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Parent Visiting Day
February 7, 2014
WELCOME!
News Flashes
1. Today is not a typical day!
2. Excitement Levels are High!
3. Some are thrilled you are here.
4. Some aren’t.
5. Have fun, learn a lot, breathe in the
experience of being a student at
Carroll.
News Flashes
1.
The Parents’ Association does a great
job for Carroll.
2.
The current leadership is aging.
3.
We want enthusiastic new leaders to join
our generous veteran leaders for next
year.
4.
Current PA Chair, Ruth Cherneff, would
love to hear from you.
5.
GLC Role- contact Wendy Falchuk
Parent Visiting Day
We never miss an opportunity
to inform and educate Carroll
parents whenever we get such
a huge percentage of you
together in one place.
Evolution of Carroll’s Program
How Did We Get Here?
1. Paying Attention to Student Progress
2. Awareness of Neuroplasticity
3. Working with Experts
4. Significant Early Nudges from Some Parents
5. Current Enthusiasm from Parents & Faculty
A Boy Named Johnny
Start of End of
End of
End of
5th Grade 6th Grade 7th Grade 8th Grade
Broad
Reading
Broad
Math
Broad
Written
Language
Academic
Skills
Academic
Fluency
11%
23%
55%
87%
36%
49%
68%
94%
9%
20%
49%
65%
17%
56%
73%
87%
2%
11%
16%
23%
OrtonGillingham
Teacher
Knowledge
Tiny
Classes
Emotional
Wellbeing
Individual
Programs
Confidence
Bounders
Advocacy
Arts
Resilience
Sports
DX
Advantage
Content
Classes
NCLU
Focus
Areas
A Boy named Johnny
the remediation was incomplete
strong academic achievement only told most of the story
we send him off to high school carrying a sack of potatoes on
his back
We know more
today about how
to help our
students.
we loved
we taught
we remediated
we structured
but the remediation was incomplete
If good reading instruction
rewires brains…
Could good
cognitive
instruction
rewire the
underlying
functions
necessary to
thrive in school
and beyond?
Carroll’s First Responses:
1.
Work with Developmental Psychologist
David Stevens and hire Katie Lyslo
2.
Teacher Workshops about this
“cognitive development thing”
3.
Evolution of LS Cognitive Model
4.
Hire Eric Falke, MD
5.
Establish Carroll Cognitive Collaborative
Common Underlying Cause
Developmental Readiness
for Academic Learning
1.
What is in the way of the child learning effectively
in the classroom?
2.
How can we develop the skills that underlie
academic success?
3.
Can we teach children to think logically without
too much adult direction?
Cognitive Profile
Post-testing shows responsive domains
Post-testing shows responsive domains
Executive Functioning
Processing Speed
Post-testing shows unresponsive domains
Psychomotor Speed
Reaction Time
Class of 2014 Post-training assessment:
students with normative weaknesses:
n=55
Post-training Assessment
Verbal
Working
Memory
Visual
Working
Memory
Processing
Speed
Executive
Functioning
Verbal
Short
Term
Memory
Reaction
Time
May
2012
(1m)
29%
65%
30%
50%
17%
14%
Oct
2012
(6m)
38%
55%
47%
65%
13%
29%
April
2013
(1y)
63%
--- Second 6 week intervention Late Winter 2013 ---
50%
60%
70%
25%
20%
Table 2. Percentage of students who had a weakness before training and then improved by 1 standard
deviation in standard scores each domain 1month, 6 months, and 1 year after cognitive training. To be
considered valid the number of students who improved by a (SD) had to exceed 3:1 the number of students
who declined in a domain.
TARGETED COGNITIVE INTERVENTIONS BASED ON
ASSESSMENT OF EACH CARROLL STUDENT
TRAINING PROGRAM
TARGETED COGNITIVE DOMAINS
ACADEMIC BENEFIT
Posit Science
Verbal STM
Verbal WM- auditory sequencing,
linking verbal to visual
Phonological Memory
Complex Decoding
Verbal Rehearsal
Cogmed
VSSTM- briefly holding onto visual &
spatial information
VSWM- manipulation of visual &
spatial information
Reading Comprehension
Math concepts, spatial relationships,
mental number line
Cognifit Executive
Function
Planning, sequencing
Flexible goal execution
Compare/contrast visual and spatial
information
Organizational behavior
Goal directed behavior
Problem Solving
Flexible Thinking
Cognifit Reaction
Time
Piagetian
Developmental
Program
Reaction Time- quick, accurate,
consistent decision making
Reading & Math Fluencyautomaticity across the curriculum
Independent Thinking
Visual Thinking
Visual & Motor Connections
Overall preparedness for learning
Readiness to benefit from instruction
Cognitive Development
Can Hurt!
But it is so
Good for you!!
What Will Students Feel When They
Work Hard on the Intervention?
•
Fluency
•
Reading Comprehension
•
Listening
•
Problem Solving
•
Processing Speed
•
Hanging onto Information