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FrostigCente
Embedding Success Attributes Into Classroom Practices and Curriculum
Thames Academy April 8, 2016
• Consultation and Education Department presenters• Roberta J. Goldberg, PhD., Director• Andrea Lombardi, Sr. Educational Consultant
© 2016
Frostig Center 65 years supporting children who struggle with learning
• Frostig School • Support students with learning differences
• Research Department • Conduct cutting edge research
• Consultation and Education Department • Provide professional development and consultation
services FrostigCenter
Frostig Center
Frostig Center, Pasadena, CA
FrostigCenter
Learning Objectives
• Deepen understanding of Frostig 20 Year Longitudinal Study: Success Attributes
• Share guidelines/framework for instruction • Engage in SA activities
• Bring you up to date: Research to Practice • Disseminate programs and activities
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Introduction Activity
• Share name, number of years teaching, first job in
education, subject/s teach presently, AND one word associate with success
Alphabox Activity
A B C D E F
G H I J K L
M N O P Q R
S T U V W X
Y Z
Alphabox Activity
Table Group Activity
• Share and record words from A - Z that you agree lead to success
Note: How might you use this activity?
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Path to Success
View 1
View 2
Success Attributes
Frostig 20-Year Longitudinal Study
• Educational attainment
• Employment status
• Social relationships
• Psychological health
• Family relationships
• Life satisfaction
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What is Success?
Success: A Multidimensional View
Longitudinal Data Points
Data Points
10 Yrs After Frostig
Leaving Frostig
Entering Frostig *
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
• Little movement between groups
• Approximately half successful
• Success attributes best predictor of success
20-Year Quantitative Results
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Word Splash Activity Frostig 20-Year Longitudinal Study Findings
perseverance academic achievement
use of coping strategies gender IQ
ethnicity proactivity
socio-economic status set goals
self-awareness grades use of support system
Note: How might you use this activity?
• Self -Awareness
• Proactivity
• Perseverance
• Goal-Setting
• Use of Support Systems
• Emotional Coping Strategies
What are the Success Attributes?
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Success Attributes: Self-Awareness
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• Open and specific about their difficulties
• Accept their disabilities
• Compartmentalize their LD
• Recognize their talents
• “Match” jobs with abilities
• Engaged actively in the world
• Believe in their power to control destiny
• Make decisions and act upon them
• Take responsibility for actions
Success Attributes: Proactivity
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Success Attributes: Perseverance
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• Show ability to persevere
• Learn from hardships
• Demonstrate flexibility (know when to quit)
• Set specific goals
• Cover multiple domains
• Recognize step-by-step process
• Make realistic & attainable goals
Success Attributes: Goal Setting
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Success Attributes: Use of Support Systems
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• Build relations with supporters who
help shape lives
• Actively seek support of others who
hold clear expectations for them
Success Attributes: Emotional Coping Strategies
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• Recognize stress triggers of disability
• Develop effective means of coping with stress of disability
• Demonstrate positive and hopeful outlook
• Self -Awareness
• Proactivity
• Perseverance
• Goal-Setting
• Use of Support Systems
• Emotional Coping Strategies
Success Attributes
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Think Pair Share Activity
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• Think: Which attribute might be the most
difficult for your students? self awareness,
proactivity, perseverance, goal setting,
support system, coping strategies
• Partners: Turn to neighbor and share choice
and explain why
Note: How might you use this activity?
Frostig Research Acknowledgement • 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 teachers, parents, and supporters can help
• Requires exercise, practice, and review
• 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.
Frostig Research Articles
Frostig Research .. A Parent Guide
LIFE SUCCESS FOR CHILDREN WITH LEARNING DISABILITIES
- A PARENT GUIDE- www.LDsuccess.org
Frostig Research .. A Teacher’s Guide
•Guidelines .. research
•Framework .. practice
Guidelines for Teaching Success Attributes • Emphasize strengths
• Explore academic and non-academic abilities
• Personalize the experience • Make real-life personal connections
• Consider multiple domains • Develop all personal realms
• Use multiple formats • Include various groupings/methods
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Guidelines for Teaching Success Attributes • Teach across the curriculum
• Embed within content classes
• Consider multiple settings • Utilize all school venues
• Expand the circle of support • Connect with “helpful persons”
• Recycle the curriculum • Build and distribute practice over time
Research .. to Practice: Frostig School
• Explicitly taught Success Attributes: Affective Education
• Emphasized strengths and interests: Electives, Clubs
• Infused within school culture/curricula: “Teachable Moments”
Research .. to Practice: Framework for Delivery of Instruction
• Safe Learning Environment • Build community of learners
• Self Learning Environment • Develop student awareness
• Stretch Learning Environment
• Extend and expand skills FrostigCenter
Research .. to Practice: Framework for Delivery of Instruction
• Safe Learning Environment • School wide activities i.e., assemblies, hallways
• Self Learning Environment • Classroom activities i.e., partner/small group, bulletin board
• Stretch Learning Environment
• Individual activities i.e., reflecting, connecting FrostigCenter
Placemat Activity (Safe) Directions: #1 record a SA, #2 record recent event where you observed attribute, #3 record how it was used, #4 record outcome
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1. Success Attribute 2. School Event
3. How was Success Attribute used?
4. Outcome
Placemat
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1. Success Attribute 2. Person/Situation
3. How was Success Attribute used?
4. Outcome
Placemat
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1. Success Attribute 2. How did you use/not use?
