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Strategies and Programs for Empowering At-Risk Students for Academic Success

EDF1005 - Group 8 Project

Jasmin Lawicki

on 27 October 2012

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Transcript of Strategies and Programs for Empowering At-Risk Students for Academic Success

Strategies & Programs for Empowering At-Risk
Students for Academic
Success It is very important that students know and understand your expectations. You can communicate your expectations through:
Classroom rules and routines
Communicating student roles and responsibilities
Informing about students what they will learn
Illustrating how to follow the directions to complete an assignment
Relating the quality and quantity expected Communicate
High Expectations Ways Teachers Can
Help At-Risk Students It is important to help students to appreciate the value of what they are learning. This can be done by:
Connecting the new information to things the student has already experienced
Helping students to recognize the value of learning beyond grades and classrooms
Connecting to real world situations
Make sure students are getting a depth of knowledge
Rapid pacing is devastating for students at-risk. Students need to be given time to turn conceptual knowledge into understanding.
Engaging higher order thinking
Make sure students have opportunities to apply skills Authentic Learning Tasks Students who are at-risk may lack motivation because they believe they are incapable of success. It is very important to give students motivation through:
Positive reinforcement
Hands on learning
Group work
Rewarding improvement Motivation In order to create a compassionate and productive environment, it is necessary to be caring and have order in the classroom. You can convey a caring orderly environment by:
Knowing the names of your students on the first day of class
Learning the strengths, weaknesses, and insecurities of each individual student
Let students know the routines, boundaries, and expectations that you have Create a Compassionate and Productive Environment Teachers and Schools can place students at-risk by:
Alienating teachers and students
Providing low standard, low quality education
Having low expectations of the student
Being unresponsive to the student
Failing to adequately prepare youths
Having high levels of school violence Other Ways Students Can
Become At-Risk Students can be placed at risk because of:
Educational level of parents
Family status
Lack of motivation
Number of counseling & discipline referrals
School transfers
Teen pregnancies How Students Become At-Risk Poor academic performance
Counterproductive attitudes and behavior
Excessive absenteeism Ways to Identify
At-Risk Students Students who read, write, and compute at a level below that required for the job market. Substandard
Basic Skills Students who fail to complete high school, resulting in a lack of educational preparation and job training. Dropping Out Retention refers to when a student is required to repeat a grade level due to low academic performance. Retention Remediation is enrichment given to students who fail to demonstrate competency, at an appropriate rate, in the areas of Reading, Writing, and Mathematics. Remediation Remediation
Dropping Out
Substandard Basic Skills Areas Which Define
At-Risk Students The term, “at-risk,” was coined in 1983 when the National Commission on Excellence in Education published a paper entitled A Nation at Risk. This term then began to be applied to students who are at risk of leaving the school system without the skills necessary to help job market in the United States compete on a global scale. Who Are “At-Risk” Students? Rewards Rewarding improved performance or behavior can be as simple as a verbally acknowledging the improvement to actually giving a concrete prize or certificate. Whether verbal or concrete, rewards should:
Specifically acknowledge the accomplishment
Detail positive aspects which show improvement
Acknowledge the difficulty level of the task
Help motivate students future success
This success will lead to future success Personal and Social Values and Skills is that complex of knowledge, values, attitudes and abilities which contribute to the development of a sound moral character, a sense of community, and competence in responding to the personal, social and cultural aspects of life. It involves the development of self knowledge and understanding of the feelings, experiences, needs, purposes and rights of oneself and others. Students as
Social Value Creating environments where all students have the opportunity to become empowered
Allowing students make mistakes, take risks & experiment with new ideas
Great example is Student Government, where students become more actively involved in decisions for their school School Environment Supportive of
Risk Taking & Experimentation Flexibility in creating an effective learning environment for each child
Constructing ideal school days, developing proper roles & responsibilities for the students. This in turn creates give students greater choice & autonomy
Developing utilities outside school with Leadership programs with different industry trainers Flexibility & Resourcefulness in
Meeting the Needs of Students Empowering students to take control to lead functional and fulfilling lives should help them meet their needs for power and belonging, and enable them to pursue and realize their social goals. This outcome should positively affect students' achievement motivation and hence learning. Early Definition
of Student Empowerment You can empower students with:
An early definition of student empowerment
A focus on students as a social value
Flexibility and resourcefulness in meeting and developing the needs of students
A school environment supportive of risk taking and experimentation How do you achieve it? Enabling students to pursue multiple and complementary achievement and social goals should positively affect student achievement. Empowering students could facilitate such pursuits. What is Student Empowerment? Empowering
At-Risk Students By: Erica Wilson & Jasmin Lawicki Programs for Empowering
At-Risk Students Accenture is a global management consulting, technology services and outsourcing company, with 257,000 people serving clients in more than 120 countries. Combining unparalleled experience, comprehensive capabilities across all industries and business functions, and extensive research on the world’s most successful companies, Accenture collaborates with clients to help them become high-performance businesses and governments. About Accenture Individuals accepted become “Accenture Fellow” Benefits include:
Opportunity to complete two summer internships
Hands-on exploration of career path
Potential to receive full-time job during the fall semester of senior year The Accenture Student Empowerment Program is a two year program targeted toward female and minority students, sophomores with majors in business, computer science and engineering. Accenture Student
Empowerment Program Students participate in:
Committee Meetings
School Assemblies
School-Wide Distribution & Decorating Huddle Up is a student empowerment program created by the Canadian Safe School Network. Rather than concentrating solely on correcting the behavior of those who bully, they focus on influencing the attitudes of all parties. Those who are bullied and bystanders can learn to address the situations before they result in negative actions. "Huddle Up" - A Bullying
Prevention Program The four key points to the Accenture Student Empowerment Program:
Mentoring: each fellow is matched with an executive from the consulting workforce
Internships: two summer internships as long as fellows continue to meet the Program requirements
Development: ongoing workshops covering a variety of topics will be offered via conference calls through the academic year, newsletters, summer internships, etc.
Networking: opportunities to build network with a variety of consulting professionals beyond your assigned mentor Discovery Program is a student empowerment program created by Centennial High School. Their program requires an initial boot-camp for students, 5 hours a day for 6 weeks. It also requires that parents attend 4 two-hour sessions to learn the same techniques as the students.

