# data[].attributes.body
Norm-referenced tests test cognition

# data[].attributes.body
Find strengths and weaknesses in both tests in order to help our students. I have seen my mentor teacher do this at Bellevue!

# data[].attributes.body
Hannah Manning
A connection I made from this lecture to my practicum experience is the need to consider the student's first language when evaluating them. I have worked with several Hispanic students in my practicum experience whose first language is Spanish. Oftentimes, I have found the main issue is not that the student doesn't understand the material itself; it is simply that the language barrier limits them from comprehending the information.

# data[].attributes.body
Cognitive skills are in tact by age 10

# data[].attributes.body
Environments can be validated or invalidated- whether or not the test results are compromised (seen examples of this in my practicum class)

# data[].attributes.body
We have to analyze their test answers to figure out what is their problem area.

# data[].attributes.body
A weakness in comprehension knowledge is directly tied to a weakness in reading

# data[].attributes.body
Cognitive testing: skills that cannot be taught & students can be tested on these at 10 years old. In HS, they should have the same cognitive skills. Ex: comprehension knowledge & fluid reasoning

# data[].attributes.body
In my practicum, there are a couple of ELL students. The teacher has to give them adjustments on their assessments and daily work for them to be successful.

# data[].attributes.body
One thing I recognized is how important it is to pay attention to the student's first language. In my practicum class, it is very diverse, so it's important to take note of this information for the child.

# data[].attributes.body
Short-term memory is something that I see a lot in practicum. Some students tend to know the information while it;s being taught, but when it's time for independent work they forget it.

# data[].attributes.body
Students who have dyslexia have a struggle with auditory processing.

# data[].attributes.body
Connection to my practicum when discussing environments of testing. Some students in my class have IEPs and they use noise cancelling headphones when working on most individual assignments, tests, quizzes, etc. I have seen that the environment that students are working in is just as important as the skill they are working on.

# data[].attributes.body
students with dyslexia struggle with phonics

# data[].attributes.body
I am currently working with a student in my practicum setting who has Dyslexia, which he struggles with auditory processing like she just spoke about. He has trouble processing and discriminating between sounds.

# data[].attributes.body
In my practicum experience, we have multiple 5th grade students who are showing signs of dyslexia. However, they have not been tested. I believe it would have been beneficial to have tested them earlier on (at least 3rd grade) like she is saying.

# data[].attributes.body
There are 7 areas of how the brain learns
* Comprehension/Knowledge
* Fluid Reasoning (math)
* Short term memory (all aspects of learning)
* Processing Speed (all aspects of learning)
* Auditory Processing (dyslexia students)
* Long term retrieval (all aspects of learning)
*Visual spacial thinking (least tied to aspects of learning)

# data[].attributes.body
Long term retrieval is also something that I see in practicum. For example, when I observed a math class, they were learning division and when I asked students what is 9x8 they can tell me that it's 72 based off them learning multiplication earlier and has retained the information.

# data[].attributes.body
Raw scores are converted into a standard score

# data[].attributes.body
Use raw score for standard score
If you score in the average, you would score 90-110
Below 90=weakness (personal or normative?)

# data[].attributes.body
I have seen a lot of short term memory in our classroom. They will be able to understand the math concepts right after she teaches the lesson. However, they come in the next day and pretty much have to start all the way over because they cannot remember.

# data[].attributes.body
Learning disabilities are looked for when 85 or lower is scored

# data[].attributes.body
Norm is nation wide data

# data[].attributes.body
2 connections
1. In my practicum, there are students in my classroom with IEPs, they have special accommodations when being assessed in the classroom, such as help from excel teachers, stress balls, and headphones to cancel out extra noise.
2. Short-term memory is also a connection I made in my practicum classroom. During the past few weeks, my mentor teacher goes over the components of the plot mountain. The students are able to cite them on their own at the end of the day, but struggle the following morning.

# data[].attributes.body
A connection I have made between my practicum experience and this lecture is about the different types of scores and how they are used in the classroom. During my practicum expereinces, I have heards teachers talking about the test scores, but I never really understood how they used those scores in the classroom

# data[].attributes.body
Many of my practicum students are in special education. They struggle to keep up with the teacher when she is explaining a math problem. The other students keep up with the teacher, but these students have an inclusion teacher who works with them one-on-one to help them solve the problems. The inclusion teacher then takes them to her classroom to work with them.

# data[].attributes.body
A cognitive weakness can be inability to sit still for any length of time

# data[].attributes.body
Something I have learned from my practicum experience is how important it is to  draw connections between the students and instruction/differentiation.

# data[].attributes.body
I have noticed a bunch of short term memory in my practicum experience. Many of the students work so well and can answer questions when the teacher is doing the work with the, but as soon as she wants to to work on their own they completely forget everything. Its like the can not work on there own.

# data[].attributes.body
1) In my practicum experience, I have observed a student that is a ELL students. She has trouble with understanding and using a wide range of vocabulary words. This hinders her reading comprehension which in class, it may take her longer to read passages because of this.

2) My second connection in practicum is that I have a student in special education. The little boy is very smart but he sometimes has trouble focusing on the task at hand. As a teacher, you have to check on him more often to make sure he’s doing what he’s supposed to do.

# data[].attributes.body
The first connection that I have made/heard is her conversation about chronological age!

# data[].attributes.body
In practicum they have a gifted program called EXCEL, in order for the students to be apart of EXCEL they had to take a test and score well in comparison to the visual representation of exceptionality.

# data[].attributes.body
When looking at the visual, it was surprising to me how small the percentage of gifted students was. I thought it was interesting how the percentage of advanced students was about the same as the percentage of lower-level students. A connection that I made to Dr. Houston's lecture was when she was talking about tiers; this relates to my practicum experience because my mentor teacher is always planning differentiation for students on different tier levels.

