1. Student Success Skills PowerPoint
This PowerPoint is designed for computer screen viewing. Other complete versions (with accompanying notes and less text on the slides) are available as part of the Student Success Skills program.
The first of four Student Success Skills (SSS) studies has been published and provides more detail regarding research design and treatment:
Brigman, G.A. & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7(2),
A second SSS study has been accepted for publication by ASGW while a third is under review.

2. Greg Brigman, Ph.D. Linda Webb, Ph.D. Florida Atlantic University
Department of Counselor Education
School counselors are part of the educational community focusing on academic achievement by helping students develop the academic, social, and self management skills they need to succeed.

3. PowerPoint Overview: Student Success Skills
Overview of key components
Research base supporting development of the program
Research results reflecting student outcomes
Key components and tools embedded in the program
Program implementation
The presentation that follows will provide an overview of an evidenced based program that has been successful in improving the academic and social competence of students. Relevant research supporting the program will be shared followed by a look at the tools embedded in the SSS program that help students achieve success. Finally, some ideas about program implementation will be presented.

4. The Student Success Skills (SSS) Program focuses on developing key skills in an environment of caring, support, and encouragement that increases student confidence and effort, contributing to success.
The Student Success Skills (SSS) Program focuses on developing key skills in an environment of caring, support, and encouragement that increases student confidence and effort contributing to student success.

5. THE SSS PROGRAM FOCUSES ON THREE KEY SKILL SETS
I. Learning Skills
II. Social Skills
III. Self-Management Skills
The SSS program focuses on three key skill sets.

6. These skill sets are based on extensive reviews 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
These skill sets are based on extensive reviews of research spanning the last 50 years (review slide).

7. All three reviews found a similar set of skills contributing to academic success and are the foundation for the SSS Program.
All three reviews found a similar set of skills contributing to academic success and are the foundation for the Student Success Skills Program. These include: Cognitive and meta-cognitive skills such as goal setting, progress monitoring, and memory skills; Social skills such as interpersonal skills, social problem solving, listening, and team-work skills; Self management skills such as managing attention, motivation, and anger. All three skill sets work in concert and each requires systematic teaching.
All three reviews found a similar set of skills contributing to academic success: Cognitive and metacognitive skills such as goal setting, progress monitoring, and memory skills; Social skills such as interpersonal skills, social problem solving, listening, and team-work skills; Self management skills such as managing attention, motivation, and anger. All three skills work in concert and each requires systematic teaching.

8. 36 schools in two counties Over 800 students Grades 5,6,8,9
Recent studies involving school counselor led 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
Key findings of four recent research studies involving school counselor led groups and classroom guidance focused on the Student Success Skills (SSS) approach.

9. The US Department of Education’s National Center for Education Evaluation includes the following criteria in establishing strong evidence 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 design that meets this criteria. The studies have also been replicated.
The US Department of Education provides guidelines for evaluating this type of research and establishing what works in education. (see slide) Randomized controlled trials in two counties were used in the SSS studies to evaluate the effect of the Student Success Skills approach on student performance.

10. As a result, the difference can be attributed to the SSS intervention.
Students receiving the SSS intervention outperformed students who did not receive the intervention.
With random assignment we can assume that students receiving the SSS intervention and those in the comparison groups had an equal opportunity to be exposed to other types of school based interventions (reading curriculum, FCAT practice, etc.).
As a result, the difference can be attributed to the SSS intervention.
Students receiving the SSS intervention outperformed students who did not receive the intervention (review slide). With random assignment we can assume that students receiving the SSS intervention and those in the comparison groups had an equal opportunity to be exposed to other types of interventions taking place in the schools (reading curriculum, FCAT practice, etc.). As a result, the difference in percentages and points gained can be attributed to the SSS intervention. The first published study appeared in the December issue of Professional School Counselor and included a complete statistical analysis of the data with regard to comparison groups. The remaining studies are under review for publication.

11. Outcomes related to academic performance were measured using FCAT NRT scale scores.
Students participating in the SSS intervention showed consistent gains across four studies.
The SSS intervention included eight 45 minute small group sessions at weekly intervals followed-up by two “booster sessions” about a month apart.
Outcomes related to academic performance were measured using FCAT NRT scale scores. SSS students participated in eight 45 minute small group sessions at weekly intervals followed-up by two “booster sessions” about a month apart. Across the four studies FCAT math scores improved for approximately 86% of the 5th and 6th grade students receiving the SSS intervention with an average increase of 30 scale score points per student.

