Alienated learner october 1st o u presentation


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Alienated learner october 1st o u presentation

  1. 1. Sam Rutigliano, NFL Coach <ul><li>“ You cannot live the perfect day without doing something for someone who will never be able to repay you.” </li></ul>
  2. 2. <ul><li>When students have high aspirations , </li></ul><ul><li>they have the ability to dream about </li></ul><ul><li>the future, while being inspired in the </li></ul><ul><li>present to reach those dreams. </li></ul><ul><li>Whether their goal is to learn algebra </li></ul><ul><li>or a trade, get good grades or go to </li></ul><ul><li>college, today’s students want to be </li></ul><ul><li>successful . Too often , however, </li></ul><ul><li>students can’t reach their future goals </li></ul><ul><li>and dreams because the conditions </li></ul><ul><li>around them do not support their </li></ul><ul><li>desire to do so. </li></ul><ul><li>As a result, their aspirations flounder </li></ul><ul><li>and achievement wanes . </li></ul>Source: QISA-My Voice Student Aspirations in Today’s Schools
  3. 3. The 1/3 Model-Do You Serve ALL?? <ul><li>Schools are divided into 1/3 </li></ul><ul><li>Top 1/3 Academic Minded: They are achievers </li></ul><ul><li>Middle 1/3 Survivors: They can go up and down in this model: Quiet Type. </li></ul><ul><li>Bottom 1/3 Wounded Students: They will not make it without us. </li></ul>
  4. 4. School KILLER Phrases <ul><li>“ I don’t see the connection.” </li></ul><ul><li>“ It won’t work.” </li></ul><ul><li>“ We don’t have the training.” </li></ul><ul><li>“ It’s not in the budget.” </li></ul><ul><li>“ We don’t have the resources.” </li></ul><ul><li>“ The principal/board/chair/boss will never go for it.” </li></ul><ul><li>“ Don’t rock the boat.” </li></ul><ul><li>“ There isn’t enough time.” </li></ul><ul><li>“ You don’t understand our problem.” </li></ul><ul><li>“ Here we go again.” </li></ul><ul><li>Why me? It’s NOT my JOB </li></ul>SOURCE: Sandi Redenbach
  5. 5. Alienated Student Characteristics <ul><li>May Have Problems With: </li></ul><ul><li>Family/Parent/Caregiver </li></ul><ul><li>Personal/Social Skills </li></ul><ul><li>Drugs/Abuse </li></ul><ul><li>Emotionally Coping </li></ul><ul><li>Poor Reasoning Skills </li></ul><ul><li>Lack of Support </li></ul><ul><li>Negative Attitude about self and/or others </li></ul><ul><li>Poor Self Esteem </li></ul><ul><li>Lack of Past Success </li></ul><ul><li>in or out of School </li></ul>Depression will be the 2 nd LARGEST Killer after heart disease by 2020
  6. 6. Who Plays The Role?? <ul><li>Pioneer </li></ul><ul><li>Engineer </li></ul><ul><li>Composer </li></ul><ul><li>Guide </li></ul><ul><li>Friend </li></ul><ul><li>Coach </li></ul><ul><li>Visionary </li></ul><ul><li>Cheerleader </li></ul><ul><li>Extended Family </li></ul><ul><li>Wide Mother </li></ul><ul><li>Magician </li></ul><ul><li>Leader </li></ul><ul><li>Role Model </li></ul><ul><li>Hero </li></ul>William Glasser “ Effective Teaching May be the HARDEST job There is.”