3 Outcome 4. What did you learn?
Reflection/Discussion Activity Reflection • Scan slides on Guidelines and Framework for
Instruction and make connections to your school site/ your own practices
• Discuss with tablemates
• Which are currently in place? • Which could you add/tweak?
The 6 Success Factors for Children with
Learning Disabilities Ready-to-Use Activities to Help Kids with
Learning Disabilities Succeed in School and in Life
Grades 3-12 Published by Jossey-Bass 2009
Research .. to Practice: Teachers’ Manual
• Teacher Directions • Suggested Grade Level • Objective(s) • Materials Needed • Appropriate Time • Directions to Implement the Activity • Suggested Modifications/Adaptations • Caveats Regarding Possible Sensitivity of Topic
• Student Worksheet
The 6 Success Factors for Children with Learning Disabilities
Research .. to Practice: Spread the Word
• Frostig Summer Institutes
• Professional Development
• Community Presentations
• Local, National, International Conferences
Research .. to Practice: Spread the Vision
• Special Day Schools (local and national) • Hillsides CA, Briarwood TX, Monarch TX, Currey Ingram TN
• Private / Parochial / Independent Schools (local) • Country School, Highpoint, Clairbourn, St. Mel • Catholic Consortium, Catholic Inclusion Conference,
Independent School Conference, Bureau of Jewish Education
• Public School Districts (local) • Walnut Valley, Monrovia, Pasadena, Duarte
SUCCESS is spelled S.U.C.C.E.S.S. (Susan Chang, WVUSD)
Six attributes work together
Understanding who I am is self awareness
Creating and following through on my goals
Constantly keep trying, persevere
Emotional coping strategies help me with life’s stresses
Start doing and be proactive
Support systems are people who can help me
Research .. to Practice: SA Activities • Monthly Assemblies/Focus
• Bookmarks, Pencils • Mt.__________Goal • Keys to Success • Wall of Power • Bulletin Board Note: How might you use/adapt these activities?
Mt. _____________ Goal (adapted from Currey Ingram Academy, TN)
To reach the summit, plan & prepare at Base Camp: realistic goal, steps, check pts, support people, cope with ups/downs, motivational strategies
Mt. Thames Academy Goal
Steps to reach goal • Goal Setting – set a reasonable goal • Proactivity – break into steps & monitor progress (Look Out
Stations) • Self Awareness – plan ahead skills required • Support System – note support people • Coping Strategies – plan ahead how to manage ups/downs • Perseverance – consider motivational strategies
Mt. ____________ Goal (class / student name)
Steps to reach goal • Goal Setting – set a reasonable goal • Proactivity – break into steps & monitor progress (Look Out
Stations) • Self Awareness – plan ahead skills required • Support System – note support people • Coping Strategies – plan ahead how to manage ups/downs • Perseverance – consider motivational strategies
Keys to Success Hillside Center, CA
Wall of Power Hillsides Center, CA
Success Statements & Pictures Continuation School, WVUSD
My choices determine my future Everyday is a new day for me to make new choices The kind of year I have is up to me My attitude will determine how I do this year I make my goals happen My decisions decide my year Anything is possible and I will make it happen My actions today make my tomorrow
Success Attributes Activities
Reflection: Star one activity you might use/adapt
Alphabox Word Splash Definitions Pencils Bookmarks Assemblies Mt. ________ Goal Keys to Success Wall of Power Success Statement/Picture
Research to Present: Where are we now?
