Transcript

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

Toot! Toot! (I know a lot more than I did)

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