  7. 7. Why Address Alienated Students? <ul><li>Increase student achievement </li></ul><ul><li>Increase student attendance </li></ul><ul><li>Decrease dropout rate </li></ul><ul><li>Decrease suspensions/expulsions </li></ul><ul><li>Increase self-esteem </li></ul><ul><li>Increase EQ.??? </li></ul><ul><li>Increase chances of employment </li></ul><ul><li>Decrease chances of jail/prison </li></ul><ul><li>If self-esteem is established, self-discipline will follow </li></ul>. 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
  8. 8. How to Address Middle and Bottom 1/3 <ul><li>Alternative Discipline </li></ul><ul><li>HQDP For Stakeholders </li></ul><ul><li>Self-Esteem/Counseling </li></ul><ul><li>Emotional Healing </li></ul><ul><li>Develop a No Failure Culture </li></ul><ul><li>Extend Grace and Mercy </li></ul><ul><li>“ Today’s problems cannot be solved at the same level of thinking that created them.” </li></ul><ul><li>Albert Einstein </li></ul>“ It is easer to raise strong children than repair broken men.” Frederick Douglas
  9. 9. America’s School Dropout Crisis <ul><li>7,000 students every school day or 1.3 million students a year do not graduate fro high school as scheduled. </li></ul><ul><li>U.S. Dept. of Education Digest of Education Statistics, 2007 estimated state dropouts numbers by states : </li></ul><ul><ul><li>Kentucky--39,099 Ohio--116,136 West Virginia--17,407 </li></ul></ul><ul><li>Non-Diploma Students </li></ul><ul><ul><li>Die 10 years Sooner </li></ul></ul><ul><ul><li>Cost 1.2 million dollars in lost wages , taxes, and health costs </li></ul></ul><ul><li>75% of state prison inmates did not complete high school </li></ul><ul><li>On average the U.S. spends $28,000 per prisoner and less than $10,000 per student annually </li></ul><ul><li>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 </li></ul>
  10. 10. <ul><li>2x TWICE as many males as females in primary grades are in special education </li></ul><ul><li>75% of students with SLD are male </li></ul><ul><li>76% of students with emotional disabilities are male </li></ul><ul><li>50% + of students with communication disorders are male </li></ul>Disproportionality
  11. 11. Given This Reality in Kindergarten…
  12. 12. And This Exit Reality…
  13. 13. <ul><li>Some students need Behavioral/Academic Interventions Immediately to become successful </li></ul><ul><li>Interventions should be provided through differentiated levels of intensity </li></ul><ul><li>Reliable/Valid Data should be used to monitor the Effectiveness of Interventions </li></ul><ul><li>SCHOOL SHOULD LOOK DIFFERENTLY DEPENDING UPON STUDENTS’ READINESS/NEEDS </li></ul>Hypothesis: Would You Agree?
  14. 14. Rural Learner Characteristics <ul><li>Rural students are global learners who do not seek individual recognition and do not like individual competition </li></ul><ul><li>They like information given to them orally and often have a perception of learning as a social experience </li></ul><ul><li>They have trouble with arbitrarily set time frames and have a tendency toward subjective conclusions </li></ul><ul><li>They have feelings of powerlessness concerning events and the environment </li></ul><ul><li>Clearly, they are not at home in the typical urban or suburban influenced classroom that places so much emphasis on individual performance and achievement </li></ul>Source: Bloodsworth, 1993
  15. 15. National Study of Rural Stakeholders <ul><li>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 </li></ul><ul><li>Economic constraints to continuing education was the highest barrier among parents and students </li></ul><ul><li>Teachers’ expectations may be more limiting than those of students and parents who value their community but also recognize their probable mobility </li></ul>
  16. 16. How Well Are We Preparing Kids? <ul><li>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. </li></ul><ul><li>Knowing what they know now , 65% of college students and 77% of non-college graduates say they would have worked harder in high school. </li></ul><ul><li>Public Opinion Research 2005 </li></ul>
  18. 18. <ul><li>Financial </li></ul><ul><li>Having the money to purchase goods and services. </li></ul><ul><li>Emotiona l </li></ul><ul><li>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 . </li></ul><ul><li>Mental </li></ul><ul><li>Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. </li></ul><ul><li>Spiritual </li></ul><ul><li>Believing in divine purpose and guidance. </li></ul><ul><li>Physical </li></ul><ul><li>Having physical health and mobility. </li></ul><ul><li>Support Systems </li></ul><ul><li>Having friends, family, and backup resources available to access in times of need. These are external resources. </li></ul><ul><li>Relationships/Role Models </li></ul><ul><li>Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. </li></ul><ul><li>Knowledge of Hidden Rules </li></ul><ul><li>Knowing the unspoken cues and habits of a group. </li></ul>Resources
