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

Three Keys to Building Resilience and Reducing School Failure Skills: Cognitive, Social and Self-management Attitudes: Healthy Optimism, Solution Focused and Kaizen Climate: Caring, Support, Encouragement

THREE KEY SKILL SETS FOR STUDENT SUCCESS I. Learning Skills II. Social Skills III. Self-Management Skills

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, Biggs & Purdie (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 Research Four studies –50 school counselors –36 schools in two counties –Over 1,100 students –Included grades 5,6,8,9

Evidence Based Interventions US Department of Education’s National Center for Education Evaluation includes the following criteria in establishing strong evidence of programs that work:

Methodology & Analysis Random assignment of students to treatment and comparison groups Standardized measures of achievement and behavior Manualized intervention to insure treatment fidelity Multiple settings Multivariate Analysis of Covariance used to determine statistical significance Replicated with consistent results

Attention to Diverse Populations Urban Suburban Rural White Hispanic African American

Consistent Findings: FCAT math scores improved for approximately 86% of SSS students. Average increase was 30 points. 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.

SSS and Student Behavior Teacher Ratings Nationally normed rating scale targeting skill areas involved in the SSS program 70% of ratings improved Average improvement of 20 percentile points

SSS Support Percent of teachers rating the seven items below on their degree of helpfulness: Lesson addresses need 100% Students enjoyed 98% Students understood/applied 93% Develops learning/social skills 93% Involved all students 98% Age appropriate 98% Classroom management skills100% (Based on 45 teachers responding)

LeAnne’s School Evaluation: G.W. Carver Elem--Duval County, FL 4 th grade Read FCAT Scores –21 students measured –95% of students improved (19/20) –Average SSS improvement was 307 points –District average improvement was th grade Math FCAT Scores –20 students measured –90% improved (18/20) –Average SSS improvement was 286 points –District average improvement was 223

FCAT Developmental Scale Scores Comparison of Students Participating in Student Success Skills Program with Duval Average Improvement and State Average Improvement from 2005 to 2006 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.

FCAT Developmental Scale Scores Comparison of Students Participating in Student Success Skills Program with Duval Average Improvement and State Average Improvement from 2005 to 2006 Student Success Skills results for 92 fourth grade students and 61 fifth grade students

Research Summary School counselor led Classroom lessons and groups focused on Student Success Skills help students to improve academic achievement and behavior –Four published studies with consistent supportive findings –Significant gains in reading, math, and behavior –Highly rated by teachers –Action research provides additional support

Student Success Skills: Strategies and Skills Goal setting, progress Monitoring & Success Sharing Creating a caring, supportive and encouraging classroom Memory skills Performing under pressure Story structure Healthy Optimism

Goal setting and progress monitoring

Goal setting and progress monitoring (cont.) GOAL: To improve my memory for my science test. ACTION: Check with Juan to make sure I have all of the important ideas. Make an outline of the most important ideas and put them on note cards that I will review at least six times. GOAL: To stay calm when I take my math test. ACTION: Practice using my Safe Place, breathing, and test taking tips during the test.

Goal setting and progress monitoring (cont.)

Creating a caring, supportive, encouraging classroom community

Strategies for Boosting Memory Every minutes student share “Most important ideas” Create/use graphic organizers-outlining—for “most important ideas” Put “most important ideas” onto note cards and review six times Draw a picture of the meaning of key vocabulary words Story structure Location Memory

Body Location Memory Pegs Ten top foods for health: –Blueberries –Nuts –Salmon –Broccoli –Bananas –Frozen Yogurt –Olive Oil –Brown Bread –Spinach –Tomatoes

Performing under pressure: Managing test anxiety

Performing Under Pressure Managing Anxiety Safe Place Breath, Picture, Focus Positive Self Talk* Keep Kool Tunes

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

Performing Under Pressure (cont.) Mental Practice: Imagining Positive Outcomes

Kaizen –Continuous improvement –The ability to notice even very small improvements in ourselves and also in others

Story Structure and Personal Story Telling Describing main Characters in the story: (appearance, character, mood) Describe the Setting of the story: When did the story take place? Where did the story take place? What did the setting look and feel like? Describe the main Problem facing the central character in the story: Describe how the main problem was solved: Describe the Feelings of the characters at various points in the story: Beginning: Middle: End: Describe the Main Idea/Themes of the story:

Healthy Optimism Students are taught not to doubt their ability They can doubt their strategy if it is not working They are taught to “Try something Different” if what they are doing is not working.

Healthy Optimism The SSS program builds Healthy Optimism by teaching students to: –set goals, develop plans, and monitor progress and try new strategies when their plan is not working.

Session Formats Beginning Review of previous session Looking Good/Feeling Good: goal reporting, progress monitoring, success sharing and goal setting Middle New skills/strategies are introduced, modeled, and practiced End Session review Seven Keys to Mastering any Course: goal reporting, progress monitoring, success sharing and goal setting

The End Contact Info: Dr. Greg Brigman Dr. Linda Webb Florida Atlantic University