Success Skills

Lake High School

Tonya K. Schauwecker Purdue University Graduate Practicum Spring 2014

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Learning Module Access: LakeStudySkills.Weebly.com Project Description Success Skills is an organizational/study skills intervention program for students referred for special education testing through the Race to Intervention (RTI) process. Prior to special education testing, students participated in the program to determine if they indeed should be referred for special education services or if they are able to perform successfully in a classroom setting after learning new organizational and study skills. Goals 1. Student participants will improve their study and organizational skills, thereby improving their academic success and alleviating the need for special education services. This goal was met. Through classroom observations, formal and informal discussions with participants and teachers, and overall grade increases, at the end of the practicum experience (not the end of the program), the greater majority of participants improved their study and organizational skills. 2. Additional students will choose to participate in the Success Skills program upon seeing or hearing of the results of the initial student group. In such case, additional 4-week sessions will be added, and a waiting list will be developed. This goal was met. During the program, an additional three students attended sessions independently and without teacher encouragement. Further, two other students came to the program asking for organizational materials such as the binder and agenda book. Due to the increased number of students and the difficulty in effectively working with the high number of students already in the program, a request to add two additional teachers to conduct sessions will be made for the final quarter of school. 3. The Race to Intervention (RTI) team will be able to definitively determine which students should be referred for special education services. This goal was met. Upon reviewing student files, and through constant communication with teachers and participants, it has been determined that one student needs further review for special education services, while the other 14 participants should continue with classroom interventions, as increased organizational and study skills did improve grades.

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Evaluation Due to the issues caused by inclement weather, the final evaluation has yet to be completed. In order to definitively determine student success, a final survey will be completed at the end of the third quarter of school (approximately March 28 th). This survey, along with final grade reports and continued informal communication, will provide level 3 evaluation data. At this time, through various other modes of evaluation, it has been determined that the program has been successful; however, the value of a formal level 3 evaluation necessitates follow through. Stakeholders Students Approximately 30 students were referred through the RTI process. The students presented a wide range of difficulties in the classroom. In order to work with students who would most likely benefit from the Success Skills program, student records were reviewed, and students were placed into two categories: Group 1 and Group 2. The students in group one were most likely to show improvement after completing the program. Group 2 students were either already referred for testing due to significant skills gaps, or their grades improved significantly since being referred. Parents and Caregivers The Lake Local Schools community is highly involved with the academic and extra-curricular activities that take place in the district. For whatever reason, the community does not always view the schools teachers and admin istration in a favorable light. This program helps to alleviate feelings that the school does not provide ample support for students. Administrators School administrators are responsible for ensuring that all students needs are met and that all student s succeed. They also need to make sure that resources are not wasted where theyre not needed. To help ensure student success and the proper allocation of resources, the administration approved of the Success Skills program and has provided ample support for implementation. Teachers Referring teachers and teachers of students who are not doing well want to see their students improve organization, reading, note-taking, and study skills. These are the areas indicated as imperative on the teacher needs assessment. Teachers feel that if students can improve in these areas, their grades will also improve. Teachers actually have a higher stake in the success of their students, as the Ohio Department of Education has implemented a new Ohio Teacher Evaluation System that requires all students to achieve at least a 60% in every class, or teachers will be held responsible. While this rule will not be enforced until next year, teachers are working to achieve this goal already.

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Presentation The classroom intervention took place over four weeks during the month of February. While the initial plan was to conduct sessions twice weekly on Tuesdays and Wednesdays, weather cancellations often caused the days to change and the number of sessions during some weeks to increase. By the last week, all sessions were completed. Student files were reviewed and a needs assessment for teachers and referred students was completed to determine program content (see Appendix A). Initially the content was delivered through the website, www.LakeStudySkills.weebly.com; however, due to the large number of participants, program content was converted to a Keynote presentation (see Appendix B) with more success. The website is currently available to all Lake High School students. Target Audience In order to determine which students participated, a needs assessment was developed that referring teachers and referred students took. The needs assessments helped to determine the content of the program. As determined by reviewing student referrals to the RTI team, the majority of students were performing at or below acceptable grade standards. The students were referred for a variety of reasons, including incorrigibility, hyperactivity, disorganization, missing assignments, indifference, low reading comprehension skills, and low test scores. During the time of presentation, further information was discovered to assist students in their learning. The review of student files revealed that one student actually tested in the 99th percentile for giftedness in reading and the 95th percentile for giftedness in math. His standardized test scores on Ohio Achievement Tests determined that his academic abilities are far above those of his peers. Prior to 8th grade he was in the Gifted and Talented program, but because he refuses to communicate (orally or in written work), he was removed from the program and deemed oppositional defiant. The student should not have been referred to RTI o r to the Success Skills program, and review of the students file per the requirements of the RTI process would have revealed this information, but his file was not reviewed. Because he was referred, though, the student will now receive the services he needs to become successful. His teachers and the administration are working together to determine the best ways to differentiate his instruction and to accommodate his learning style.