# data[].attributes.body
I have seen students in my practicum placement suffer from poverty or just a lack of something, and this does affect their learning greatly.

# data[].attributes.body
A connection I made was to our class textbook in understanding how an IQ test is taken, and how it can help decipher a child's level of intelligence and skill.

# data[].attributes.body
One connection I have made personally is that this visual representation of exceptionality is what my practicum placement uses to gage students' tests scores when deciding if they are apart of the Excel program. I was apart of this program in my elementary years at Oak Grove, and I don't remember it well but I do remember some sort of test that my teacher recommended I take to be apart of this program.

# data[].attributes.body
i also noticed her discussing rti which is something that we have discussed in this class as well as in previous semesters. RTI aims to provide high quality education to students with disabilites.

# data[].attributes.body
Bellevue students who are gifted get pulled to excel once a week.

# data[].attributes.body
I can connect this presentation to what we are learning in this class because we learn about the norming system and how grades affect the progress of the students over time.

# data[].attributes.body
Students in the gifted program at my school have to score well on an assessment specifically targeted to gauge exceptionality.

# data[].attributes.body
I actually really like the visual provided to use to see how small the number of gifted students there are. I was surprised because I thought it would be a lot more. Then again, in my practicum setting, only a few students are in EXCEL out of the 25ish students in the classroom.

# data[].attributes.body
Gifted students at are school are pulled out of class ever so often!

# data[].attributes.body
I never realized how important gifted programs can be. However, in my practicum class there are many students who are gifted and need an extra challenge.

# data[].attributes.body
The students in gifted education at my school are very high above other children. It is suprising that very little states fully fund gifted education as it is obvious they need differentiated work to pose them more of a challenge during their schooling. They are always early finishers, and it is clear they do not feel challenged with regular classroom work.

# data[].attributes.body
Interesting that she mentioned that the intellectually gifted programs are screened on general intellectual capacity, leadership, and creativity. The students in my practicum placement that go to Excel each week are ones that usually finish assignments first, understand bigger concepts, etc. But there is one student that is on average with most test scores in class, but this student is extremely creative and mind is always needing more challenging work.

# data[].attributes.body
Something I found interesting was the visual of exceptional children. I thought there would be more exceptional children, but the percentage of exceptionala children is pretty small. I guess I havent really thought about that because in my class there are so many students who are in EXCEL. On Wednesdays we do not have that many students in class!

# data[].attributes.headline
Students in my practicum go to gifted programs such as EXCEL. Also, these students have shown to make poorer grades in my class.

# data[].attributes.subject
Students in my practicum go to gifted programs such as EXCEL. Also, these students have shown to make poorer grades in my class.

# data[].attributes.body
Johni Cassidy Graham

# data[].attributes.body
I think all schools need a psychologist!!

# data[].attributes.body
I attended a school where we did not have gifted or anything like that so learning about how gifted programs works is all to me. I have really enjoyed seeing how the gifted process works in my practicum placement. My mentor teacher is so helpful and shows me how students are recommended for gifted and how the whole process works. We have few students who will get to start EXCEL after intercession and fall break!

# data[].attributes.body
When I was looking at the visual, I thought about the connection to my Bellevue classroom. Most the students in my class are being tutored and are in intervention.

# data[].attributes.body
Many of my gifted students are not comfortable with others. My practicum teacher has expressed how many refused to be cooperative with other teachers.

# data[].attributes.body
A connection I made is when she said that gifted students often do not perform well in school because they are bored. This is definitely something I have noticed in my practicum classroom. The kids who are gifted are bored and act out/do not try on their work.

# data[].attributes.body
The stage of assessment in the R-t-P Process for Intellectually Gifted Students really stuck out to me. I feel more confident in how to assess a student, especially 5th graders, after taking this course and focusing on all the different kinds of assessments.

# data[].attributes.body
The connection that I made is that in our case study project; we have to collect data on our students and from that score/data, we look at the percentile chart. The speaker spoke in depth about how a student have to pass the screener stage to move on to assessment. Referral stage, screener stage and Parental stage are the three stages. I did not know about these stages, so it was interesting to learn about it when the speaker was discussing it.

# data[].attributes.body
I have gotten to witness multiple screeners be administered.

# data[].attributes.body
I thought it was interesting that some students can have more than one exceptionality.

# data[].attributes.body
Another connection I made is a good environment is crictical for students. I have seen in my practicum experience when the students are in a quiet room they do a lot better on there tests. On the last week we were there the students had a assembly in them morning and the rest of the day all of the students were completely thrown off the rest of the day. Environment plays a big role in the success of students.

# data[].attributes.body
1. There are students in my practicum who get to attend  this gifted program called EXCEL. The students typically get pulled once a week during class.
2. I also have ELL students who are pulled throughout the week for tutoring and intervention.

# data[].attributes.body
I thought it was interesting when she began talking about the testing for artistic ability. I believe that happened to me when I was really young. They made me take my shoe off and draw it and apparently it was so good that they asked me to create an artistic portfolio. They didn't want me after that lol

# data[].attributes.body
I don't believe I made any practicum connections necessarily, but I noticed that she mentioned how students can be involved with IDEA but still be considered for gifted and I think that's really neat

# data[].attributes.body
In my practicum, students with IEP's have accommodations.

# data[].attributes.body
The IEP students in my practicum are pulled from class every day for a few minutes to work with their inclusion teacher.

# data[].attributes.body
The IEP students in my practicum are pulled from class everyday for a few minutes to work with their inclusion teacher.