A Field Guide For Alternative Education
The Oklahoma Technical Assistance Center 123 East Broadway Cushing, Oklahoma 74023 918.225.1882 800.687.5730 www.otac.info OTAC Date-Due Checklist for______school year
Deadline Information Description
September 15 State Plan • Submitted to State Department of Education September EOI/CRT •Your field coordinator will send a form and a request for these later Scores Prior to your Pre-database •You should have updated the following information: Winter/Holiday -Provide an exit date of 8/1/current school year for non-returning Break students -Change returning students age and grade level •You should have entered all new students will ALL pre-information - please call/contact your field coordinator if you have any questions •Email entire OTAC Access database to your field coordinator May Learn and •Submitted to State Department of Education Serve May 1 Arts Grant • Submitted to State Arts Council December 1
Other Grants •Submitted to State Department of Education such as Technology, etc.
April & May Self- •You can complete it as soon as you receive it and email it back to your evaluation field coordinator • Responses may be added to the document provided or you may submit a response in the format of your choice April & May Exit •Some, not all, programs will be involved in exit interviews that will be Interview scheduled with your field coordinator Comparison •Used to collect data samples on students you have not served, but who Form might be a potential dropout (students on a waiting list.) •A good sample would be five to fifteen students •Your field coordinator will email you an updated comparison data form •We are asking for the # of courses passed instead of courses failed Due no later Post database •Please call/contact your field coordinator if you have any questions than June 1 •Make sure your field coordinator has your summer contact information – phone & email •Email entire OTAC Access database to your field coordinator
Thank you for your hard work!
July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info OTAC Gatherings for______school year
Date Type of Gathering Description
●This conference is organized by the State Department of Education ●It is traditionally held in OKC June or July Summer Conference ●It is usually a 2-day conference ●OTAC may provide a 1-day pre-conference with a specialized topic ●All alternative educators are encouraged to attend ●This conference is open to all interested educators ●Essential for all teachers new to alternative education August New Teacher Training ●Good review for any alternative education teacher ●We usually hold two of these, one in Tulsa and one in OKC ●Full day (8:30 a.m. – 3:00 p.m.) ●Counselors working with an alternative program are encouraged to August Counselor’s Meeting attend (school and/or collaborative agency partners)
●Alternative educators, teachers and directors are welcome to attend September Regional Meeting ●Current alternative education issues dictate topics ●Usually hold five of these in various parts of the state ●Full day (8:30 a.m. – 3:00 p.m.) ●Groups of students attend with their instructors November Student Leadership ●Session Topics are interactive and of interest to students Conference ●Presentations by alt ed students arranged and approved in advance ●We usually hold two of these, one in Tulsa and one in OKC ●Full day (8:30 a.m. – 3:00 p.m.) ●No registration costs, meals included ●Organized by the Oklahoma Alternative Education Association ●Groups of students attend with their instructors Late ●You may attend and/or set up a display about your program Winter/Earl Alternative Education ●Held in the Rotunda at the State Capitol y Spring Day ●Participants are encouraged to set up an appointment for you and your students to meet with your legislator ●You and your students can take a tour of the Capitol ●Half-day (9:00 a.m. – 1:00 p.m.) ●Groups of students attend with their instructors Spring Technology Day ●Hands on technology application ●We usually hold 3-4 of these in various parts of the state ●Full day (8:30 a.m. – 3:00 p.m.)
See You!
