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

The Frostig Center,

Pasadena, CA, USA

The Frostig Center 65 years supporting children who struggle

with learning

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

Jason’s View

Mark’s View

What is success?

A Multidimensional View

• Educational attainment

• Employment status

• Social relationships

• Psychological health

• Family relationships

• Life satisfaction

Research Study

Frostig 20-Year Longitudinal Study:

The Frostig Success Attributes

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

FrostigBeyond

Comprehensive services for post-secondary success

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

Road to Success you are the ‘designated drivers’