building toward student success: frostig center’s success...
TRANSCRIPT
Building Toward Student Success:
Frostig Center’s Success Attributes for
Students with Learning Challenges
IASE Biennial International Conference
June 25-29, 2017
Presenters Roberta J. Goldberg, PhD., Director, Consultation and Education
Dean Conklin, Ed.D, Executive Director
Jenny Janetzke, MA, Principal
Jose Annicchiarico, M.A, M.S., Clinical Director
Frostig Presenters
Dean Conklin, Ed.D, Executive Director
Roberta J. Goldberg, PhD., Director,
Consultation and Education Department
Jenny Janetzke, MA, Principal Frostig School
Jose Annicchiarico, M.A, M.S., Director Frostig School Clinical Services
The Frostig Center • Frostig School
– Support students with learning differences
– Facilitate students’ transition to work/post-secondary education
• Research Department
– Translate cutting edge research for instructional intervention and dissemination
– Build and sustain the Frostig Success Attributes
• Consultation and Education Department
– Provide professional development and consultation services to public, private, and parochial schools
Frostig School Philosophy
• Whole child
• Strengths based
• Evidence based research
• Diverse student body
• Non-public and private students
• Learning disabled, attention deficit disorder, autism spectrum disorder
• Nurturing, safe environment
Question: How can we increase the
likelihood that children growing up with
learning challenges will be successful in
adulthood?
– Set them up for success
– Foster development of attributes that lead
to adult success
What is success?
A Multidimensional View
• Educational attainment
• Employment status
• Social relationships
• Psychological health
• Family relationships
• Life satisfaction
Original Research Goals
• Take a longer view; consider adult
outcomes
• Find predictive factors which facilitate life
success
• Discover factors which help individuals
navigate challenges and obstacles –
academic, social, emotional
• Determine what teachers, parents, and
counselors can do to foster success
10 Yrs After
Frostig
Leaving
Frostig
Entering
Frostig *
Longitudinal Data Points
Data Points
20 Yrs After
Frostig
* LD, IQ>85, no sensory deficits or emotional disturbance
(av = 37 mo)
1970-1985
1968-1975
1986-1989
1995-1997
Published 1999
Quantitative
Published 2003
Qualitative 4 yrs of analysis
FrostigCenter
Data Sources
• Extensive qualitative interviews with graduates
• Case records
• Life stressor checklist
• Interviews with relatives, others
• Cognitive and achievement testing
• Public records
• Group assignment (successful / unsuccessful)
• Success attributes ratings
• Quantitative and qualitative data analyses
20 Year Quantitative Results
• Approximately half successful
• Little movement between groups
• Success attributes best predictor of success
The Frostig Success Attributes
• Self-Awareness
• Proactivity
• Perseverance
• Goal-Setting
• Support Systems
• Emotional Coping Strategies
Self-Awareness
• Recognize their talents
• Accept their difficulties/challenges
• Compartmentalize their LD
• “Match” jobs with abilities
Self-Awareness Compartmentalization
“You know, everybody comes with a package.
And yeah, there are things that I am good at, and
things that I am not so good at. Some of my
limitations are reading and writing. But boy, when
it comes to putting things together, and
understanding how things go together, reading
plans, I am really good at reading plans. I am
really good at chasing down problems. I am a
good diagnoser … so those are some talents,
some skills that I was born with … I carved a
different path and my whole life has been that
way.”
Proactivity
• Believe in their power to control destiny
• Engaged actively in the world
• Make decisions and act upon them
• Take responsibility for action
Perseverance
• Learn from hardships
• Don’t give up when tasks get hard or
difficult
• Demonstrate flexibility (know when to quit)
Perseverance
“I have failed many times,
but I am not a failure. I have
learned to succeed from my
failures.”
