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Student Success Skills
PowerPoint This PowerPoint is designed for computer screen
viewing. Other complete versions (with accompanyingnotes and less text on the slides) are available as part ofthe Student Success Skills program.
The first of four Student Success Skills (SSS) studies hasbeen published and provides more detail regardingresearch design and treatment:
Brigman, G.A. & Campbell, C. (2003). Helping students
improve academic achievement and school successbehavior. Professional School Counseling, 7(2), 91-98.
A second SSS study has been accepted for publicationby ASGW while a third is under review.
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Greg Brigman, Ph.D.
Linda Webb, Ph.D.
Florida Atlantic University
Department of CounselorEducation
561-297-3616
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PowerPoint Overview: StudentSuccess Skills
Overview of key components
Research base supporting development ofthe program
Research results reflecting studentoutcomes
Key components and tools embedded in
the program
Program implementation
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The Student SuccessSkills (SSS) Programfocuses on developing
key skills in anenvironment of caring,support, andencouragement that
increases studentconfidence and effort,contributing to success.
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THE SSS PROGRAM FOCUSES ON THREE
KEY SKILL SETS
I. Learning Skills
II. Social Skills
III. Self-Management Skills
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These skill sets are based on extensivereviews of research spanning the
last 50 years:
Masten and Coatsworth (1998) Reviewed 25 years of research Most critical factors associated with academic
and social competence
Wang (1994) Reviewed 50 years of research What helps students learn
Hattie, Biggs & Purdie (1996) Reviewed 10 years of research Effects of learning skills interventions on
student learning
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All three reviews found a similar set of skillscontributing to academic success and are the
foundation for the SSS Program.
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Recent studies involving school counselorled groups and classroom guidance
focused on the Student Success Skills(SSS) approach.
Four studies
50 school counselors
36 schools in two counties
Over 800 students
Grades 5,6,8,9
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The US Department of EducationsNational Center for Education
Evaluation includes the followingcriteria in establishing strongevidence of programs that work:
Random selection of participants Random assignment to treatment and
control groups Effectiveness in at least two school settings
The SSS Studies use a research designthat meets this criteria. The studies havealso been replicated.
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Students receiving the SSSintervention outperformed
students who did not receivethe intervention.
With random assignment wecan assume that students
receiving the SSSintervention and those in thecomparison groups had anequal opportunity to beexposed to other types ofschool based interventions(reading curriculum, FCATpractice, etc.).
As a result, the difference can
be attributed to the SSSintervention.
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Outcomes related toacademic performance
were measured usingFCAT NRT scale scores.
Students participating inthe SSS intervention
showed consistent gainsacross four studies.
The SSS interventionincluded eight 45 minute
small group sessions atweekly intervals followed-up by two booster
sessions about a month
apart.
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Consistent results werealso found in reading.
FCAT reading scoresimproved forapproximately 78% of the5th and 6th grade studentsreceiving the SSS
intervention.
Students scoresincreased an average of25 scale score points.
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The red bars note FCATscores for SSS studentsone year following theintervention.
These students did notreceive additional SSSintervention butcontinued to showimprovement.
The SSS approachteaches skills studentscan continue to use to
improve learning.
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Approximately 78%
of students in grades6 & 8, improved anaverage of 29 pointson FCAT math.
Ninth grade studentsinitially showed lowergains in reading.However, follow-upscores (red bars) oneyear later showedimprovement similarto grades six andeight.
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Closing theAchievement GAP
75
50
25
0
30
20
10
0
67%
21
69%
19
69%
20
64%
16
SchoolCounselors
FCAT NRT Percentile Rank
Math % Improving 2001-2002
Math Average # Points Gained
2001-2002
B
roward
2
000-2001
Broward
2000-2001
B
roward
2
001-2002
Broward
2001-2002
P
ASCO
2
001-2002
PAS
CO
2001-2002
T
utoring
Tuto
ring
Achievement gainsfor students receivingthe SSS interventionwere also comparedto gains by studentswho participated inan intensive tutoring
program in theirschool.
The percentage ofstudents whobenefited from
tutoring was similarto the percentage ofSSS studentsshowingimprovement.
FCAT NRT P il R k
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Closing theAchievement GAP
SchoolCounselors
FCAT NRT Percentile Rank
Tutoring
SSS Group
Teachers (Math & Reading) worked
with students in groups of 5-8 twice
per week for 1 hour each. Tutoringtook place before school and lasted
22 weeks.
Total tutor time = 44 hours
Counselors worked with students in
groups of 5-8 once per week for 45
minutes each meeting. The groups
took place during the school day andlast 8 weeks with 4 additional 45
minute booster session spaced one
month apart.
Total SSS group time = 9 hours
Students receiving thetutoring did not participatein the SSS intervention.
While tutoring is animportant academicintervention, it can besupported by the SSSintervention to helpstudents become moreeffective learners.
The combination oftutoring and the SSSintervention should createthe strongest intervention.
The tutoring program costabout $272 per student vsabout $6 per student forcounselors to be trainedto deliver the SSSintervention.
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It is important tonote how the use ofthe SSS approach
helps close theachievement gapbetween low andaverage achieving
students.
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Here are a fewadditional examplesof closing the
achievement gap.
Note that state andcounty scoresremained relatively
flat while SSSstudents improved ata much steeper rate.
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Outcomes showed
similar achievement
gaps beginning toclose at other levelsas well.
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Teachers reported improved behavior for studentsparticipating in the SSS intervention focusing on
academic, social, and self management skills. As
students began to acquire the skills and confidencenecessary for success their behavior improved.
