Transcript Slide 1

Linda Webb
Florida Atlantic
University
Student Success Skills

Overview of key components

Research base supporting development of
the program

Research results reflecting outcomes of
using the program

Key components and tools embedded in
the program

Program implementation
You can make your “learning
net” smaller by adding key
skills and strategies.
Research Base for Student Success Skills:
Five Key Reviews Of Research
Wang, et al. (1994)
Reviewed 50 years of research on “What helps students
learn”
Hattie, et al. (1996)
Reviewed 10 years of research on “The effects of learning
skills interventions on student learning”
Masten & Coatsworth (1998)
Reviewed 25 years of research and identified “The most critical
factors associated with academic and social competence”
Marzano, et al. (2001).
Reviewed 10 years of research on “Classroom instruction and
summarized research-based strategies for increasing student
achievement “
Zins, et al. (2004).
Reviewed 10 years of research on “The relationship of social and
emotional learning to academic success”
SSS Efficacy Research
Four studies
• 50 school counselors
• 36 schools - two counties
• Over 1100 students
• Grades 5,6,8,9
Evaluating Evidence Based
Programs & Interventions
Center for School Counseling Outcome
Research
US Department of Education’s National
Center for Education Evaluation
Professional Evaluations of Research ASCA
Evaluating Evidence of
Effectiveness (cont.)

Appropriate measures with high reliability and validity
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Random assignment of treatment and comparison students
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Statistical analysis of outcome variables with significance
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Manualized intervention to insure implementation fidelity

Replication of intervention in similar populations with
consistent results

Consistent results across diverse public school settings
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Lasting impact
Consistent Findings:

FCAT math scores improved for
approximately 86% of SSS students.
Average increase was 30 points.
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FCAT reading scores improved for
approximately 78% of SSS students.
Average increase was 25 points.

Follow-up study shows SSS students
continue to make similar gains two
years after participating in the program.
FCA T N R T Percentile R ank
75
67%
69%
69%
64%
Tu to rin g
PA S C O
2 0 0 1 -2 0 0 2
25
B ro w a rd
2 0 0 1 -2 0 0 2
50
B ro w a rd
2 0 0 0 -2 0 0 1
0
M a th A ve ra g e # P o in ts G a in e d
2001-2002
30
21
19
20
20
0
Tu to rin g
10
PA S C O
2 0 0 1 -2 0 0 2
16
B ro w a rd
2 0 0 1 -2 0 0 2
Closing the
A chievem ent G A P
M a th % I m p ro vin g 2 0 0 1 - 2 0 0 2
B ro w a rd
2 0 0 0 -2 0 0 1
S chool
C o u n se lo rs
SSS & Tutoring
Intervention

The SSS students had gains
comparable to an intensive
tutoring program. The tutoring
program: 44 hours led by
certified teachers.

The SSS program: 12 hours (5
weekly classroom lessons
followed by 8 weekly small group
lessons) by school counselors.
Was there a differential effect related to
ethnic background?
• Combined results from all four studies
• Disaggregated data (White, AfricanAmerican, Hispanic)
Found no difference between groups – all benefited
equally and outperformed counterparts.
SSS and Student
Behavior
Teacher Ratings

Nationally normed rating scale
targeting skill areas involved in
the SSS program

70% of students improved
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Average improvement of 20
percentile points
Support for SSS Program

Over 97% of teachers rated the
program as helpful or very helpful in
meeting student academic and
classroom management needs

Over 90% of principals surveyed
support implementing the SSS
program.
SSS: Teacher Feedback
Percent of teachers rating the seven items
below on their degree of helpfulness:
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Lesson addresses need
Students enjoyed
Students understood/applied
Develops learning/social skills
Involved all students
Age appropriate
Classroom management skills
100%
98%
93%
93%
98%
98%
100%
(Based on 45 teachers responding)
Research Summary
School counselor led groups focused
on Student Success Skills help
students to improve academic
achievement and behavior
•
•
•
•
•
Four studies with consistent
findings
Significant gains in reading, math,
and behavior
Randomized controlled trials
Multiple settings/grade levels
Helping to close the achievement
gap at all levels
FCAT Developmental Scale Scores Comparison of Students
Participating in Student Success Skills Program with District Average
Improvement and State Average Improvement from 2005 to 2006
300
250
200
Gr. 4 Reading
150
Gr. 5 Reading
Gr. 4 M ath
Gr. 5 M ath
100
50
0
Duval Avg.
Improvement
State Avg.
Improvement
SSS Avg.
Improvement
Student Success Skills results for 92 fourth grade students and 61 fifth grade students
who participated in at least 5 classroom guidance lessons and at least 5 small group
sessions in 11 schools.
FCAT Developmental Scale Scores
Comparison of Students Participating in Student Success Skills
Program with District Average Improvement and
State Average Improvement from 2005 to 2006
250
200
150
Gr. 9 Reading
100
Gr. 9 Math
50
0
Duval Avg.
Improvement
State Avg.
Improvement
SSS Avg.
Improvement
Student Success Skills results for 10 ninth grade students who participated in at
least 5 classroom guidance lessons and at least 5 small group sessions Ribault
High School.
SSS Program Development &
Research

