At-Risk Learners CAN Become Successful...

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(c) Schargel Consulting

At-Risk Learners CANBecome Successful Graduates

National Quality in Education Conferencewww.schargel.com/ [email protected]


The Wealth of Nations• Centuries Wealth Determinate• 14 & 15th The nation with the most gold• 16 & 17th The nation with the most colonies• 18 & 19th The nation with the greatest industrial

production• 20th The nation with the greatest military• 21st The nation with the best schools

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EDUCATIONAL CHALLENGES AT THE BEGINNING OF THE 21ST CENTURY

• Schools need to be globally competitive• Raise academic achievement of students• Lower dropout rate• Narrow achievement gap• Increase school success


NCLB & “HIGHLY QUALIFIED TEACHERS”

Recent studies offer compelling evidence that teachers are one of the most critical factors in how well students achieve. Effective teachers helped students greatly outperform those who had ineffective teachers. In a Tennessee study, students with highly effective teachers for three years in a row scored 50 percentage points higher on a test of math skills than those whose teachers were ineffective.

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Every school day 181 school buses loaded with children

leave school never to return. That is the number of students

who drop out EVERY

SCHOOL DAY


We are no longer dealing exclusively with

TRADITIONAL STUDENTSwho come from TRADITIONAL

FAMILIES.

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Traditional Students• Come from stable environments.• Come from two-parent nuclear family.• Speak English as the primary language.• Have a stay-at-home mom.• Have parents who actively support education

and teachers.• Have homes focused on learning and

education.• See education as a “way up” in society.


TRADITIONAL EDUCATIONAL REMEDIES

• Fix the parts of education• Fix the teachers• Fix the students• Fix the parents• Fix the schools• Fix the media• FIX THE BLAME!

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IMPROVE THE PROCESS

Schools are improving. However they are not improving

systemically, measurably or as quickly as society and the

workplace needs the improvement.


IMPROVE THE PROCESS

HOW CAN YOU IMPROVE THE RESULTS UNLESS YOU

CHANGE THE PROCESS THAT PRODUCED THEM?

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Educational Reform must focus on:

• Learning and teaching.• Must be systemic• Cannot be episodic.• Must focus on causes, not symptoms.


The Educational System “Stool”

Students Schools

Communities Parents

Accoun tabilityAssessm

ent

Managem

entSystem

s

In two dimensional thinking, this may appear stable; however, in reality…

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The Educational System “Stool”

Students Schools

Communities Parents

Accoun tabilityAssessm

ent

Cla s sr oomPe rfo r m

a nc e

Managem

entSystem

s

We need threelegs to supporta 3-D stool…

©Franklin Schargel, 2005


LOOK AT THE VIDEO

• What challenges did we face that you don’t?

• What did we do differently than what you do?

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SCATTER DIAGRAMTest grades/Homework done

Test

Grades

# of Homeworks Completed

100

90

80

70

60

50

2 4 6 8 10 12 14 16 18 20 22

. …. . . . .

. … .

. . … .

… . . . . ….


SCATTER DIAGRAMTest grades/Days Absent

Test

Grades

# of Days Absent

100

90

80

70

60

50

6 5 4 3 2 1 0

. … .. . . . . .

… .. . … .

… . . . . ….

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WHAT WE WERE ABLE TO ACHIEVE

• WITH STUDENTS– The dropout rate fell from 21.9% to 2.1%.– Classroom cutting reduced 39.9%– Post-secondary school attendance increased to

72.1%.– Big Brother, Big Sister Apprentice Training Program– Increased student involvement (peer tutoring, senior

citizens, extra curricula activities



• WITH PARENTS– Membership in PTA increased 1440% in 9

months.– For the first time in the 71 year history of

the school parents ran for PTA offices.– Family Night was started.– The PTA set their own agenda for their

meetings.

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• WITH STAFF– Union grievances fell from 29 to 2.– Interdepartmental meetings were held.– Monthly staff recognition and reward.– The Quality Steering Committee was

established as the change mechanism within the school.