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Scope, Sequence, and Objectives Success Skills is a four week long program with two in-class instructional sessions of 20 minutes each. The modules move from organizational skills to academic reading skills to note-taking skills to test-taking skills.

Upon completion of the program, and with guided instruction, student participants will: Objective Activities Tools Scaffolds Assessment Observation Thumbs up Post-program student survey Post-program teacher survey

Properly organize and use a binder on a daily basis, as indicated on the post-program survey

Day 1 View website to get started Go to Binder tab to learn steps in organizing a binder Day 2 Organize binders and agendas

Internet Website LakeStudySkills.weebly.com Modeling KeyNote presentation Binder, folders, zip pocket, pocket folder

Properly and actively take class notes in the often and always range, as indicated on the post-program survey

Day 1 View website to get started Follow instructions and visual guidance for note-taking techniques Day 2

Internet Website LakeStudySkills.weebly.com Modeling KeyNote Presentation Binder, lined notebook paper, pens, highlighters Book chapter for example

In-session practice Informal conversation Observation Post-program student survey Post-program teacher survey

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Practice note taking Practice mindmapping

Actively employ Day 1 View website to get reading for started understanding skills on Follow instructions daily assignments in and visual guidance the often and always for reading for range, as indicated on understanding the post-program techniques survey Day 2 Practice reading for understanding while incorporating notetaking techniques Actively employ studying skills for tests and exams in the often and always range, as indicated on the post-program survey Day 1 View website to get started View technology resources for studying Follow instructions and visual guidance for studying techniques

Internet Website LakeStudySkills.weebly.com PowToon Presentation KeyNote Presentation Video Binder, lined notebook Modeling paper, pens, highlighters Book chapter for example

In-session practice Informal conversation Observation Post-program student survey Post-program teacher survey

Internet Website LakeStudySkills.weebly.com Modeling Quizlet.com, KhanAcademy.com, YouTube.com Binder, lined notebook paper, pens, highlighters Book chapter for example

In-session practice Informal conversation Observation Post-program student survey Post-program teacher survey

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Day 2 Practice studying properly using notes and book chapter from Note-Taking session

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Narrative Learning Experience Throughout this process, I learned that teaching and presenting are completely different activities. Over the past seven years, I learned how to develop lesson plans and activities that fit into a 45 minutes class period. Over the past four weeks, I learned that 20 minutes (after subtracting late arrivals and attendance, its actually 16 minutes) is not nearly enough time to review previous infor mation, present new information, and to complete an activity. I also learned that I can get a whole lot more completed in 16 minutes than I ever thought I could. I have a new respect for presenters after completing this program. I know that they have to build a rapport in five minutes where teachers have weeks to learn about and connect with their students. I figured out that I had to use humor and rigidity at the same time in order to gain and hold participants attention. Without getting buy-in from the students, but still holding on to control of the presentation, we would not have been as successful. As stated previously, I learned that there is a reason for the development of PowerPoint and Keynote and that they are quite useful. (Actually, I already knew this, but it was reinforced when I thought a website would be more engaging but was actually a hindrance because it was too small to see.) Challenges The weather was a big issue for this program due to many days of cancellations and 2-hour delays; however, I also faced issues with communication, teachers not wanting their students to participate, and an ineffective presentation method. I was able to combat the majority of the issues, but still struggle with the teachers. As much as I thought I had buy-in from the teachers, they were upset about students leaving their intervention time to come learn the foundations of school success. I was fortunate to have administrations backing in this. My supervisor and the guidance counselor were able to talk with teachers informally to let them know how important the program is. After some time, teachers were more receptive and were thanking me for helping their students. I rarely spoke to my supervisor throughout the program. This was the biggest communication issue I faced. We had scheduled meetings planned for every Friday of the duration of the program. On the last day, for the last meeting, she again did not show up, but found me in the office later. We were able to talk for about five minutes and never discussed the program. We talked about the student I discovered was gifted but was not receiving services, then she left to go meet with other teachers who had failing students. I know she is busy, but the final meeting was very important. I have been told by other administrators that they appreciate what I am doing and they know the program is going well, but they arent my supervisor. Aside from the communication issue, I also dealt with some of the students really not wanting to participate. I had to work very hard to build a rapport with them and get buy-in. Some students who decided they just werent going to participate found me in their classrooms throughout the day and were a bit surprised that I was serious enough to find them. One student even said that all his