July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info OTAC Field Guide - 2009 New & Updated Pages NEW PAGES 2009 Field Guide Cover & Spine Piece OTAC Date-Due Checklist OTAC Gatherings
Table of Contents – NEW SECTION Table of Contents w/cross references to Alternative Education Criteria
Research and Trends 1-60 Bixby Learning Center – Whatever It Takes 1-61 Initiatives that Work
Effective Instruction 2-33 –2-38 Marzano’s Nine Instructional Categories…Affect Student Achievement (Remove previous pages 2-33 & 2-34-Graduation Success Plan - an updated version of these two pages are in the NEW Graduation Plan section.) 2-39 Using Music to Teach 2-40 Art Activities Documentation
Redesigning Assessments 3-32 Digital Storytelling Rubric
Life Skills 4-19 51 Things You Can Do the Help Someone Get Ready for Independent Living 4-20 Life Skills Documentation
Counseling & Behavioral Issues 5-33 Bulling Incident Report Form 5-34 Counseling Documentation
Work Study & Service Learning 6-4a Goals of Service Learning 6-4b What is Academic Service Learning? 6-4c Service Learning Development Form 6-4d Planning for a Service Learning Project 6-4e Building Community Partnerships 6-4f Youth Service America Project Ideas 6-4g Powering Offline Action – Do Something 6-4h Secondary Subject-Related Project Ideas 6-4j – 6-4k How to Design a Service Learning Project Parts I and II 6-4l Simple Project Ideas 6-4m Service Learning Journal 6-4n Seasons of Service & Special Events 6-4r Funding for Service Learning Projects 6-4s Service Learning Documentation 6-4t page is intentionally left blank
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
OTAC Field Guide - 2009 New & Updated Pages NEW PAGES - CONTINUED Work Study & Service Learning 6-24 Snag a Summer Job 6-25 Another Outstanding Resource for Locating Jobs in Oklahoma
Middle School 7-16 Screening for Alt Ed 7-17 Middle Level Subject-Related Project Ideas
ELL No new pages
Resources 9-52 – 9-54 Interactive Internet Resources
Graduation Plan – NEW SECTION 10-1 Career & Graduation Folder / College/Career Skills Checklist 10-2 Educational Planning / End of School Testing 10-3 Career Planning / School & Community Activities, Organizations & Clubs 10-4 Goals and Graduation Plan 10-6 Issues to Address 10-7 Plan of Success (Union Alternative School) 10-8 Putnam City Student Needs Assessment 10-9 & 10-10 Graduation Success Plan - Oklahoma Higher Learning Access Program (OHLAP) 10-11 Oklahoma Higher Learning Access Program (OHLAP) 10-12 Graduation Checklist – 23 Credits to Graduate 10-13 & 10 14 Graduation Success Plan – College Prep/Work Ready (Remove previous pages 2-33 & 2-34-Graduation Success Plan – this is an updated version of these two pages.) 10-15 & 10-16 Graduation Success Plan – Core Curriculum – Opt Out 10-17 & 10-18 Things a Parent Can Do to Prepare a Student for Graduation
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
OTAC Field Guide - 2009 New & Updated Pages UPDATED PAGES (Remove previous pages and replace with these updates.)
Research and Trends 1-8 High School Criteria for At-Risk Identification 1-9 Middle School Criteria for At-Risk Identification
Effective Instruction 2-21 www.com 2-33 & 2-34 (Remove previous pages 2-33 & 2-34-Graduation Success Plan - an updated version of these two pages are in the NEW Graduation Plan section.)
Redesigning Assessments No updated pages
Life Skills 4-2 Life Skills Resources
Counseling & Behavioral Issues No updated pages
Work Study & Service Learning No updated pages
Middle School No updated pages
ELL No updated pages
Resources 9-1 Math and Science Resources on the Internet 9-2 Additional Internet Sites 9-3 & 9-4 History Made Fun 9-18 Music Related Internet Web Sites 9-21 The Arts and Visual Art Resources on the Web 9-27 A Few Select Websites 9-30 Obtaining Display Materials 9-31, 9-32, 9-33, 9-34 Oklahoma Environmental Education Coordinating Committee 9-39 K20 Alt
Graduation Plan 10-13 & 10-14 Graduation Success Plan – College Prep/Work Ready (Remove previous pages 2-33 & 2-34-Graduation Success Plan – this is an updated version of these two pages.)
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
2009 OTAC Field Guide Table of Contents
Page Research and Trends #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Defining Dropouts 1-1 x x x x x Rubric - Current Status of Your Plan of Study 1-4 x x x x x x x x x At-Risk Student: Oklahoma Definition 1-5 x High School Criteria for At-Risk Identification 1-8 x Middle School Criteria for At-Risk Identification 1-9 x Elementary Criteria for At-Risk Identification 1-10 x Seventeen Criteria for Alternative Education 1-11 x x x x x x x x x Rubric – 17 Criteria for Alternative Education 1-12 x x x x x x x x x x Examples of Non-compliance 1-17 x x x x x x x x x Keeping Alternatives Alive… How to avoid the cycle of failure 1-18 x x Schools for Disruptive Students: A Questionable Alternative? 