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Transcript of At-Risk students
Those with greater amounts of confidence in their abilities as a student and with plans for an educational future beyond high school graduation were less likely to perform below the basic proficiency levels and were also less likely to drop out than their less confident peers.
Remember, most "at-risk" students are just as capable as their peers but are "educationally disadvantage" in one way or another. These students simply face a number of challenges that other students do not. As an educator you can take steps to access help in order prevent these students from dropping out of school and becoming another statistic.
Teacher expectations, or lack thereof, can lead to student failure. Past perceptions of a student’s ability, academic performance, behavior and lack of achievement can lead to low expectations of student. In turn, this can be inadvertently communicated to the student. The student then feels compelled to conform to the teacher’s lack of expectations. If a teacher perceives a student as passive, disruptive, inattentive, or as a low achiever, that student is likely to have poor educational outcomes and will eventually drop out. It may be a slow, gradual process, an accumulation of years of disengagement and disinterest in school and school related activities.
At-risk students may not be lacking in cognitive ability but may only lack motivation. If a student who feels he/she is unlikely to graduate from high school that child is twice as likely to perform below the basic proficiency levels. He/she becomes almost nine times as likely to become an early drop out versus a student who is confident of his/her eventual graduation.
Break the cycle
PUT THE BALL IS YOUR COURT
Programs for empowering At-Risk Students
IDENTIFYING AT RISK STUDENTS
Strategies and Programs for Empowering at-risk Students for Academic Success
Students from single-parent families
Overage for their peer group, repeated an earlier grade
Frequently changed schools
Parents are not actively involved in the student’s school,
rarey talks to them about school-related matters
or held low expectations for their child’s future
A student with a history of poor grades or low
achievement test scores
Students who did little homework
Frequently cut class, frequently tardy or absent*
Passive, frequently disruptive, inattentive or thought
by teachers to be underachievers
Kids from urban schools or with large minority populations
Black/Hispanic more likely than white kids to perform below
basic proficiency levels in mathematics and reading
Having older siblings who left high school before completion
May have had experiences as either a victim or perpetrators of a
Use iIllegal drug and alcohol use
+At-risk student attendance rates avg = 80% - non-at-risk avg = 92%
(Binkley and Hooper study)
Operation Graduation- 42 of 46 students that participated in the mentoring program graduated on-time. LLoyd C. Bird High School in VA 2012
After-school program and summer camps funded by local charities to keep at-risk kids off the streets and motivated to succeed.
Take Stock in Children Program
Participants are guaranteed a scholarship to attend college if (1) they remain drug & crime free, and (2) if they are able to maintain a 2.5 GPA and stay in school. Kids in the TSIC program are assigned a mentor who will meet with them on a regular basis.
Create your own strategy to help your students in at-risk areas, such as designing a flyer to solicit and encourage parental involvement to be given out on the first day of school:
What Is Academic Success?
Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important.
It takes a combination of very important skills to be a prosperous student
• Time management
Every child wants to do well in school and yet many students fall short at the task of being able to complete the work necessary to be academically successful. Students are more likely to be internally motivated if they keep in mind a few of these:
• Recognize your strength and weaknesses and establish your goals accordingly.
• Identify your beliefs, desires and needs. Believe in yourself!
• Have curiosity to learn something new and work hare towards attainment of goals.
• Always be interested in mastering a topic, achieving good grades is not the only purpose of education, instead learning is the main motive behind
Tips for Parents to Help Motivate their Child
Link school lessons to your child's life.
Encourage your child to share his expertise. Regularly ask him about what he's learning in school
Give your child control and choices. With guidance, let him determine his/her study hours, organizing system or school project topics.
Congratulate your child, encourage him and celebrate all his successes.
Whether it's keeping track of research materials homework give in class. Students need to be organized to succeed in school. For many students, academic challenges are related more to a lack of organization than to a lack of intellectual ability.
• Organizational skills fall under two categories: organizing supplies (physical) and organizing behaviors (mental).
