[Congressional Record (Bound Edition), Volume 152 (2006), Part 12]
[Extensions of Remarks]
[Pages 16563-16564]
[From the U.S. Government Publishing Office, www.gpo.gov]




                  IN RECOGNITION OF ALL KINDS OF MINDS

                                 ______
                                 

                          HON. DAVID E. PRICE

                           of north carolina

                    in the house of representatives

                         Friday, July 28, 2006

  Mr. PRICE of North Carolina. Mr. Speaker, I rise today in recognition 
of All Kinds of Minds and its Schools Attuned Program for reaching

[[Page 16564]]

more than three-quarters-of-a-million students through the 30,000 
educators who have participated in its professional development program 
since it began in 1987.
  All Kinds of Minds was co-founded in 1995 by renowned pediatrician 
Dr. Mel Levine and financier Charles R. Schwab to translate the latest 
research on the many different ways children learn, into programs, 
products and services that help struggling students become successful 
learners. The Institute's programs are based on insights from pivotal 
medical and educational studies, as well as more than 30 years of 
clinical experience by Dr. Levine, other faculty at the University of 
North Carolina at Chapel Hill, experts at All Kinds of Minds, and other 
leading researchers in the field.
  The Schools Attuned Program is a research-based program that educates 
K-12 teachers about the science of learning. It was designed using the 
standards of professional development from the National Staff 
Development Council. Enrolled teachers learn about eight 
neurodevelopmental constructs that affect learning by participating in 
a minimum of 35 instructional hours and 10 hours of follow-up 
experiences.
  In addition to focusing on how the brain is ``wired,'' the program 
examines the different ways students learn, patterns in those 
differences in learning, and how students' interests and strengths can 
be used to overcome weaknesses within the regular classroom. The 
framework and tools provided in the Schools Attuned Program allow 
parents, teachers and children to work together to conquer student 
learning differences.
  The 30,000 educator mark, which includes over 750 teachers from my 
home district, was accomplished through the efforts and support of 
teachers, schools and communities in all 50 States, Canada and 
Switzerland. The program has also benefited from Federal funding to 
supplement local educational funds in 15 States; State funding for 
teacher participation in North Carolina and Oklahoma; a 5-year New York 
City Department of Education initiative allowing nearly 1,600 educators 
to take part in the program; and over $70 million in funds raised since 
1995 from private foundations and major philanthropists supporting the 
Institute nationwide.
  I ask my colleagues to join me in commending the Schools Attuned 
Program for achieving this milestone of training 30,000 teachers to 
help students succeed in the classroom.

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