1-22 x x x Alternative Education: From a “Last Chance” to a Proactive Model 1-36 x Research 1-41 x x The Performance of At-Risk Youth As Tutors 1-46 x x x H.S. Dropouts Say Lack of Motivation Top Reason to Quit 1-55 x x x Internalizers 1-58 x x x Externalizers 1-59 x x x Bixby Learning Center Whatever It Takes 1-60 x Initiatives That Work 1-61 x x x x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Effective Instruction #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Reading for the Content Class 2-1 x x Between Ice Ages 2-2 x x Fry Graph for Estimating Reading Ages (grade level) 2-3 x x What is the Reading Level of Your Textbook? 2-4 x x Study Skills Survey 2-6 x x Get Organized for Class! 2-8 x x Project Chart 2-9 x x x Class Projects (chart) 2-10 x x x Important Dates for the Month of (blank calendar page) 2-11 x x Instant Study Skills 2-12 x x How to use SQ3R with Textbooks 2-15 x x Paragraph Study Sheet 2-16 x x Color Coding Notes & Worksheets 2-16 x x See Thru Study Cards 2-16 x x Paragraph Study Sheet (blank form) 2-17 x x Note-Taking 2-18 x x Organizing Notes for Review 2-20 x x Using the Internet to Study? 2-21 x x x Tips on Taking Tests 2-22 x x Tips for True/False Tests 2-23 x x Tips for Multiple Choice Tests 2-24 x x Tips for Essay Tests 2-25 x x Know Your Test Terms 2-26 x x Flash Quizzes and Small Group Study Help Learning 2-27 x x Adapting Assignments 2-28 x x Model Questions and Key Words…Developing Questions 2-31 x x Marzano’s Nine Instructional Categories That Strongly Affect Student Achievement 2-33 x x Using Music to Teach 2-39 x x x x Art Activities Documentation 2-40 x x x x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Redesigning Assessments #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project What Goes In A Portfolio? 3-1 x x x How to Assess Thoughtful Outcomes 3-3 x x x How Are You Intelligent? 3-4 x x Portfolios of Multiple Intelligences Could Include…(Chart) 3-5 x x Ensuring Reliable Scoring – Evaluating Creative Writing 3-6 x x 6-Point Rubric 3-8 x x Sample Rubrics x x - Middle School Group Project 3-9 x x - High School Oral Presentation 3-10 x x - Science 3-11 x x - A Comparative Study Rubric 3-13 x x Classroom Originality & Creativity Thinking Skills Checklist 3-14 x x Examples of Performance Assessments 3-15 x x Biology Performance Tasks 3-16 x x Earth Science Performance Tasks 3-18 x x Oral Communication Assessment 3-20 x x x Self Assessments x x - Social Studies 3-21 x x - Science 3-22 x x - Mathematics 3-23 x x - Reading/Language Arts 3-24 x x - Art 3-25 x x - Theater and Community Development 3-26 x x - Community Achievement 3-27 x x x x Required Graduation Projects / Presentations of Learning 3-29 x x x x x College Search To Do List 3-30 x x x x x Senior Portfolio Sign-Off Sheet 3-31 x x x x x Digital Storytelling Rubric 3-32 x x x x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Life Skills #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project What Are Life Skills? 4-1 x Life Skills Resources 4-2 x x About the Social Skills Curriculum 4-3 x x x x Life Skills Syllabus (Sample) 4-5 x x x x Curriculum Outline (Sample) 4-6 x x x x Cooperative Learning Review of Social Skills 4-8 x x x x Social Skills Task Review 4-13 x x x x Appendix 4-14 x x x x Chart of Life Skills (Topics, Activities, Resources) 4-16 x x x x 51 Things…to Help Someone Get Ready for Independent Living 4-19 x x x x x Life Skills Documentation (Chart) 4-20 x x x x x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Counseling & Behavioral Issues #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Characteristics of a Disruptive Student 5-1 x x Prevention Strategies 5-2 x Discipline is a Process 5-3 x Characteristics…Effective Discipline & Student Management Programs 5-4 x x x Building Blocks…Effective Classroom Management & Discipline 5-6 x Messages-Feelings-Goals-Strategies 5-7 x x x Understanding the Goals of Misbehavior 5-8 x x x Summary Chart of Interventions 5-9 x x x Ideas for Preventing School Violence 5-11 x x x Early Interventions 5-12 x x x Counseling/Mentoring Component 5-14 x Topics and Concerns Typically Expressed in Adolescent Groups 5-21 x Behavior Improvement Form 5-22 x x x x Contract for Self Monitoring 5-24 x x x x On Task/Working Monitoring Form 5-25 x x x Behavior Contract 5-26 x x x x Question of the Week 5-27 x x x Hands of Human Dignity / Human Dignity Vine 5-28 x x x x Rap Up / Sit Downs 5-29 x x x x Attendance Contract 5-30 x x x x x Student Incident Report 5-31 x Bully Incident Report Form 5-33 x Counseling Documentation Form 5-34 x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Work Study & Service Learning #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Service Learning Components 6-1 x x x What is Service Learning 6-2 x x x The Standards: School-Based and Community- Based 6-3 x x x Integrating Service Learning into the Curriculum 6-4 x x x Goals of Service Learning 6-4a x x What is Academic Service Learning? 