A public charter school, Pepin Academies serves 425 students identified with severe learning disabilities. The Academies has broadly embraced the All Kinds of Minds approach as a way to leverage innovative instructional design to develop the gifts of its diverse students, who frequently arrive at their doors already discouraged.
Since implementing the All Kinds of Minds approach Bancroft School faculty have a greater knowledge of their students’ learning styles and can better tailor their lesson plans to meet student needs. Students have a significantly deeper understanding of their learning profiles, are taught about the different neurodevelopmental constructs, and using All Kinds of Minds tools can explore how they learn as individuals.
The British School of Bern is a small international day school serving 100 three- to twelve-year-olds from a variety of nationalities and cultures. Since 2005 the school has been implementing the All Kinds of Minds approach both to develop strategies for helping struggling students and to support more effective learning for all its students.
An independent coeducational day school, Cape Fear Academy provides a challenging college preparatory program. Cape Fear Academy began partnering with All Kinds of Minds in 2005 to train its faculty members in knowledge and tools that help them work with students to become reflective life-long learners.
Catlin Gabel School is a nationally recognized progressive coeducational, independent day school, enrolling more than 700 P-12 students. With All Kinds of Minds processes the school is able to focus on each student’s innate capacities.
Center School, an independent day school, serves elementary and middle school students with language-based learning difficulties. Center School began working with All Kinds of Minds in 2003 and today the All Kinds of Minds tools and philosophies are an integral part of Center School’s diagnostic teaching methods.
Since embracing the All Kinds of Minds approach in 2001, Clayton Academy’s faculty has used All Kinds of Minds web-based resources and tools as a significant source for information, strategies, and support in their teaching practice. Educators there say this has led to an overall improvement in staff cohesiveness, the use of richer instructional strategies, better accommodations and modifications to foster success for individual students, and more effective teacher-parent communications.
Forsyth Country Day School, an independent K-12 school, has been using All Kinds of Minds programs since 2002 to build the school’s focus on individualizing instruction to meet the needs of every one of its 948 students. Educators continue to build their knowledge of the neurodevelopmental framework and their expertise in understanding student learning as part of their ongoing professional development efforts.
At Fort Salonga Elementary School, students learn about and regularly discuss their learning profiles. School faculty observe that this awareness gives students a better understanding of their own learning strengths and weaknesses, makes them more open to working through challenging tasks, and helps them collaborate more effectively with peers when working in cooperative learning groups.
Fort Worth Academy is a private, independent school serving 245 students in grades K-8. The faculty is dedicated to providing a collaborative environment of academic challenge and individual attention so students prosper as learners and citizens. Since 2001, participation in professional development from All Kinds of Minds has been a condition of employment for teachers.
Greater Atlanta Christian School is a private, co-educational Church of Christ-affiliated school that serves more than 1,900 K-12 students from the Greater Atlanta area. By summer 2010, GACS plans to have all classroom teachers trained on how to integrate the neurodevelopmental framework into their teaching practices and has designated an in-house “learning leader” from among the faculty to spearhead ongoing staff development around the All Kinds of Minds approach.
Using the All Kinds of Minds approach, faculty members at Greenwood School (an independent co-ed school serving 200 students in grades 6 through 12) integrate their neurodevelopment knowledge into parent conferences and developing yearly plans for individual students.
Hill School is a multi-campus, independent, nonsectarian, co-ed school in Fort Worth and Grapevine, Texas, serving 215 students in grades 2-12. All administrators and more than 80 percent of teachers at Hill School have been trained in programs from All Kinds of Minds. In addition to integrating the neurodevelopmental approach to learning schoolwide, Hill School also serves as a training site for educators throughout its region.
Holland Hall, an Episcopal School, offers a challenging and supportive environment for 900 students in grades P-12. The All Kinds of Minds philosophy plays an important role in helping the school achieve its goal of ensuring that the curriculum and programs help students build the right foundation for success in both college and in the work place.
Hudson Montessori is an independent coeducational day school serving 266 students in grades P-8. The school’s Educational Support Team (which includes a school psychologist, a speech & language pathologist, and a reading/literary specialist) works to support faculty and staff in integrating All Kinds of Minds’ principles throughout curriculum and school programs.
Indian Creek School is a private, nonsectarian, coeducational day school with a combined student population of 790 in its lower, middle, and upper schools. Since 2001, Indian Creek has used the All Kinds of Minds’ Attuning a Student process to develop student learning profiles that enhance Indian Creek students’ learning experiences as they advance from grade to grade.
Kitty Hawk Elementary School, serving 484 students in grades K-5 on North Carolina’s Outer Banks, is a public school that began its partnership with All Kinds of Minds in 2001 in order to help create a challenging learning environment that encourages high expectations for success.