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other teachers say they care about his grades but give up shortly after some trying. I had to inform him that I wasnt a normal teacher and that I would not be giving up. He smiled at that, letting me know that he got it. Through chipping away at the hard outer shell of some of these kids, I was able to connect and motivate them. They are coming to me regularly to show me test scores and agenda books filled out and grade reports with noted improvements. They want to do well now, whereas before they didnt care. Were planning to have a party if everyone in the program achieves a 2.0 grade point average by the end of 3rd quarter. This is going to be difficult, but theyre all trying, and thats what is important. Benefits I truly loved working on this project. More than anything, I felt like an important part of the school community. As a first year teacher in the building, Ive found it difficult to build relationships with other staff members. Through this program, I have been able to work closely with administration and other teachers who I normally wouldnt have had the opportunity to work with. I also learned a lot about the schools RTI process and where improvements are seriously needed. Moving forward, I plan to suggest quite a few improvements that will help students. Further, I was able to work with students that I do not teach, making my presence in the building felt through all grades instead of just 11th and 12th where I normally teach. I am still dumbfounded after discovering the student who is literally a genius but was left behind due to a lack of communication on his part. This program brought him back into the light, and now he will get the services he needs and deserves. Just for the benefits to him, I am grateful that I chose this for my practicum. The program also greatly benefitted the school, staff, and student participants. Nearly every student improved their grades and their outlook on the educational process. More than teaching study skills, I was also able to motivate students where before they were just in attendance. There was a moment during the Note Taking session when a student asked why he couldnt just take a picture of the board. I let him know that if he actually writes it down, hell learn more than he would by just snapping a picture and then forgetting it in his phone. I then asked him what the point of going to school was if it wasnt to actually learn something. I could visibly see it click in his mind that school isnt just a place to suffer in for six hours a day, but its a place to make a better life. Improvements I really would have liked a lot more time to perfect and work through this project before jumping in. Had there been more time to plan and prepare, to work the entire ISD model, I would not have to improve so many aspects of the program. My biggest issue was that there were too many students to be more effective. While there were significant improvements for many students, had I only worked with five students at a time, I would have been able to really reach all of them, and I wouldnt have lost a few along the way. Im also not entirely sure that the study methods were effective for these students. While they are solid methods that high achieving students

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use, for these students they just seemed like too much work. Id like to find methods that would be easier for even the most disinterested student to employ. Of course, if I were able to build a better relationship with each student, then I could really talk to them about the necessity of using these methods. The PowerPoint/Keynote method of delivery was the most effective for such a short timeframe, but I would have liked to use more engaging methods. Students did seem to enjoy watching the PowToon video, but still, they were watching and not doing. Skills Improved I was able to improve my own communication skills more than any other skill. I knew I couldnt be as blunt as I usually am w hen talking with my supervisor. I had to really pay attention to what I was going to say before I said it. I also had to be sure that everything I said during the sessions was necessary because we had so little time. There was no time to waste on useless chatter. I also improved my content organization skills. There was a definite sequence to improving study skills. By recognizing this early, I was able to build a more effective program. Had the sequencing been different, I dont think the acquired skills would have been as effective. Future Growth With so many students in the program and the short session time, I really did not have the option to employ an innovative learning management system that other graduate students were able to use. Improving my skills with Camtasia, Articulate, or Captivate are both goals I have for this year. Making sure that every objective aligns with an effective activity and a reliable assessment is crucial to being an effective educator. Early in this program, I learned to do this, but still feel these are skills that will always need improvement. Writing effective objectives with measurable outcomes will always be a struggle if they are to be done correctly. I will continue to work on this. Additionally, I want to create a professional development seminar on building rapport with disgruntled students. I found through this practicum that the majority of teachers see the failing students as lazy instead of disinterested. Teachers need to be aware that it is their job to make sure they are reaching every student every day. If I can find a way to reach the teachers, I truly believe they will be able to reach their students.

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Appendix A Needs Assessments

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Appendix B Success Skills Keynote Presentation

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