6-4b x x Service Learning Development Form 6-4c x x Planning for a Service Learning Project 6-4d x x Building Community Partnerships 6-4e x x x Youth Service America Project Ideas 6-4f x x x Powering Offline Action – Do Something 6-4g x x x Secondary Subject-Related Project Ideas 6-4h x x x How to Design a Service Learning Project x Parts I and II 6-4j x x Simple Project Ideas 6-4l x x x Service Learning Journal 6-4m x x x x x Seasons of Service & Special Events 6-4n x x Funding for Service Learning Projects 6-4r x x Service Learning Documentation 6-4s x x x x References 6-5 x x Work Study Component 6-6 x x x x Getting & Keeping a Job – Completing a Job Application 6-7 x x Employment Application 6-8 x Getting & Keeping a Job – How to Conduct Yourself …Job Interview 6-11 x x x x Getting & Keeping a Job – How to Keep a Job 6-12 x x x x Getting & Keeping a Job – How to Become a Supervisor 6-13 x x x x Work Study – Cooperative Education Trainee Evaluation 6-15 x x x x Student Evaluation 6-16 x x x x Getting & Keeping a Job – Code of Job Ethics 6-17 x x x x x Responsibilities 6-19 x x Community Job Training Agreement 6-20 x x Snag a Summer Job 6-24 x Another Outstanding Resource for Locating Jobs 6-25 x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Middle School #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Intake Interview Questions 7-1 x Middle School Alternative Education Scoring Form 7-2 x Middle School Alternative Education In-take 7-3 & Screening Form x x Middle School Plan for Success 7-4 x x Exit Form 7-5 x x Supportive Environment 7-6 x x x What’s Up? Signal Chart 7-8 x Respect & Responsibility 7-9 x x Involve Students in the Community 7-10 x x x Tried & True Ideas for Middle School Alternative Education Classrooms 7-11 x x Habits of Mind 7-14 x x x Macbeth Graphic Study Chart 7-15 x Screening for Alt. Ed. 7-16 x x Middle Level Subject Related Ideas 7-17 x x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page ELL #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Identifying and Serving English Language 8-1 x x x x Language Development 8-2 x x Glossary of Important Terms 8-3 x x Resources 8-8 x x Understanding Second Language Terminology and Acquisition 8-11 x x Language Acquisition 8-12 x x Helping an ESL Student Learn the English Language 8-13 x x ESL Tips That Will Help Any Learner 8-14 x x Wordless Books to use with Your ESL Student (or any student) 8-15 x x Tips on Communicating with ESL Students 8-16 x x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Resources #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Math and Science Resources on the Internet 9-1 x x Additional Internet Sites 9-2 x x History Made Fun 9-3 x x Freebies …or close to it 9-5 x Law-related Education Materials Request Form 9-6 x The Rock Window 9-7 x x x Rock and Roll Hall of Fame and Museum 9-11 x x Runaway Slaves 9-14 x x Rock and Roll Resources 9-16 x x x Print Resources 9-17 x Music Related Internet Web Sites 9-18 x x x The Vietnam War: A Popular Music Approach 9-19 x x x The Arts and Visual Art Resources on the Web 9-21 x x x Visual and Applied Arts 9-22 x x x Web Browsing Basics 9-25 x x Water Resource Trunk 9-26 x x A Few Select Websites… 9-27 x x x Classroom Organization Strategies 9-28 x x Obtaining Display Materials 9-30 x Oklahoma Environmental Education Coordinating Committee 9-31 x x Challenge Course/Rock Climbing/Backpacking/Canoeing 9-35 x x x x x Mountain Biking/Orienteering 9-36 x x x x x Confidentiality Release Form 9-37 x x Consent for the Release of Confidential Information 9-38 x x K20 Alt 9-39 x x x Responsibility Steps for Intake and Screening Part I of II 9-41 x x x Responsibility Steps for Intake and Screening Part II of II 9-42 x x x Student/Parent Contract 9-43 x x Jay Alternative School Data Information 9-44 x x Highly Qualified Teachers – District Plan 9-48 x Application for Approval of Workshop, Conference, Seminar, Etc. 9-49 x HOUSSE Check Sheet 9-50 x Teacher Qualification Disclaimer 9-51 x Interactive Internet Resources 9-52 x x x July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Page Graduation Plans #
Intake Screening Collaboration Inst Individualized Counseling Plan Graduation Life Skills Inst Effective Education Arts Inst Based Project Career & Graduation Folder / College/Career Skills Checklist 10-1 x x Educational Planning / End of School Testing 10-2 x x Career Planning / School & Community Activities, Organizations & Clubs 10-3 x x Goals and Graduation Plan 10-4 x x x Issues to Address 10-6 x x Plan of Success (Union Alternative School) 10-7 x Putnam City Student Needs Assessment 10-8 x x x Graduation Success Plan – Oklahoma Higher Learning Access Program (OHLAP) 10-9 x x x x x Oklahoma Higher Learning Access Program (OHLAP) 10-11 x x x x x Graduation Checklist – 23 Credits to Graduate 10-12 x x x x x Graduation Success Plan – College Prep/Work Ready 10-13 x x x x x Graduation Success Plan – Core Curriculum – Opt Out 10-15 x x x x x Things a Parent Can Do to Prepare a Student for Graduation 10-17 x x x
July 2009 Update
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info Although the research does suggest that the most conducive environment for leaning is within the regular education setting, the harsh reality is that it is not meeting the needs of nontraditional learners.