• Organization decreases the potential for students to receive lower grades, complete fewer assignments and have less frustration with school
Tips for Parents to Help Keep their Child Organized
• Make a checklist of things your child needs to bring to and from school every day
• Find out how your child keeps track of his homework and how he organizes his notebooks. Then work together to develop a system he will want to use
• Shop with your child for tools that will help him stay organized, such as binders, folders or an assignment book
Did You Know?
Students spend an average of 35 hours at school in addition to several hours of homework each week. That is equivalent to having a full-time job without the paycheck. Add sports, extracurricular activities, volunteer work, part-time jobs, family and friends, and it’s no wonder so many students struggle with organizing their time.
Learning to schedule enough time to complete an assignment may be difficult for a student. Even when students have a week to do a project, many won't start until the night before it's due. Learning to organize time into productive blocks takes practice and experience.
Great guidelines to follow would be:
• Don’t procrastinate, learn how to space things out a bit so you manage your time and workload in a steady flow
• Using social time wisely
• Think about what you do each day and prepare for how much time is needed for the assignment
Tips to Help Your Child Manage Time
• Track assignments on a monthly calendar.
• Help your child understand time that will have to be allotted for daily activities and allow them to prioritize
• Together, designate a time for nightly homework and help your child stick to this schedule.
• If evenings aren't enough, help your child find other times for schoolwork
Rocket Math Program- Study assessed effects on math fluency using RM program on an at-risk first grade student.
Pre-Test: 10 completed answers per minute
Post-Test: 21 completed answers per minute.
is a strategy with demonstrated efficacy as an intervention for targeting disruptive behavior. The positive effects on individuals for improving attention, increasing academic productivity. and decreasing disruptive behaviors have been demonstrated in multiple studies.
3 Middle Schools
10 At-Risk Students
Students were asked to rate individual and partner behavior when matched with peer tutors (A students) for classroom assignments. Researchers found noticeable behavioral improvements from at-risk when matched with motivated students.
Five key skills for academic success. (2010, January 22). Retrieved October 11, 2014, from http://www.greatschools.org/students/homework-help/60-five-skills-for-academic-success.gs?page=2
RAVE, K., & GOLIGHTLY, A. F. (2014). THE EFFECTIVENESS OF THE ROCKET MATH PROGRAM FOR IMPROVING BASIC MULTIPLICATION FACT FLUENCY IN FIFTH GRADE STUDENTS: A CASE STUDY. Education, 134(4), 537-547.
Hodges, R. (2001). Encouraging High-Risk Student Participation in Tutoring and Supplemental Instruction. Journal Of Developmental Education, 24(3), 2.
Programs and Strategies
Programs and Strategies
Centennial High School
Three years ago Centennial High School was in danger of being closed due to its high per-pupil expenditure and questionable effectiveness. As an alternative high school, we had provided a safety net for the school district, but came in at 75 percent attendance rate with a 44 percent dropout rate.
Centennial has captured the attention and imagination of students, parents, staff, and the local community. Within six weeks of initial enrollment, most students have developed a positive mental attitude, begun demonstrating success, and made future plans that lead either to college or a place in the work force. They have begun to catch the vision of earning a high school diploma. Of the approximately 300 students every year, the school boasts a 94 percent attendance rate and less than a 10 percent dropout rate.
How did they do it?
The school climate changed when all staff members became committed to the mission: create an intimate, nurturing environment in which students can achieve personal, academic, and vocational success. The bottom line, success, required for business to be conducted in a different way.
The Discovery Program
Taught to incoming students every six weeks, represents Centennial's boot camp for new students. To achieve full-time status, students must attend this program five hours a day for six weeks. The class offers students physical education, social studies, English, career, and elective credits that apply to graduation requirements. In the process, Discovery seeks to
* develop a strong sense of community and establish a support system for incoming students;
* teach, practice, and provide ongoing feedback for specific life skills; and
* reinforce the culture of Centennial High by ensuring that all students realize what is expected of them and what they can expect from others in the school.
Lamperes, B. (1994). Empowering at-risk students to succeed. Educational Leadership, 52(3), 67+. Retrieved from http://db03.linccweb.org/login?url=http://go.galegroup.com/ps/i.do?id=GALE%7CA16473780&v=2.1&u=lincclin_bwcc&it=r&p=AONE&sw=w