Unlocking the Winner Inside: Success Strategies for Middle and Upper Grades

Unlocking the Winner Inside: Success Strategies for Middle and Upper Grades Presented by: Betty White, MEd., LPC kidtools@academicplanet.com

Where Are We Now? We now have 51% Poor in US Public Schools. These students have high needs for interventions of all types, including CSCP.

Where Are We Now? • The Texas high school attrition rate has declined from 25 % in 2012 to 24 % in 2013-14. At this rate, Texas will not reach universal high school education for another quarter of a centuryin 2035. • 94,711 students were lost from our public high schools in 2013-14 • Black and Hispanic students are about 2X more likely to leave school without graduating with a diploma than White students. The racial-ethnic gaps are no better than 29 years ago. • Students from ethnic minority groups account for nearly three-fourths (73 percent) of the estimated 3.4 million students lost from public high school enrollment. • Schools are 1.2 times more likely to lose male students. • See more at: http://www.idra.org/research/attrition/#sthash.Rz6m7hbW.dpuf We MUST do whatever we can to keep these students successful and in school to produce career and college ready graduates. Comprehensive School Counseling Programs can help!

Lack of Education=Poverty • Poverty rate in single parent households headed by: • a high-school dropout, 60%. • a high school graduate, 40%. • some college, 30%, • a college graduate, 10%.

Lack of Education=Poverty • Poverty rate in two parent households headed by: • a high school drop-out, 24% • a high school graduate, 10% • some college, 5% • aa college graduate, 2% EDUCATION MATTERS !FAMILY MATTERS! Source: US Census Bureau 2010, American Community Survey 2005-09

Counselor’s Role in Success • School Counselors are in a unique position to see the WHOLE school, and to influence what happens throughout the school • YOU are the mental health professional for the school. You have the most training, expertise, and experience in the non-academic factors that influence achievement (and most of you have expertise in the academic factors as well. • YOU can establish a program that involves everyone in your school in contributing to the success of students in your school through a combination of classroom guidance, cheerleading, serving as a knowledge base, and promoting ideas that WORK. • You need to: AGREE on a clear personal path, BUY-IN to the ideas, and COMMIT to implementing them

But What Can I Do as a Counselor? A meta-analysis of school counseling outcome research (117 studies, 153 school counseling interventions, and16,296 students) found an overall effect size of .30. Students who participated in the interventions improved almost a third of a standard deviation more than their peers who did not receive the interventions. In other words, school counseling interventions have a larger effect size than aspirin for preventing heart attacks (ES of .06) and an equivalent effect size to sertroline (“Zoloft”) compared to placebo, for treating major depressive disorder (ES of .31). Whiston & Quinby (2009). Review of school counseling outcome research. Psychology in the Schools, 46(3), 267-272. Schatzberg & Nemeroff (2009). Textbook of Psychopharmacology. Arlington, VA: The American Psychiatric Publisher

Counselors Can….. • High school students in schools with comprehensive school counseling programs are more academically successful, as measured by GPA. Lapan, Gysbers, & Sun (1997).

Counselors Can…. • Students in schools that provide counseling services indicated that their classes were less likely to be interrupted by other students and that their peers behaved better in school. Lapan, Gysbers, & Sun. (1997).

Counselors Can…. • School counseling classroom curriculum designed to educate HS students about goal-setting, problem-solving, career exploration, and school resources has been found to significantly improve student behavior, attitude and knowledge in these areas. Schlossberg, Morris, & Lieberman (2001)

Counselors Can…. • A comprehensive drop-out prevention program involving counseling and tutoring significantly helped at-risk students in improving school achievement, self-esteem, and classroom behavior. Edmondson & White (1998).

Poverty and Stress Stress can be good for us if it is: 1. Short term 2. Ends with more positive than negative Chronic stress is toxic to the body and brain 1. Poor children are exposed to more and longer lasting stressors. 2. Poor children have fewer coping skills than their higher SES counterparts • (Evans, G.W. and Kim P., 2007) Chronic stress creates emotional problems, lowers IQ and reading scores, causes memory loss, shortens dendrites, causes neuron death, and fosters inappropriate attachments.

