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He had to work hard. He often woke up early to study before school and studied for hours in the evening. He went to summer school and retook tests.

On Monday morning, he joined his younger sister, Rachel, on a stage at the Daughters of the American Revolution Constitution Hall and became a graduate of one of the nation's top high schools.

Thaller's story is familiar to many students with learning disabilities who must work two or three times harder than their classmates, often with less results.

"So some teachers got a page that showed that no student selected them?" I asked. "Yes," the storyteller informed me. "We thought every teacher needed to know how they were perceived by the students. We simply gave them the information." At this point each professional staff member was asked to select one student from the list who had indicated no relationship with a teacher. Care was taken to make sure each student was selected by someone. Throughout the year teachers were asked to reach out in special ways to this student. Their efforts included:1. Send three "I noticed…." statements a week.2. Give one eye-hug a day (sustained eye contact ending with a smile).3. Give two physical touches a week (high-five, pat on the back, shoulder squeeze, handshake).4. Use the person's name every day.5. Be in their proximity three times a week (other than in the classroom).6. Ask them for help once a week7. Ask their opinion about something once a week.