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
achievement
Zins, et al. (2004)
Reviewed 10 years of research on The relationship of social and
emotional learning to academic success

student

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 Educations
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.

F C A T N R T P e r c e n t ile R a n k
67%

69%

69%

B ro w a rd
2 0 0 1 -2 0 0 2

PA SC O
2 0 0 1 -2 0 0 2

75

B ro w a rd
2 0 0 0 -2 0 0 1

64%

25

T u to r in g

50

30

20

M a t h A v e r a g e # P o in t s G a in e d
2001-2002

21

19

20

T u to r in g

10

PA SC O
2 0 0 1 -2 0 0 2

16

B ro w a rd
2 0 0 1 -2 0 0 2

C lo s in g t h e
A c h ie v e m e n t G A P

M a t h % I m p r o v in g 2 0 0 1 - 2 0 0 2

B ro w a rd
2 0 0 0 -2 0 0 1

S chool
C o u n s e lo r s

F C A T N R T P e r c e n t ile R a n k
S chool
C o u n s e lo r s
C lo s in g t h e
A c h ie v e m e n t G A P

T u t o r in g
T e a c h e r s ( M a t h & R e a d in g ) w o r k e d
w it h s t u d e n t s in g r o u p s o f 5 - 8 t w ic e
p e r w e e k f o r 1 h o u r e a c h . T u t o r in g
t o o k p la c e b e f o r e s c h o o l a n d la s t e d
22 w eeks.
T o t a l t u t o r t im e = 4 4 h o u r s

S S S G roup
C o u n s e lo r s w o r k e d w it h s t u d e n t s in
groups of 5 -8 once pe r w ee k for 4 5
m in u t e s e a c h m e e t in g . T h e g r o u p s
t o o k p la c e d u r in g t h e s c h o o l d a y a n d
la s t 8 w e e k s w it h 4 a d d it io n a l 4 5
m in u t e b o o s t e r s e s s io n s p a c e d o n e
m onth apart.
T o t a l S S S g r o u p t im e = 9 h o u r s

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

Students enjoyed
Students understood/applied
Develops learning/social skills
Involved all students
Age appropriate
Classroom management skills

100%
98%
93%
93%
98%
98%
100%

(Based on 45 teachers responding)

LeAnnes School Evaluation:

G.W. Carver Elem--Duval County, FL
4th grade Read FCAT Scores

21 students measured
95% of students improved (19/20)
Average SSS improvement was 307 points
District average improvement was 141

4th 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

Creating a caring,
supportive,
encouraging
classroom
community

Strategies for Boosting Memory

Every 20-30 minutes student share Most important

ideas

Create/use graphic organizers-outliningfor 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
561-297-3616