12. Consistent results were also found in reading.
FCAT reading scores improved for approximately 78% of the 5th and 6th grade students receiving the SSS intervention.
Students scores increased an average of 25 scale score points.
FCAT reading scores improved for approximately 78% of the 5th and 6th grade students receiving the SSS intervention with an average increase of 25 scale score points per student.

13. The red bars note FCAT scores for SSS students one year following the intervention.
These students did not receive additional SSS intervention but continued to show improvement.
The SSS approach teaches skills students can continue to use to improve learning.
Approximately 80% of students in grades 6,8, and 9 improved an average of 26 points on FCAT math. The red bars note FCAT scores for SSS students one year following the intervention. These students did not receive additional SSS intervention but continued to show improvement. The SSS approach teaches skills students can continue to use and improve learning outcomes.

14. Approximately 78% of students in grades 6 & 8, improved an average of 29 points on FCAT math.
Ninth grade students initially showed lower gains in reading. However, follow-up scores (red bars) one year later showed improvement similar to grades six and eight.
Approximately 78% of students in grades 6 & 8, improved an average of 29 points on FCAT math. Thirty nine percent of ninth grade students improved an average of 17 points. Follow-up scores one year later (red bars) also indicate continued improvement.

15. Achievement gains for students receiving the SSS intervention were also compared to gains by students who participated in an intensive tutoring program in their school.
The percentage of students who benefited from tutoring was similar to the percentage of SSS students showing improvement.
Achievement gains for students receiving the SSS intervention were also compared to gains by students who participated in an intensive tutoring program in their school. The percentage of students who benefited from tutoring was similar to the percentage of SSS students showing improvement with the SSS students averaging slightly higher point gains.

16. Students receiving the tutoring did not participate in the SSS intervention.
While tutoring is an important academic intervention, it can be supported by the SSS intervention to help students become more effective learners.
The combination of tutoring and the SSS intervention should create the strongest intervention.
The tutoring program cost about $272 per student vs about $6 per student for counselors to be trained to deliver the SSS intervention.
(Review slide) Students receiving the tutoring did not participate in the SSS intervention. While tutoring is an important academic intervention, it can be supported by the SSS intervention to help students become more effective learners. The combination of tutoring and the SSS intervention should create the strongest intervention.

17. It is important to note how the use of the SSS approach helps close the achievement gap between low and average achieving students.
It is important to note how the use of the SSS approach helps close the achievement gap between low and average achieving students (review slide).

18. Here are a few additional examples of “closing the achievement gap”.
Note that state and county scores remained relatively flat while SSS students improved at a much steeper rate.
Here are a few additional examples of “closing the achievement gap” (review slide).

19. Outcomes showed similar achievement gaps beginning to close at other levels as well.
Outcomes showed similar achievement gaps beginning to close at other levels as well (review slide).

20. 70% of students showed improved school success behavior
Teachers reported improved behavior for students participating in the SSS intervention focusing on academic, social, and self management skills. As students began to acquire the skills and confidence necessary for success their behavior improved.
Nationally normed rating scale targeted skill areas involved in the SSS program
70% of students showed improved school success behavior
Average improvement was 20 percentile points
Teachers reported improved behavior for students participating in the SSS intervention. As students begin to acquire the skills and confidence necessary for academic success their behavior also improves.

21. Independent Review
Carey, J. (2004). Does Implementing a Research-Based School Counseling Curriculum 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 published SSS 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”
An independent review by the director of the Center for School Counseling Outcome Research , John Carey, has addressed the design used in the Student Success Skills studies in a recent research brief.

22. Research Summary
School counselor led groups and classroom guidance focused on Student Success Skills help students to improve academic achievement and behavior
Four well designed studies with consistent findings
Significant gains in reading, math, and behavior
Randomized controlled trials
Multiple settings/grade levels
There is strong evidence to support the Student Success Skills program as an evidence based intervention improving the academic and social competence of students.

23. Goal setting and progress monitoring
The Student Success Skills approach is based on five key skill building areas.
Goal setting and progress
monitoring
Creating a caring, supportive and encouraging classroom
Memory skills
Performing under pressure: Managing test anxiety
Story structure and positive student story telling
The Student Success Skills approach is based on five key skill building areas. Embedded within each of these are specific skills and strategies students can learn to use to help them achieve academic success. The following slides highlight some of these key skills and strategies.

