School pilot research project with the tomatis® method in chicora elementary

SolistenÂŽ Group A School Pilot Research Project

Chicora Elementary, Wings for Kids, TDSA, Len Young January, 2011-January, 2013 Len Young, PhD, RCTC Listening Clarity, Inc. Greece, April, 2013 April 2013

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Purpose â—? To see if Solisten in 60 hours Improves reading, writing, math, attention, focus, comprehension Can help a full classroom in auditory processing, improving classroom attention and production

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Given in two phases

• Phase One: • February-May, 2011 • Phase Two: • Originally September-December, 2011; • Actually January-May, 2012

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Phase One â—? 23 Students started the program â—? Each received 30 minutes or more of listening per day 11 completed 30 hours 12 completed up to 75% of the time

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Phase Two â—? The school had unexpected campus issues and had to move the entire school in the Fall, 2011; so Phase Two began early in 2012 9 of the original students continued the program 7 new students joined the Pilot All students completed 30 hours of Phase Two listening

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Demographics ● ● ● ●

Low income, high crime neighborhood Elementary School with Grades K-8 Majority African American, some Latino, some Asian Pilot: Grade 4 students, ages 9-10, matriculating to Grades 5 and 6 ● General school students, not special ed ● Most students started their school career at this same school; so their standardized scores and grades were available

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Analysis, where sourced ● Three sources are used to consider results of this Pilot, quantitative and qualitative MAP Scores (Measures of Academic Performance), Charleston County School District standardized tests to monitor teacher and school accountability, quantitative Grades – student grades prior, during and after the Pilot’s completion, quantitative A Survey to teachers, Pilot managers, and parents for qualitative data

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How MAP Works â—? MAP scores are used to track teaching and school progress compared to national averages â—? They are not as easily used to track individual student progress although these records are available â—? Therefore, it is important to compare student scores to national norms

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What the Pilot used ● We had MAP scores for our participants from Grades 2,3,4, then Grade 5 and the Fall of Grade 6 ● We were able to take a random sample of students in these students’ same grade at the same school for comparison, except for Grades 5 and 6 ● We also had the national scores for all the grades

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Some brief results ● Solisten® provides great potential improvement for students at all learning levels in a school environment ● Pilot participants continue to improve at a greater rate than the national trends ● Solisten helps both weak and strong students improve in learning

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Notes to read graphs ● We are still writing up results ● The datasets are very detailed and the numbers close in some cases ● Random samples are not available for Fifth and Sixth Grades ● On these charts, the Wings group is our Solisten® Pilot group and will change in the final report

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In moving from the Fall to the Spring, Pilot students grew both their math and reading scores by greater margins than national trends. The median score for Spring math scores was 221, placing these students above grade-level compared to national trends.

Median MAP Score

MAP Scores by end of Grade-Year (Math) 230 225 220 215 210 205 200 195 190 185 180 175 170 165 160 155 150

220221

203 202.5200

211211 210.5

Nat'l Trend

191 187.5

Wings Non-Wings

184

Grade 2

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219 217

Grade 3

Grade 4

Grade 5

Grade 6*

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Please note that the data for Grade 6 should be considered incomplete at this point as the school year is still in progress, and the spring-term scores are not yet available. However, it was necessary to present this data in order to illustrate how close the fall-term median score of the Pilot students is to the national trend.

MAP Scores by end of Grade-Year (Reading) 220 215

214

210

Median MAP Score

200

208

202

200

195 190

208

207

205

213

199.5 194

Nat'l Trend

193

190

185

Wings

180

Non-Wings

175 170 165

174 172

160 155 150 Grade 2

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Grade 3

Grade 4

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Grade 5

Grade 6*

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The next set of graphs illustrates the actual growth in the scores from fall-to-spring for each school year among Pilot students, nonPilot students, and the national trend Fall to Spring Growth Rate (Math) 20

20 19.5

18.5

18

Median MAP Score

15

12

12 11

10

Wings

10.5 9 8

Nat'l Trend Non-Wings

8

5

0 Grade 2

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Grade 3

Grade 4

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Grade 5

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Note that the partial data from Grade 6 was not included due to only the fall-term scores being available at this point. Once springterm scores are collected, a comparison can be made.

Fall to Spring Growth Rate (Reading) 20 18

Median MAP Score

15 15 13

10

Nat'l Trend

12

11

10

10

Wings Non-Wings

8 6

5

5

4

0 Grade 2

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Grade 3

Grade 4

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Grade 5

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Dataset Analysis â—? We ran numerous analyses on our data. â—? Specifically, we did A Regression Analysis looking at the correlation between Score Increases and Listening Times for students An Analysis of Variance Test (ANOVA)

April 2013

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Correlation between Score Increase and Listening Time Regression Analysis: ● Compared total increase in MAP scores and total minutes of listening completed ● Examined Winter to Spring term of third year dataset (4th Grade) due to limited sample size ● Hypothesis: as amount of time a student spends on listening exercises, a similar increase will occur in MAP scores ● Due to limited data, was difficult to draw a conclusion

