Student Success Skills Overview of key components Research base supporting development of the program Research results reflecting outcomes of using the.

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

Fundamentals and Teamwork

• “Don’t let what you can’t do stop you from doing what you can do”

John Wooden, UCLA

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, 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.” 

What happens when you teach these fundamental skills to students?

• Very encouraging results

• Rigorous research design gives us a high level of confidence in results

SSS ResearchMultiple Studies & Multiple Sites

Four studies

– 50 school counselors

– 36 schools in two counties

– Over 800 students

– Included grades 5,6,8,9

Strong Evidence of Effectiveness

US Department of Education’s National Center for Education Evaluation includes the following criteria in establishing strong evidence of programs effectiveness:

• Random assignment of treatment and comparison students

• Effectiveness at multiple sites

• Measures with high reliability and validity such as standardized tests

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 students improved

• Average improvement of 20 percentile points

Time & Cost Effective:

• The SSS students had gains comparable to an intensive FCAT 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.

• The cost of the tutoring program: $272 per student. The recurring cost: $272 per student each year.

• The cost of the SSS program: $5 per student. No recurring costs in subsequent years.

Support for SSS program strong:

•   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 Implementation (cont.)

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 skills 100%

(Based on 45 teachers responding)

Research SummarySchool counselor led classroom and

group lessons 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

Student Success Skills: Strategies and Skills

Goal setting and progress monitoring

Creating a caring, supportive and encouraging classroom

Cognitive/Memory skills

Performing under pressure: Managing test anxiety

Building Healthy Optimism

Goal setting and progress monitoring (cont.)

4 Steps for Life Skills & 7 Keys

• As students to look at first item on their Life Skills or 7 Keys goal sheet. Ask volunteer to read.

• Next ask “Who has improved even a little during the past week?”

• Ask for examples from 1-2 students. “Tell us what you did to improve”

• Next, ask “Who else has tried this or something similar?

• Ask volunteer to read next item and continue pattern for rest of items

Goal Set Sequence

• THINK

• WRITE

• PAIR SHARE

• VOLUNTEER SHARE

Creating a caring, supportive,

encouraging

classroom community

Four Key Skills Embedded into Pair Share

• Attending

• Listening

• Empathy

• Encouragement

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

Goal setting and progress monitoring

Student Success Skills: Strategies and Skills

Goal setting and progress monitoring

Creating a caring, supportive and encouraging classroom

Cognitive/Memory skills

Performing under pressure: Managing test anxiety

Building Healthy Optimism

Study Break – Brain Gym

Keep Kool Tune Shields

“Keep Kool” Tune Shields

Your own positive music mental shields against negative self-talk

3 easy steps1. 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.

Creating a caring, supportive,

encouraging classroom community

Optimism

• If what you are currently doing is not getting you what you want:

• Try Something Different!!

Optimism

• One of the greatest predictors of student academic success is their level of healthy optimistic thinking. Seligman (1995).

The Optimistic ChildSeligman (1995)

• We can teach students the tools they need to persist optimistically through failure and frustration until they succeed.

• Do not question ability, question the strategy used. The strategy can be improved.

• Failure is a temporary setback

Optimism Can Be Learned

We can help students learn optimism by teaching them to:To use cognitive, social and self-

management strategies

To set realistic goals

To notice even small improvements.

Then they see that what they do makes a difference and they become more optimistic and resilient

Optimism: 3 Questions

• Is it personal

• Is it pervasive

• Is it permanent

Pessimist:Upon getting back a bad test score

• It’s me. I can’t learn this math.(it’s personal)

• I’m stupid. I’m not good at learning. (it’s pervasive)

• 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)

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

Body Location Memory Pegs

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

Summarizing and Memory

• 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”

Summarizing and Memory: Index Cards

• Give students time in class to create index cards using their “Most Important Ideas”

• Provide a few examples of effective index cards related to the upcoming test.

• Encourage students to review their cards six times before the test.

• Give students 3-5 minutes to review their cards one last time just before the test.

SSS Implementation

• School Counselor Training

• Teacher Training/Workshop

• Classroom Guidance

• Small Group Counseling

SSS Group Counseling

• 8 Weekly 45 minute sessions

• Monthly booster sessions

• Bookends for each meeting:– Life Skills & 7 Keys– Goal report, progress monitor,

share success stories, goal set

SSS Group Counseling

• Predictable Format Each Week:

– Begin—Life skills

– Middle-Social Problem Solve

– End-Seven Keys

We focus on five keys: 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.

SSS Implementation(cont.)

Commitment for Implementation

• Five days of counselor training over several months (classroom, group, teacher workshop delivery)

• Minimum of one hour per day of counselor time to facilitate SSS (classroom guidance or group counseling)

If what you’re doing isn’t working – pick a new strategy

Funding Sources• Title I Funds

– Staff development aimed at instructional strategies

• SIP Funds– Improving achievement &

insuring a safe & healthy school environment

• SAI Funds– Supplemental instruction to

improve academic achievement

Student Success Skills

• Try something proven to set students up for success.

• Try something that helps students develop life long skills

• Try Student Success Skills

Optimism

• Do not question your ability.

• Question the strategy used.

• The strategy can be improved.

Next Steps

• Think about what you most want to take away form this presentation.

• What are your first steps to using what you have learned?

The End