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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