTE: Click on the forward arrow below to continue. Screen will advance automatically after 1 minute.

No audio on this slide.


7

When might you initiate the attuning process?

> No explicit guidelines; professional judgment is key

> Reserve process for students who have not responded to prior classroom-based, small group, or individual strategies

Attuning a Student may provide the detailed information and guidance you need to address these students’ challenges.

> Consider the significant time and effort investment

> Careful observations

> Multiple perspectives –teacher, parent, student

> Exploration of recurring themes

Key Features of the Attuning a Student Process


8

> Collaboration and alliances

> Shared understanding of student’s strengths and weaknesses

> Development, implementation, and evaluation of strategies for success

Key Features of Attuning a Student (cont’d)

Management by Profile Protocol

STAGE 1: NOTICING A STUDENT> Teacher notices student struggling

with some aspect(s) of learning

> Teacher decides to attune student to further explore the student’s strengths and weaknesses

> Teacher gathers detailed information about the student as a learner

> Information collected from teacher(s), the student, and the student’s parent(s)/caregiver(s)*

> Observation-based questions and student work samples

STAGE 2: DATA COLLECTION

* From this point forward in the module, the term “parent(s)” will be used to encompass parents, caregivers, and/or guardians.

OBSERVATION


9

STAGE 3: DATA ANALYSIS> Consolidation of the detailed

information gathered in the Data Collection stage

> Information linked to the neurodevelopmental framework

STAGE 4: PROFILE BUILDING

> Teacher applies his or her professional judgment to interpret the consolidated data

> Teacher identifies recurring themes and generates a hypothesis about the student’s neurodevelop-mental profile

NEURO-DEVELOPMENTAL ANALYSIS

STAGE 5: MANAGEMENT PLAN> Teacher connects school demands,

the student’s academic struggles, and the student’s learning profile

> Teacher identifies strategies that address the student’s strengths and weaknesses

STAGE 6: DEMYSTIFICATION

> Teacher engages the student, his or her parent(s), and sometimes other educators in a conversation around how the student’s profile may affect school performance

> Discussion affords opportunity to explore roles in implementing the management plan

MANAGEMENT

MEASUREMENT OF IMPACT

STAGE 7: IMPLEMENTATION AND MEASUREMENT OF IMPACT> Teacher, student, and parent(s)

collaborate in implementing the management plan over time

> Reflection and communication on ongoing basis regarding impact of strategies

> Adjustments to management plan made as necessary


10

Please pause the module and respond to the reflection questions below. Record your thoughts in the Attuning a Student Journal.



Based on what you have learned so far about Attuning a Student …

> In what ways does this process seem similar to what you’re already doing with students?

> In what ways does this process seem to differ or build on what you’re already doing with your students?

PAUSE

“It amazes me what information and knowledge of a student I gained when I attuned that child. Even though it was a very involved process, I enjoyed it and looked forward to helping that student during the year.”


PART 3:

A Closer Look at Attuning a Student: A Case Study


11

> 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

Reads and writes very well

Difficulty remembering and applying facts, especially in math

Understands facts

Trouble with word problems

> 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


12

> 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

> 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

Caleb’s Teacher Initiates the Attuning Process

> Completes the Teacher’s View questionnaire

> Awaits completed Views from Caleb and his mother

> Collects and reviews several of Caleb’s recent assignments, looking for evidence of strengths and weaknesses

NOTE: You’ll learn more about collecting work samples and noting strengths and weaknesses in Part 4 of this module.


13

> 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

Excerpts from Caleb’s Views Consolidation

ReportMrs. Daly

Mrs. Daly

> 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


14

Caleb’s Profile

Summary

> 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

Excerpts from Caleb’s Management and Demystification Planning Guide


15

> 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

Three Themes of Demystification

DESTIGMATIZATION

> Everyone has strengths and weaknesses.

> Students should not be made to feel singled out.

ALLIANCE FORMATION

> Common goal of helping the student improve success in school.

> Shared understanding of the student’s profile and respective roles in implementing strategies.

INFUSION OF OPTIMISM

> Build confidence that the student can overcome his or her learning difficulties.

> Focus on strengths as well as weaknesses.

> 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


16

Excerpt from Caleb’s Progress Monitoring Guide




PAUSE

Based on what you have learned so far about Attuning a Student, what benefits do you see for …

> Students?

> Teachers?

> Parents?

“The more I study how to attune a student, the more insight into all students I have.”


PART 4:

Initiating the Process: Stages 1 and 2

NOTE: This section contains some slides without audio, which will advance automatically after 1 minute. On these slides, you may click below on the pause icon to display the slide for longer or on the forward arrow to advance to the next slide before the minute is up.


17

STAGES 1 & 2

Identify Student to Attune

> For more information on identifying a student, see slides 18-20.

> For more details on Stage 1 of Attuning a Student, see slides 31-34.