Thoughts?

Comments?

Questions
Student Success Skills:
Key Skill Areas
Goal setting and progress
monitoring
Creating a caring, supportive and
encouraging classroom
Cognitive/Memory skills
Performing under pressure:
Managing test anxiety
Building Healthy Optimism
Classroom & Group
Components
Classroom Component
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Five classroom lessons

Beginning in the fall
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Followed by monthly booster
lessons in January – up to
standardized testing
Group Component
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Students who need additional support
(participated in the classroom lessons &
selected in collaboration with classroom
teacher )

Eight 45 minute weekly sessions beginning
in October (as classroom sessions
culminate)

Followed by monthly booster sessions in
January - up until standardized testing
Goal setting and progress monitoring (cont.)
Creating a
caring,
supportive,
encouraging
classroom
community
Creating a
caring,
supportive,
encouraging
classroom
community
Strategies to Help Student
Perform Under Pressure
• Safe Place
Use your imagination to
create a safe place.
Breathe, Picture, Focus
• Breathe in slowly to
count of 5, hold for
count of 5, exhale to
count of 5
• Picture yourself in your
“Safe Place”
• Focus on your strategy
for the task at hand
Keep Kool Tune Shields
“Keep Kool” Tune Shields
Your own positive music mental shields
against negative self-talk
3 easy steps
1.
Pay attention and label what is
happening: “Ah Ha-there’s my negative
self-talk again”.
2.
Start your “Keep Kool” tune playing in
your head. This will shift you away from
your negative message which robs you of
confidence and give you back control of
your thinking.
3.
Now that you are back in control decide
the best thing to do next.
Study Break –
Brain Gym
Boosting Memory Summarizing
• Every 20-30 minutes stop and
have students summarize
– Think, write, pair share, volunteer
share
– Small group discuss “Most
Important Ideas”
• At the end of the lesson or unit:
– Work in pairs or small groups to
create graphic organizer of “Most
Important Ideas”
Boosting Memory –
Graphic Organizers
• Most important ideas
• Visual summary
• Shows how important ideas relate
Top Ten Foods
Dairy
Grains
Brown Bread
Protein
Salmon
Fruits & Veggies
Spinach
Tomatoes
Broccoli
Boosting Memory: Index
Cards
• Create index cards using the “Most
Important Ideas” (from outlines,
concept maps)
• Ask teachers to provide a few examples
of effective index cards related to the
upcoming test.
• Review note cards six times before the
test.
• Review cards one last time just before
the test.
Boosting Memory - Body
Location Memory Pegs
• Ten top foods for health:
– Blueberries
– Nuts
– Salmon
– Broccoli
– Bananas
– Frozen Yogurt
– Olive Oil
– Brown Bread
– Spinach
– Tomatoes
Story Structure & Outlines
Predictable beginning-middle-end format
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Beginning
find out about the characters
when and where story takes place
feeling of characters at beginning
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Middle
problem occurs
characters try to solve problem
feelings of characters

End
how is problem solved
feelings of charters
most important theme or idea
Typical Challenges that Face Young
People Today

Dealing with a friend who is jealous and possessive
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Dealing with a friend who is bossy and controlling
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Dealing with someone who frequently makes fun of you
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Dealing with a friend who blows up over little things
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Dealing with someone who does not do their part on
projects
Optimism

