Drive Achievement Through Resiliency™ Teaching Academic Resiliency to Build Intrinsic Motivation and Drive Student Achievement 2013 Educational Strategies & Student Engagement Destination Graduation Melissa Schlinger October 29, 2013 October 29, 2013
Why do some kids disengage from school?
Risk factors: Being from a low income family Being a minority Being male Being from a single parent family Having limited English proficiency Having learning or emotional disabilities Moving frequently Being overage for grade level Students who take on adult roles Students who struggle academically
HOWEVER… There is no single risk factor that can be used to accurately predict who is at risk of dropping out More students with these risk factors are staying in school than dropping out
What can we learn from successful students about why they work hard, persevere and succeed in school?
Resiliency Research 6 When investigating social emotional factors that underlie academic performance, researchers have identified essential RESILIENCY skills that are scientifically linked to academic success. October 29, 2013
Resiliency Research: • Resilience is valuable for all students, and absolutely critical for students who are at- risk. • Proven strategies can help students develop the resilience to ensure risk factors do not result in school failure.
Six Critical Resiliency Skills 8 • Goal setting/Valuing the importance of education 1 • Academic confidence 2 • Strong connections with others 3 • Stress management 4 • Balanced sense of well-being 5 • Intrinsic motivation 6 October 29, 2013
Setting Goals What do you notice about your students’ ability to set goals?
Setting Goals Paul Baltes’ three goal -setting strategies: SOC model • Selection – select few, realistic goals • Optimization – optimize opportunities to achieve goals • Compensation – switch or modify goals when faced with adversity
Academic Confidence (self-efficacy) Think about a time you have observed confidence issues impacting academic achievement.
Academic Confidence (self-efficacy) Academic confidence: the degree to which a student feels capable of successfully performing school-related tasks. Individuals who possess higher academic self-efficacy beliefs are more likely to: Persist when challenged with difficult academic material • Perform better during tests • Perceive negative performance evaluations as challenges • to overcome rather than threats to avoid.
Connections Can you think of a teacher at school who had a significant and positive impact on you?
Building Connections Michael Sadowski’s article in ASCD’s September edition of Educational Leadership on Resilience: There’s Always That One Teacher Interviews a diverse group of at-risk students about what helped them overcome their situations to achieve success. They always answered with the name of a teacher who made all the difference.
Connections Research shows that: When students feel attached to at least one adult, • they are less likely to drop out of school Students work harder for teachers they like • Student’s perceived availability of social support • consistently provides health benefits, especially during times of stress
Stress Management What kinds of things are causing your students to experience stress? Are they handling stress effectively? Are they aware of how stress impacts them?
Stress Management Stress management: One’s ability to conserve emotional, psychological, and • behavioral resources While one may possess the skills needed to perform the • activity, stress is often about whether one has the emotional resources needed to perform the activity •
Health and Well-being What are some ways you think your students can make changes in their lives that would increase their overall well being?
Improving Health and Well-being Health and Well Being issues impact academic performance in numerous ways. For example, lack of sleep and proper nutrition can lead to Reduced ability in: Increased: memory fatigue • • performance disinterest in school and • • surroundings alertness • irritability concentration • • anxiety ability to handle complex tasks • • drug and alcohol use creativity • • vulnerability for accidents/illness socialization • • absences due to illness •
Motivation Do you think most of your students come to school because: A. They feel like they have to B. They recognize that school is important to achieving their goals C. They feel guilty, like they’re letting someone down, if they don’t attend school D. They enjoy being at school
Motivation (self-determination theory) Different types of motivation – Intrinsic motivation is doing something because it the task itself is • enjoyable (sense of satisfaction, accomplishment) or meaningful. Extrinsic motivation is doing something for external reasons , i.e. • external rewards, feeling forced into it (avoiding punishment) or concerned about letting others down (avoiding guilt) Intrinsically motivated students are most likely to succeed in school • and life
Interpreting Effect Sizes β > .10 is a small effect β > .30 is a medium effect β > .50 is a large effect
Resiliency and School Success .22 Motivation Academic .66 Success .43 .47 Connections Retention .17 .23 .12 Confidence Health .25 Close & Solberg, 2008
Six Critical Resiliency Skills 24 • Goal setting/Valuing the importance of education 1 • Academic confidence 2 • Strong connections with others 3 • Stress management 4 • Balanced sense of well-being 5 • Intrinsic motivation 6 October 29, 2013
Assessing Resiliency • Researchers from University of Wisconsin developed a validated resiliency assessment used by districts around the country to evaluate critical skills.
Revving Up Pre- Assessment: Assessing Student Resiliency Each student answers 108 questions covering the six critical resiliency skills: • Importance of school • Confidence • Connections • Stress management • Sense of well-being • Motivation
Assessing Resiliency 27 • Revving Up Resiliency assessment • Online or print delivery • Grades 6-12 • 108 survey questions • About 20-30 minutes to complete • (Grades 3-5 in development) October 29, 2013
Assessing Resiliency to Predict Academic Success or Failure 28 Longitudinal research: Can we use resiliency data to • predict academic outcomes in later years? 5,000 middle school students who took the Revving Up • resiliency survey Followed for 3 years into high school • Students who went on to be in the top 25% of their HS • class on attendance, behavior, grades had scored significantly higher on resiliency measures that their peers who went on to be in the bottom 25% October 29, 2013
Focus of Studies 29 Success Profile score Risk Profile score = = mean resiliency mean resiliency scores scores of top 25% of bottom 25% Academic performance level is an index calculated by combining attendance, behavior, academic performance data October 29, 2013
Means Analysis 30 October 29, 2013
Academic Risk and Success Profile Analysis 31 October 29, 2013
Assessing Resiliency to predict Academic Success or Failure 32 • Longitudinal research also shows that out of the 108 survey questions, 38 are HIGHLY predictive of future performance; identified as significant markers for future failure and/or dropping out. • Academic Risk Index Score is a composite measure of student’s risk level – only provided for students whose scores indicate high level of risk of dropping out/failing October 29, 2013
Students Most At-Risk 33 October 29, 2013
Individual Resiliency Analysis 34 October 29, 2013
Needs Assessment Report 35 Tier 3 Tier 2 Tier1 October 29, 2013
Needs Assessment Report 36 Root Cause Analysis Understand WHY October 29, 2013
Needs Assessment Report 37 In the longitudinal study, the Academic Risk Index was more strongly correlated to academic performance 3 years later. See issues BEFORE they manifest as academic problems Predict and intervene
Individual Resiliency Analysis 38 October 29, 2013
39 October 29, 2013
40 Attendance is low, behavior and grades are fine Attendance is low, behavior and grades are fine October 29, 2013
41 Examine resiliency to see root cause. October 29, 2013
42 Attendance is low because of high stress, low heath, lack of support October 29, 2013
43 Attendance is low because of high stress, low heath, lack of support Examine resiliency to see root cause. October 29, 2013
44 Attendance is low because of high stress, low heath, lack of support Different root causes indicate different intervention is needed. Attendance is low because student doesn’t value education and isn’t motivated October 29, 2013
45 Attendance and behavior are fine so far, student just enrolled Typically, schools may take a wait and see approach with these students. October 29, 2013 Attendance and behavior are fine, grades are slipping
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