TIP: As you think about whom to attune, keep in mind that your first attuning is a learning experience. We recommend that you don’t select your mostpuzzling student.

Attuning a Student Stage 2 – Data CollectionTo access the Attuning a Student online tool:

> Go to www.allkindsofminds.org and log in (top right corner of screen).

> Click on Attuning a Student.

> When you arrive at the screen shown here, click on Enter the Attuning a Student Online Tool.

Click on the forward arrow below to continue.

NOTICING A STUDENT

GATHERING DATA FROM:> Parents

> Students

> Teachers


18

Using the AAS Online Tool


Step-by-step instructions for using the online tool are provided in the Guide to Using the Attuning a Student Online Tool, a tutorial accessible from the Attuning a Student home page.

NOTE: Tutorial is available in PDF and online, narrated formats.

1. All respondents should base responses on multiple observations over a minimum 2-3 week time frame, not on one-time occurrences.

Key Points about Completing Views

2. When attuning a student who has several teachers, it may be advantageous to involve his or her other teachers in the process.

4. For the Adolescent Learner Student’s View, the student should complete at least 3 subject areas – those he/she considers his/her best, most difficult, and most enjoyable.

3. When deciding which windows to complete for the Adolescent Teacher’s View, consider subjects that are of concern as well as those in which the student is doing well.

5. While parent involvement in the attuning process is strongly encouraged, in some cases you may choose to attune a student without involving his/her parents.


> Collect 3-4 work samples

> Document initial observations about strengths and weaknesses

> See guidelines on the next two slides for more details

Student Work Samples


19

1. Piece of original writing (any subject area)

Suggested Types of Work Samples for Student Work Analysis

Collect 3-4 work samples that reflect neither the student’s best nor worst effort.

2. Assignment or test revealing reading comprehension level

3. Math assignment with computation and word problems

4. Spelling test (if applicable)

Student Work Samples –

Initial Observations

PART 5:

Consolidation and Next Steps

NOTE: This section contains some slides without audio, which willadvance automatically after 1 minute. On these slides, you may click below on the pause icon to display the slide for longer or on the forward arrow to advance to the next slide before the minute is up.


20

Preparing for the Making Sense of DataModule – Accessing the Case Studies


As mentioned earlier, you’ll be applying the Attuning a Student process to a case study student as you prepare for and complete the Making Sense of Data module.

To access the case study documents:

Click here or go to the Access additional module resources page to download and print the case study documents that most closely correspond to the grade level you teach. Be sure to print all 4 documents.*

3rd grade, 7th grade, and 11th grade case studies are available.

*Each case study “packet” consists of 4 documents:> Part 1 – Instructions, narrative, and work samples> Part 2 – Parent’s View> Part 3 – Student’s View> Part 4 – Teacher(s)’ View


Once you’ve downloaded the case study documents:

Read the case study narrative and review the student’s work samples.

Using the Attuning a Student Online Tool*:Create your personal profile.Create a new student record for your case study student.Assign respondents and Views for your case study student (necessary information provided in the case study packet).Enter the information from the Teacher’s View(s), Parent’s View, and Student’s View into the online tool.Generate and print a Views Consolidation Report.

*View/download the tool tutorial for assistance if necessary.

Document initial observations of the student’s strengths and weaknesses as reflected in his or her work samples. These notations can be made directly on the work samples.

Preparing for the Making Sense of DataModule – Using the Case Studies

NOTE: More detailed instructions are included in the case study packet.

What to “Bring” to theMaking Sense of Data Module

NOTE: A detailed preparation checklist is available in the Attachments section of this module.


Attuning a Student Journal

Case study packet, including:Narrative (student background)Teacher, Parent, and Student ViewsStudent work samples with strengths and weaknesses notedViews consolidation report

Prior All Kinds of Minds Course materials

Have the following items available when you begin the Making Sense of Data module:


21



PAUSE

MODULE OBJECTIVES

> Be familiar with the seven stages of the Attuning a Student process.

> Be able to determine appropriate situations for implementing the Attuning a Student process.

> Be able to use the Attuning a Student online tool to initiate the Attuning a Student process.

> Know what pre-work and materials are required for the Making Sense of Data module.

Reflect upon the module objectives. > Are there any objectives you feel

require further review? > How might you apply your

experience engaging with this module to your teaching practice?

Congratulations! You have completed the Using Data module!

Before proceeding to the Making Sense of Data online module …

1. Download and print the preparation checklist for the Making Sense of Data module from the Attachments section.

2. Complete the next steps outlined in this module (which are also summarized on the preparation checklist).

Thank you for your participation in this module. We hope that it has been a valuable learning experience for you, and we look forward to continuing to explore the Attuning a Student process with you.

Contact [email protected] with questions.


When you are ready to begin the Making Sense of Data module …

Log in to www.allkindsofminds.org, click on Attuning a Student, and click on Access the online modules.