Goal Setting
• Set specific goals
• Cover multiple domains
• Recognize step-by-step process
• Make realistic & attainable goals
Support Systems
• Identify people/agencies that can
support you
• Build relations with supporters
who help shape lives
• Actively seek support of others
who hold clear expectations for
them
Support Systems
“I guess you could say he rescued me. I was
working at this place and going nowhere.
Probably getting canned and I only had a
couple of more months of work and he was
able to take me out of the division I was in
and put me back working on minicomputers.
That made me very happy. He taught me a
new programming language to work in and
really helped me out. He is one of the
reasons I own this place.”
Coping Strategies
• Recognize stress triggers associated with
learning difficulties
• Develop effective means of coping with
stress of learning difficulties
• Demonstrate positive and hopeful outlook
Research Considerations
• Not intended to undermine the importance of
developing academic skills
• Intention is to emphasize the importance of
developing success attributes
• Fostering the success attributes is one of the
ways that parents, teachers, and counselors
can help
• Requires exercise, practice, and review
Research Articles • Raskind, M. H., Goldberg, R. J., Higgins, E. L., & Herman,
K. L. (2002). Teaching “life success” to students with
learning disabilities: Lessons learned from a 20-year study.
Intervention in School and Clinic, 37 (4), 201-208.
• Goldberg, R. J., Higgins, E. L., Raskind, M. H., & Herman,
K. L. (2003). Predictors of success in individuals with
learning disabilities: A qualitative analysis of a 20-year
longitudinal study. Learning Disabilities Research and
Practice, 18 (4), 222-236.
• Schnieders, C.A., Gerber, P.J., & Goldberg, R.J. (2015).
Integrating Findings of Studies of Successful Adults with
Learning Disabilities: A New Comprehensive Model for
Researchers and Practitioners. Career Planning & Adult
Development Journal, 31 (4), 99-110.
Current Research Supporting Success Attributes
• National Center for Learning Disabilities (2015). Voices: A Study of
Young Adults with Learning and Attention Issues.
• Perkins-Gough & Duckworth (2013). Educational Leadership, The
Significance of Grit, (71:1)
• Gerber, P.J. (2012). The Impact of Learning Disabilities on Adulthood:
A Review of the Evidenced-Based Literature for Research and
Practice in Adult Education Journal of Learning Disabilities, 45:31.
• Schnieders, C.A., Gerber, P.J., & Goldberg, R.J. (2015). Integrating Findings
of Studies of Successful Adults with Learning Disabilities: A New
Comprehensive Model for Researchers and Practitioners. Career Planning &
Adult Development Journal, 31 (4), 99-110.
Spread the Word
• Integration of Success Attributes into
Frostig School Curriculum
• Professional Development: locally,
nationally, and internationally
• Parent Guide 2003, 2017
• Teacher Guide 2005, 2017
Teaching the Frostig Success
Attributes
This is not a curriculum, rather a mindset, a
vocabulary, a set of constructs and
suggestions for introducing the Success
Attributes and nurturing them in your
students (or in your classroom)
Direct Instruction
Goals:
• Introduce vocabulary
• Teach concepts
• Deepen
understanding
• Stimulate discussion
between peers
Success Attributes Implementation Experiential Learning Goals:
• Apply skills
• Gain hands-on experience
• Prepare for “real-world” experiences
• Practice teamwork
• Receive coaching and feedback
Success Attributes Implementation
Direct Instruction Goal: To introduce and develop an understanding of these concepts
• SA Vocabulary
• Lecture and discussion
• Journaling
• Visual presentations
• Group projects
• Disability research project
• Disability rights education
Experiential Learning Goal: To provide an opportunity to practice these skills
On Campus:
• Junior workstations
• Print shop
• Student store
• In-the-moment feedback
• Role plays and mock interviews
• Leadership council
Off Campus:
• Field trips
• Dual enrollment
• Internships
• Volunteer opportunities
Direct Instruction Examples
• Self Awareness Walk in My Shoes
• Proactivity - What Would You Do?