Managing Stress • Give students a sense of control-as control increases, stress decreases • Cognitive Skill Building • Mindfulness training/Yoga • Classroom/schoolwide Rituals • Wait Time • Leadership Roles • Self-Regulation Skills • Social and Communication Skills

Giving Control to Upper Grades • Upper grade level students value independence-they like to feel that they are “in charge” of their learning • Using tools to promote the idea that they are the masters of their learning helps to get buy in from them and promote self-determination

Self-Analysis • Growing as a student involves not only knowing what you have to learn, but understanding HOW you learn best and what type of learning environment is most effective for you. • Analysis can be done with groups or with individuals-preface any screenings with “There are no right or wrong answers. The most important thing about this test is that you be honest. If you are not honest, we will get a picture of a student who does not exist, and that will not help you.”

Beginnings • Begin with the questionnaire “What Kind of a Student Are You?” This is a good one to get basic information, and to provide you with a measure of the honesty of the student you aare working with. You can do it orally if the student’s reading level is very low, but oral presentation generally skews the results towards the positive side.

Intelligence Styles • The next level of evaluation involves intelligence styles. This is a good beginning, as it allows students who may think they are not smart see that they have areas in which they are strong. Again, this can be presented orally to students who are not strong readers. It is important for students to total their own points for each area of the questionnaire, and determine which are their strongest intelligences.

Intelligence Styles • Following the completion of the inventory, have students complete the Helping Yourself Learn. If this is done with a class, it can help to have students group according to their primary intelligence and brainstorm, then shift to their second intelligence and brainstorm, and so on. The idea is to get as many suggestions as possible that would help them learn.

Learning Styles • Students can complete and score their own learning style inventory. It can be useful to either have a teacher or a friend complete the learning style observation inventory and compare the results. This activity is followed by having students go over the Learning Styles Tips and highlight those they think they might use.

Learning Environment • The Learning Environment Survey is considerably more sophisticated and detailed. It is most useful with older students, who may have more insight about their teachers and teaching style. It is especially useful for students entering college, where they can choose classes whose professors are most compatible with them.

Universal Strategies • Universal strategies are things that can help students be successful in a variety of environments. They can be applied across settings. Usually, these are memory or organization tools

Learning And Organization • Mind Maps • Scaffolding • Mnemonics • Peg Systems • Organization (Getting it Together)

Do Study Skills Work? • Generic Study Skills have an effect size of 0.45, slightly above average. • Relational or Subject Specific Study Skills have an effect size of 0.77. When you teach note-taking and study skills that are specific to a subject area and are in context, you increase their value tremendously! • (Biggs and Purdie, 1996)

Content Specific Study Skills • Introduce a subject specific study sequence or model early in the school year-post it on the wall • Every time you use part of it in class, refer to the chart • When a student is working, ask, “Where are you at now on the chart?” • Resource: http://www.memory-improvement-tips.com/best-study-skills.html

The Working Memory Advantage • Dr. Tracy Alloway, in 2012, stated,” I have spent over a decade leading several major projects to understand the link between brain function and education, and I have found that Working Memory is the #1 predictor of learning success.

Working Memory • Working Memory is the driver of cognition • It is necessary for math, language, problem solving, prediction and all higher order thinking skills • It is a TEACHABLE skill and you can help build it in students.

Building Working Memory • Add new required vocabulary and review and reward use • File Folder • Simon Says with add-ons • Repeat Directions • Spell 4-10 letter words forwards/backwards • Grow sentences, paragraphs, stories • Number sequences forwards/backwards

More Study Skills • Reasoning is a teachable skill. The two ways to teach reasoning with the highest success rate are: Interactive Dialogue (Questions and Answers) Thinking Models (Davis, Haworth, Plomin,2009)

Building Reasoning Skills with Questions • What led you to say that/ • How does this differ from ______________? • If that is true, what else could be true? • How do agree with _______________? • How do you disagree with _______________? • Tell me more about your answer. • How does that tie in with ________________? • What is the evidence for saying that? • Can you show me why that’s true/false?

