1. Now that you have started writing, do you have any concerns?
How is the teamwork going?

2. Class Agenda In class… Writing Workshop In teams…(5:30)* Writing
Peer Review and editing within teams
Test Day Prep (Exchange Materials & Make Testing Schedule)
**Kary’s team’s only: one more data meeting
In Practice groups… (7:30)
Practice
Workshops: CELF, CRI, SLINGERLAND

3. Writing Workshop 2: The Cognitive Summary
Sped 576
Summer 2016

4. The Cognitive Summary Rubric
>Categories 4 3 2 1
Points
Draft 1: Introductory Sections & Cognitive Results
Content
CC3G, CC3K
Background and observation (daily routine), academic history are clearly and accurately discussed. WJ Cognitive section is complete with an objective summary.
Most content included, needs more information/clarification in any area. Writing was not completely objective.
An entire section is missing or needs considerable revision. Heavy use of jargon (i.e., subtest names).
At least half of the following sections are missing: background, observation, academic, WJ cognitive.
/28
Organization/
Mechanics
Strict adherence to prescribed format, including accurate spelling and grammar
Mostly adhered to prescribed format evident, spelling and grammar.
Lack of adherence to format, spelling and grammar
Substantial revisions needed in: format, spelling/grammar /4

5. What do you notice about the writing?
Cognitive Processing Summary:
M worked quickly and accurately on tasks she was proficient in. She performed well on items that required her to process visual symbols: manipulating visual images in her head, determining rules that grouped images together, and visually sorting through numerical data. After silently reading a story, without time constraints, M successfully recalled information presented in the story. She also successfully recalled and reversed number sequences of up to four numbers, that were presented orally. Recalling and re-ordering sequences containing both objects and numbers was more difficult for her. Similarly, she struggled to mentally hold and manipulate spoken words. She was also unable to create new words by mentally interchanging sounds; a skill connected to sounding out unfamiliar words while reading. Overall, M did well when working with visuals; She did not do well with tasks that were presented orally and required her to mentally complete multi-step directions or processes.

6. Cognitive Summary Writing Step 1:
Gather materials needed for writing:
Score Report
(for comparison)
Cognitive Summary Tables (for reference)
Cog. Proc. Jigsaw Article (for wording)
Previous Sample Report (for Style)
Workshop 2 handout
(this ppt. for guidance)
It is important that your summary is reflective of your interpretation on each subtest. As we saw in the paragraph example, your summary should integrate the findings from each subtest to come up with a clear description of a child’s strengths and needs in the area of evaluation. If there is a term you need to use that could be considered jargon (someone outside the field would not know), just write a briefly explanation of the term within the sentence. See the Self Editing Checklists for additional writing tips!

7. Cognitive Summary Writing Step 2:
Applies to IEPs
Analyze test performance:
Do not use subtest names, rather use skills.
Write in terms of strengths and needs.
Be clear and concise.
It is important that your summary is reflective in order to come up with a clear description of a child’s strengths and needs in the area of evaluation. Try your best not to use jargon (terms someone outside the field would not know); If there is a term you need to use that could be considered jargon, just write a brief explanation of the term within the sentence
Keep these things in mind when summarizing and analyzing the tests. These are good guidelines to follow for writing IEPs as well (although the last bullet point does not necessarily apply).

8. Cognitive Summary Writing Step 3:
Write a topic sentence as an intro to overall performance in the area. Usually, you can make a statement about the student’s behavior or attitude during the subtests.
Write Content- you are writing overarching statements about the child’s strengths and needs based on your analyses of each subtest
Write a closing/summary statement.
In this statement you will allude to the theme of the paper.
It is important that your summary is reflective of your interpretation on each subtest. As we saw in the paragraph example, your summary should integrate the findings from each subtest to come up with a clear description of a child’s strengths and needs in the area of evaluation. If there is a term you need to use that could be considered jargon (someone outside the field would not know), just write a briefly explanation of the term within the sentence. See the Self Editing Checklists for additional writing tips!

9. Topic Sentence, Strengths, Needs, and Closing
Cognitive Processing Summary:
M worked quickly and accurately on tasks she was proficient in. She performed well on items that required her to process visual symbols: manipulating visual images in her head, determining rules that grouped images together, and visually sorting through numerical data. After silently reading a story, without time constraints, M successfully recalled information presented in the story. She also successfully recalled and reversed number sequences of up to four numbers, that were presented orally. Recalling and re-ordering sequences containing both objects and numbers was more difficult for her. Similarly, she struggled to mentally hold and manipulate spoken words. She was unable to create new words by mentally interchanging sounds; a skill connected to sounding out unfamiliar words while reading. Overall, M did well when working with visuals; She did not do well with tasks that were presented orally and required her to mentally complete multi-step directions or processes.