Discovery Program is aimed at:
Teaching students pro-social skills to deal with authority
Creating a culture in which positive relationships, noncoercion, and cooperation govern all interactions
Establishing a flexible approach to scheduling
Empowering students to direct their own successes Discovery Program Boot-camp for entry-level students every six weeks in which students commit to learning the six Ps: Prompt, Polite, Prepared, Participate, Positive mental attitude, and Produce
Engage in grounding activities to foster a personal connection between students an teachers and establish a safe, supportive environment for learning
Provide a family atmosphere through: fist name basis communication, personal learning style inventories, and bimonthly community meetings
Short, flexible, alternative scheduling
Empowerment through symbolism, student pledges, and student defined discipline contracts. Key Features of Discovery Program References Accenture. (2012). Accenture Student Empowerment Program. Retrieved from http://careers.accenture.com/Microsites/student-empowerment-program/Pages/index.aspx

Canadian Safe School Network. (2008). “Huddle Up” – A Bullying Prevention Program. Retrieved from http://www.canadiansafeschools.com/programs/programs/huddleUp.htm

References Dunn, R., & Honigsfeld, A. (2009). Differentiating instructions for at-risk students. Lanham, MD: Rowman & Littlefield Education.Lamperes, Bill. (1994). Empowering At-Risk Students to Succeed. Strategies for Success, volume 52 (3), 60-70. Retrieved from http://www.ascd.org/publications/educational_leadership/nov94/vol52/num03/Empowering_At-Risk_Students_to_Succeed.aspx References Mueller, Tracy. (2006). Student Empowerment. Retrieved from http://www.unco.edu/cetl/TracyMueller/Inclusion/index.html

Rief, S.F., & Heimburge, J.A. (2006). How to reach and teach all children in the inclusive classroom: Practical strategies, lessons, and activities. San Francisco, CA: Jossey-Bass. References Sullivan, Anna M. (n.d.). Pursuit of Goals in Partnerships: Empowerment in Practice. Retrieved from http://www.aare.edu.au/02pap/sul02098.htm

Vaughn, S., Bos, C.S., & Schumm, J.S. (2000). Teaching exceptional, diverse, and at-risk students in the general education classroom. Needham Heights, MA: Allyn & Bacon.
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