The greatest impact of the Schools Attuned Program occurs when the principles and content are integrated into professional judgment and practice.

The Management by Profile protocol supports this integration by providing a framework for educators to apply a neurodevelopmental lens to their thinking and decision-making about learning and learners. Management by Profile guides practitioner thinking through four key components:

	>	Observation – What patterns do I observe regarding the student’s engagement with the curriculum and instruction?
	>	Neurodevelopmental Analysis – What do these patterns tell me about the demands of the curriculum and instruction and the strengths and weaknesses of the student?
	>	Management – Based on a neurodevelopmental analysis, how can I help this student better understand himself as a learner and what strategies can we identify to support this student in achieving academic and social success? What will success look like?
	>	Measurement of Impact – What results did we find after the implementation of management strategies? What did we learn and what are our next steps?

Using observable phenomena to understand a student’s neurodevelopmental profile and how these strengths and weaknesses interact with the demands of school, and making decisions about the management of that interaction, is at the core of the Management by Profile protocol.

Using Management by Profile as a foundational thought process, Schools Attuned provides educators with specific processes and tools to apply this thinking to their daily work, including:

Lesson Analysis/Subject Analysis – a process for applying Management by Profile to understanding one’s curriculum and instructional decisions.

As participants work through the lesson analysis or subject analysis process, they begin to understand the role of the neurodevelopmental Constructs and Functions in their curriculum and instruction, why students may be struggling in their class, and how they can help all students achieve greater success.

Student Learning Partnership – a process that helps teachers apply the Management by Profile Protocol to their work with individual students.

The Student Learning Partnership supports teachers in using their knowledge of the neurodevelopmental Constructs and the demands of their curriculum, as well as their observations of a student in their classroom, to conduct a series of conversations with a struggling student about his or her learning. Teacher and student work together in an age-appropriate way to develop an idea about the neurodevelopmental issues that might be causing the difficulty. Through the use of journals, reflection tools, work samples, and conversations, evidence is gathered and recurring themes identified to support a plan of action. As a result, students receive the one-on-one attention they need to succeed in a targeted area of weakness and build the age-appropriate self-advocacy skills that prepare them for success in school and in life.

Attuning a Student – a process for collecting and interpreting data to develop a hypothesis about a student’s comprehensive neurodevelopmental profile.

The Attuning a Student process supports a commitment among students, educators, and parents to address the full range of neurodevelopmental profiles and academic abilities possessed by students. Through this systematic process, educators, students, and parents work collaboratively to understand a student’s learning profile and make evidence-based decisions regarding the best plan for managing that profile in areas of school performance. The process of Attuning a Student provides tools to empower teachers to be careful observers, accurately describing students' strengths and concerns rather than relying on diagnostic labels. The process also considers students' personal accounts of their experiences as learners and acknowledges the value of parents' observations and impressions of their children's learning. These multiple perspectives enable teachers to search for recurring themes that can provide insight into students' learning.