Chalker & Brown (1999)
Who will drop out of school?
Most critical indicators:
• Low socioeconomic background • Being educated with others from low socioeconomic backgrounds • Retention in grade
• Not reading by the third grade
Key elements identified by research on successful programs for at-risk youth:
• clear mission • orderly learning environment • academic engagement • frequent evaluations
(From Barr & Parrett, 1995)
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Most common recommendations for alternative education program implementation (from Orr,1987): • small • nontraditional setting • faster close working relationships among students & staff • emphasize support and encouragement • comprehensive and multifaceted service approach • emphasize improvement of basic skills & self-esteem
7 essentials for at-risk programs
• comprehensive approach • improving self-concept • high expectiations • social skill instruction • agreement of expectations
• parent/family involvement • learner responsibility
“Research has been so effective in indentifying the essential components of effective alternative schools that it is now possible to all but guarantee program effectiveness. Alternative schools work and we now why they work.”
Essential building blocks of a powerful, effective school: • choice • small size • caring and demanding teachers
Barr & Parrett, 1997
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Raywid’s Typology
Type I – Educational Type II – Disciplinary
* “Fix the environment * “Fix the child” * Schools of choice * Mandatory * Voluntary * Punitive * Chanllenging and * Highly regulated nurturing * Focus on compliance * Student-centered * Minimal interaction
Brief life cycle of alternative
Schools (from enthusiasm….
• Begin with a small program • Run by small group of dedicated teachers • Paid for with outside funds • Teachers have a lot of freedom to design a program that will work • Students’ needs are met, original problem fades from attention
…to despair
• Program forced to take other students • Students are PLACED in the program • Mission of program is muddled • Teacher/student frustration
• Original teachers ask for transfers • Unhappy teachers/unhappy students • Too few students to justify program
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Performance 1 2 3 4 5 Element Novice Emerging Developing Meets Standard Well Developed/Advanced Recommended High school graduation High School graduation High school, college, and School wide plan of study that Students can speak about the options, Requirements checklist. checklist with a planned postsecondary training includes high school, college, and requirements and benefits of their POS. career cluster or blended entrance requirement postsecondary training entrance Students are expected to complete a academic and checklist with a planned requirements with a planned career rigorous academic core as well as rigorous career/technical area of career cluster or blended cluster or blended academic and career tech courses. A copy of the POS concentration. academic and career/technical career/technical area of follows the student to the tech center. area of concentration. concentration. Staff Involvement Counselor or Counselor and/or Counselor and other school Counselor and other school Counselor and other school advisers Carl Perkins staff Carl Perkins staff staff work together on school advisers/ mentors work with /mentors, and technology center or wide POS system. assigned students on career postsecondary (tech center, planning to reach all students. university/college, military) student services jointly plan and work all students on career planning. Grade level All 8th graders involved in 8th grade orientation and Individual and/or group Teachers as Advisers Program Teachers as Advisers Program available for Group or Individual an orientation process 9th grade follow-up advisement sessions for 9th – available for grades 9-12 with grades 9-12 with individual advisement Participation individually or in groups. conference. 10th – 11th – 12th grade individual advisement. including a student/parent/adviser students. conference. Review Updated annually. Reviewed and updated Review and updated annually. Reviewed and updated twice annually. annually. Parental Involvement Enrollment and Enrollment and Enrollment and assessment All parents meet with student and All parents meet with student and school assessment information is assessment information information is sent home or school staff. (Parent – Teacher – staff to develop plan of study. A parent sent home to parents. is sent home to parents. students take information to Student Conferences during signature is required on POS for the student Regularly scheduled parents and parent’s signature scheduled time) to develop plan of to be enrolled and before class changes can Parent Teacher required for enrollment study. Parent’s signature is be made. Parent meets with student and Conference days. purposes. Regularly required for enrollment purposes. school staff twice annually to review and scheduled Parent Teacher update POS. Conference days. Academic and OK EPAS (EXPLORE and OK EPAS or other Student assessment results Student assessments/ interest Student assessments/ interest inventories Interest PLAN), or other interest inventories are are given and interpreted to inventories/ academic results are and academic results are interpreted with Assessments assessments are used to begin career the students/parents. interpreted with parent/child to parent & child to discuss life -career goals, administered/used. exploration process. discuss life -career goals, course course options, and hobby preferences to options, and hobby preferences. develop and review a POS. Assessment results are used in development of POS. Each level builds upon the previous level. It is assumed all services in the previous level are continued as the rubric works upward. This rubric provides basic guidelines to assist in rating the current status of your school’s implementation of students’ Plan/Program of Study (POS). This self-rating tool can assist school personnel in setting systemic goals. It can highlight what level is being implemented and it can be used as a benchmarking tool for improvement. If you need assistance with strategies for program improvements please contact our Guidance office for more information at 1.800.522.5810 ext 159 or [email protected].
