Interventions for at risk students power point


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  • Anticipatory Set: Each person will count off by (an even number based on number of participants). This will form groups. This group will discuss the questions based on their own personal experience. Then report out. The facilitator will chart each groups response.
  • Before discussing this slide the facilitator will review the chart that identifies what a disengaged student looks like. A consensus will be taken on what a disengaged student looks like. Review the characteristics of an At Risk Student.
  • Definition: Whole-brain teaching is an instructional approach derived from neurolinguistic descriptions of the functions of the brain’s left and right hemispheres. It reinforces comprehension.
  • Group Activity: using another number to identify small groups have participants answer these questions. Have one person report out for the group.
  • Being specific cuts down on the student not knowing what the expectation is.
  • Interventions for at risk students power point

    1. 1. Interventions for At-Risk Students Denise Barnes April 24,2010
    2. 2. Take a Good Look at our Students <ul><li>What does a student that is not engaged look like? </li></ul><ul><ul><ul><li>What do they do? When do you see them disengaged? </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Subject, time of day, specific teacher </li></ul></ul></ul></ul></ul><ul><ul><ul><li>What do they say? </li></ul></ul></ul><ul><ul><ul><li>How do they relate to their peers? </li></ul></ul></ul><ul><ul><ul><li>How do they make you feel as a teacher? </li></ul></ul></ul>
    3. 3. Characteristics of At-Risk Students <ul><li>Unaddressed learning problems </li></ul><ul><li>Undiagnosed disability </li></ul><ul><li>Neglect (no one at home to provide basic necessities, abandon by one or both parents) </li></ul><ul><li>Safety Issues (drugs, gangs, abuse in home) </li></ul><ul><li>Poor performance in class </li></ul><ul><li>Repeat offender (multiple Discipline Complaint Reports) </li></ul>
    4. 4. Data Collection <ul><li>Be prepared to discuss student behavior and or progress, both positive and negative with parent/guardian. </li></ul><ul><li>Prepare a binder with parent contact information, interest inventory, progress and report cards. </li></ul>Student Teacher Parent
    5. 5. Maintain Confidentiality <ul><li>When providing information about a student, do not use the students name when speaking with another person and or writing informal memos, emails, etc. </li></ul><ul><li>Conduct all conversations concerning students privately. </li></ul>
    6. 6. Academic Interventions <ul><li>Teach with emotion and universalize that every individual has an unique learning style, explore what that style is for every student. </li></ul>
    7. 7. Academic Interventions <ul><li>Practice and Rehearse all targeted skills </li></ul><ul><li>Provide visuals for visual learners </li></ul>
    8. 8. Whole Brain Teaching <ul><li>Use humor, music, play, games, puzzles, plays, and cooperative learning activities. </li></ul>
    9. 9. Behavior Interventions <ul><li>Stay calm with a matter of fact attitude (NEVER YELL OR LOOSE CONTROL) </li></ul><ul><li>Allow movement in the class/stretching short breaks </li></ul><ul><li>Have students work in small groups to manage productivity and accountability </li></ul><ul><li>Develop whole class incentives </li></ul>
    10. 10. Prevention Interventions <ul><li>Create an atmosphere of mutual respect </li></ul><ul><li>Provide clear and consistent boundaries </li></ul><ul><li>Discipline in a formal/polite manner </li></ul><ul><li>Look for patterns of misbehavior and intervene (antecedent) </li></ul>
    11. 11. Classroom Environment <ul><li>Clear expectations with consistent and specific classroom rituals and routines. </li></ul><ul><li>Teach social skills and allow for rehearsal of these skills. </li></ul>
    12. 12. Know Who You Are <ul><li>How do you take care of yourself? </li></ul><ul><li>Who is your support system? </li></ul><ul><li>Can you leave work when you go home ? </li></ul>
    13. 13. Recommendations <ul><li>Be specific in your praise, do not connect it to a reward. </li></ul><ul><li>Stress that your students are making choices. </li></ul><ul><li>Directions should be phrased as directives not guest ions. </li></ul><ul><li>Phrase statements as guesses and let students react to the guess. </li></ul>
    14. 14. Educational Resources <ul><li>James M. Kaufman, </li></ul><ul><li>Council for Children with Behavioral Disorders </li></ul><ul><li>Whole Brain Teaching </li></ul>