Improve Achievement for One Student, the Whole Class, or the Entire School



A good parent-teacher partnership focusing on students' success is the most effective way to eliminate problems, boost confidence, and create success. View the chart below to see the improved achievement of seven demonstration schools.

  • Teachers and principals reported conduct problems were reduced by 50% within 30 days
  • Greater in-class cooperation and engagement
  • Teachers were able to get higher involvement and commitment from the parents because parents had a clear understanding of what they do at home–using the techniques in Achievement Synchrony–would indeed make a difference in their classroom.

Click to see parents and their children's teacher describe the benefits of "Add Power to Teaching".


The following demonstration schools created a partnership between classroom teachers and parents using early elements of Achievement Synchrony including its leadership approach. Administrators and teachers were trained during the Summer, and parent groups were included in the Fall of the year. Participating schools reported national achievement test scores at the end of one year and how their test scores compared to the previous year's scores.  (West Elementary scores represent second year results.) Look at the effects of a parent-teacher partnership.

School Percent Improvement
Heritage Academy-Phoenix, AZ Reading:
Perry Elementary-Brigham City, UT Language:
West Elementary-St. George, UT (second year results) Language:
Green Acres Elementary-Ogden, UT Reading:
Flandreau Middle School-Flandreau, South Dakota Reading:
Alamaden Country School-San Jose, California Reading:
Upland Terrace-Salt Lake City, UT Language:





“I have been impressed with the professionalism, materials and training which you have offered our staff.  The concepts taught through Achievement Synchrony are timely and needed in schools.  This program connects students, teachers and parents in a positive and meaningful way.  Our teachers can see the value of this long-term approach and we are finding that our students are responding to various situations at school using the hurting or helping language.”

Peter Fawson, Principal

“This course has had a significant impact on the climate and student interactions in our classrooms, as well as over-all school discipline.  It introduced to us your powerful approach to developing personal integrity and accountability in the lives of children.  At first some of us were slow to risk actually trying this out.  Once attempted, the potential for change and improvement were self-evident.”

Kathryn H. Spencer, Principal

“They offer the possibility of eliminating many of the repeat offenses and discipline infractions.  Getting the students to take more responsibility for their actions and examining the question—‘Does it help or does it harm?’—puts correction and change back on the individual.”

Don Robert Dowdle, Principal

“We used Achievement Synchrony as a staff book study process to really challenge our way of thinking about expectations of student behavior.  There is significant learning to be accomplished by educators when they consider  this model and its vast implications for developing character in our next generation of citizens and leaders—the learners in today’s classrooms and schools.”

Dawn Olson, Principal
Flandreau Middle School, S.D.


“I’m really glad I had the opportunity of taking the Achievement Synchrony course.  I know it has helped me with the way my class behaved this year.  It was interesting to see that the students could see exactly the things we were doing that were good and the things that we could to make our class better.  They decided that they would try to raise their hands before speaking, be nice to other students, be in their seats on time etc... This was nice to have them decide the things to do to make our class better instead of me just telling them.”

Deniece Ord, Teacher

“Every year I look forward to starting school.  I enjoy taking a group of individuals and molding them into a cohesive unit.  However, despite my good intentions for [character development], I come up short of the mark every time.  I never knew what to do or where to exactly turn for the type of answers I was looking for until our in-service on Achievement Synchrony.  I feel it has not only empowered the teacher, but more importantly each and every student.

Shawna Brooks, Teacher

“My two children are both at Nephi Elementary and have discussed the use of the program from within the context of their classrooms.  Therefore, I can now reinforce more at home too.  I am excited about what I have learned and have incorporated so far.

Sharon Kay Butterfield, Teacher



“I learned a whole new approach to parenting that is very different than the way I learned from my parents and will help my family tremendously.  My biggest regret is that I didn’t know this correct way to raise my children.” 

Sandi Brenda, Parent

“Changing our attitudes about how we respond to our children and becoming more relationship oriented has been great.  I am very thankful for this opportunity to learn.  Thanks.”