24. Strategy One: Goal Setting and Progress Monitoring
The “Seven Keys to Mastering Any Course” are used throughout the group and classroom intervention.
Students identify strengths/successes and areas they most want to improve in each week.
Students practice goal setting and action planning around three important areas:
academic skills
social skills
self-management skills.
The research supported “Seven Keys to Mastering Any Course” are introduced. Students identify strengths and areas for improvement each week. Students learn how to set goals and develop action plans. It is most effective when teachers utilize the SSS skills and strategies as ongoing academic supports in the classroom.

25. Goal setting and progress monitoring are also used to monitor daily life skills such as diet, rest, exercise, fun, and social support.
Students learn how each of the life skills relates to increased energy and positive mood and note their efforts in each of these areas weekly.
Students are taught to look for patterns in their behavior and to make changes as needed.
Goal setting and progress monitoring are also used to monitor daily life skills. Students learn how each of the life skills relates to increased energy and positive mood and note their efforts in each of these areas weekly. Students are taught to look for patterns in their behavior and to make changes as needed.

26. Another way students are taught to monitor their progress is through their grades. Students set goals and select strategies to help reach those goals.
Students are taught to monitor their progress by keeping track of their grades.
Students learn to use each other as peer coaches as they develop plans for making improvements in the use of the Seven Keys, Life Skills, and grades.
Another way students are taught to monitor their progress is through their grades. Students set goals and select strategies to help reach those goals. Students are taught to monitor their progress by keeping track of their grades. Students learn to use each other as peer coaches as they develop plans for making improvements in the use of the Seven Keys, Life Skills, and grades.

27. Strategy Two: Creating a caring, supportive, and encouraging classroom
Students participate in several activities geared towards enhancing support and encouragement within the classroom.
When used at the beginning of the year or semester they can help set the tone for academic success.
Students participate in several activities geared towards enhancing support and encouragement within the classroom. In this exercise students work in small groups and share their ideas with the larger group. When used at the beginning of the year or semester it can help set the tone for academic success.

28. Students learn how to listen with eyes, ears, and hearts and provide encouragement to peers.
Students share successes and recognize each other for improvements they are making.
Students brain storm encouraging things to say and do in their classrooms.
The goal is to create a classroom environment in which students are supported as they try out new skills.
Students learn how to listen and provide encouragement to peers. Students practice in pairs as they share improvements and recognize each other for improvements they are making.

29. Strategy Three: Improving Memory
A third set of skills in the SSS program involves memory.
Collaboration with the classroom teacher can be particularly effective as students learn and apply skills to current curriculum and upcoming tests.
Students learn strategies that will support studying in all academic content areas.
A third set of skills in the SSS program involves memory. For many students, this begins with figuring out WHAT to study. Collaboration with the classroom teacher can be particularly effective as students learn and apply skills to current curriculum and upcoming tests. Students learn strategies that will support studying in all academic content areas.

30. Strategy Four: Performing Under Pressure
Some students can pick out the important information and use solid study strategies but become anxious when then time comes to show what they know.
The fourth set of strategies and skills are geared towards helping students perform under pressure.
Some students can pick out the important information and use solid study strategies but become anxious when then time comes to show what they know. The fourth set of strategies and skills are geared towards helping student perform under pressure.

31. Students are introduced to several strategies to help them perform better under pressure.
Managing Anxiety
Safe Place
Breath, Picture, Focus
Positive Self Talk
Keep Kool Tunes
Students participate in an activity using their imagination to create a “safe place” to go to when under pressure. Students practice slow breathing while picturing themselves in their safe place. As anxiety is reduced, students can begin to focus on the task at hand. Students learn and practice positive self talk statements *(next slide) to increase self-confidence in being able to accomplish the task. Keep Kool Tunes are another fun and motivating way for students to surround themselves with positive messages.

32. Positive self talk and encouraging statements help keep students on track when faced with anxiety and pressure.
Some degree of anxiety and pressure are to be expected as students are asked to perform, however, when it becomes overwhelming students need strategies to regain control and focus.
Positive self talk and encouraging statements help keep students on track when faced with anxiety and pressure. Some degree of anxiety and pressure are to be expected as students are asked to perform, however, when it becomes overwhelming students need strategies to regain control and focus.

33. Increased practice results in improved skills.
Students can combine several strategies for managing pressure starting with being able to imagine themselves being successful.
Increased practice results in improved skills.
If goals are not met, students can identify additional strategies and start over.
Students are encouraged to notice even small improvements increasing motivation to continue trying.
Students can combine several strategies for managing pressure starting with being able to imagine themselves being successful. Students are guided through an activity called “the power of mental practice” followed by practice and progress monitoring. Increased practice results in improved skills. If goals are not met, students can identify additional strategies and start over. Students use positive self-talk and encouragement to notice even small improvements increasing motivation to continue trying.

