7:40 USING WRITTEN COMMENTARY TO SUPPORT BUBBLE STUDENT ACHIEVEMENT IN SCIENCE **, Jane Blair Gilbert *, Georgia State University, Atlanta. GA 30303. This research project defines a specific strategy geared toward improving the achievement of "bubble students." Bubble students, based on previous academic performance, are at risk of failing one or more subjects, the Criterion Referenced Competency Test (CRCT), and are inclusive of general and special education students. This strategy combines formative assessment and corrective feedback into a teaching strategy. As the teacher walks the class formatively assessing students' work written commentary is given, and this written commentary is expected to encourage students' performance, provide scaffolding of content, and guide students toward a deeper connection of scientific concepts. Data from print media support the use of written feedback as a means for formatively assessing the performance of middle level students. 8:00 IMPROVING HIGH SCHOOL CHEMISTRY STUDENTS' PERFORMANCE USING STUDY SKILLS TECHNIQUES, ** Jeffrey Klotz * and Bonita Flournoy, Columbus State University, Columbus, GA 31907. A good teacher keeps a class motivated in order to get the most out of the teaching time available. What about when students are out of the classroom and studying alone? As a teacher, it is of real value to know how to encourage students to adopt best practices in studying. During the first semester of the academic year, students in 4 high school chemistry courses were given a science attitude questionnaire to determine their attitudes toward science. Results indicated that most students had positive attitudes about science; however, several questions revealed that students did not have effective study skills. A study skills questionnaire was then given to the sample to ascertain specific parameters of students' study habits. As a result, an intervention composed of four study skill techniques were implemented with these students. The four techniques were: note review, note cards, study groups, and mnemonics. During daily chemistry lessons, in the unit on naming and writing chemical formulas, a technique was discussed. Oral examples were given on how to use the techniques in addition to mimeo handouts, distributed to the sample. After the intervention period, students reported that they only used some of the study techniques presented. Exercises and test scores reveal only nominal gains. The study techniques will continue to be emphasized with students in the second semester in the stoichiometry unit, and more data will be collected regarding the use of the study techniques, test scores, and post-study skills questionnaire.