Kohala Elementary School is a public school located in Kapaau, HI, that serves 400 students in grades P-5. The school’s vision of empowering all students to reach their full potential is central to the way educators work with students, and is just one of the reasons why Kohala has broadly embraced the All Kinds of Minds approach.
Lausanne Collegiate School, a coeducational, nonsectarian school serving students in grades P-12, is known for its global diversity. Faculty members have committed to cultivating a shared schoolwide understanding of how to meet children's learning needs by identifying students’ individual learning profiles, strengths and weaknesses.
Meredith-Dunn School is an independent, K-8 school for 200 children with learning differences. With nearly 100 percent of the faculty and administration trained in All Kinds of Minds methods, Meredith-Dunn School uses this approach to support their curriculum and students’ understanding of themselves as learners.
Recognizing the need to help students who were falling through the cracks, in 1999 Monroe Elementary School teachers began their collaboration with All Kinds of Minds. Today the school’s entire faculty is trained in the All Kinds of Minds approach, and Principal Kay Kiner credits the use of this knowledge for helping improve test scores and reducing special education referrals.
A Catholic school that serves more than 930 P-8 students in Tulsa, Oklahoma, Monte Cassino School is using the All Kinds of Minds approach to bring students, parents, teachers, and learning specialists together to discover and address students’ learning strengths and challenges.
At Old Trail School—an independent school, nestled in Ohio’s Cuyahoga Valley National Park—the AKOM philosophy and practices are consonant with and integrated into almost facet of the school’s culture, from the way parent-student-teacher conferences are structured to their strong advisory program and service learning initiatives.
P.S. 23 serves more than 500 students in grades P-2 in the Bronx and has been listed as one of New York City’s best public elementary schools. Since 2004, more than 20 teachers and administrators at the school have participated in All Kinds of Minds programs and are using the Attuning a Student protocol to collaboratively address students who are struggling.
The Purnell School is an independent boarding school serving approximately 125 young women in grades 9-12. Faculty use the All Kinds of Minds approach to help each incoming student understand her own learning profile.
The Quaker School at Horsham (PA) – where The Mind That’s Mine, Jarvis Clutch and All Kinds of Minds are all familiar reading – is a small, independent school serving students with learning differences. As students are guided to explore what makes each of them unique and valued, a focus on identifying learning strengths and affinities allows the school to better meet the individual needs of its diverse population.
In 2008 Sandhills Elementary School began working with All Kinds of Minds to explore learners’ neurodevelopmental diversity. This public school serving more than 500 3rd- and 4th-graders in Swansea, South Carolina, has made strides in fostering students’ awareness of their strengths, affinities, and needs, as well as using program resources to teach and encourage student self-advocacy.
Sandhills Intermediate serves more than 500 grade 2-6 students in rural South Carolina. Sandhills educators use All Kinds of Minds processes to construct "balance sheets" of students’ individual learning strengths and to create plans fostering academic improvement. The school also offers "Learning about Learning" enrichment classes that teach students to appreciate different learning styles.
At St. Andrew’s Episcopal School—an independent school with 100% faculty participation in AKOM programs—teachers and students have found creative ways to integrate the All Kinds of Minds approach into their school culture. The middle and upper school advisor programs have activities deliberately geared to educating students about the neurodevelopmental demands of learning. A “Memory” scavenger hunt is a hit with St. Andrew’s 10th graders.
A nondenominational, co-educational boarding and day school serving 223 students in grades 3-12, St. Andrew’s School serves students with learning differences whose needs have not been met in traditional public or private schools. Faculty have worked to infuse the neurodevelopmental framework throughout the school curriculum.
Using tools gained through its All Kinds of Minds collaboration, St. Francis School’s faculty serves students with a wide range of learning differences. Based upon their knowledge of the neurodevelopmental framework, teachers at St. Francis offer accommodations and interventions for all students and encourage them to share their learning experiences with one another, resulting in tolerance, support, and respect among students in all grades.
Taft Middle School, a public school in inner city Oklahoma City, serves approximately 850 students in grades 6-8. In 2006, the school adopted the All Kinds of Minds approach and now uses it for sharing observations and ideas about individual students, as well as a way to collaborate around student interventions, both across subject areas and as students move from grade to grade.
Tigerville Elementary serves 325 K-5 students in Taylors, South Carolina. With 92 percent of its staff trained, the Tigerville Elementary teachers have incorporated All Kinds of Minds pedagogical tools into their teaching practices and have integrated its processes into classroom curricula to encourage children to have an appreciation of themselves and others as learners.
Woodinville Montessori School is an independent, coeducational day school with 265 toddler, early childhood, elementary, and junior high students located in Woodinville and Bothell, Washington. Using the All Kinds of Minds approach, faculty members devote in-service sessions to building their skills at identifying and circumventing the barriers to student learning.