Parent Visiting DayFebruary 7, 2014

WELCOME!

News Flashes1. 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 JohnnyStart of 5th Grade

End of 6th Grade

End of 7th Grade

End of 8th Grade

Broad Reading

11% 23% 55% 87%

Broad Math

36% 49% 68% 94%

Broad Written Language

9% 20% 49% 65%

Academic Skills

17% 56% 73% 87%

Academic Fluency

2% 11% 16% 23%

Orton- Gillingham

Tiny Classes

Individual Programs

Bounders

Arts

Sports

Content Classes

NCLU

47Teacher Knowledge

EmotionalWellbeing

Confidence

Advocacy

Resilience

DX Advantage

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 moretoday about howto help ourstudents.

we loved

we taught

we remediated

we structured

but the remediation was incomplete

Love is not enough!

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

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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 domainsPost-testing shows responsive domains

Post-testing shows responsive domainsPost-testing shows responsive domains

Executive Functioning

Processing Speed

Post-testing shows unresponsive Post-testing shows unresponsive domainsdomains

Psychomotor Speed

Reaction Time

Class of 2014 Post-training assessment: students with normative weaknesses:

Post-training AssessmentVerbal 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% 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.

--- Second 6 week intervention Late Winter 2013 ---

n=55

TARGETED COGNITIVE INTERVENTIONS BASED ON ASSESSMENT OF EACH CARROLL STUDENTTRAINING PROGRAM TARGETED COGNITIVE

DOMAINSACADEMIC BENEFIT

Posit Science Verbal STMVerbal WM- auditory sequencing,linking verbal to visual

Phonological MemoryComplex DecodingVerbal Rehearsal

Cogmed VSSTM- briefly holding onto visual & spatial informationVSWM- manipulation of visual & spatial information

Reading ComprehensionMath concepts, spatial relationships, mental number line

Cognifit Executive Function

Planning, sequencingFlexible goal executionCompare/contrast visual and spatial information

Organizational behaviorGoal directed behaviorProblem SolvingFlexible Thinking

Cognifit Reaction Time

Reaction Time- quick, accurate, consistent decision making

Reading & Math Fluency- automaticity across the curriculum

Piagetian Developmental Program

Independent ThinkingVisual ThinkingVisual & Motor Connections

Overall preparedness for learningReadiness to benefit from instruction

Cognitive Development Can

Hurt!

But it is soGood for you!!

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What Will Students Feel When They Work Hard on the Intervention?• Fluency

• Reading Comprehension

• Listening

• Problem Solving

• Processing Speed

• Hanging onto Information

My brain learns better!