  19. 19. Resource Analysis
  20. 20. Recommendations: At-Risk Students- A DIFFERENT Schedule <ul><li>Middle school & high school leaders identify students who need accelerated mathematics language arts & reading instruction by grade 7 </li></ul><ul><li>Double dose English & mathematics in grade 7, 8,9 &11 </li></ul>Southern Regional Education Board
  21. 21. Recommendations: BEHAVIORS <ul><li>Restorative Discipline MUST Replace Traditional Suspensions and Detentions </li></ul><ul><ul><li>( See Diploma Plus ) </li></ul></ul><ul><li>Problems with ZERO TOLERANCE </li></ul><ul><li>Use Anti-Violence Programs </li></ul><ul><ul><li>Anger Management </li></ul></ul><ul><ul><li>Anti-Bullying </li></ul></ul><ul><ul><li>Peer Mediation </li></ul></ul><ul><li>Involve community support agencies to foster RELATIONSHIPS parent-student-teacher </li></ul>
  22. 22. Recommendations: BEHAVIORS <ul><li>Every behavior is a teachable moment </li></ul><ul><li>Do not surrender your power during a teachable moment </li></ul><ul><li>Everyone in the school is a teacher </li></ul><ul><li>Always try to find some kind of a redeeming quality in these students </li></ul><ul><li>Build on strengths not weaknesses </li></ul><ul><li>Teach the Hidden Rules--Keeps us from judging </li></ul><ul><li>Students have hope even when justice is served </li></ul>
  23. 23. Recommendations: ADVISOR-ADVISEE <ul><li>Students who see connections between classroom learning and real-life: </li></ul><ul><li>Stay in School Longer </li></ul><ul><li>Work Harder </li></ul><ul><li>Perform Better </li></ul><ul><li>ADVISOR-ADVISEE 3 GOALS: </li></ul><ul><li>Provide Academic Monitoring and Support </li></ul><ul><li>Provide Positive Social and Emotional Experiences </li></ul><ul><li>Build Enduring Relationships </li></ul>
  24. 24. POSSIBLE ADVISEMENTS TOPICS <ul><li>Career exploration </li></ul><ul><li>test taking strategies, impact </li></ul><ul><li>of tests/grades </li></ul><ul><li>Organization, time </li></ul><ul><li>management, study skills </li></ul><ul><li>School rules and policies </li></ul><ul><li>Getting to know school </li></ul><ul><li>personnel and building </li></ul><ul><li>Socialization skills </li></ul><ul><li>Clubs/activities </li></ul><ul><li>Bullying </li></ul><ul><li>Transportation issues </li></ul><ul><li>School calendar/key dates </li></ul><ul><li>Homework policy </li></ul><ul><li>Opportunities to receive </li></ul><ul><li>extra help </li></ul><ul><li>Peer mediation/conflict </li></ul><ul><li>resolution </li></ul><ul><li>Say “No” to drugs, sex and </li></ul><ul><li>alcohol </li></ul><ul><li>Anger management </li></ul><ul><li>Respect for teachers and </li></ul><ul><li>students </li></ul>
  25. 25. Recommendations: Grading Practices <ul><li>Setting high standards and helping students meet them </li></ul><ul><ul><li>Indicating the amount and quality of work needed to earn an “A” or “B” </li></ul></ul><ul><ul><li>Encouraging students to do well in school and to help and learn from each other </li></ul></ul><ul><ul><li>Requiring work to be revised until it meets quality standards. </li></ul></ul><ul><ul><li>Providing guidelines and examples of high quality work to students and families. </li></ul></ul><ul><ul><li>Using “incompletes” instead of zeroes. </li></ul></ul><ul><ul><li>Using multiple methods of assessment. </li></ul></ul>
  26. 26. Recommendations: Grading Practices <ul><li>What is the Problem? </li></ul><ul><li>Students learn in the early middle grades, they have an option not to turn in their assignments. </li></ul><ul><li>More and more choose this option as it is one that requires little or no work or effort. </li></ul><ul><li>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. </li></ul><ul><li>When students reach high school, this pattern is a formula for failure and drop outs. </li></ul>
  27. 27. Recommendations: Grading Practices Ability-based Effort-based <ul><li>High ability gets highest marks, take challenging classes </li></ul><ul><li>Time is the constant; must learn concepts by due date or fail </li></ul><ul><li>Extra help is the students’ responsibility </li></ul><ul><li>Feedback is letter or numerical grade </li></ul><ul><li>Teachers assume early skills mastered </li></ul><ul><li>Ability can be grown; all students should have access to rigorous courses </li></ul><ul><li>Students learning at different rates; can redo work/tests </li></ul><ul><li>Teachers do not give up on students and provide extra help when needed </li></ul><ul><li>Motivate kids that hard work pays off </li></ul><ul><li>Give extensive feedback </li></ul><ul><li>Must often teach study skills </li></ul>