One of the greatest predictors of
student academic success is their
level of healthy optimistic thinking.
Seligman (1995)
Optimism Can Be Learned
We can help students learn optimism by
teaching them to:
Use cognitive, social and self-management
strategies
Set realistic goals
Notice even small improvements
Outcome: Students see that what they do
makes a difference and become more
optimistic and resilient.
Pessimist:
Upon getting back a bad test score
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It’s me. I can’t learn this math.
(it’s personal)
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I’m stupid. I’m not good at learning.
(it’s pervasive)
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I’m never going to get this stuff.
(it’s permanent)
Optimist
Upon getting back a bad test score

It’s not my ability, its my strategy, my
study plan, ect. (not personal)

It’s just one test, I’ll bring it up on the
next one.
(not pervasive)

It’s just a temporary setback
(not permanent)
Optimism
If what you are currently
doing is not getting you
what you want

try Something Different!!

it’s not you or your ability
– it’s your strategy!
Kaizen
• Japanese
– Small, seemingly insignificant
improvement
– Continuous and never ending
improvement
– The ability to notice even very
small improvements in
ourselves and also in others
Kaizen
Little by little,
Bit by bit,
I’m improving,
Everyday
Cognitive Reframing

Be the Boss of your Brain
–
“My brain doesn’t do what I want
it to
–
It does what I tell it to”
Marcus Conyers—BrainSmart
Up until now
I lose my keys on a regular basis
I forget names that I should easily know
I have trouble remembering a list of
things in order
From Now On

I am going to put my keys in the same
place every time

I am going to associate the name with
something to help me remember

I am going to use my ten peg body
location memory system
Goal setting and progress monitoring
Fun- Joy-Flow
C onfid e nc e -M a ste ry-Suc c e ss
Pra c tic e -Pe rsiste nc e -Enc oura g e m e nt
Focus of Group Intervention
1.
Setting goals and making plans to help us reach our goals
(academic, social, self-management).
2.
Building on our strengths, practicing new skills and giving and
getting good coaching feedback.
3.
Sharing successes and improvements, even if small (Kaizen) and
being encouraging to ourselves and others.
4.
Getting better at brainstorming how to solve problems/blocks that
keep us from our goals
5.
Stretching/challenging ourselves to reach higher/further and
working on our balance so we will have the energy and positive
attitudes/feelings to keep us motivated and going forward.
Important Anchors &
Embedded Skills Continue with Group
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Life Skills & Keys to Course
Mastery
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Encouragement, Kaizen,
Optimism, Positive self-talk,
Cognitive reframing, Kool
Tunes, etc..
Handling Anger

Signs of anger – how do we know?
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Typical ways of handling anger
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Anger triggers
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Ways we handle anger that makes
trouble for us
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Healthy ways to handle anger
Student Peer Coaching: Social
Problem Solving Model

Decide on a typical problem, concern, or
challenge
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Gather background information
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Brainstorm solutions

Try it out

Peer coaching feedback
Suggested Schedule for
Implementation of SSS

August & September
–
–
–

October to December
–

Teacher workshop & identification of targeted classrooms
Implementation of five classroom lessons
Identify students for groups
Facilitate eight group sessions
January to March
–
–
Monthly booster in classroom
Monthly booster for groups
School Counselors Showing they Make
a Difference
Identify and become trained in implementing
programs that have been proven effective
 Seek leadership opportunities and tie to the vision
and mission of your schools
 Plan your time
 Set yourself up for success
 Evaluate data and plan to show
outcomes
 Be optimistic

Student Outcomes

DON’T just show:
–
–
–
–
how many students served
how many students completed a program
how many conferences you held
how much time you spent in direct service
activities. etc…..
Student Outcomes

DO:
–
Show how students are different as a result of
what you are doing (test scores, attendance,
grades, discipline records, drop out rates, etc.)
–
Share outcomes with students, faculty, parents,
school leaders and decision makers.
Be Optimistic

Network and share
successes
–
Share successful strategies
and successes with other
counselors
–
Encourage and be
encouraged by small steps
Be Optimistic
Don’t let what you can’t do
stop you from what you can do.
John Wooden
Questions & Wrap up
End
Linda Webb
Florida Atlantic
University
www.studentsuccess
skills.com
[email protected]
IMAGINE
If you can’t even imagine
your district having the
time or $$ to train
counselors (teachers) to
implement structured
programs with evidence
of effectiveness
It will probably
never happen
Next Steps
Begin with the
end in mind.
S. Covey