Engaging At-Risk Learners David Woods Woodrow Wilson Community High School Fargo Public Schools.

  • Published on
    31-Dec-2015

  • View
    213

  • Download
    1

Transcript

Engaging At-Risk LearnersEngaging At-Risk LearnersDavid WoodsWoodrow Wilson Community High SchoolFargo Public SchoolsObjectivesDefine an At-Risk LearnerStrategies in 3 main areas:Structure/ManagementDiscipline ConsequencesContentShare, combine, corroborate successful strategiesGive ideasEmail:Woodsd@fargoschools.orgAt-Risk Learner DefinedAn 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 LimitationsA know it all that knows very littleNo definite answers (consult my book later)Get out what you put inLunch is importantBathroom is even more importantThe world according to WoodsFacility /Program Set-UpWoodrow Wilson Community High SchoolDiverse population of ethnicitiesDiverse population of socio-economic backgroundsStudents come from different home-schoolsStudents attend for a number of reason that fall under 3 categoriesGraduate Late (Left due to pregnancy)Graduate Early (Will join Armed Forces ASAP)Graduate, period! (all of the above)27 day window to complete a classToot! 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 relationshipsStructuredExpectationsHardest is ELL who dont really understand youFind interestsNot one size fits all approachDont call outI need your help with thisDont play themKeen sense of fairnessBe consistent and fairGive choicesDont get into a power struggleConsistent presence (Harwood shares a principal)Disc./ Cons. ContConsistent presence (Harwood shares a principal)The larger the school, the more trouble there is with at risk studentsThese kids take a lot of timeWe expect sudden change it usually doesnt happenRuby PayneUnderstanding where kids are coming fromPublic education is focused on middle classSocioeconomic statusAttendance is importantConsequences need to be immediateContent - 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 standardsNeed to give choice to allow for background knowledgeAlternate curriculum:Some schools pull out/track students at a different level where others cannotRead OutRead 180System 44Reading RecoveryEssay ScorerPLATOAccelerated ReaderOnline CurriculumContent ContTried sending something home but that isnt very successfulTry doing Small Group Instruction to allow for different levels but need time/helpBooks they choose is easy to personalize to their needsBeginning of the year is most difficult need to learn about the students and their level of background knowledgeMore adults in the room or course helps make it more manageableAllows for easier small group workAllows for easier modificationProvide breakfast, toothbrushes, (discretely) to help at least get them started for the dayBasic needs must be met first

Recommended

View more >