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    Alienated learner october 1st o u  presentation Alienated learner october 1st o u presentation Presentation Transcript

    • Sam Rutigliano, NFL Coach
      • “ You cannot live the perfect day without doing something for someone who will never be able to repay you.”
      • When students have high aspirations ,
      • they have the ability to dream about
      • the future, while being inspired in the
      • present to reach those dreams.
      • Whether their goal is to learn algebra
      • or a trade, get good grades or go to
      • college, today’s students want to be
      • successful . Too often , however,
      • students can’t reach their future goals
      • and dreams because the conditions
      • around them do not support their
      • desire to do so.
      • As a result, their aspirations flounder
      • and achievement wanes .
      Source: QISA-My Voice Student Aspirations in Today’s Schools
    • The 1/3 Model-Do You Serve ALL??
      • Schools are divided into 1/3
      • Top 1/3 Academic Minded: They are achievers
      • Middle 1/3 Survivors: They can go up and down in this model: Quiet Type.
      • Bottom 1/3 Wounded Students: They will not make it without us.
    • School KILLER Phrases
      • “ I don’t see the connection.”
      • “ It won’t work.”
      • “ We don’t have the training.”
      • “ It’s not in the budget.”
      • “ We don’t have the resources.”
      • “ The principal/board/chair/boss will never go for it.”
      • “ Don’t rock the boat.”
      • “ There isn’t enough time.”
      • “ You don’t understand our problem.”
      • “ Here we go again.”
      • Why me? It’s NOT my JOB
      SOURCE: Sandi Redenbach
    • Alienated Student Characteristics
      • May Have Problems With:
      • Family/Parent/Caregiver
      • Personal/Social Skills
      • Drugs/Abuse
      • Emotionally Coping
      • Poor Reasoning Skills
      • Lack of Support
      • Negative Attitude about self and/or others
      • Poor Self Esteem
      • Lack of Past Success
      • in or out of School
      Depression will be the 2 nd LARGEST Killer after heart disease by 2020
    • Who Plays The Role??
      • Pioneer
      • Engineer
      • Composer
      • Guide
      • Friend
      • Coach
      • Visionary
      • Cheerleader
      • Extended Family
      • Wide Mother
      • Magician
      • Leader
      • Role Model
      • Hero
      William Glasser “ Effective Teaching May be the HARDEST job There is.”
    • Why Address Alienated Students?
      • Increase student achievement
      • Increase student attendance
      • Decrease dropout rate
      • Decrease suspensions/expulsions
      • Increase self-esteem
      • Increase EQ.???
      • Increase chances of employment
      • Decrease chances of jail/prison
      • If self-esteem is established, self-discipline will follow
      . In Kindergarten, 80% of student have High Self-Esteem By 5 th Grade, 20% of students have High Self Esteem By High School, 5% of students have High Self Esteem SOURCE: Redenbach, 2004
    • How to Address Middle and Bottom 1/3
      • Alternative Discipline
      • HQDP For Stakeholders
      • Self-Esteem/Counseling
      • Emotional Healing
      • Develop a No Failure Culture
      • Extend Grace and Mercy
      • “ Today’s problems cannot be solved at the same level of thinking that created them.”
      • Albert Einstein
      “ It is easer to raise strong children than repair broken men.” Frederick Douglas
    • America’s School Dropout Crisis
      • 7,000 students every school day or 1.3 million students a year do not graduate fro high school as scheduled.
      • U.S. Dept. of Education Digest of Education Statistics, 2007 estimated state dropouts numbers by states :
        • Kentucky--39,099 Ohio--116,136 West Virginia--17,407
      • Non-Diploma Students
        • Die 10 years Sooner
        • Cost 1.2 million dollars in lost wages , taxes, and health costs
      • 75% of state prison inmates did not complete high school
      • On average the U.S. spends $28,000 per prisoner and less than $10,000 per student annually
      • Increasing the graduation rate and college matriculation of MALE students in the U.S. by just 5% could lead to a savings/revenue of almost $8 billion each year
      • 2x TWICE as many males as females in primary grades are in special education
      • 75% of students with SLD are male
      • 76% of students with emotional disabilities are male
      • 50% + of students with communication disorders are male
      Disproportionality
    • Given This Reality in Kindergarten…
    • And This Exit Reality…
      • Some students need Behavioral/Academic Interventions Immediately to become successful
      • Interventions should be provided through differentiated levels of intensity
      • Reliable/Valid Data should be used to monitor the Effectiveness of Interventions
      • SCHOOL SHOULD LOOK DIFFERENTLY DEPENDING UPON STUDENTS’ READINESS/NEEDS
      Hypothesis: Would You Agree?