34. Kaizen
The Japanese concept of “Kaizen” – noticing small improvements over time - is a key to the Student Success Skills approach as students set goals, develop plans, and monitor progress towards improved academic and social competence.
The Japanese concept of “Kaizen” is a key to the Student Success Skills approach as they set goals, develop plans, and monitor progress towards improved academic and social competence.

35. Strategy Five: Story Structure and Personal Story Telling
Students learn to identify key concepts in stories and to create their own stories based on story starters such as “A time I started a healthy habit, A time I helped someone with a problem, or A time I made a new friend.”
As with all skills and strategies introduced to students through the SSS program, teacher collaboration and incorporation of ideas into daily curriculum enhances learning outcomes.
The final strategy and area of skill development involves story structure and positive student story telling. Story structure provides students a strategy to make understanding and remembering stories easier and helps them become better writers. Students learn to identify key concepts and to create their own stories based on story starters such as “A time I started a healthy habit, A time I helped someone with a problem, or A time I made a new friend.” As with all skills and strategies introduced to students through the SSS program, teacher collaboration and incorporation of ideas into daily curriculum enhances learning outcomes.

36. School Counselor Training* Teacher Workshop & Collaboration
Effective implementation of the SSS approach requires some training and preparation.
School Counselor Training*
Teacher Workshop & Collaboration
Classroom Guidance
Small Group Counseling
*After training, counselors are encouraged to redirect a minimum of one hour per day to SSS group counseling or classroom guidance.
Effective implementation of the SSS approach requires some training and preparation. Current models involve five days of training for school counselors spread out over a period of several months to allow for practice and feedback about initial implementation on school sites. School counselors can also be trained to provide an overview at the school level to introduce teachers to SSS strategies for classroom use. Skills can be introduced to students in large classroom groups. Counselors can use this opportunity to model each strategy for teachers as well. Teachers follow-up with SSS language and skills helps to create a supportive, caring classroom giving students the confidence they need to achieve. Students who need additional support and practice can be targeted for small group intervention with increased emphasis on skills such as managing anger.

37. Lesson addresses need 100% Students enjoyed 98%
Teachers who have experienced/observed the facilitation of the SSS 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 of teachers 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 %
Age appropriate 98%
Classroom management skills 100%
Teachers who have experienced/observed the facilitation of the SSS 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. The percentages represent teacher ratings of 4 or 5.

38. Fifty principals from elementary, middle and high school were presented 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 as important or very important
to provide small group counseling that focuses on school success skills? /50 (88%) of principals
to provide classroom guidance that focuses on students success skills? 46/50 (92%) of principals
who want or need up-dating, to receive specific training on how to implement group and classroom guidance related to school success skills? 46/50 (92%) of principals
Administrators have also show support for implementation. Fifty principals from elementary (30 principals), middle (9 principals) and high schools (11 principals) were presented research results reflecting SSS implementation and asked about the importance of each item on a 1 to 5 scale with 1 being unimportant to 5 being very important. The percentages represent the number of principals that rated each question as 4 (important) or 5 (very important).

39. SSS Implementation A Good Investment 100 per year in small groups
Evidence based/research supported
Cost of training is minimal when compared to tutoring 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 are supported through the SSS program
The SSS approach is a good investment. It is evidence based and research supported. With proper training and a commitment to implementation, the SSS approach can contribute to the building of a caring supportive school community with students who receive the skills they need to be confident in their abilities to be academically successful. Costs associated with the SSS program are minimal when compared to the cost of students receiving tutoring by certified teachers. While tutoring is an important intervention, results can be improved by combining tutoring with SSS. Large numbers of students can be researched with the minimal “one hour per day” of counselor time focused on SSS implementation. If counselors were only working with small groups they could reach about 100 students each year. If counselors delivered the intervention only in classroom they could see upwards of 500 students per year. However, it is recommended that counselors provide a combination of small group and classroom guidance to better meet the needs of all students so the number is probably somewhere between the two. And, unlike tutoring programs, after the initial cost of training for the counselors there is no additional cost to repeat the program in subsequent years. Also of key importance is the fact that SSS students are gaining the confidence and skills that will continue to support success each year down the road as they face increased academic challenges.

40. The End
Contact Info:
Dr. Greg Brigman
Dr. Linda Webb
Florida Atlantic University
Department of Counselor Education
School counselors can be part of the educational community focusing on academic achievement by helping students develop the academic, social, and self management skills they need to succeed. Thank you.