1 9.09 Wills Partnerships for Results Based Evaluations PRoBE PRoBE Presentation Partnerships for Results Based Evaluations Study Skills for Third Graders

1 9.09 Wills Partnerships for Results Based Evaluations PRoBE

PRoBE PresentationPartnerships for Results Based Evaluations

Study Skills for Third Graders

Missouri State UniversityIn Partial Fulfillment of the Requirements for

Counselor Internship COU 783

Mike Wills

Fall 2009

Dr. Marci Dowdy, Faculty


STUDY SKILLS INTERVENTION

Office of Counseling

Rountree Elementary School

Springfield, Missouri Public Schools

Judith Johnson, Professional Counselor

Mike Wills, Counselor-In-Training


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.


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.


Student Selection

Teacher Recommended. Counselor Recommended.


Participants

Five Students: Third Grade Class

1. Female, black

2. Male, white

3. Male, white

4. Female, white5. Male, white, Shows ADHD/Autism Characteristics

6. Male, black, Dropped/Moved from district


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.


Pre-Group Preparation

Defined as a six to seven week group. Interview/screening completed for all

group members. Invitations extended to all group

members.


Pre-Group PreparationContinued

Met with group members. Lesson Plans. Pre-Test.


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/EnvironmentSession 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


Data Performance Assessment Series

Scores Pre- and Post-Tests Student Perception Rating

References:

1. Attendance—Above 95%, all students

2. Discipline—Minimal to no issues, all students


Data-Performance Assessment Series


Data Study Skills Test A


Data Study Skills Test B


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.


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.


Positives

Learned skills. Students liked the group. Benefit from group reinforcement. Strengthened student connection with

counselor.


PositivesContinued

Development of self-awareness and confidence.

Practice of new behaviors. More effective response to some of the

issues and concerns life presents.


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.


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.


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.


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


Appendix AStudy Skills Documents


Thank You

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