    • Rural Learner Characteristics
      • Rural students are global learners who do not seek individual recognition and do not like individual competition
      • They like information given to them orally and often have a perception of learning as a social experience
      • They have trouble with arbitrarily set time frames and have a tendency toward subjective conclusions
      • They have feelings of powerlessness concerning events and the environment
      • Clearly, they are not at home in the typical urban or suburban influenced classroom that places so much emphasis on individual performance and achievement
      Source: Bloodsworth, 1993
    • National Study of Rural Stakeholders
      • More students and parents valued current locale than did teachers-teachers were twice as likely to predict students would remain in their local community than were the students; students predict out of state ; parents predict kids will live elsewhere within the state
      • Economic constraints to continuing education was the highest barrier among parents and students
      • Teachers’ expectations may be more limiting than those of students and parents who value their community but also recognize their probable mobility
    • How Well Are We Preparing Kids?
      • Nationally, nearly 40% of high school graduates said their education did not provide them with the skills necessary to succeed in college or at work.
      • Knowing what they know now , 65% of college students and 77% of non-college graduates say they would have worked harder in high school.
      • Public Opinion Research 2005
    • Alienated Student Characteristics Dr. Robert Lynn Canady MORE LIKELY MALE MINORITY RECEIVES FREE/REDUCED LUNCH LOW-INCOME HOME LIMITED ABILITY TO CONTROL BEHAVIOR -Does not delay gratification Likely Attended MORE THAN ONE DISTRICT HAS POOR ATTENDANCE PROBLEMS MANAGING TIME/WORKLOADS, AND MEETING DEADLINES SCHOOL HAS HIGH % OF LOW INCOME FAMILIES ONE PARENT DID NOT RECEIVE H.S. DIPLOMA BY MIDDLE SCHOOL DIS- ENGAGED/DISCONNECTED ENGAGES IN SELF-DESTRUCTIVE BEHAVIORS IN GRADES 6-9---10-14% ARE CLINICALLY DEPRESSED
      • Financial
      • Having the money to purchase goods and services.
      • Emotiona l
      • Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices .
      • Mental
      • Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
      • Spiritual
      • Believing in divine purpose and guidance.
      • Physical
      • Having physical health and mobility.
      • Support Systems
      • Having friends, family, and backup resources available to access in times of need. These are external resources.
      • Relationships/Role Models
      • Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.
      • Knowledge of Hidden Rules
      • Knowing the unspoken cues and habits of a group.
      Resources
    • Resource Analysis
    • Recommendations: At-Risk Students- A DIFFERENT Schedule
      • Middle school & high school leaders identify students who need accelerated mathematics language arts & reading instruction by grade 7
      • Double dose English & mathematics in grade 7, 8,9 &11
      Southern Regional Education Board
    • Recommendations: BEHAVIORS
      • Restorative Discipline MUST Replace Traditional Suspensions and Detentions
        • ( See Diploma Plus www.commoncorp.org )
      • Problems with ZERO TOLERANCE
      • Use Anti-Violence Programs
        • Anger Management
        • Anti-Bullying
        • Peer Mediation
      • Involve community support agencies to foster RELATIONSHIPS parent-student-teacher
    • Recommendations: BEHAVIORS
      • Every behavior is a teachable moment
      • Do not surrender your power during a teachable moment
      • Everyone in the school is a teacher
      • Always try to find some kind of a redeeming quality in these students
      • Build on strengths not weaknesses
      • Teach the Hidden Rules--Keeps us from judging
      • Students have hope even when justice is served
    • Recommendations: ADVISOR-ADVISEE
      • Students who see connections between classroom learning and real-life:
      • Stay in School Longer
      • Work Harder
      • Perform Better
      • ADVISOR-ADVISEE 3 GOALS:
      • Provide Academic Monitoring and Support
      • Provide Positive Social and Emotional Experiences
      • Build Enduring Relationships
    • POSSIBLE ADVISEMENTS TOPICS
      • Career exploration
      • test taking strategies, impact
      • of tests/grades
      • Organization, time
      • management, study skills
      • School rules and policies
      • Getting to know school
      • personnel and building
      • Socialization skills
      • Clubs/activities
      • Bullying
      • Transportation issues
      • School calendar/key dates
      • Homework policy
      • Opportunities to receive
      • extra help
      • Peer mediation/conflict
      • resolution
      • Say “No” to drugs, sex and
      • alcohol
      • Anger management
      • Respect for teachers and
      • students
    • Recommendations: Grading Practices
      • Setting high standards and helping students meet them
        • Indicating the amount and quality of work needed to earn an “A” or “B”
        • Encouraging students to do well in school and to help and learn from each other
        • Requiring work to be revised until it meets quality standards.
