Engaging At-Risk Learners David Woods Woodrow Wilson Community High School Fargo Public Schools.
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Transcript of Engaging At-Risk Learners David Woods Woodrow Wilson Community High School Fargo Public Schools.
Objectives
Define an At-Risk Learner
Strategies in 3 main areas:
Structure/Management
Discipline Consequences
Content
Share, combine, corroborate successful strategies
Give ideas
Email: [email protected]
At-Risk Learner Defined
An at-risk student is a student who, by virtue of their circumstances, is statistically more likely than others to fail academically. Those determining the criteria of at-risk status often focus on ethnic minorities, those who are academically disadvantaged, those who are disabled, those who are characterized by low socioeconomic status, and students on a probationary status over past behavioral issues.
Course Limitations
A know it all that knows very little
No definite answers (consult my book later)
Get out what you put in
Lunch is important
Bathroom is even more important
The world according to Woods
Facility /Program Set-Up
Woodrow Wilson Community High School
Diverse population of ethnicities
Diverse population of socio-economic backgrounds
Students come from different “home-schools”
Students attend for a number of reason that fall under 3 categories
Graduate Late (Left due to pregnancy)
Graduate Early (Will join Armed Forces ASAP)
Graduate, period! (all of the above)
27 day window to complete a class
Structure/Management - How do you structure a class full of at-risk students who may not know what structure looks/feels like?
Please Send!
Discipline/Consequences - What does discipline look like for a student who has “grown” to quickly?
Authentic relationships Structured Expectations Hardest is ELL who don’t really understand you Find interests Not one size fits all approach Don’t call out “I need your help with this” Don’t “play” them Keen sense of fairness Be consistent and fair Give choices Don’t get into a power struggle Consistent presence (Harwood shares a principal)
Disc./ Cons. – Con’t
Consistent presence (Harwood shares a principal)
The larger the school, the more trouble there is with at risk students
These kids take a lot of time
We expect sudden change – it usually doesn’t happen
Ruby Payne
Understanding where kids are coming from
Public education is focused on middle class
Socioeconomic status
Attendance is important
Consequences need to be immediate
Content - Are you able to change your content? If so, what factors do you change in order to cater to the students’ needs?
Absolutely can change content but need to stick to the standards Need to give choice to allow for background knowledge Alternate curriculum:
Some schools “pull out/track” students at a different level where others cannot
Read Out Read 180 System 44 Reading Recovery Essay Scorer PLATO Accelerated Reader Online Curriculum
Content – Con’t
Tried sending something home but that isn’t very successful
Try doing “Small Group Instruction” to allow for different levels but need time/help
Books they choose is easy to personalize to their needs
Beginning of the year is most difficult – need to learn about the students and their level of background knowledge
More adults in the room or course helps make it more manageable Allows for easier small group work
Allows for easier modification
Provide breakfast, toothbrushes, (discretely) to help at least get them started for the day
Basic needs must be met first