Linda Bigler, Parent

“…..I know that everyone learned, enjoyed and benefited from this [program].  We have noticed in our home a sweet spirit of unity and cooperation because of what was taught.  This [program] is a must for any parent and we are grateful that you have put such a valuable course together.”

Johnathan Duke, Parent

“…..As a parent of varying ages and a high school teacher, I found [this parenting system] enlightening and helpful.  The principles are phenomenal and can be applied right away.  It helped me be a better parent and teacher.”

Gary Bluess, Parent


Q: How is Add Power to Teaching different from other parent involvement approaches?

A: Where most current approaches invite parents to a few meetings with school officials during the course of an academic year, or visits for special needs; Add Power to Teaching links parents to the classroom teacher and invites parents to help promote the success of their children in that specific classroom.  It promotes a long term relationship between teacher and parents that provides much more support and guidance for children.

Q:  Can Parents with more than one child participate?

A: Yes, it is possible for parents to organize or structure their families so that all children benefit.  Parents report liking this method of family leadership and they continue using it even when children are not in school.  Older kids who do not attend participating schools also benefit from the family structure.

Q:  What is capacity building and how does Add Power to Teaching promote it?

A:  When students are engaged in the process of learning, they develop a measure of how much they learn with a certain amount of effort and in a certain amount of time. Under the right conditions, they can learn to increase their capacity which means to learn more in the same amount of time and/or with the same expenditure of effort.  When parents and teachers participate, one of the remarkable results is that children discover they can and willingly choose to learn more.

Q: What is “mastery learning” and how does Add Power to Teaching promote it?

A:  Where a lot of teaching is about a set of facts students are taught and then tested about, mastery learning is an approach that gets students to work on the same set of facts and ideas until they show mastery of it as measured by repeated testing.  The parent-teacher partnership gives teachers an outstanding method of using a group approach to master a unit or set of learning objectives.  This is because all students are taught to help one another achieve at a higher level.

Q: What are the major advantages of the Add Power to Teaching program?

A:  When parents and teachers participate, students develop clear expectations about how to be successful and feel more motivation and encouragement to succeed.  It motivates higher achievement and promotes positive child development.  It helps teachers forge a relationship with parents that increases cooperation, reduces defensiveness, and builds this connection for the long term.

Q: Are you certain it promotes greater achievement?

A:  From the data we have collected from demonstration schools and from reports by teachers and school administrators, the parent-teacher partnership of Add Power to Teaching appears to promote consistent academic achievement and other positive outcomes which are higher than expected results.

Q: Is it possible for any teacher to implement Add Power to Teaching?

A:  Absolutely. Teachers who teach resource, special education, or courses for children with special needs have implemented it. It is most easily implemented inside elementary schools due to the length of time teachers spend with students. There are adaptations secondary teachers need to make in order to implement it because they do not have the same students for long blocks of time, but the program is still easily implemented in these schools as well. 

Teachers can begin at any time because it only requires one organizational meeting between teacher and parents.

Q: Why the emphasis on character development?

A:  Character development is the basis for long term social and emotional success; plus, it is part of the foundation for high achievement.   It is a highly valued outcome for parents, and when they believe they can promote it, they are more willing to participate. When teachers teach positive character traits and see them applied, this training provides the motivation and drive for better classroom relationships and remarkable achievement. 

Q: Why is it possible to use this approach without taking a lot of time from classroom activities?

A:  The structure of the classroom defines for students and teachers what the goals are for achievement, learning, and character.  Once these are created, this knowledge guides student participation with a minimum of follow up because students become increasingly responsible for themselves and for each other.

Q: Do all the teachers in a school need to participate in order for this to be effective?

A:  No. But, it is generally better and easier for the whole school to participate at the same time because when every teacher participates, and parents join in, it creates a school-wide culture of focused learning which excites people with a sense of mission and cooperation.  This tends to propel more to do better.  When all teachers participate, Add Power to Teaching creates a strong and lasting sense of community which benefits children for the long term.  That being said, it is very possible for one or a few teachers to implement this program in their classes and they will still see great improvements.

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