Novel reasoning and problem solving that depend minimally on learning and acculturation

1. Gf Fluid Reasoning • Novel reasoning and problem solving that depend minimally on learning and acculturation • Ability to reason, form concepts, and solve problems that often include novel information or procedures • Induction & deduction are hallmarks of Gf

2. What would impact Fluid Reasoning? Wh • Development – think Piaget’s stages of concrete operational to formal operational • Autism impacts in this area • Language disorder might

3. Gc Comprehension-Knowledge • The breadth and depth of knowledge of a culture • The ability to communicate one’s knowledge (especially verbally) • The ability to reason using previously learned knowledge or procedures • Originally described as “crystallized intelligence”

4. What would impact Comprehension-Knowledge? Wh • Exposure to life experiences • Limited parental education level • Learning in their second language • Language disorder

5. Gv Visual-Spatial Thinking • Ability to perceive, analyze, synthesize and think with visual patterns • Ability to store and recall visual representations • Fluent thinking with stimuli that are visual in the “mind’s eye”

6. What would impact Visual Spatial Reasoning? Wh • Visual processing issues • Visual acuity • Tracking • Attention to detail

7. Gsm Short-term Memory • Ability to apprehend and hold information in immediate awareness and then use it within a few seconds • 7 chunks of information (+ or – 2) • Working Memory

8. What would impact Short Term Memory? Wh • Attention problems • Anxiety • Depression • Auditory processing issues bc it’s usually measured orally • Neurological issues like epilepsy • ELL issues

9. Gs Processing Speed • Ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention • Attentive speediness • Usually measured by tasks that require rapid cognitive processing but little thinking

10. What would impact Processing Speed? Wh • Attention • Executive functioning • ELL issues • Neurological issues such as epilepsy • Just plain old variation in skills, bell curve exists for a reason

11. Ga Auditory Processing • Ability to analyze, synthesize, & discriminate auditory stimuli • Ability to perceive and discriminate speech sounds that may be presented under distorted conditions

12. What would impact Auditory Processing? Wh • Attention • Short-term memory • ELL issues • Hearing acuity • Anxiety or depression

13. Glr Long-term (Storage &) Retrieval • Ability to store information and fluently retrieve it later • Associative storage & retrieval • Not to be confused with acquired stores of knowledge (Gc and Gq)

14. What would impact Long-Term Storage and Retrieval? Wh • Attention • Executive functioning • Language disorder • Short-term memory • Problems in the input channel- auditory or visual • Neurological • Emotion

15. What else do we need to understand about when learning doesn’t work? Wh • Reading problems – is it • Fluency? • Comprehension? • Decoding? • Math problems – is it • Calculation? • Number sense? • Writing problems – is it • Spelling? • Mechanics? • Ideas and organization?

16. What are these things? • Hearing aids & other amplification systems • Glasses & contacts • Medication for ADHD • Ramp to get into building • Sign language interpreters • Braille texts • Steven Hawking’s communication device • Elevators & wheelchair access in new construction

17. Common Terms Accommodations– Changes in materials or procedures that enable students to meaningfully access instruction and assessment. Assessment accommodations do not change the construct that is being measured. Accommodations mediate the effects of a student’s disability and donot reduce learning expectations.

18. Accommodations are intended to produce valid measures of what a student knows and is able to do. To determine whether each is valid requires relating the accommodation to the standards and content that is being assessed.

19. Laws pertaining to modificaitons in the classroom • ESEA (Elementary and Secondary Education Act) & IDEA • Requires accommodations as necessary in order to measure student achievement • Requires accommodations use to result in a valid score Though these laws don’t apply to your educational setting, we can take something from them in order to understand how, why and to what extent we need to accommodate

20. Common Terms Modifications – Changes in materials or procedures that enable students to access instruction and assessment. Assessment modifications do change the construct that is being measured. Modifications create challenges for assessment validity. Accommodations mediate the effects of a student’s disability and donot reduce learning expectations.

21. So…what is the difference between accommodation and modification in the educational setting? • Yes, it’s a semantic issue but in educational settings, it’s an important issue

22. Roadblocks to accommodating diverse learners What other things do we say to ourselves?

23. So now that we understand what’s happening, what do we do about it? Let’s look at your worksheets

24. What’s in your toolbox? • Collect tools or tactics by area of need • Example of ADHD accommodations • http://www.additudemag.com/asset/704.pdf • Example of accommodations for misunderstanding • http://www.morris.k12.nj.us/rocktwp/Debbie G handouts.pdf • Example of accommodations for auditory processing concerns • http://teaching.monster.com/benefits/articles/2324-how-to-help-your-student-with-an-auditory-processing-disorder-

25. There are 2 kinds of documentation you’ll need to maintain • You’ll need to document what accommodations you’re doing • What you’re doing • In what content area • You’ll need to document the progress the student makes before and during accommodations • Progress monitoring • Response to your interventions

26. Documenting accommodations • Mark accommodations made on actual test or homework after it’s been turned in and keep a copy • Use a log for sign-in and sign-out for students who go to another location for support or quiet testing space • Use an accommodations log made specifically for each student • Track accommodations in communication log that goes back and forth between home and school • What ever you use for class or homework I would use for testing as well • Document any request from family for accommodations that are beyond what you are already doing and consult with your leadership

27. Example of accommodations chart for student w/ attention weaknesses

28. There are 2 kinds of documentation you’ll need to maintain • You’ll need to document what accommodations you’re doing • What you’re doing • In what content area • You’ll need to document the progress the student makes before and during accommodations • Progress monitoring • Response to your interventions

29. So now what?interventioncentral.com is your new best friend • http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF • http://www.interventioncentral.org/teacher-resources/learning-disability-accommodations-finder • http://www.interventioncentral.org/academic-interventions/study-organization/school-wide-strategies-managing-study-skills-organization

30. How do we record the data so it makes sense and can help us make decisions? • It doesn’t need to be fancy – just needs to have some basic elements • Snapshot of a period of time • Using same metric for results so we can compare apples to apples • Percentages are always a good choice • Chart or graph one element at a time • Reading comprehension and reading fluency are 2 different charts

31. How do we record the data so it makes sense and can help us make decisions? • What do you already do to present the information? • What kind of documentation are you already doing? • What kind of tracking or record keeping are already available and ongoing in your classroom? • Psst! Look at your planner and your calendar

32. How do we record the data so it makes sense and can help us make decisions? • http://www.interventioncentral.org/teacher-resources/graph-maker-free-online • http://www.mpsaz.org/pomeroy/programs/intervention/files/automatic_words_graph.pdf • http://www.pbisworld.com/data-tracking/

33. What haven’t we covered?