10. Another example of a cognitive summary
Cognitive Processing Summary: Aden was a hard worker who could remain on task for long periods of time. He had a relatively strong ability to recall information he had listened to, such as a story or a list of items. When visuals such as pictures or symbols were paired with auditory information he was able to recall that information. He regularly struggled with transitioning to new or complex directions, typically requiring multiple practice samples with a new task before understanding the expectations of that task. This was particularly challenging for him while holding information in his short-term memory. Also, utilizing vocabulary and general background knowledge to answer questions was difficult for Aden. Across tasks he was often descriptive, but not specific enough to be correct, demonstrating word find issues. Phonological awareness was another area of concern; he struggled to identify sounds in the middle and ends of words and to quickly recall words from his memory that began with certain sounds. Problem solving presented itself as an area of need, specifically his inductive reasoning skills. He struggled to follow multistep directions and extract necessary information to solve problems. Overall, it was apparent that he could recall details but struggled with synthesizing and manipulating information.
Good topic sentence that indicates remaining on task
Explain “relatively” strong– something is relative if most of a child’s scores are similar, but one score is higher then the rest but not above average. Give example on white board.
Typically the summary is one paragraph, but if there are very clear strengths and needs, it could be done in two paragraphs, one for each.

11. Content Writing -Integrating Examples
Most examples will be in the tables/charts of the report, but you can write some in paragraph form if you want to include specific examples…
…Despite difficulty with increasingly challenging words, Joe attempted to read all words presented to him. Most of Joe’s incorrect answers were due to mispronunciation of letter combinations or leaving out letters in the middle or end of a word. For example, for ‘mathematician,’ Joe said, “mathematics.”
While the majority of specific examples in our report will be written in the chart, it is possible to include them in paragraph form as well (some other report formats do this). When you write IEPs, you will most likely be writing in paragraph form and want to include specific examples. This slide and the next show are examples of how to analyze information from separate subtests to come up with conclusions about a child’s abilities in an integrated way.

12. Integrating Examples-
During one subtest, Joe tried to sound out each word phonetically. This approach worked well for some of the items; his errors mostly resulted from the mispronunciation of letter combinations. For example, Joe said the silent ‘g’ in ‘gnouthe’ and pronounced the ‘c’ in ‘cyr’ using/k/ instead of /s/. Joe’s ability to sound out words suggested that he had some knowledge of phonics, even though he demonstrated limited sight-word vocabulary.
The last sentence summarizes observations from two subtests. These types of observations will guide us in creating dynamic assessments and writing recommondations.
Making connections btw. subtests

13. Making connections-
Another example of making connections between subtests and tasks:
Recalling and re-ordering sequences containing both objects and numbers was more difficult for her. Similarly, she struggled to mentally hold and manipulate spoken words. She was unable to create new words by mentally interchanging sounds; a skill connected to sounding out unfamiliar words while reading.  
Note: These types of observations will guide us in creating dynamic assessments and writing recommendations.

14. Cognitive Summary Writing Step 3:
Time to edit & rewrite:
Make sure that you are writing formally, clearly & be concise
Check for accuracy, consistency & contradictions

15. Activity- Rewrite to make it formal, clear, & concise
She also successfully was able to look at a picture key that represented words to retrieve information and decode a picture message.   
Carmen also struggled with finding picture pairs continually through other pictures in a long series in a three minute timed test.  This test involved decision making processes. She also struggled using multi-steps to define a rule and struggled with two or more rules. Finally she had difficulty finding the matching letters or numbers in a timed decision makingtest.  

16. Rewriting contradictions…
Remember, background, tables, and summaries should all match . So if there are contradictions, then address them…
For example, you could write
“Mom reported fine motor difficulties, but none were observed during testing.” and then provide evidence.

17. More to keep in mind when editing & rewriting…
Write as if you were talking to the child’s parent
It should be easy to understand
Talk about skills and performance not subtests
Do not use jargon or subtest names
If there is a term you need to use that could be jargon, write a brief explanation of the term within the sentence.
See the Self Editing Checklists for additional writing tips!

18. More to keep in mind when editing & rewriting…
Complete the WJ-‐‐Cognitive test tables in Appendix  A
ITALICIZE all directions provided by the examiner &put anything said by the child in “QUOTES.”  
Vary terminology so that it’s not repetitive but accurate.
Some words for good performance (but not limited to): performed well, an area of strength, good “memory”.
Some words for poor performance: struggled, had difficulty, performed poorly, was an area of need.      I have written a summary for the cognitive section that uses skills not subtest names.
Delete all italicized/highlighted words and check for proper formatting (Times New Roman, 1.5 spacing)

19. Cognitive Summary Writing Step 4:
Weave in or make clear the theme for your summary…
Each summary (background, behavioral observations, cognitive, etc.) should allude to an underlying theme. The theme will build towards the final “fit the profile of…” statement
T’s ability to focus varied throughout testing.  She needed to be redirected on multiple occasions.  She appeared more focused when items were presented visually versus orally.  
During many tasks, T had difficulty remaining focused and paying attention to directions. 
Assessments indicated that Trinity fit the profile of child with ADHD (Inattentive and Hyperactive-Impulsive). 

20. Time to write Oh and don’t hold your questions for the night before.!
If you can, get someone to review it (without names), please do.

21. For Next Class:
Due:
1 PRINTED COPY of your COGNITIVE SUMMARY for Peer Review
Re-Read the Andrew Case Study sections for ease in writing
There is a Mandatory Reading, CHAPTER 7 about learning how to profile, on the wordpress.
Create an age appropriate student interview using the guideline questions provided.
WRITE! WRITE! WRITE! 