Putting the Puzzle Pieces Together for “At Risk” Students: Unlocking successful interventions. By Kim Dorsey and Matt Woods
Increasing academic achievement and decreasing dropout rates for “at risk” students.
Unlocking successful interventions. The “At Risk” Student: “ Only seven in 10 ninth graders complete high school on time with a regular diploma, and among African-American and Latino students, the rate is closer to one half.” (Jerald, 2006)
Unlocking successful interventions. The “At Risk” Student: In 2004, high school dropouts earned an average annual income of $19,169. College graduates earned an average of $51,554. Those with graduate degrees had an average salary of $78,093. Lower wages mean less money paid in payroll taxes, and a greater strain on safety nets such as Medicare and Social Security. But the problem isn't confined to any one group. According to many estimates, today's teenagers are dropping out of school at an alarming rate -- about 30 percent across the board, a statistic that is close to what it was in the 1970s. African-Americans and Latinos drop out at rates around 50 percent. Still, this is an American phenomenon that is surfacing everywhere -- big city and small town, urban and rural district, all races and backgrounds. (Navarrette Jr., 2006) CNN.com article
Unlocking successful interventions. How can we help “At Risk” students? <ul><li>Attack Outside Forces </li></ul><ul><li>More Supportive </li></ul><ul><li>More Intensive and Increased Instructional Time </li></ul><ul><li>Early Intervention </li></ul><ul><li>Family involvement </li></ul><ul><li>Teamwork </li></ul><ul><li>Communication </li></ul>
Attack outside forces! We can help provide for these children at school, but can we really expect them to get homework done? Can we expect them to be at school every day at their best? Would you be getting the homework done if you were in the same circumstances? Would you be at your best? Don’t be angry with the children and families be angry about the circumstances and work towards changing the circumstances. How can we help?
Unlocking successful interventions. More Intensive and Increased Instructional Time: Many educators believe that only by lowering academic standards can educators ever hope to raise graduation rates. However, Lee’s research shows that, things being equal, high schools that offer a “constrained curriculum” with more—and more challenging—academic courses and fewer general-track, remedial, and elective courses have lower dropout rates (Jerald, 2006).
Unlocking successful interventions. More Instructional Time : “ The American Federation of Teachers has declared “one of the most effective, standards-aligned intervention methods is to increase the instructional time for struggling students” (Woelfel, 2005).
Unlocking successful interventions. More Supportive: Every student needs someone who cares about them. Research indicates that smaller more supportive schools are more successful at decreasing dropout rates.
Unlocking successful interventions. Early Intervention Teachers should be looking for behaviors such as peer rejection, antisocial behavior, and aggressive behaviors addressed toward teachers and peers as well as educational disengagement. Partner with businesses and community organizations.
Unlocking successful interventions. Early Interventions Certain behaviors and negative experiences that students encounter cause adolescents to be more likely to dropout of high school, and to be less successful in school. These behaviors and experiences can be diagnosed and interventions can be put in to place early in a child’s life in order to decreased or eliminated the student’s risk. Behaviors to look for: <ul><li>Peer Rejection </li></ul><ul><li>Antisocial Behavior </li></ul><ul><li>Aggressive Behavior </li></ul><ul><li>Educational Disengagement </li></ul>
Unlocking successful interventions. Early Interventions One school in Cincinnati, Ohio is using career exploration as an intervention to reach at risk students in their community. Students begin in the program as early as 1 st grade. This program is successful because it helps students with “developing decision-making and team building skills, encouraging self-esteem, reducing bias, and acquiring the behaviors that enable a young person to become a productive member of society”(Jordan, 2006).
Unlocking successful interventions. Family Involvement: Reach out to help get the family involved! Go visit the family in the home. Keep the family informed. Discontinuity between home and school
Unlocking successful interventions. Everyone involved in the child’s life needs to work together on the team.
Unlocking successful interventions. Don’t look at what caused the child to be at risk, but instead look at ways to overcome the at risk situation. This perspective is much more productive and avoids accusing families of causing problems for their children.
Unlocking successful interventions. IVHS online classes news report Offer students choices. Illinois Virtual High School course offerings 15 strategies to prevent drop out -- video
Unlocking successful interventions. National Drop Out Prevention Centers 15 strategies Systemic Renewal School-Community Collaboration Safe Learning Environments Family Engagement Early Childhood Education Early Literacy Development Mentoring/Tutoring Service-Learning Alternative Schooling After-School Opportunities Professional Development Active Learning Educational Technology Individualized Instruction Career and Technology Education
Unlocking successful interventions. Participants, apparatus, and results of our survey. Interventions that teachers felt were effective Interventions that teachers have attempted
Unlocking successful interventions. Participants, apparatus, and results of our survey. Other areas teachers surveyed teach besides their primary academic area.
Unlocking successful interventions. Participants, apparatus, and results of our survey. http://www. surveymonkey .com/Report.asp?U=335144144506 http://www. surveymonkey .com/Report.asp?U=322628970890 To view survey’s go to:
Unlocking successful interventions. References Amatea, E. S., Smith-Adcock, S., Villares, E. (2006). From family deficit to family strength: viewing families’ learning from a family resilience perspective. Professional School Counseling, Feb. 2006, 177-189 Brooks-McNamara, V., Pedersen, L. (2006). Practitioner inquiry: a method to advocate for systemic change. Professional School Counseling, Feb. 2006, 257-260 Bush, L., (2005). Reclaiming Children &Youth. PRO-ED Journals, 14(2), 69-70 Flores, R. J. (2003). Child delinquency. U.S. Department of Justice. March. 3-16 Hardy, L. (2007). Children at risk. American School Board Journal, Feb. 2007, 21-25 Jerald, C. D., (2006). Droppint out is hard to do. (Issue Brief) The Center For Comprehensive School Reform and Improvement. Washington, DC Jordan, A. (2006). Career exploration for at-risk students. Techniques, 81(3) 20-21
Unlocking successful interventions. References National Dropout Prevention Center (2004, 3 3) School-Community Collaboration, Retrieved April 10, 2007, from NDPC/N web site: http://www.dropoutprevention.org/effstrat/school_community_collab/overview.h tm Navarrette Jr., Ruben (2006, 12 4). Commentary: No simple reason for alarming dropout rate. Retrieved April 6, 2007, from CNN.com Web site: http://www.cnn.com/2006/US/12/04/navarrette/index.htmlSenge, P. (2000). Schools that learn. New York: Doubleday. Witt, J., Beck, R. (1999). One-Minute Academic Functional Assessment and Interventions: “Can’t” Do It…or “Won’t” Do It? Longmont, Colorado, SoprisWest Woelfel, K. (2005). Successful intervention: it takes time. Principal, November/December 2005, 18-20 Wright, J. (2005). Intervention ideas that really work. Principal, November/December 2005, 12-16