1. 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.

2. Cognitive Processing
Class 3
Sped 576
Summer 2017

3. 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)

4. 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.

5. 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

6. 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.

7. 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

8. 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

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

10. 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

11. 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

12. 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),

13. 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),

14. 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),

15. 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)
Refer to the pdf documents to go over this with interns.

16. 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.

17. 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.

18. 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

19. 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.