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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

[email protected]


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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

[email protected]

sss web page pp

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