• WITH OUR EXTERNAL CUSTOMERS– Business partnerships– The school received over $5 Million in grants.– Continuous Improvement Scholarships.– Post-secondary school alliances.– Widespread media recognition

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(c) Schargel Consulting Fishbone or Cause and Effect Diagram


STUDENTSDROPPING OUT OFSCHOOL

DROPOUTFishbone or Cause and Effect Diagram

PERSONAL REASONS

FAMILY REASONS

SCHOOL REASONS

COMMUNITY PRESSURES

HighIncidentsof criminalactivities

Ineffectivedisciplinesystem

Low abilitylevel

Low SES

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WHAT PLACES STUDENT TO BE AT-RISK

• Low SES• Non-English-speaking home• Ineffective parenting/abuse• Low parental expectations• Dysfunctional home life• No parent involvement• High mobility• Low educational level

Family-Related Factors



Poor school attitudeLow ability levelAttendance/truancyBehavior/discipline problemsPregnancy

Drug abusePoor peer relationshipsNonparticipationFriends have dropped outIllness/disabilityLow self-esteem

Student-Related Factors

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School-Related Factors• Conflict between home/school culture• Ineffective discipline system• Lack of adequate

counseling• Negative school climate• Retentions/Suspensions



School-Related Factors• Disregard of student learning styles• Inappropriate use of technology• Passive instructional strategies• Lack of language instruction• Lack of relevant curriculum• Low expectations

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Community-Related FactorsLack of community support services Lack of community support for schoolsLack of recreational activitiesHigh incidences of criminal activitiesLack of school/community linkagesHigh poverty

Wells, S. E. At-risk youth: Identification, programs, and recommendations. Englewood, CO: Teacher Idea Press.


Why & How Are StudentsAt-Risk?

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Who Are Students At-Risk

Background CharacteristicsRace/Ethnicity Dropout Rate

➨ White, non-Hispanic 7.3

➨ Black, non-Hispanic 12.6

➨ Hispanic 28.6

➨ Asian/Pacific Islander 4.3Dropout Rates in the United States: NCES, U.S. Department of Education


Why are students at-risk?

Status dropouts (16-24) by repetition of grade:

Ever retained 24.1%

Never retained 10.1%

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Why are students at-risk? NELS:88: Reasons for Dropping Out of School

• Had poor grades/was failing school 31.4%

• Did not like school 30.0%

• Could not get along with teachers 15.4%

• Was suspended/expelled from school 10.7%

• Could not get along with students 6.4%* Dropout Rates in the United States


Who is at-risk?

Background Characteristics

Family Income Level/Dropout Rate

Low 11.0

Middle 5.0

High 2.1

Dropout Rates in the United States. NCES, U.S. Department of Education

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TYPES OF DROPOUTS

PHYSICAL

PSYCHOLOGICAL

“PUSH OUT”

Dropout Rates in the United States NCES, U.S. Department of Education


WHO IS MOST “AT-RISK”?• Those with irregular attendance.• Those who are two years or more below grade level.• Those who show a disinterest in school.• Those who come from families with either a low or high income.• Those who are overage for their grade.• Those who are discipline problems.• Those with a language deficit.• Those who are teen parents.

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Effective Strategies• Early Interventions• Basic Core Strategies• Instructional Practices• Making the Most of Community

Resources


Early Interventions

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Family Involvement

Effective Programs Use a Wide-Angle Approach With Children At-Risk

• Family members • Employers • Community agencies • Educational System


Early Childhood Education

• Birth to 36 months—Brain development• Child Care—Develop readiness for

school• Grades 1-3—Key to academic

achievement; base for career awareness

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Reading and Writing Programs

Most Successful Programs• Have a real-world application• Develop communication skills• Foster a love of reading• Include computer skills• Include math skills