Questioning Sequence 1. Discovery Questions (Let’s do word associations. I say environment, you say_____.” 2. Essential Questions (How does the environment impact your own life and whay does that matter?) 3. Elaboration Questions (How does a natural environment differ from the environment in a lab or a building?) 4. Evidence Gathering Questions (What evidence supports your case?) Do Better Questions Support Achievement? YES! Use of probing questions and affirmative inquiry had an effect size of 0.82 (Hattie, JA and Yates, CR 2013)

Build Vocabulary Effect Sizes: 1. Giving partner a description of the new word- 1.53 2. Working out meaning from context- 1.59 3. Express new word non-linguistically-(gestures, movement, pictures, mind map)- 2.27 4. Redefine the new word in their own words-1.27 (Marzano, RJ 1998)

Vocabulary Building • Use words that are on the test and get their attention • Have a “Word of the Day” • Give credit for sharing the weekly word with 3 others • Develop writing assignments with the new words • Kids “catch” teacher whenever new word is used • Extra credit for speaking or writing the new word • Teacher role models complex words • Give concrete, adult examples • Model adult response to unfamiliar words If every teacher, every day, introduces one new word and reviewed the last 5 words, the Results are amazing!

Build Reading • Adults throughout the school role model reading • Teacher shares a book a week and is enthusiastic-can be related to subject matter • Provide books for their homes- even in upper grades • Teach phonemic awareness (not just at lower grades) • Build working memory every day • Teach text comprehension tools • Read daily for fluency • Add 5+ words to vocabulary per week

Build Writing • Start small daily and build (Summarize ______ in 5 words.) • Ask them about problems in the world or community that need to be solved. Have them pick the one they are most passionate about, and write about it. This gives them voice. • Allow them to write about, “Five things to do before I die.” • Daily journals-be sure to read and comment • Weekly gratitudes • Affirmations • Personal reflections

Preparing Students for the Future Campus-Wide Suggestions- Middle to High School Transition • Try to have every middle school student on the same plan of organization. When all students and all teachers are on the same page, it is easier to keep everyone on track. The sample of how to organize a notebook in this guide is a good example. • As soon as possible, meet with middle school kids and begin to talk about possibilities for the future. Beginning classroom guidance sessions on goal setting, decision- making, and career development are good choices to “hook” the kids on planning. Goal-setting in particular should be an ongoing process that develops throughout the middle school years.

Preparing Students for the Future • Enlist members of parent groups, volunteers, or local businesses for a career fair. Have them produce want ads for their positions. Then, have students “apply” for the jobs. On the day of the fair, students can complete 4-5 brief interviews, and the employers and “hire” students. This process is a natural precedent to a job-shadowing program. • HB 5 guarantees (almost) you a captive audience with parents and students for planning, Take advantage of this time to promote programs in your school, to foster positive parental relationships, and to promote achievement and engagement. Emphasize to parents that one of the largest indicators of student success is parental expectations.

Parents Matter !! • A meta-analysis conducted by WH Jeynes in 2005 looked at 77 studies involving 300,000 students on the effect of parental influence on educational achievement. These studies were split between Elementary and Secondary students. He found that: • Strong parental involvement had an effect size of .5-.6 • The greatest effect size was in parental expectations, followed closely by parental activities involving time spend with kids, such as reading and conversing. • Helping parents learn ways to be involved with their kids is a sure-fire way to build achievement. • By the way, student expectations have an effect of 1.44, and teacher expectations have an effect of 1.03. (Coe, R-2002) • RAISE THAT BAR!!!