Research
Frostig School
Social Skills, Transition, Frostig Beyond
Research to Present: Frostig Research
LIFE SUCCESS FOR CHILDREN WITH LEARNING
DISABILITIES - A PARENT GUIDE- www.LDsuccess.org
Second Edition
Research to Present: Current Frostig/Research
• An Integrated Model from Studies of Successful adults with LD (Schnieders, C., Gerber, P., Goldbeg, R., Career Planning & Adult Development Journal, Vol. 31, No. 4, Winter 2015-2016)
• Student Voices: A Study of Young Adults with Learning and Attention Issues (National Center for Learning Disabilities 2015)
• Key Takeaways • Tended to see the positive in situations • Didn’t give up, even when things got hard or obstacles got in their
way • Being resourceful and showed perseverance • Making decisions and taking action
Current Research Supporting Success Attributes
• The Impact of Learning Disabilities on Adulthood: A Review of the Evidenced-Based Literature for Research and Practice in Adult Education (Gerber, Paul; Journal of Learning Disabilities, 2012, 45:31)
“It is important for adults with LD to know how to navigate effectively in adult domains. Therefore, the processes of self-advocacy becomes of utmost importance {as well as} the need to know who they are, how LD affects them in a variety of adult settings, and how to compensate for any deficiency. Moreover, they should be able to discuss their specific challenges and collaborate on compensatory actions and accommodations with friends, family, and employers ……social supports are important for successful adjustment in a variety of adult domains.”
Current Research Classroom Instruction
• Teaching Kids Social Skills Pays Off in Grades (Liz Goodwin, Yahoo News 2-7-2011)
A comprehensive analysis of 33 studies found…. • “Teaching kids social and emotional skills leads to an
average 11 percentile-point gain in their academic performance over six months compared to students who didn’t receive the same instruction.”
FYI: Interesting Research • What Makes a Great Teacher? (data from Teach for America
www.theatlantic.com/doc/2010)
• “What did predict success, interestingly, was a history of perseverance – not just an attitude, but a track record.”
• Those [teachers] who scored high for ‘grit’ – defined as perseverance and passion for long-term goals - were 31% more likely than their less gritty peers to spur academic growth in their students.’
Research to Present: Frostig School
Vehicles for explicit & experiential learning of Success Attributes
• Social Skills • Transition • Frostig Beyond
Social Skills Program
Elementary
• Meet weekly in small groups
• Monthly Success
Attribute themes
• Introduce vocabulary
• Positive social interactions
Middle School
• Weekly small group meetings for all
• Addition of voluntary interest-based clubs
• Reinforce vocabulary
• Implement in social settings
• Peer mediation
• “Mini-leadership”
High School
Meet daily, 9 rotations (4 weeks each), leveled
groups
Social Skills Transition
Healthy Living
• Deepen understanding of Success Attributes/ vocabulary
• Application to future employment and adult relationships
• Leadership Council
SA Vocabulary/Assessment Tool Activity • 5 Minute Reflection / Discussion
• Scan over vocabulary/definitions and assessment tool/developmental continuum
• Consider how you might use/adapt
What 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. To illustrate to students that they can be proactive in challenging situations.
• Materials needed: ‘What would you do?’ questions
Procedure
What is proactivity? What does it mean to be part of a family,
a group of friends, a school community, a neighborhood, a city, a country, the world? Cause and effect – How do our actions
or “inactions” effect others? What ripples do you cause in your pond? 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
What would you do? Scenario Questions
• You witness a classmate take money out of the top drawer of your teachers 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 his self and has sworn you to secrecy. You are really
worried about him. What do you do?
North Star Activity
• Success Attribute : Support Systems
• Suggested Grade Level: Elementary School - Secondary
• Objective: To help students identify the support systems in their life
• Materials needed: age appropriate
Procedure What are support systems? North Star Story - Sailors
guide themselves when they are out at sea by using the North Star. No matter where you are, it will always guide you home. That is why each of us needs to have a North Star in our life.
Have students work independently on a list of their own support systems. When they are done they can make stars for each support system listed.
Students can share with classmates
North Star Activity
• Reflection • Reflect on persons who are your
North Stars .. at home, at work, in the community
• Record 1 or 2 for each • Partner /Group Share
• Share one North Star, how they support you, and how you ask for support when needed
Note: How might you use this activity?
‘North Star’ Support Persons
Home
Work
Community
Vocabulary/Definitions Assessment Tool What Would You Do? (Scenarios) North Star
Social Skills Success Attributes – Activities Reflection: Star activity you might use/adapt
Transition Program
Graduation
= Frostig = “The Real World”
Transition Program • Meet daily for 4 weeks
• 9 units / rotations
Social Skills
Conflict Resolution
Healthy Relationships
Working in Groups
Transition
Post-Secondary Education &
Training
Career
Individual Transition Planning
Healthy Living
Budget & Personal Finance
Cooking & Home Care
Community Awareness &
Transportation
Transition Program Explicit Instruction Goal: 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: provide an opportunity to practice these skills On Campus: • Junior workstations • Print shop • Student store / Fly By Cafe • In-the-moment feedback • Role plays and mock interviews • Leadership council Off Campus: • Field trips • Dual enrollment • Internships • Volunteer opportunities
Transition Explicit Instruction Activities
• Goal Tracking • Super Hero • Feel Good About Me • Deal With It
• Super Stressors • Super Releasers (Give One Get One) Note: How might you use/adapt these activities?
