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Concern for Students At Risk

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Concern for Students At Risk

  1. 1. CONCERN FOR STUDENTS AT RISK
  2. 2. Robert J. Havighurst, educator Conducted the Growing Up in River City Study  Documented socioeconomic factors as PREDICTOR of school success  The HIGHER the student’s economic status, the GREATER the chance of academic success.
  3. 3. Components that contribute/detract to school success: 1. SOCIAL STATUS ( Economic Lifestyle ) 2. LANGUAGE ABILITIES 3. LEVEL OF PARENTAL EDUCATION ( Attitudes toward schooling ) 4. PARENTAL INVOLVEMENT IN CHILD’S SCHOOLING STUDENTS FROM LOW INCOME AND UNSTABLE FAMILIES ARE 4-5 TIMES MORE LIKELY TO BE TARDY OR ABSENT.
  4. 4. STUDENTS AT RISK PROBLEMS ARE MORE COMPREHENSIVE THAN SIMPLY BEING BORN INTO A LOW INCOME FAMILY WITH POOR PERSONAL SUPPORT FOR EDUCATION. “students who are not experiencing success in school and are potential dropouts”. http://www.specialeducationphilippines.com/2012/10/20/classroom-adaptations-for-students-at-risk/
  5. 5. STUDENTS AT RISK o Low socioeconomic status o Living in a single-parent home o Changing schools at non-traditional times o Below-average grades in middle school o Being held back in school through grade retention o Having older siblings who left high school before completion o Negative peer pressure : DRUGS/EARLY PREGNANCY
  6. 6. STUDENTS AT RISK o Children with disabilities o Children who are victims of armed conflicts o Children displaced by calamities o Children in conflict with the law o Children who are sexually abused o Street children : cigarette/sampaguita sellers, etc. o Exposed to hazardous working conditions
  7. 7. STUDENTS AT RISK o Uncaring and untrained teachers and counselors o Passive teaching methods o Inappropriate curriculum o Lack of parent involvement
  8. 8. Characteristics of Students at Risk POOR GRADES POOR LEARNING ABILITY LOW SELF ESTEEM HIGH ANXIETY LACKS MOTIVATION WITHDRAWN POOR PEER RELATIONS AGGRESSIVE HOSTILE
  9. 9. The sooner at-risk students are identified, the more likely that preventative "remediation" measures will be effective: remediation programs tutoring child care services medical care substance abuse awareness programs bilingual instruction employment training close follow up procedures on truancy and absenteeism
  10. 10. Learning improvement goals AND outcomes Priority areas for improvement  engagement  attendance  behavior
  11. 11. WHAT KIND OF CURRICULUM DESIGN/ THINGS THAT SHOULD BE INCLUDED FOR STUDENTS AT RISK 1: Prevention and early intervention –  Creating a positive school culture  Targeted response for individual students  Targeted response for parents and families Creating a positive school culture: Define and teach school-wide expectations for all. Establish relevant school-wide prevention programs. Establish consistent school-wide processes to identify students at risk of disengagement from learning. Establish consistent school-wide processes and programs for early intervention.
  12. 12. WHAT KIND OF CURRICULUM DESIGN/ THINGS THAT SHOULD BE INCLUDED FOR STUDENTS AT RISK Targeted response for Individual students: Establish an understanding of the life circumstances of the child/young person and how they feel. Establish data collection strategies. Develop the plan for improvement based on data and review regularly. Explicitly teach and/or build replacement behaviors. Determine strategies for the monitoring and measurement of student progress. Establish inclusive and consistent classroom strategies. Establish out-of-class support strategies. Establish a student support group.
  13. 13. WHAT KIND OF CURRICULUM DESIGN/ THINGS THAT SHOULD BE INCLUDED FOR STUDENTS AT RISK Targeted response for parents and families: Close collaboration with the DSWD and school wide dissemination campaign on the different programs available for at risks students. (i) Systematic Training of Effective Parenting (STEP) — includes counselling, training of parents and the youth, and information dissemination. (ii) Family Drug Abuse Programme — is a pilot community-based programme of preparing families to protect their members against the adverse effects of drug abuse. It further aims to equip families with parenting and life skills towards drug-free homes. (iii) Night Care for Children and Working Mothers — is a preventive measure to eliminate abuses and neglect against young children while mothers are at work during night-time. http://www.unafei.or.jp/english/pdf/RS_No68/No68_14VE_Leones2.pdf
  14. 14. WHAT SHOULD BE INCLUDED IN THE CURRICULUM FOR STUDENTS AT RISK: (iv) Empowerment and Reaffirmation of Paternal Abilities (ERPAT) — is a preventive and developmental intervention on enhancing parental skills which gives importance and emphasis to the father’s parental roles, responsibilities and abilities through activities promoting effective performance of familial tasks of Filipino fathers as well  achieving gender equality for women and men and prevention of violence against women and children. http://www.unafei.or.jp/english/pdf/RS_No68/No68_14VE_Leones2.pdf
  15. 15. WHAT KIND OF CURRICULUM DESIGN/ THINGS THAT SHOULD BE INCLUDED FOR STUDENTS AT RISK An integrated curriculum  Teachers learn to integrate all lessons  Better student engagement  Increased teacher collaboration  More opportunities to differentiate learning  Especially helpful to students-at-risk  Thematic : Connects multiple subjects to a unifying theme ACTIVE TEACHING: INTERACTIVE TEACHING EMPHASIS ON STUDENT ENGAGEMENT : INTERACTIVE TEACHING WITH HIGH QUESTIONING LEVELS INVITE STUDENTS TO PARTICIPATE IN LESSONS. Student-centered Constructivist Culturally relevant Parent-community involvement http://jaie.asu.edu/v31/V31S3ind.htm
  16. 16. WHAT KIND OF CURRICULUM DESIGN/ THINGS THAT SHOULD BE INCLUDED FOR STUDENTS AT RISK Greater structure and support.  Course expectations need to be clearly laid out  Assignments and grades need to be designed to encourage achievement More frequent FEEDBACK.  Student progress should be monitored frequently through classroom questions, quizzes and assignments. Smaller steps with more redundancy.  Content should be broken down into smaller steps  Student mastery should be insured before moving on to the next step.
  17. 17. LATEST STATISTICS FOR DISPLACED STUDENTS IN ZAMBOANGA As of September 9, 2013 Around 200,000 students Elementary: 140,000+ students High School: 48,000+ students 205 schools http://newsinfo.inquirer.net/489679/200k-students-affected-by-zamboanga-fighting-deped

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