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Analysis of Variance Test (ANOVA)also conducted ● Examines the mean score increases for each student with each testing-term ● Hypothesis: those students with more listening time using the Tomatis® Method would have a higher mean total-score increase (taking both the math and reading scores into consideration) from term to term. ● Both students with 30 and 60 hours had a raw score increase of 36.4 points ● While a marked difference, with size of Pilot sample limits the statistical significance ● Does indicate great potential

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Where we are at this date ● While the median scores of these students are primarily at or just below the national expectations, the rate of growth in their scores exceeds the national expectations in all three grade-years examined. ● Thus far, it appears as though these students are “catching-up” to the national trend at a seemingly more rapid rate than those not in the Pilot. ● If these trends continue, a likely result would be that these students eventually not only meet the national trends, but also exceed them. ● The recommendation is that data continue to be recorded on these students to further investigate the trends in their growth.

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Survey Results â—? We have extensive data from our three sources and thought you would appreciate some of the Survey Results â—? Teachers and leaders involved in the Pilot program were asked to rate the students based on characteristics they exhibited at the start of January 2011, as well as how they have progressed in terms of those characteristics over the course of their involvement in the program.

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Leadership Skills Improvement

When examining their improvement over the course of the program, 63.7% of teachers felt that the students had Improved or Greatly Improved.

Leadership Skills Improvement 50.0% 43.2% 40.0% 29.5% 30.0% 20.5% 20.0%

10.0%

4.5%

2.3%

0.0% Greatly Improved

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Improved

Stayed the Same

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Declined

Greatly Declined

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Sense of Responsibility, Taking Responsibility

58.8% of Teachers felt a majority of students were responsible at the start, thus large % stayed the same. However, 40.9% Improved or Greately Improved over the Pilot.

Responsibility Improvement 60.0%

54.5%

50.0%

40.0% 29.5% 30.0%

20.0% 11.4% 10.0% 2.3%

2.3%

0.0% Greatly Improved

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Improved

Stayed the Same

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Declined

Greatly Declined

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Academic Performance 40.9% Improved or Greatly Improved Academic Performance Improvement 60.0% 52.3% 50.0%

40.0%

34.1%

30.0%

20.0%

10.0%

6.8% 2.3%

4.5%

0.0% Greatly Improved

Improved

Stayed the Same

Declined

Greatly Declined

23 April 2013

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Students improved in Overall Self-Esteem – 65.9% Overall Self-Esteem Improvement 60.0%

54.5%

50.0%

40.0%

30.0%

22.7%

20.0% 11.4%

9.1%

10.0% 2.3% 0.0% Greatly Improved

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Improved

Stayed the Same

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Declined

Greatly Declined

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50% Pilot Participants Improved or Greatly Improved in Overall Behavior Overall Behavioral Improvement 38.6%

40.0%

36.4%

30.0%

20.0% 13.6% 9.1% 10.0% 2.3% 0.0% Greatly Improved

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Improved

Stayed the Same

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Declined

Greatly Declined

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Posture improvement – 52.3% Improved or Greatly Improved Overall Posture Improvement 50.0% 40.9% 36.4%

40.0%

30.0%

20.0% 11.4%

9.1%

10.0% 2.3% 0.0% Greatly Improved

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Improved

Stayed the Same

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Declined

Greatly Declined

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Overall Attitude Towards Learning – 54.6% Improved or Greatly Improved Overall Attitude Towards Learning Improvement 50.0%

36.4%

40.0%

36.4%

30.0%

20.0%

18.2%

6.8%

10.0%

2.3% 0.0% Greatly Improved

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Improved

Stayed the Same

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Declined

Greatly Declined

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Overall Communication Skills – 72.7% Improved or Greatly Improved Overall Communication Skills Improvement 50.0% 40.9% 40.0% 31.8% 30.0% 22.7% 20.0%

10.0%

4.5% 0.0%

0.0% Greatly Improved

Improved

Stayed the Same

Declined

Greatly Declined

28 April 2013

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Overall Confidence Level – 63.7% Improved or Greatly Improved Overall Confidence Level Improvement 50.0%

36.4%

40.0%

31.8% 30.0%

27.3%

20.0%

10.0% 2.3%

2.3%

0.0% Greatly Improved

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Improved

Stayed the Same

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Declined

Greatly Declined

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Survey Results â—? The amount of noted improvement across all students suggests that the program benefits not only students who may be performing poorly, but those who are already doing well.

30 April 2013

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Take Away Points ● Students showed a marked change in their abilities to learn ● Students improved their MAP scores compared to non-pilot students and reached with the expectation of exceeding the national norms ● Individual students greatly improved in reading and/or math, increasing their overall grades April 2013

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Last Point ● The Principal said these children live in daily fear of their lives ● They appear to be ADD or have attention issues, but they have anxiety for their survival, in and out of school ● She noted all the Pilot students started to feel safe: she saw leadership skills emerge; grades improves, happiness in their faces.

Big opening for learning!

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Global Impact â—? Solisten with wireless headphones presents the possibility to raise the general well-being and learning abilities of children in many countries â—? These results spur us on to conduct more research to prove this program to educators and gain access to schools! ÂŽ

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