1. Class 3 Kary Zarate January 26, 2016 COGNITIVE PROCESSING

2. AGENDA  Cognitive Processing Jigsaw (1.25 hour)  Intro To Data Meeting #1 (30 Mins)  Peer Feedback: (20 minutes)  Descriptive Review Collaboration minutes (40 Minutes)

3. Norm-referenced  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 Informal  Quicksmart Profile  VAK test  CITE Learning Style Inventory PROCESSING MEASURES

4. COGNITIVE PROCESSING  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. “THINKING SKILLS”

5. What to Expect during live testing  WJ-Cognitive measures cognitive abilities  The Battery is broken into clusters  Administrators will test by cluster  You will score as I narrate  We will discuss the cognitive skills in the form of strengths and needs WOODCOCK JOHNSON TEST OF COGNITIVE ABILITIES

6. COGNITIVE PROCESSING JIGSAW 2O MINUTES Using your Cognitive Processing Worksheet & The Linking Cognitive Assessment Article (2005)  Create a poster about your processing area with the following:  Processing area name  Description without jargon  Draw a picture  Interventions

7. PROCESSING AREA GROUPS: 1)Vocab, Acquired Knowledge, & Language Comprehension (COMPREHENSION KNOWLEDGE) Interns1 & 3 2)Fluid Reasoning Intern1 3) Short Term/Working Memory Interns 2 4)Processing Speed Intern 3 5)Phonological/ Auditory Processing Interns 1 6)Long Term Retrieval/Rapid Automatized Naming Interns 2 & 3 7)Visual Spatial Thinking Intern 2

8. POSTERS: FIRST SET 1)Vocab, Acquired Knowledge, & Language Comprehension (COMPREHENSION KNOWLEDGE) Intern 3 2)Fluid Reasoning Intern1 3) Short Term/Working Memory Intern 2 15 minutes:

9. POSTERS: 2 ND SET 1)Processing Speed Intern 3 2)Phonological/ Auditory Processing Interns 1 3)Long Term Retrieval/Rapid Automatized Naming Interns 2

10. First Presentations Then a Break.

11. MODIFIED DESCRIPTIVE REVIEW SPED 576

12.  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 MODIFIED DESCRIPTIVE REVIEW: THE GOAL Marten, S. & Spielman, J. (2005). Modified descriptive review as a tool for reflection and professional inquiry. Language Arts, 82(6), 452-461.

13.  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 MODIFIED DESCRIPTIVE REVIEW: THE RATIONALE Marten, S. & Spielman, J. (2005). Modified descriptive review as a tool for reflection and professional inquiry. Language Arts, 82(6), 452-461.

14.  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 MODIFIED DESCRIPTIVE REVIEW: THE PROCESS Marten, S. & Spielman, J. (2005). Modified descriptive review as a tool for reflection and professional inquiry. Language Arts, 82(6), 452-461.

15.  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/d ata-meetings/ DESCRIPTIVE REVIEW PROCESS

16.  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? EXAMPLES OF GUIDING QUESTIONS

17. FOR SATURDAY  Come Professionally Dressed  Come 15 minutes before testing begins:  Teams 1 &2: arrive at 10:45am.  Your student will test from 11-1pm  Team 3: Arrive at 8:15am  Your student will test from 8:30-10:30am  Bring Cognitive notes packet, Test Administration Notes  You will be given scoring protocols to score with. First Live Testing Session

18. FOR NEXT CLASS  Come prepared for Data Meeting #1  Bring REVISED timeline notes  Review Marten & Spielman Article and Data Meeting Agenda  Take Quiz #2  Watch 2 Intro video Lectures  Your Academic area  1 additional academic area for familiarity (Needed for quizzes)  Watch YOUR SPECIFIC SUBTESTS (PRACTICE, MARK UP YOUR EASELS AND PROTOCOLS)  Come with your background section of the first draft written for peer review.

19. DESCRIPTIVE REVIEW TIMELINE EXCHANGE  Separate into case study teams–  Exchange timelines– silently read and write feedback notes.  Look for gaps in history  Red flags  Grammatical errors  Contradictions  Professional jargon free language  Use remaining time to begin collaboratively writing your background sections