Basic Core Strategies

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Mentoring and Tutoring

Major Goals• Academic achievement• Career preparation• Behavior modification• Parenting skills• Social enrichment


IMPACT OF MENTORING• 46% decrease in drug

use (Tierney, et.al, 1995)

• 52% skipped school less (McLearn, et.al, 1998)

• 62% improved self esteem (McLearn, et.al, 1998)

• 66% improved reading and math grades(Waits, 2003)

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IMPACT OF MENTORING

• 89% improved attitude toward life (Americorp, 2000)

• 80%improved study skills (Waits, 2003)

• 93% parent favorable comments (Youthfriends 2001)


Beginning Teacher Attrition is a Serious Problem

14% 24% 33% 40% 46%0%

10%

20%

30%

40%

50%

1st Year 2nd Year 3rd Year 4th Year 5th Year

Source: Richard Ingersoll, adapted for NCTAF from “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription.” NASSP Bulletin 86 (June 2002): pp. 16-31.

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Service-LearningImportance• Facilitates teaching and learning• Integrates learning and service• Requires collaboration with community• Connects learning to life• Develops sense of caring• Fosters respect for self and others


Alternative SchoolingTypes• School-Within-A-School• Residential• Separate Alternative• College-Based• Magnet• Charter

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After-School Experiences

Components• Academic--support/enrichment• Recreational• Cultural• Social• Career exploration


Instructional Practices

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Professional Development

Effective Programs • Long-term, school-based • Include demonstration, practice, and

feedback• Comprehensive staff involvement• Sufficient time and resources


Ineffective Professional DevelopmentMost programs are too brief, too

scattered, and too infrequentMost programs are not designed to

meet the needs of the schoolMost programs do not address the

problems of at-risk students

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ACTIVE LEARNINGBasic Ideas of Learning Styles

• Multiple Intelligence - Nine Intelligences• Different processes of learning • Students’ preferred learning style• Require different teaching methods


Instructional TechnologiesBenefits

• Address individual learning styles• Provide active learning opportunities• Promote collaborative learning• Improve students’ attitudes• Engage student interest• Reduce inequities

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Individualized Instruction

Individualize Instruction for All Students• Modified case management—counseling and

social services• Mentoring and tutoring• Instructional technology• Learning styles• Alternative schools


Community Collaboration

• Community agencies• Faith-based community• Business/Industry• Volunteers• Parents

Schools Cannot Do It Alone

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Workforce ReadinessCareer Education

For All Students K-12• Is supportive, goal-oriented• Creates awareness of possibilities• Provides needed experiences• Develops work-place skills• Encourages positive habits


Violence PreventionComprehensive violence prevention

includes• A clear discipline program• Anger management techniques • A conflict resolution curriculum• Peer mediation• A caring and cooperative culture• A respect for diversity

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Systemic Renewal

• Policies• Processes• Practices• Partners• Pennies

from Best Practice - Zemelman, Daniels and Hyde

MORE & LESS

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MORE & LESS• MORE experiential, inductive, hands-

on learning

• MORE active learning with all the attendant noise of students doing, talking,collaborating

• MORE deep study of a smaller number of topics

• MORE responsibility transferred to students for their work: goal setting, record keeping, monitoring, evaluation

• MORE choice for students: e.g., picking their own books, etc.

• MORE attention to affective needs and varying cognitive style of students

• MORE cooperative, collaborative activity

• MORE reliance on descriptive evaluations of student growth


MORE & LESS• LESS whole class teacher-directed

instruction

• LESS student passivity, sitting, listening, receiving

• LESS student time reading textbooks

• LESS attempts by teachers to cover large amounts of material

•• LESS rote memorization of facts and

details

• LESS stress on competition and grades

• LESS use of and reliance on standardized tests

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THE STARFISHThere was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water.

The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish,” exclaimed the old man. “Why are you making such an effort when it won’t make any difference?”

The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, …

“It makes a difference to this one. And it makes a difference to me”

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At-Risk Learners CAN Become Successful...

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