Nationally normed rating scaletargeted skill areas involved inthe SSS program
70% of students showedimproved school success
behavior
Average improvement was 20percentile points
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Independent Review
Carey, J. (2004). Does Implementing aResearch-Based School CounselingCurriculum Enhance Student Achievement?Center for School Counseling Outcome
Research.School Counseling Research Brief 2.3,April 15, 2004.
In the brief, Carey describes the first publishedSSS study (Brigman & Campbell, 2003) as:
exceptionally well designed and a very
rigorous piece of outcome research that
reflects an important sea change in school
counseling research
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Research Summary
School counselor led groups andclassroom guidance focusedon Student Success Skills helpstudents to improve academic
achievement and behavior
Four well designed studies withconsistent findings
Significant gains in reading,
math, and behavior Randomized controlled trials
Multiple settings/grade levels
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The Student Success Skills approach is
based on five key skill building areas.
Goal setting and progressmonitoring
Creating a caring, supportive andencouraging classroom
Memory skills
Performing under pressure:Managing test anxiety
Story structure and positivestudent story telling
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Strategy One: Goal Setting and Progress Monitoring
The Seven Keys to Mastering AnyCourse are used throughout thegroup and classroom intervention.
Students identify strengths/successesand areas they most want toimprove in each week.
Students practice goal setting andaction planning around threeimportant areas:
academic skillssocial skills
self-management skills.
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Goal setting and progress
monitoring are also used tomonitor daily life skills such asdiet, rest, exercise, fun, andsocial support.
Students learn how each of thelife skills relates to increasedenergy and positive mood andnote their efforts in each ofthese areas weekly.
Students are taught to look forpatterns in their behavior andto make changes as needed.
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Another way students are taught to monitortheir progress is through their grades.Students set goals and select strategies tohelp reach those goals.
Students are taught to monitor their progressby keeping track of their grades.
Students learn to use each other as peercoaches as they develop plans for making
improvements in the use of the Seven Keys,Life Skills, and grades.
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Strategy Two: Creating a caring, supportive, andencouraging classroom
Students participate in severalactivities geared towards
enhancing support andencouragement within theclassroom.
When used at the beginning of theyear or semester they can help setthe tone for academic success.
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Students learn how to listen witheyes, ears, and hearts and provideencouragement to peers.
Students share successes andrecognize each other for
improvements they are making.
Students brain storm encouragingthings to say and do in theirclassrooms.
The goal is to create a classroomenvironment in which students aresupported as they try out newskills.
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Strategy Three: Improving Memory
A thirdset of skills in the SSSprogram involves memory.
Collaboration with the classroomteacher can be particularly effectiveas students learn and apply skills tocurrent curriculum and upcomingtests.
Students learn strategies that willsupport studying in all academiccontent areas.
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Strategy Four: Performing Under Pressure
Some students can pick out theimportant information and use solidstudy strategies but become
anxious when then time comes toshow what they know.
The fourth set of strategies andskills are geared towards helpingstudents perform under pressure.
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Students are introduced to severalstrategies to help them perform better
under pressure.
Managing Anxiety
Safe Place
Breath, Picture, Focus
Positive Self Talk
Keep Kool Tunes
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Positive self talk and encouragingstatements help keep students ontrack when faced with anxiety andpressure.
Some degree of anxiety andpressure are to be expected asstudents are asked to perform,however, when it becomesoverwhelming students needstrategies to regain control andfocus.
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Students can combine several strategiesfor managing pressure starting withbeing able to imagine themselves beingsuccessful.
Increased practice results in improvedskills.
If goals are not met, students canidentify additional strategies and startover.
Students are encouraged to notice evensmall improvements increasingmotivation to continue trying.
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Kaizen
The Japanese concept ofKaizen noticing smallimprovements over time - is a
key to the Student SuccessSkills approach as students setgoals, develop plans, andmonitor progress towards
improved academic and socialcompetence.
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Strategy Five: Story Structure andPersonal Story Telling
Students learn to identify key concepts instories and to create their own storiesbased on story starters such as A time I
started a healthy habit, A time I helpedsomeone with a problem, or A time I madea new friend.
As with all skills and strategies introducedto students through the SSS program,teacher collaboration and incorporation ofideas into daily curriculum enhanceslearning outcomes.
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Effective implementation of the SSS approachrequires some training and preparation.
School Counselor Training*
Teacher Workshop &
Collaboration
Classroom Guidance
Small Group Counseling
*After training, counselors areencouraged to redirect a minimum ofone hour per day to SSS groupcounseling or classroom guidance.
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Teachers who have experienced/observed the facilitation of theSSS program have shown support. A group of 45 teachers were
asked to rate teach of the items on a one to five Likert type
scale with 1 being low and 5 being high.
Percent ofteachers rating the items below as a 4
or 5 based 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%
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Fifty principals from elementary, middle and high school werepresented SSS research results and asked about the
importance of each item on a 1 to 5 scale with 1 being
unimportant to 5 being very important.
Principal Survey
How important do you think it is for school counselors: to focus on helping students develop academic, social, and
self-management skills? 46/50 (92%) of principals rated asimportant or very important
to provide small group counseling that focuses on schoolsuccess skills? 44/50 (88%) of principals
to provide classroom guidance that focuses on studentssuccess skills? 46/50 (92%) of principals
who want or need up-dating, to receive specific training onhow to implement group and classroom guidance related toschool success skills? 46/50 (92%) of principals
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SSS Implementation
A Good Investment Evidence based/research supported
Cost of training is minimal when compared totutoring programs staffed by certified teachers
Reaches many students (with as little as a one-two hours per day commitment)
100 per year in small groups
600 per year in classroom guidance
One time investment = long term gains $0 for continued implementation
Year after year additional students aresupported through the SSS program
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The End
Contact Info:
Dr. Greg Brigman
Dr. Linda Webb
Florida Atlantic University
Department of CounselorEducation
561-297-3616