Parent Visiting Day February 7, 2014

1. Parent Visiting DayFebruary 7, 2014 WELCOME!

2. 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.

3. News Flashes • The Parents’ Association does a great job for Carroll. • The current leadership is aging. • We want enthusiastic new leaders to join our generous veteran leaders for next year. • Current PA Chair, Ruth Cherneff, would love to hear from you. • GLC Role- contact Wendy Falchuk

4. 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.

9. Evolution of Carroll’s ProgramHow 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

10. A Boy Named Johnny

11. Teacher Knowledge EmotionalWellbeing Confidence Advocacy Resilience DX Advantage Focus Areas 47 Orton- Gillingham Tiny Classes Individual Programs Bounders Arts Sports Content Classes NCLU

12. 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

13. We know moretoday about howto help ourstudents. • we loved • we taught • we remediated • we structured • but the remediation was incomplete Love is not enough!

14. If good reading instruction rewires brains… Could good cognitive instruction rewire the underlying functions necessary to thrive in school and beyond?

15. Carroll’s First Responses: • Work with Developmental Psychologist David Stevens and hire Katie Lyslo • Teacher Workshops about this “cognitive development thing” • Evolution of LS Cognitive Model • Hire Eric Falke, MD • Establish Carroll Cognitive Collaborative

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17. Common Underlying Cause

18. Developmental Readiness for Academic Learning • What is in the way of the child learning effectively in the classroom? • How can we develop the skills that underlie academic success? • Can we teach children to think logically without too much adult direction?

20. Cognitive Profile

21. Post-testing shows responsive domains

22. Post-testing shows responsive domains Executive Functioning Processing Speed

23. Post-testing shows unresponsive domains Psychomotor Speed Reaction Time

24. Class of 2014 Post-training assessment: students with normative weaknesses: Post-training Assessment n=55 --- Second 6 week intervention Late Winter 2013 --- 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.

26. Cognitive Development Can Hurt! But it is so Good for you!!

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28. 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!