Preparing Students for the Future • Meet with parents and students and present them with a timeline for high school and beyond. This is a good time to talk about what colleges look for, what opportunities are available in your community, and to help de-mystify the process of higher education for both parents and kids. Think about forming a “support” group to help parents encourage their children to plan for the future. • At planning time, try to have some high school students come and talk to middle schoolers about higher level classes at the high school. These kids will do a lot to allow uncertain middle schoolers realize that “real” people take these courses. • Work with high school math and science teachers to have students put on “science circuses” or number sense demonstrations. These types of activities are a powerful recruitment tool. Local universities often have similar programs for outreach.

Preparing Students for the Future • Plan a middle school college fair. This can be an opportunity for college reps to talk to both parents and students about what they offer and how to access their programs. They can also let students know about dual credit programs available, financial aid, and so on. • Consider some type of rapid remediation program designed to bring “at-risk” students who are performing below grade level in core subjects to advance and gain skills rapidly. The same type of program can be used to advance over-age students to appropriate grade levels with achievement. • “Adopt-a-School”, “Adopt-a-Class”, and “Adopt-a-Grade’ are all ways to get community and business people onto your campus and expose students to positive, educated, adult role models. • Utilize some sort of a mentoring program to help students feel connected to school and to help keep in touch with needs and problems.

Preparing Students for the Future • Transition from Middle School/Jr. High to High School • Transition from dependence upon parents to teachers • Transition to world of work • Transition to college/life-long learning • Teaching self-determination

Preparing Students for the Future Helping Middle & High school students prepare for the future is a multi-step process. It involves: • Teaching them academic competencies, such as organizational skills and study skills, so that they can be successful in the classroom. • Educating them and their parents as to what opportunities exist and what is needed for them to access those opportunities. • Exposing them to a variety of careers and academic pathways, so that they can determine what interests them and use that information to plan for the future. • Teaching them goal setting and decision making skills and following through with the process so that they set long term goals for their futures. • Remediating academic deficiencies so that they are able to take necessary courses in high school to prepare for higher education.

Preparing Students for the Future • Providing positive adult relationships at school to support the process of goal setting (and achieving!) • Providing positive relationships with young people (high school and college age) who can serve as mentors. • Teaching them that obstacles are a part of life, and helping them to anticipate possible “roadblocks” and plan for success. Promoting grit and perseverance. • Promoting a school atmosphere in which academic success is as important as athletic success. • Helping them to learn about themselves and how they learn best, so they can be successful. • Following through by providing information as appropriate to high school counselors so that they can help continue the process.

Preparing Students for the Future • There are many free resources on the internet that can help you and your students determine interests, and strengths • A good career interest inventory is available at www.bls.gov . • The Casey Life Skills Inventory is available at www.caseylifeskills.org and assesses skills in several areas

Goal Setting • Research shows that students who have goals are less likely to make poor grades, drop out of school, become pregnant, get involved with drugs, or get involved with illegal activities • Some students naturally set goals or are taught by their parents, but most need help learning to set goals • Goals setting should begin with short term goals and progress to longer term goals • All teachers should participate in goal setting for themselves and for students

Goal Setting

Goal setting BIG Goals are long term goals- You also need short term or micro-goals- Let’s try it: What is one BIG goal for your school upon your return from this workshop? What are the smaller goals you will need to accomplish to reach it?

Relationship Builders 1 and Done Do one favor or connection or show of empathy so powerful students remember it 2 for 10 Invest 2 minutes a day for 10 consecutive days with a student who most needs a connection 3 in 30 Discover 3 things in addition to names about every student you have in the first 30 days of school

Preparing Students for the Future • The AIR self-determination scale is useful to look as students ability to set goals and advocate for their needs. It is available online at www.ou.edu/zarrow/sdetermination.html

Resources By Eric Jensen Teaching Students with Poverty in Mind Engaging Students with Poverty in Mind Tools for Engagement Turnaround Tools for the Teenage Brain By Doug Lemov Practice Perfect By Martin Seligman Learned Optimism By Barbara Frederickson Positivity

Unlocking the Winner Inside: Success Strategies for Middle and Upper Grades