• Perseverance – Unlock Closed Doors
• Goal Setting - Goal Garden
• Support Systems - Name Your Bandages
• Emotional Coping Strategies - Turtle
Technique
Success Attribute: Self
Awareness
Objective: To have students
identify internal and external
aspects of who they are, make
a distinction between what we
share with others and parts of
ourselves that we don’t as well
as how others may see us in
comparison to who we truly
are.
Note from Monica:
“Here's the half sheet of
instructions I give to students
for the project. It's intentionally
vague because it's more fun that
way! This allows students to get
a little creative.”
Walk in my Shoes
Walk in my Shoes
Directions for the outside of the box: • How people see you • The side of you that you share freely and
openly with people (especially strangers) • The first impression that you give people
about who you are
Walk in my Shoes Directions for inside the box: • Things about you that only
a few people or no one knows
• That part of you that you share only after some time or with people you can trust
• Things that people don’t know about you when they first meet you
What would you do?
Success Attribute: Proactivity
Objective: To help students develop critical thinking skills, practice problem solving in a variety of social situations and communicate the reason behind their actions.
Materials needed: ‘What would you do?’ questions
Procedure
• What is proactivity?
• Cause and effect – How do our actions or “inactions” affect others?
• Divide students into groups of five and give a scenario to discuss. The group then presents their scenario along with the action they would take to the rest of the class
• You witness a classmate take money out of the top drawer of a teacher’s desk when he/she is not looking. What do you do?
• You share a kiss with a special someone and both of you agree to keep it a secret. The next day you find out that everyone knows. What do you do?
• You find out that a friend is going to meet someone that they have just met over the internet. She wants you to keep it a secret. What do you do?
• Your friend is hurting him/herself and has sworn you to secrecy. You are really worried about him/her. What do you do?
What Would You Do?
Unlock Closed Doors
Success Attribute:
Perseverance
Objective: To help
students visualize
practicing
perseverance
Procedure • Post a chart of a closed door with a
keyhole on wall; explain that the door represents obstacles faced in day to day life
• While reading a text, discussing current events or viewing a film, focus on characters/people who have encountered and overcome obstacles (i.e. The Tortoise and the Hare, Helen Keller, Martin Luther King, Jr., family/friends, etc)
• Have students identify obstacles experienced by the character/person, record on index cards and place on door
• Have students identify how the character/person persevered, record on key shaped cards and place on door near keyhole
Our Goal Garden
• Success Attribute : Goal
Setting
• Objective: To identify a
personal goal and the
steps necessary to reach
that goal.
• Materials needed: Flower
cut outs (circle, petals,
stem, leaves and root)
Procedure
Session 1
• Goal Setting Worksheet
Session 2
• Transfer information to Flower
Template
*Assemble Flower
Goal Setting Worksheet Build Your Flower
• Your Goal (root, pot)
________________________________________________________________________________________________________________________________________________________________________________________________
• Steps to your goal (leaves)
1.______________________________________________________________________________________________________________________________2.______________________________________________________________________________________________________________________________3.______________________________________________________________________________________________________________________________
• How you’ll feel when you reach your goal (petals)
1.________________________ 4._________________________
2.________________________ 5._________________________
3.________________________
Name Your Bandages
•Success Attribute:
Support Systems
•Objective: To help
students identify the
support systems in their
life
Procedure
• Explain how we reach for
bandages to help when we are
physically hurt, i.e., cut, hurt, and
scraped
– Ask for personal examples/stories
• Explain how people reach for
other people to help when we are
emotionally hurt, i.e. bullied, failed
at something tried, feelings hurt
– Ask for personal examples/stories
– Chart responses on Class Chart
titled “Use of Support Systems -
Bandage Helpers”
Turtle Technique A technique borrowed from Cognitive Behavioral Therapy
Success Attribute:
Emotional Coping
Strategies
Objective: To help students
develop self control and
anger control skills.