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
At-Risk Student: Oklahoma Definition
At-risk children and youth are individuals whose present or predictable status (economic, social-cultural, academic, and/or health) indicates that they may fail to successfully complete their secondary education and acquire basic life skills necessary for higher education and/or employment. More specifically, children and youth may be deemed at risk if: 1. They are a member of a household or family whose income is at or below the poverty level under criteria used by the U.S. Census Bureau; or 2. They have not made substantial progress in mastering basic skills that are appropriate for students their age; or 3. They have low grades that consistently indicate major underachievement; or 4. They have been retained in a grade for one or more years; or 5. They have been a school dropout or have excessive absences during a school year; or 6. They have been determined to be at risk based on assessments by school staff familiar with the students’ health, social, or family status as these influences may be impairing the students’ success in school. Influences may include but are not limited to, evidence of abuse of the students’ use of alcohol or drugs, pregnancy or attempted suicide.
• How do we know which population to serve? Review you district’s complete Needs Assessment. You should have a clear picture of who you need to serve before you can develop an effective program to meet the needs of the students. Watch for “obvious” areas of concern: i.e. high absences, low GPA, high retention, etc., which indicate students are at-risk. This will help identify the “target” population. On occasion, one area or grade may indicate a real concern (9th grade test scores), while on some assessments a “pattern” develops (absences for several grades is high). This will give you an “overview” of those “indicators of at-risk behaviors. If your school district determines that you have high numbers of pregnant adolescents, you need a differentiated program that addresses their specific needs only if they can’t or haven’t been accommodated in the regular school program. If your school identifies a high number of students referred because of behavior, first look at your traditional program and determine if you need to work on the problem in that environment; a change in school climate may be indicated. A program to enhance core skills and help students with behavioral issues may be appropriate here.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
But we aren’t through yet! It’s time to brainstorm…
• How do we identify individual students? Remember the (SDE) established criteria for identifying high-risk students, which was defined earlier. Under this definition many different kinds of students can be identified as high risk. The second related question we should ask, “Are these students succeeding in the traditional classroom?” If so, they don’t need an alternative program.
Most students can initially be identified by teachers, counselors, and principals. Parents may contact the school for assistance with a student. Even the student himself may request a different option. It is important to match the student and the program during the intake and screening process.
By now, every statewide program has described an intake and screening process in its plan submitted to the Alternative Education Section of the State Department of Education. But you should always be alert! Don’t let the rush of school or habit cause your program to subvert this incredibly important process.
Programs without screening procedures are usually programs without clear focus, and programs without focus can easily be co-opted into meeting the needs of teachers and administrators rather than meeting the needs of students. Every now and then, take a step back and review your process. How are decisions made? By whom? Is anyone ever screened out of the program? If not, you probably don’t have a true screening procedure. Your program is probably more of a catch-all that is used to place any student who exhibits any kind of school problem.
As the year progresses, review the roster of students to ensure that the students admitted into the program are those most at risk of failing to complete a high school education. All too often, alternative programs become inundated with who need to recover one or two credits in order to keep on track for graduation. While these students certainly are at some risk of failing to complete high school on time, the alternative education program is not a substitute for summer school. The alternative education program is a replacement for, not a supplement to, the traditional school program. When available slots are not used for true alternative education learner, the program’s focus is altered – if not compromised. When the focus of a program shifts to credit recovery, the effect is a failure to provide appropriate services for the high-risk students that the Statewide Alternative Education Program is designed to serve.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
During intake, all of the student’s records should be available so that realistic decisions can be made. If the student enters your program, you have the information you need to make educational decisions, AND you have pre-placement information you need for your program evaluation.
No single individual should ever have the power to make placement decisions. The eligibility or placement committee should include a representative from the alternative program, a counselor, the student and the students’ family, and other school personnel. You cannot let anyone use “parent logic” and place a student “just because… I said so!”
There may be one exception to the single-source placement prohibition – juvenile court judges. Programs need to save some room to accommodate recommendations from the judicial system or from juvenile justice. If a court referral occurs, include the youth’s caseworker or social worker in the intake committee. Many adjudicated youth have thrived in alternative education; students whose lives have dramatically changed have become community ambassadors for alternative programming. If a student has a history of violent behavior, be sure to determine what safeguards and assistance you can expect from the referring entity. Don’t prejudge, you just may work a miracle.