  28. 28. Recommendations: Grading Practices <ul><li>Grading Reality… </li></ul><ul><li>Giving zeros or accepting work below standard isn’t working. </li></ul><ul><ul><li>It fails to motivate students to make a greater effort. </li></ul></ul><ul><ul><li>Dropout rates are increasing not decreasing. </li></ul></ul><ul><ul><li>Teachers report that students not doing/completing work is the number one reason for failure in the middle and ninth grades. </li></ul></ul><ul><ul><li>More students are entering ninth grade unprepared for challenging high school studies. </li></ul></ul><ul><li>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. </li></ul>
  29. 29. Recommendations: CURRICULUM <ul><li>If students appreciate and understand </li></ul><ul><li>the place where they live, their attitude </li></ul><ul><li>concerning desirability or remaining or </li></ul><ul><li>returning to their rural communities </li></ul><ul><li>where they might create their own jobs </li></ul><ul><li>rather than needing to find employment </li></ul><ul><li>elsewhere exists </li></ul><ul><li>Source: Versteeg, 1993 </li></ul>
  30. 30. Rural Realities <ul><li>Professional educators have typically assumed </li></ul><ul><li>that their mission was to transmit the academic </li></ul><ul><li>and educational skills students might need to </li></ul><ul><li>further careers in the city. This task often proves </li></ul><ul><li>problematic because many parents and </li></ul><ul><li>communities seek to keep their children nearby </li></ul><ul><li>Source: DeYoung & Lawrence, 1985 </li></ul>
  31. 31. PLACE-BASED EDUCATION <ul><li>… is rooted in the unique history, environment, economy, and culture of a particular place. </li></ul><ul><li>The community is the context for Learning. </li></ul><ul><li>Student work focuses on community needs. </li></ul><ul><li>Community members are resources and partners in teaching and learning </li></ul>
  32. 32. 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.
  33. 33. WHY PLACE-BASED EDUCATION <ul><li>Engages students in work that is relevant to them, useful to their communities, and honored by adults </li></ul><ul><ul><li>40-60% of high school students are chronically disengaged </li></ul></ul><ul><ul><li>30% of teenagers leave school before earning a diploma </li></ul></ul><ul><li>Pairs relevance with academic rigor </li></ul><ul><ul><li>Critical Thinking, Researching, Sustained Work </li></ul></ul>
  34. 34. What Learning Opportunities Are in your Community
  35. 35. <ul><li>Build Self-Esteem </li></ul><ul><li>Understand and Work on Emotional Intelligence </li></ul><ul><li>Alternative Ideas to Behavior Issues </li></ul><ul><li>Involve Parents K-12 </li></ul><ul><li>Do not Label/Judge </li></ul><ul><li>Encourage-Set High Expectations for Academics and Behavior </li></ul><ul><li>Help Students Set Goals (5 Year Plan) </li></ul><ul><li>Communicate Learning Targets to Parents/Students </li></ul><ul><li>Empower Yourself to Help Students </li></ul><ul><li>Give Positive Feedback </li></ul><ul><li>Give Focused Feedback </li></ul><ul><li>Practice Mercy and Grace </li></ul><ul><li>Believe All Students Can and Will Achieve </li></ul>Engaging the Alienated Student
  36. 36. <ul><li>Ask “What” questions and not “Why </li></ul><ul><li>Avoid control battles </li></ul><ul><li>Restore Hope </li></ul><ul><li>Give meaningful discipline, not punishment </li></ul><ul><li>Understand, many of us CANNOT understand where they are coming from—DO NOT JUDGE </li></ul><ul><li>Provide different avenues for self expression </li></ul><ul><li>De-escalation skill training </li></ul><ul><li>Positive Feedback </li></ul><ul><li>Create a positive learning environment-we need you and it’s not the same without you </li></ul><ul><li>Communicate high expectations </li></ul><ul><li>Believe they are trustworthy </li></ul><ul><li>Teach leadership skills </li></ul><ul><li>Be willing to get in the ditch with the student </li></ul>Addressing the Alienated Student
  37. 37. Contact Information <ul><li>Kim Bevis, School Psychologist </li></ul><ul><li>Email: [email_address] </li></ul><ul><li>Dr. Donald Washburn, Curriculum Supervisor </li></ul><ul><li>Email: [email_address] </li></ul><ul><li>Lawrence County Educational Service Center </li></ul><ul><li>111 So. 4 th Street, Courthouse 3 rd Floor </li></ul><ul><li>Ironton, OH 45638 Phone (740) 532-4223 </li></ul>