Diagnosis and Assessment Strength- based Instruction NCC October 23, 2009

1. Diagnosis and AssessmentStrength- based InstructionNCCOctober 23, 2009 Rose R. Blucher, M.Ed Blucher educational Services for Boundless potential 410-991-0078 roseblucher@gmail.com

2. WARM-UP Team Building • Choose a partner • One partner tells in detail what a typical period of time in the classroom is like and how they relate students strengths to their instruction • The other partner can only say “Then what” or “Tell me more”. • After 3 minutes reverse roles and repeat for 3 more minutes • Debrief and Share

3. Essential Question • What do we know about the importance of diagnosis and assessment skills and how can we utilize this information to assist us in the development of a strength -based classroom?

4. Standard Scores: What do they mean? • Allows varying scores from different tests to be compared equally to one another. • For example, percentiles, grade equivalencies, stanines, etc.

5. What Do the Numbers Mean?Handout **Bell-shaped Curve Packet Provided

6. WISC IV: How is it different from the WISC III? • Instead of Verbal and Performance Index Categories, 4 different indices. • Reduced impact on speeded performance • These 4 indices include: • Verbal Comprehension • Perceptual Reasoning • Working Memory • Processing Speed

7. WISC _IV Profile • FULL SCALE: 97 • Verbal Comprehension 96 • Perceptual Reasoning 102 • Working Memory 104 • Processing Speed 85

8. Indices and Subtests • Verbal ComprehensionPerceptual Reasoning • Similarities 9 Block Design 11 • Vocabulary 10 Picture Concepts 9 • Comprehension 9 Matrix Reasoning 11 • (Information & Word Reasoning) (Picture Completion) • Working Memory Processing Speed • Digit Span 10 Coding 7 • Letter – Number 12 Symbol Search 8 • (Arithmetic) (Cancellation)

9. Verbal Comprehension IndexVerbal reasoning and problem solving • Similarities –verbal reasoning & concept formation Involves auditory comprehension, memory, nonessential vs. essential features. • Vocabulary – word knowledge and degree of language development. Involves knowledge fund, long-term memory & verbal concept formation. • Comprehension – assesses verbal reasoning ability to evaluate past experiences, practical information, verbal comprehension & expression. Involves social judgment, maturity & common sense.

10. Perceptual Reasoning IndexVisual Spatial Reasoning • Block Design – ability to analyze & synthesize abstract visual stimuli and nonverbal concept formation. Involves visual perception & organization, visual motor coordination & spatial visualization • *Picture Concepts –abstract categorical reasoning ability. Reasoning based on concrete representations & moves to abstract • *Matrix Reasoning – fluid intelligence & non verbal reasoning & concept development. Involves continuous & discreet pattern completion, classification, analogical reasoning & serial reasoning . (4 types of matrices)

11. Verbal Comprehension IndexVerbal reasoning and problem solving • Similarities –verbal reasoning & concept formation Involves auditory comprehension, memory, nonessential vs. essential features. • Vocabulary – word knowledge and degree of language development. Involves knowledge fund, long-term memory & verbal concept formation. • Comprehension – assesses verbal reasoning ability to evaluate past experiences, practical information, verbal comprehension & expression. Involves social judgment, maturity & common sense.

12. Perceptual Reasoning IndexVisual Spatial Reasoning • Block Design – ability to analyze & synthesize abstract visual stimuli and nonverbal concept formation. Involves visual perception & organization, visual motor coordination & spatial visualization • *Picture Concepts –abstract categorical reasoning ability. Reasoning based on concrete representations & moves to abstract • *Matrix Reasoning – fluid intelligence & non verbal reasoning & concept development. Involves continuous & discreet pattern completion, classification, analogical reasoning & serial reasoning . (4 types of matrices)

13. Working Memory Index- HandoutSimultaneous encoding, processing and retrieval of information • Digit Span- auditory short term memory, sequencing skills, attention, and concentration. Involves rote learning and memory, attention, encoding & auditory processing • Letter Number Sequencing – Measure of working memory. Involves sequencing, mental manipulation, attention, short term memory, visual-spatial imaging & processing speed.

14. Processing SpeedSpeed of processing visual information w/paper/pencil tasks • Coding – assesses processing speed & fine motor speed. Involves short-term memory, learning ability, visual perception, visual motor coordination, visual scanning, cognitive flexibility, attention, motivation, & visual & sequential processing • Symbol Search – measures processing speed. Also involves short-term memory, visual motor coordination, cognitive flexibility, visual discrimination & concentration.

15. Analysis of WISC-IV: Activity • Each group will complete 1 quadrant & share their responses with the group. • Responses will be recorded on the graphic organizer.

16. Levels of Interpretation • FSIQ = Overall ability • Index Scores = Breakdown of abilities • Subtests Scores =Strengths and weaknesses

17. Educational Programming • Processing Speed Index recognized as predictor of reading performance and comprehension • Working memory plays a key role in learning • Coding vs. symbol Search distinguishes between fine motor deficits and true central processing speed deficits • WMI * PSI are highly interrelated

18. Continued… • Substantial differences between WMI & PSI may be due to in auditory vs. visual processing abilities • If index scores vary greatly, do not use FSIQ as indicator of a child’s true cognitive ability • ADHD (Inattentive Type) WM & PS are often significantly lower than VCI & PRI scores. • The Psychological Corporation recommends relying on VCI & PRI as a general representation of VIQ & PIQ when making clinical decisions.

