Testimonials Minnesota Learning Resource Center

Have your own A Chance To Grow story or testimonial? Share it here

August 2013

"- loved it! Can't wait to implement in my early childhood sped room. I didn't realize the absence of development in infants...strengthened my belief in S.M.A.R.T. ...(I would recommend it to) everyone - I have a ton of new ideas - I'm ready to go back and inform my co-workers...great for our poverty students" --S.M.A.R.T. Pre-K Teacher

March 2012

"A student who could only answer simple questions is now inferring and his written language has taken off. A student who has been in pull out services most of her school life is now being transitioned back into the classroom because she is able to process language at a much-improved level. A student who walked on her toes and would not give eye contact or speak above a whisper is now audible in the classroom and walking heel-toe. A student in third grade came in almost as a non-reader and is now reading at a first grade level and retaining new words and reading strategies. A student who has received S.M.A.R.T. all year began working on decreasing his lateralization of sounds and was able to produce a clear /s/ during the first session. My students who came in with /l/ and /r/ are using their sounds at the conversation level after only half a year of therapy."--Rachael Donovan, Speech Language Pathologist Arnn Elementary School Sagamihara, Japan

Fall 2008

“Our experience with S.M.A.R.T. has been a very positive one! We have implemented the program into the daily routine in the Wagner Early Learning Center. Students get the benefits of the movement exercises with specific purpose from the start of the year through the end and classroom achievements show the difference! Through the use of the fine motor exercises and eye training activities, all students, pre-k and kindergarten, increased their agility in using writing utensils. Last year all students who were in the preschool program were using scissors successfully. Remember that these are three and four year olds. Students were showing more control in their fine and gross motor activities. The kindergarten teachers have increased their time with the S.M.A.R.T. program over the past year and are excited about the differences they see in their students as well. We have noticed students who display more control with their motor activities, which increases their writing abilities. We also notice students who are more able to sit in class for longer periods of time. The developmental skill of drawing people shows the dramatic increase in the students over the course of the year. We love what S.M.A.R.T. is doing for our students in the early learning center.”--Lori Bouza, Early Childhood Principal/Federal Programs Coordinator at Wagner Early Learning Center in Wagner, SD

July 2004

“The 2003-2004 school year brought seven students qualifying for Title 1 services to my third grade classroom. We implemented the S.M.A.R.T. program at that time. I was concerned as I assessed their skills and deficits. Reading levels were .1-1.9. Comprehension was poor. Decoding meant guessing (for them). Reading was hard work to be avoided at all costs. My appetite for brain research and learning had been aroused through my Master's Degree program, so I confidently worked toward the 80 hours goal. Month-by-month, I saw barriers breaking down and self-confidence slowly emerging. By March and April five of the seven students were enjoying third and fourth grade literature and comprehending at an 85% or better rate. The other two students enjoyed a 1-1.5 year gain. All students shared the energy, excitement and self-satisfaction of these achievements. I consider S.M.A.R.T. training to be an integral part of their success. Thank you for sharing these insights.”--Lexi Cunings, Teacher South Elementary School Atwater, Cosmos, Grove City District (Minnesota)