We can’t help if we don’t know. Quick Write Give us an update on your first attempt at working as a cohesive group. The good, the bad, and the ugly. We can’t help if we don’t know.

Cognitive Processing Class 3 Sped 576 Summer 2017

Agenda Cognitive Processing/Testing Review  (1.25 hour) Intro To Data Meeting #1 (30 Mins) Learn to Coach & Materials Distribution (25 minutes) Peer Feedback & Collaborative Writing (remainder of class)

Cognitive Processing “THINKING SKILLS” Students with Learning Disabilities have difficulties taking and retaining the information as compared to their peers. Learning about a student’s cognitive processing allows us to see what’s “under the rug” of their learning. When you address the cognitive processing areas of need with interventions, you are able to increase academic abilities.

Processing measures Norm-referenced Informal Quicksmart Profile WJ-Cognitive Memory: Short-term, Long-term & Working Auditory processing Visual-Spatial Thinking Comprehension Knowledge Fluid Reasoning Processing Speed Cognitive Fluency Executive Functioning Phonemic Awareness Broad Attention SMALSI: School Motivation & Learning Strategies Inventory Quicksmart Profile VAK test CITE Learning Style Inventory

Woodcock Johnson Test of Cognitive Abilities What we saw during live testing: WJ-Cognitive Battery is broken into clusters Administrators tested by cluster How did you feel about: Scoring Seeing cognitive skills in the form of strengths and needs OPEN PAGE WITH PROCESSING CLUSTERS FROM SELF STUDY.

Introduction to the Profile Boards Written in terms of Strengths & Needs Describe SKILLS, not tests. Group like skills together. Think about the clusters. Let's look at some examples!  :)  Note: There is also a student profile worksheet in box that you should fill in so that you have access to it at home. Worksheet in binder if you want to use it throughout the semester

Cognitive Processing JigsaW Review Going back to the Cognitive Processing Worksheet & Shrank, Decker, & Garruto 2016 Let's make connections between your posters and live testing. We'll review the following : Processing area name Description without jargon Picture Interventions

Poster Review: COMPREHENSION KNOWLEDGE Fluid Reasoning 7 minutes to present for each. COMPREHENSION KNOWLEDGE Fluid Reasoning Short Term/Working Memory

Phonological/ Auditory Processing Posters: 2nd Set Processing Speed Phonological/ Auditory Processing Long Term Retrieval/Rapid Automatized Naming Visual Spatial Thinking I’ll do the poster set for Visual/ Spatial Thinking

Modified Descriptive Review: Intro to the 1st of 3 data meetings This is the first of 3 data meetings we will have this semester. Each of the data meetings we have are a different type of professional learning conference. In your professional careers you will encounter different types of collaborative learning in your schools, whether it be in grade level meetings, sped team meetings, or just a different type of data meeting. SPED 576

Modified Descriptive Review: The Goal Create a “nonjudgmental, rich description” of a child’s work Use description/evidence to design responsive instruction and support growth Collaborate to gain insights on what is working and how the child learns best For our purposes, we will use this descriptive review to discuss background on the student.   For our purposes this is different. We will use this descriptive review to discuss background on the student. Marten, S. & Spielman, J. (2005). Modified descriptive review as a tool for reflection and professional inquiry. Language Arts, 82(6), 452-461.

Modified Descriptive Review: The Rationale Reflection is a collaborative, active process We need to know what we do, why we do it, and how it works for our students Not all programs work for all children – we need to know what works for the children we teach Marten, S. & Spielman, J. (2005). Modified descriptive review as a tool for reflection and professional inquiry. Language Arts, 82(6), 452-461.

Modified Descriptive Review: The Process Using descriptive language, look at what children “can do and does know” “Kid-watching” – listen and observe in order to learn about the child Not a linear or “neat” process, but is structured, takes time, and requires flexibility Marten, S. & Spielman, J. (2005). Modified descriptive review as a tool for reflection and professional inquiry. Language Arts, 82(6), 452-461.

Descriptive Review Process Agenda in binders and on wordpress Descriptive Review of Student notes provide an outline for the process (also in binders and on wordpress) https://assessmentclinicuic.wordpress.com/data-meetings/ Refer to the pdf documents to go over this with interns.

Examples of Guiding Questions Are there language concerns that are impacting the student’s reading abilities? How has social/emotional trauma affected Joey’s attention in school? Are memory and processing issues impacting learning retention?  How has Joey’s medical history impacted his academic performance? Note:  By the end of your meeting, you will come up with a guiding question. You might have 2, even.   By the end of the meeting, together we will come up with a guiding question. You might have 2, even.

Bring out the easels & Learn To Coach EXAMINER: Have post-its, fine points, and practice protocols. Set yourself up in a proper testing position; where you can point to the easel, and see your side simultaneously. Remember you don’t want your student to see your side of the protocol, a clipboard is helpful. Examinee Have your easel open to the same assessment and page as the examiner. Attempt to provide answers that would cause queries, double ceilings, and full pages administrations.

BRING YOUR TESTING SCHEDULE Looking ahead… Class 4 June 21 Wednesday   Data Team Meeting #1: Descriptive Review- forming guiding questions 1) Writing Workshop #1b (examples of tables) 2) Data Team Meeting #1 3) Practice/ Mock Testing (deliver the testing plans, see testing schedules) 4) Collaborative Editing & Writing of Cognitive Tables Video Lectures Due: 2) Two Intro Lectures 3) Tutorial of YOUR subtests. PRACTICE YOUR TESTS! If you think you’ve practiced enough, go one more hour. Data Meeting #1 DUE: 1) Background for instructor review-not graded 2) QUIZ: Online Quiz #2 BRING: laptops binders testing materials for practice June 22 Thursday ***** Live Clinic observation***** 1:30 -4:00 p.m. data analysis DUE: COGNITIVE SUBTEST SELF-STUDY SECTIONS SPECIFIC TO YOUR PROCESSING AREA June 24th Saturday ***** INTERN TESTING DAY 1***** 9:00 a.m. – 11:30 a.m. testing; 11:30-1:30 p.m. data analysis BRING YOUR TESTING SCHEDULE Class 5 June 26th Monday 1) Writing Workshop #2 (Cog summary) 2) Collaborative Write-Cognitive Tables 3) Test Day Prep 4) PRACTICE Video Lecture 1) Two Intro Lectures to Academic Areas 2) Video Tutorial of YOUR subtests Due: Cog. tables for peer review QUIZ: Online quiz #3

Peer Editing of background Section Separate into case study teams– Exchange backgrounds–silently read and write feedback notes. Look for gaps in history/chronology Red flags Grammatical errors Contradictions Professional & jargon-free language Use remaining time to begin collaboratively editing and writing the cognitive sections Depending on time—we will give interns 45 to prep their timelines and exchange.