19. Achievement Scores Versus Cognitive Scores • How Are They Different?

20. Woodcock-Johnson Tests of Achievement • AE % SS • Total Achievement 7-8 3 71 (69-73) • Broad Reading 7-2 2 68 (66-69) • Broad Math 9-5 39 96 (93-98) • Broad Written Language 7-6 3 72 (68-75)

21. WJ- con’t. - Subtests • AE % SS • Letter-word Identification 7-4 3 71 (68 -73) • Reading Fluency 7-3 4 73 (71-75) • Calculation 9-8 44 98 (93-102) • Math Fluency 9-1 25 90 (87-93) • Spelling 7-7 5 75 (71-78) • Writing fluency 7-5 5 75 (69-80) Passage Comprehension 7-0 3 73 (69-76) • Applied Problems 9-5 39 96 (92-99) • Writing Samples 7-4 8 79 (72-85) • Word Attack 7-2 8 79 (76-83) • Academic Knowledge 8-7 28 91 (87-96)

22. Lastly… • “Lastly, no single measure can adequately test all domains.” (Foehlinger, 2003) • BRIEF : Behavior Rating Inventory of Executive Functioning • BASC: Behavior Assessment System for Children • Nagliari, TONI, RAVEN : Non-verbal IQ • Conner’s Scales : ADHD • Beery Test of Visual Motor Integration • Vineland, Scales of Independent Behavior • Many more!

24. What Are Strengths? • Talent + Knowledge + Skills = Strength • Talents are naturally recurring patterns of thought, feeling, or behavior that can be productively applied • By refining our dominant talents with skill and knowledge, we can create strength: the ability to provide consistent, near-perfect performance in a given activity. --Clifton & Harter, 2003

25. The Highest Achievers • Spend most of their time in their areas of strength • Have learned to delegate or partner with someone to tackle areas that are not strengths • Use their strengths to overcome obstacles • Invent ways of capitalizing on their strengths in new situations

26. FROM: Problems Attendance Preparation Putting into the student Average TO: Possibilities Engagement Motivation Drawing out from the student Excellence The Focus Changes

27. Why A Strength-Based Approach Promotes Student Achievement Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success

28. Which factors “free” potential? • Social • Emotional • Sensory experiences • The brain must be engaged in learning. Without opportunities, the requisite connections are never made. • Potential is freed when someone believes in you. • Potential is realized when there is faith in the future. Barnes-Robinson, Jeweler & Shevitz

29. Let's see if YOU can determine your strength area !

30. SIMULATION SUMMARY Rank each of the following categories according to your strength preferences by indicating 1, 2, 3, and 4 with 1 being your highest preference. _______ WRITERS- Have no problem using language or words to communicate their knowledge of the topic. They play with words in creative ways to achieve their goal. _______ ARTISTS- Attend to and remember visual details and have no problem recreating images on paper. Their knowledge and creativity are shown in the visual product. In short, they can use drawing to communicate what they know rather than just “tell” what they can draw. _______ BUILDERS- Notice naturally how things are put together are put together and how they work. They have no difficulty getting their hands to create working models and prototypes. Their understanding of the content begins with this focus. Their creativity will find new methods of conceptualizing the problem since they will not be limited to what they know how to build. _______ ACTORS- Have enjoyment of and flair for the dramatic. They understand how to use voice, mood, dialogue, and timing to communicate their message to the audience. Their creativity allows them to innovate ways to integrate music, dance, set design, and props to enhance their performance. Such additions are indicators of the knowledge they have on the particular subject.

32. ACTIVITY: How do we help students find their areas of strength and gifts? • Evaluate the various inventories. • Select one to complete. • Be prepared to compare and contrast the various inventories and defend your selection!

33. Meet Tyler

34. Meet Tyler • THEN … • Strengths in logical/mathematical and musical intelligence • Deficits in reading and written language • Received monitor services as 7th grader in 2005-06 • Motivation sometimes an issue …

35. Becoming a Musician About twice every year my grandmother buys me tickets to go to the Baltimore Symphony. I always think it’s going to be torture. It’s always as bad as I think. But I noticed that they are very skilled. The musicians and the conductors always are very talented. A lot of modern musicians use the same skills as classical musicians. For example, Rex Mchial my friend and is a talented local musician. He plays drums, guitar, keyboard and violin. He listens to classical music and Heavy Metal. A lot of Metal that he writes is written like classical music; intro, chorus, rhythm, chorus, rhythm, and so on. Most music is written like classical music. Because I want to be a musician, one of my heroes is Beethoven.

36. How will you use what you learned today in your classroom? • Take a few moments in your group to develop ideas that come to mind based on what your learned today. • Be certain that they are appropriate for your population and take into consideration student strengths. How could you modify the inventories or activities for your students.