Materials needed: Foam
circles, popsicle sticks,
markers, other craft
supplies if desired
Procedure
• Session 1- Ask students
to think about a time
when they got angry
Did they do something or
act in a way that got them
in trouble with a teacher,
parent or friend?
Introduce Turtle Technique
• Session 2 – Make foam
turtles to remind students
of the turtle technique
Turtle Technique in Action Recognize when you’re getting angry – Notice your body (heart racing, face
flushing, hands sweating, throat dry, breathing)
1. Stop! Don’t act yet.
2. Tuck! - Go into your "shell" (take a time out) and take three deep breaths
3. Think! – Once you’ve calmed down it’s ok to come out of your shell and come up with some solutions to the problem
Experiential Learning Examples
•Print Shop
•Student Store/Fly By Cafe
•Activity Clubs
•Mock Interviews
Print Shop Requires students to:
• Design and create products
• Set prices
• Take orders
• Stock and record inventory
● Deliver orders
● Track income and expenses
● Debrief use of Success
Attributes
Student Store / Fly-By Cafe (also known as “Math in the Workplace”)
•Requires students to: – Provide customer service
– Record inventory
– Count and log earnings including use of a real bank account
– Manage one another
– Develop shopping lists and budgets
– Debrief use of Success Attributes
● Student-led snack cart and coffee shop
https://www.youtube.com/watch?v=bXSr0Dd9yKc
Current Focus
• Capture 15 years’ experience teaching the
Success Attributes to students at Frostig
• Determine Stages of Growth for the Frostig
Success Attributes
• Develop measurement instruments
• Write and distribute revised Parent Guide and
Teacher Guide
Why?
• Informal Assessment:
Allows us to identify strengths and needs
• Parent Education:
Helps parents to see the steps
• Transition Planning:
Aids in discussion of how a student may function when moving
from setting to setting
• Instruction and Intervention:
Guides planning of lessons and individual interventions
“Stages of Growth”
Developmental Continuum:
Frostig Success Attributes: Stages of Growth
Foundational Emerging Progressing Advanced
Self-Awareness •Recognize
differences between
people
•Identify interests,
strengths and
weaknesses
•Identify areas that
require extra support
•Identify ways to navigate
challenges
•Develop understanding of disability
•Self-advocate for supports
•Identify strengths developed through
managing disability
•Compartmentalize disability
•Self-advocate with unfamiliar
individuals
•Choose career path based on
understanding of strengths and
challenges
Goal-Setting •Accomplish tasks
•Complete checklists
•Identify steps toward a
larger goal or project
•Sequence tasks
•Identify long- and short-term goals
•Connect present to future
•Assess for what is realistic
•Adjust goals
•Identify accomplishments
Proactivity •Participate in
activities organized by
others
•Identify activities of
interest and ask for help
in facilitation
•Conduct activity planning
independently
•Participate in non-preferred activities
to meet a greater goal
•Take responsibility for positive and
negative life outcomes
•Believe in their power to control their
own future
Emotional
Coping
Strategies
•Learn to name
feelings
•Learn various coping
strategies
•Identify feelings of self
and others
•Identify preferred coping
strategies
•Identify triggers of strong emotional
responses
•Implement coping strategies
•Independently implement coping
strategies appropriate to setting
•Maintain a positive outlook
Perseverance •Engage in achievable
tasks
•Continue more
difficult tasks with
encouragement
•Manage increased
challenges where success
is still easily attainable
•Persist in pursuing long-term goals
requiring difficult tasks
•Push boundaries of comfort zone to
accomplish a goal
•Identify difference between “giving up”
and changing plans
•Can identify and speak to others about
perseverance
•Learn from hardships
Effective Use of
Support
Systems
•Develop trust in
supportive adults
•Seek support from adults
•Identify supportive peers
•Identify who can help with what task
•Identify when to use support and
when to act independently
•Actively involved in seeking support
and resources outside personal circle
•Self-advocate effectively