Goal Tracking
Super Hero Activity • Create a superhero who will address all “survival”
needs • Record on paper / strip
• Name of Superhero • Symbol / logo • 3 super3 powers
Feel Good About Me
Deal With It • Identify feelings (angry, disappointed, defeated, proud,
impatient, etc.) • Identify situations that create stress – super stressors • Identify strategies to cope with stress – super releasers
• Relaxation, physical activity, listening to music, talking to friends
Super Stressors Activity
• Stress Triggers • Reflect on school/job related stress triggers • Record on post-its • Line up your stress triggers from most to least on
sentence strip • Share with neighbor
Super Releasers Activity
• Stress Releasers • Reflect on ways you release stress • Record 2 on Give One Get One • Get up, partner up (with someone at another table)
and give, get and record a stress releaser • Continue circulating room, Give and Get with new
partners
Students are grouped, assigned research topics i.e., Autism Spectrum Disorder, specific reading difficult, ADHD
Questions to answer in Powerpoint:
1. What is the disability, including statistics about this disability? 2. What are symptoms & characteristics observed in people with this disability? 3. How might this disability affect students in school? 4. What accommodations might help individuals with this disability?
a. What does Frostig do to help individuals with this disability? 5. Identify two successful individuals with this disability:
a. What makes him or her successful? b. What does he or she say about his or her disability?
Requirements for Powerpoint: 10 Slides, 5 resources, 10 minute presentation,
every group member must participate
Research Assignment
Transition Explicit Instruction – Activities Reflection: Star one activity you might use/adapt Goal Tracking Feel Good About Me Super Hero Super Stressors Super Releasers Give 1 Get 1 Research Assignment
Transition Experiential Learning
• Print Shop • Student Store/Fly By Cafe • Activity Clubs • Mock Interviews • Research Assignment Note: How might you use/adapt these activities?
Print Shop • Resembles college course scheduling • Requires students to:
• Design and create products • Set prices • Take orders • Stock and record inventory • Deliver orders • Track income and expenses • Debrief use of SA
Student Store/Fly By Cafe (also known as “Math in the Workplace”)
• Applied math course • Student-led snack cart and coffee shop • 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 SA
Student Store/ Fly By Cafe
Activity Clubs • Extra curricular • Allow students to explore personal interest • Requires students to:
Initiate formation of an organization Recruit members Lead club meetings & activities Debrief use of SA
Mock Interviews
• Prepare for adulthood • Practice communication skills in a variety of settings • Requires students to:
Communicate effectively regarding their disability Seek out resources they will need to be successful Disclosure of disability in workplace and/or school
Try Something New (Put SA into practice)
• Encourage challenging experiences • Join a community sports team • Volunteer at a local agency • Plan a trip using public transportation • Visit community institutions (museums, zoos, city council meeting,
etc.) • Invite a friend for a social activity (movie, coffee)
Transition Experiential – Activities Reflection: Star one activity you might use/adapt Print Shop Student Store/Fly By Café Activity Clubs Mock Interviews Try Something New
Comprehensive services for post-secondary success
FrostigBeyond
The FrostigBeyond WorkSpace offers the relaxed atmosphere of a cafe or library, with the supervision and support of adults trained in working with young adults with educational and social challenges.
FrostigBeyond Community Services provide one-to-one support to participants in their
communities, allowing opportunities of practice
skills in real-life situations.
Work Space Services
Community Based Services
Activities may include: • On-campus tutoring • Meeting with a counselor at
campus disability services • Picking up/dropping off job
applications • Budgeting and completing a
grocery shopping trip • Cooking / laundry instruction
One-on-one or group support: • Academics: study skills • Job search: resume
development, interview skills, following up
• Organization: calendaring, homework planning, making appointments
• Assistive technology instruction
Work Space Services
Community Based Services
• Self -Awareness
• Proactivity
• Perseverance
• Goal-Setting
• Use of Support Systems
• Emotional Coping Strategies
Success Attributes
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Success Attributes Card Game: Closure Activity √ Your Understanding and Make Connections
• Place Success Attributes ‘Golden Cards’ in center of table … face down
• Take turns drawing a card
• Share an activity you might use to support student learning/understanding of the success attribute
Success Attributes Goal
• Set Goal ________________________________________________ • Self-awareness/Steps 1. ____________________________________
2. _________________________________________________________ 3. _________________________________________________________
• Proactivity/Resources ______________________________________ • Perseverance/Coping Strategies _____________________________
_______________________________________________________ • Support Persons __________________________________________ • Time frame ______________________________________________ • Reflections ______________________________________________
Thames Academy Staff Congratulations
You are the Designated Drivers