        • Providing guidelines and examples of high quality work to students and families.
        • Using “incompletes” instead of zeroes.
        • Using multiple methods of assessment.
    • Recommendations: Grading Practices
      • What is the Problem?
      • Students learn in the early middle grades, they have an option not to turn in their assignments.
      • More and more choose this option as it is one that requires little or no work or effort.
      • Teachers believe that they are getting students ready for the real world by giving zeros, since people who do not do their work are fired.
      • When students reach high school, this pattern is a formula for failure and drop outs.
    • Recommendations: Grading Practices Ability-based Effort-based
      • High ability gets highest marks, take challenging classes
      • Time is the constant; must learn concepts by due date or fail
      • Extra help is the students’ responsibility
      • Feedback is letter or numerical grade
      • Teachers assume early skills mastered
      • Ability can be grown; all students should have access to rigorous courses
      • Students learning at different rates; can redo work/tests
      • Teachers do not give up on students and provide extra help when needed
      • Motivate kids that hard work pays off
      • Give extensive feedback
      • Must often teach study skills
    • Recommendations: Grading Practices
      • Grading Reality…
      • Giving zeros or accepting work below standard isn’t working.
        • It fails to motivate students to make a greater effort.
        • Dropout rates are increasing not decreasing.
        • Teachers report that students not doing/completing work is the number one reason for failure in the middle and ninth grades.
        • More students are entering ninth grade unprepared for challenging high school studies.
      • Teachers no longer assign grades below a C; students are required to redo/revise work to get it at least to the ‘basic’ or ‘C’ level.
    • Recommendations: CURRICULUM
      • If students appreciate and understand
      • the place where they live, their attitude
      • concerning desirability or remaining or
      • returning to their rural communities
      • where they might create their own jobs
      • rather than needing to find employment
      • elsewhere exists
      • Source: Versteeg, 1993
    • Rural Realities
      • Professional educators have typically assumed
      • that their mission was to transmit the academic
      • and educational skills students might need to
      • further careers in the city. This task often proves
      • problematic because many parents and
      • communities seek to keep their children nearby
      • Source: DeYoung & Lawrence, 1985
    • PLACE-BASED EDUCATION
      • … is rooted in the unique history, environment, economy, and culture of a particular place.
      • The community is the context for Learning.
      • Student work focuses on community needs.
      • Community members are resources and partners in teaching and learning
    • PLACE-BASED EDUCATION PREMISE Schools and students can and should be major players in building and nurturing community. Schools become community-building institutions when they connect student learning to community needs and interests. Communities become school improvement partners when they embrace, enable, and enhance the community-building work of students.
    • WHY PLACE-BASED EDUCATION
      • Engages students in work that is relevant to them, useful to their communities, and honored by adults
        • 40-60% of high school students are chronically disengaged
        • 30% of teenagers leave school before earning a diploma
      • Pairs relevance with academic rigor
        • Critical Thinking, Researching, Sustained Work
    • What Learning Opportunities Are in your Community
      • Build Self-Esteem
      • Understand and Work on Emotional Intelligence
      • Alternative Ideas to Behavior Issues
      • Involve Parents K-12
      • Do not Label/Judge
      • Encourage-Set High Expectations for Academics and Behavior
      • Help Students Set Goals (5 Year Plan)
      • Communicate Learning Targets to Parents/Students
      • Empower Yourself to Help Students
      • Give Positive Feedback
      • Give Focused Feedback
      • Practice Mercy and Grace
      • Believe All Students Can and Will Achieve
      Engaging the Alienated Student
      • Ask “What” questions and not “Why
      • Avoid control battles
      • Restore Hope
      • Give meaningful discipline, not punishment
      • Understand, many of us CANNOT understand where they are coming from—DO NOT JUDGE
      • Provide different avenues for self expression
      • De-escalation skill training
      • Positive Feedback
      • Create a positive learning environment-we need you and it’s not the same without you
      • Communicate high expectations
      • Believe they are trustworthy
      • Teach leadership skills
      • Be willing to get in the ditch with the student
      Addressing the Alienated Student
    • Contact Information
      • Kim Bevis, School Psychologist
      • Email: [email_address]
      • Dr. Donald Washburn, Curriculum Supervisor
      • Email: [email_address]
      • Lawrence County Educational Service Center
      • 111 So. 4 th Street, Courthouse 3 rd Floor
      • Ironton, OH 45638 Phone (740) 532-4223