PRoBE Presentation Partnerships for Results Based Evaluations

1. PRoBE PresentationPartnerships for Results Based Evaluations Study Skills for Third Graders Missouri State University In Partial Fulfillment of the Requirements for Counselor Internship COU 783 Mike Wills Fall 2009 Dr. Marci Dowdy, Faculty

2. STUDY SKILLS INTERVENTION Office of Counseling Rountree Elementary School Springfield, Missouri Public Schools Judith Johnson, Professional Counselor Mike Wills, Counselor-In-Training

3. Purpose Statement • Strong study skills are needed by all students. • Group will help students to develop study skills necessary to improve academic achievement and test performance.

4. Description(SIMS Model) • Students—Referred and selected by teachers and counselor. • Intervention—Structured study group. • Measurements—Tests, Grades, Student Perceptions, Attendance, Discipline. • Setting—Counselor’s Office.

5. Student Selection • Teacher Recommended. • Counselor Recommended.

6. Participants • Five Students: Third Grade Class • Female, black • Male, white • Male, white • Female, white • Male, white, Shows ADHD/Autism Characteristics 6. Male, black, Dropped/Moved from district

7. Goals of Study Group • Identification of study skills. • Development of study skills. • Implementation of study skills. • Positive interactions among students with common needs. • Improvement of academic achievement and test performance.

8. Pre-Group Preparation • Defined as a six to seven week group. • Interview/screening completed for all group members. • Invitations extended to all group members.

9. Pre-Group PreparationContinued • Met with group members. • Lesson Plans. • Pre-Test.

10. Program Intervention: Group Sessions Session 1: Introduction—Ice Breakers, Group Rules, Expectations Session 2: Keys to Learning: Pre-Tests, Skills Poster Session 3: Study Skills: Clutter Control/Environment Session 4: Investigating for Understanding: Table of Contents, Glossary, Index, Bold Type—Science Textbook Session 5: Finding the Facts: Who, What, When, Where, Why, How—Martin’s Big Words Session 6: Post-Tests Session 7: Closure

11. Data • Performance Assessment Series Scores • Pre- and Post-Tests • Student Perception Rating References: • Attendance—Above 95%, all students • Discipline—Minimal to no issues, all students

12. Data-Performance Assessment Series

13. Data Study Skills Test A

14. Data Study Skills Test B

15. Student Responses Identification of Key Topics Learned 1. Be Honest, Respectful, Resourceful. 2. Complete Work. 3. None. 4. Be Responsible, Respectful, Honest. 5. Be Nice.

16. Challenges • Diverse population in abilities, ethnic origin, and gender. • Group was skewed in that all participants needed improvement. • Time constraints of school schedule. • Student attention span.

17. Positives • Learned skills. • Students liked the group. • Benefit from group reinforcement. • Strengthened student connection with counselor.

18. PositivesContinued • Development of self-awareness and confidence. • Practice of new behaviors. • More effective response to some of the issues and concerns life presents.

19. Conclusions • Short targeted deliveries beneficial. • Participatory activities work best. • Mentoring within the group is a plus. • Open-ended test questions resulted in less positive results. • Learned more social skills than test skills.

20. Suggestions for Future Research • Conduct second group to determine if continued skills instruction provides additional return to the students. • Utilize close-ended questions whenever possible.

21. Use of Data • Communicate to Stakeholders, e.g. parents, teachers, administrators. • Communicate to others how program is making a positive difference in the lives of students in school.

22. References • http://www.missouricareereducation.org/ • http://www.education.missouristate.edu/counseling • http://sps.k12.mo.us/rountree/

23. Appendix AStudy Skills Documents

24. Thank You • Questions • Comments