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Interventions for at risk students power point
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Transcript of Interventions for at risk students power point
Interventions for At-Risk Students
Denise Barnes
April 24,2010
Take a Good Look at our Students
What does a student that is not engaged look like?
• What do they do? When do you see them disengaged?
• Subject, time of day, specific teacher
• What do they say?• How do they relate to their peers?• How do they make you feel as a teacher?
Characteristics of At-Risk Students Unaddressed learning problems Undiagnosed disability Neglect (no one at home to provide basic
necessities, abandon by one or both parents) Safety Issues (drugs, gangs, abuse in home) Poor performance in class Repeat offender (multiple Discipline
Complaint Reports)
Data Collection
Be prepared to discuss student behavior and or progress, both positive and negative with parent/guardian.
Prepare a binder with parent contact information, interest inventory, progress and report cards.
Student
Teacher
Parent
Maintain Confidentiality
When providing information about a student, do not use the students name when speaking with another person and or writing informal memos, emails, etc.
Conduct all conversations concerning students privately.
Academic Interventions
Teach with emotion and universalize that every individual has an unique learning style, explore what that style is for every student.
Academic Interventions
Practice and Rehearse all targeted skills
Provide visuals for visual
learners
Whole Brain Teaching
Use humor, music, play, games, puzzles, plays, and cooperative learning activities.
Behavior Interventions
Stay calm with a matter of fact attitude (NEVER YELL OR LOOSE CONTROL)
Allow movement in the class/stretching short breaks
Have students work in small groups to manage productivity and accountability
Develop whole class incentives
Prevention Interventions
Create an atmosphere of mutual respect
Provide clear and consistent boundaries
Discipline in a formal/polite manner
Look for patterns of misbehavior and intervene (antecedent)
Classroom Environment
Clear expectations with consistent and specific classroom rituals and routines.
Teach social skills and allow for rehearsal of these skills.
Know Who You Are
How do you take care of yourself?
Who is your support system?
Can you leave work when you go home?
RecommendationsBe specific in your praise, do not connect it to a reward.
Stress that your students are making choices.
Directions should be phrased as directives not guest ions.
Phrase statements as guesses and let students react to the guess.
Educational Resources
James M. Kaufman, http://www.people.virginia.edu/~jmk9t
Council for Children with Behavioral Disorders http://www.ccbd.net/
Whole Brain Teaching www.youtube.com