Guard against allowing the program to become a short-term punishment for undesirable behavior. Extensive research over the past ten years has found that short-term programs fail to yield long-term favorable results for the students. Students “sentenced” to alternative education, as a group, do not show improvements in academic achievement or behavior.
Generally, students in programs that they choose to attend show improvement. Programs of choice tend to have low dropout rates and high graduation or promotion rates even though they serve students at very high risk of school failure or dropout. Make you program a program of choice, a positive choice.
Some alternative education programs cause administrators to worry because they think too many kids want “in.” But even the best alternative programs can rarely compete with all of the social and academic reasons that adolescents go to school – worries about everyone wanting “in” are unfounded.
**See Pages 1-58 Internalizers and 1-59 Externalizers
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HIGH SCHOOL CRITERIA FOR AT-RISK IDENTIFICATION Please circle the number across from specific characteristics.
1. Teacher/Counselor referred 1
2. Overage for grade placement 2
3. GPA below 2.0 1
4. Credit deficiencies for graduation with entering class: 2 credits or less 1 3-5 credits 1 6-8 credits 1 8 credits or more 1
5. State Testing Deficiencies: EOI Testing Rating of Limited Knowledge or Unsatisfactory in one testing area 1 EOI Testing Rating of Limited Knowledge or Unsatisfactory in two or more testing areas 1
6. Attendance for previous semester: Absent 12 days 1 Absent more than 12 days (exclude transitory medical problem) 1
7. Behavior interventions: Full day in-school suspension (2-5 times) 1 Full day in-school suspension (more than 5 times) 1 Home suspension (1-2 times) 1 Home suspension (more than 2 times) 1
8. Transience (within the last three years): 2 or more schools 1 3 or more schools 1 4 or more schools 1
9. Low socio-economic status 1
10. Personal crisis or trauma - circle each that applies: (physical abuse, drug/alcohol abuse, pregnancy, suicide attempt, etc.) THREE POINTS PER CRISIS, A MAX OF 6 PTS ____
Grand Total ______
1-8 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
MIDDLE SCHOOL CRITERIA FOR AT-RISK IDENTIFICATION Please circle the number across from specific characteristics.
1. Teacher/Counselor/Principal referred 1
2. Retained 2
3. GPA below 2.0 1
4. State Testing Results: Reading Scores at the Unacceptable or Limited Knowledge Level 1 Math Scores at the Unacceptable or Limited Knowledge Level 1
5. Attendance for previous semester: Absent 10-12 days 1 Absent more than 12 days (exclude transitory medical problem) 1
6. Behavior interventions: Full day in-school suspension (2-5 times) 1 Full day in-school suspension (more than 5 times) 1 Home suspension (1-2 times) 1 Home suspension (more than 2 times) 1
7. Transience (within the last three years): 2 or more schools 1 3 or more schools 1 4 or more schools 1
8. Low socio-economic status 1
9. Personal crisis or trauma - circle each that applies: (physical abuse, drug/alcohol abuse, pregnancy, suicide attempt, etc.) THREE POINTS PER CRISIS, A MAX OF 6 PTS ____
Grand Total ______
1-9 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
ELEMENTARY CRITERIA FOR AT-RISK IDENTIFICATION
Teacher/Counselor referred 1
Retained 2
Failing Grades 1
Composite Standard Test Score: 34% (41 NCE) or less 1 19% (32 NCE) or less (without special education services) 1
Attendance for previous semester: Absent 10-12 days 1 Absent more than 12 days (exclude transitory medical problem) 1
Behavioral Adaptation Externalizers 2 Internalizers 2
Transiency (within the last three years) 2 or more schools 1 3 or more schools 1 4 or more schools 1
Low socio-economic status 1
Personal crisis or trauma (physical abuse, drug/alcohol abuse, pregnancy, suicide attempt, etc.) 3
Total Points ______
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SEVENTEEN CRITERIA FOR ALTERNATIVE EDUCATION
1. Allow class sizes and student/teacher ratios which are conducive to effective learning for at-risk students; 2. Incorporate appropriate structure, curriculum, and interaction and reinforcement strategies designed to provide effective instruction; 3. Include an intake and screening process to determine eligibility of students; 4. Demonstrate that teaching faculty are appropriately licensed or certified teacher; 5. Demonstrate that teaching faculty have been selected on the basis of a record of successful work with at-risk students or personal and educational factors that qualify them for work with at-risk students; 6. Reflect appropriate collaborative effort with state agencies and local agencies serving youth; 7. Provide courses that meet the academic curricula standards adopted by the State Board of Education and additional remedial courses; 8. Offer individualized instruction; 9. State clear and measurable program goals and objectives; 10. Include counseling and social services components with the provision that provides of services are not required to be certified as school counselors; 11. Require a plan leading to graduation be developed for each student in the program which will allow the student to participate in graduation exercises for the school district after meeting the graduation requirements of the school district; 12. Offer life skills instruction; 13. Provide opportunities for arts education to students, including Artists in Residence programs coordinated with the Oklahoma Arts Council; 14. Provide a proposed annual budget; 15. Include an evaluation component including an annual written self-evaluation; 16. Be appropriately designed to serve middle school, junior high school and secondary school students in grades six through twelve who are most at risk of not completing a high school education for a reason other than that identified in Section 13-101 of this title; and 17. Not exclude students in alternative education programs from participation in curricular, co-curricular, or extra-curricular activities including but not limited to vocational programs.
