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 5 th Grade End of 6 th Grade End of 7 th Grade End of 8 th 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 47 Teacher Knowledge Emotional Wellbeing 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 more today about how to help our students. 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 domains

Executive Functioning Processing Speed

Post-testing shows unresponsive domains Psychomotor Speed Reaction Time

Class of 2014 Post-training assessment: students with normative weaknesses: 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%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 n=55

TARGETED COGNITIVE INTERVENTIONS BASED ON ASSESSMENT OF EACH CARROLL STUDENT TRAINING PROGRAMTARGETED COGNITIVE DOMAINSACADEMIC 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 Reaction Time- quick, accurate, consistent decision making Reading & Math Fluency- automaticity across the curriculum Piagetian Developmental Program 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!!

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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!