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OKLAHOMA TECHNICAL ASSISTANCE CENTER (OTAC) STANDARDS FOR EVALUATION – 17 CRITERIA FOR ALTERNATIVE EDUCATION ACADEMIES
Criterion Marginal Accomplished Notable
Intake and Screening Although the program An appropriate target Intake done by a conducts intake, no population has been committee which screening is conducted – specified. represents the behavioral, all referrals are accepted. The target population is social and academic Intake or screening at risk of dropping out needs of the student. conducted solely by or school failure. Team assesses and administrators. Both traditional and matches needs to Student participation is alternative educators services; screens out, and mandatory; however, an are included in the assists with referral for intake/screening process intake and screening more appropriate is employed to ensure a process. services. match between student Student participation is School requires students and program. voluntary, although to take “responsibility Most of the students are some students may be steps” as a part of the enrolled on a part-time assigned or placed (e.g. intake process. basis (credit recovery). OJA). High retention rate early An intake/screening Student record review over the first month of process is specified, but is part of the intake and participation. criteria ignored or screening process. circumvented. Student records Student records complete before incomplete, making screening. intake difficult. Some students may be “Placement” is short screened out when term. program appears High number or inappropriate. percentage of students leave the program within the first month, suggesting an ineffective intake process.
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Criterion Marginal Accomplished Notable
State and Local Limited collaboration Coordinates service Incorporates on-going Collaboration with other agencies, delivery with other collaborative resources and organizations, or agencies or services to meet a broad individuals serving organizations. range of student needs. youth. Uses available services The services are Minimal reliance or when appropriate. considered integral to the involvement of services Program utilizes an success of the alternative outside of school advisory group with program. personnel. representatives from Evidence that the program service providers and incorporates individual community members. student characteristics to Incorporates on-going help them meet graduation collaborative resources requirements (e.g. career to meet the social, tech, work study, and/or emotional, career service learning). awareness, and Regularly scheduled academic needs of the meetings of an advisory student. group are conducted to Staff participates in review program needs and professional service opportunities. development opportunities directed toward “at-risk” youth. Individualized Instruction Little differentiation Uses available Extend approaches to from traditional school. resources to develop or encompass a broad range Instruction is limited to assign work to students of instructional options only one approach (e.g. based on differentiated (experiential class textbooks, computer- needs (remedial or instruction, extended assisted instruction or accelerated). Students technology (e.g. computer, packaged curricula). actively engaged in video). Instruction is learning. Students Each student’s curriculum individualized along make adequate progress is constructed individually only one dimension toward graduation plan. to engage and (e.g., pace). The curriculum has appropriately challenge the appropriate rigor and is learner. matched to the learner. Teachers use individual student data in making instructional decisions. Instruction meets the learning style needs of each student & includes opportunities for hands- on, project oriented activities.
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Criterion Marginal Accomplished Notable
Counseling and Social Non-certified or non- Students are provided Program offers a broad Services licensed individual routine and scheduled range of weekly group and provides regularly access to certified and individual counseling. scheduled guidance licensed counselors. Additional program services. Group and/or features (e.g. home visits, Counseling is available individual sessions parental trainings, wide on an “as needed” basis conducted at least once range of topics addressed,) rather than scheduled as every 2 weeks. are evident. a part of the alternative Appropriately focused Strong collaborative program; most students on the mental health partnerships to support the do not participate needs of at-risk youth mental health needs of the regularly. and clearly targeted to students are evident. meet student academic, Favorable rapport with the mental health, and counselor is indicated on family needs. student surveys and other Referrals to other behavioral data outcomes. agencies as appropriate. Graduation Plan Although an Students participate in Plan extends beyond high individualized plan is the development of school graduation and written for every student their instructional plan. assists students with a during the intake Individualized plan is successful transition. process, it is not outlined for block, Student options for career regularly updated as semester, trimester or tech, jobs, and/or student completes year. concurrent enrollment are course work. Plan should incorporate included. Students are not goals for behavior provided with the factors which may have opportunity to enroll in a impeded the student’s full (6-7 class periods) success (e.g. absences, schedule of classes. drug issues, suspensions) Students make adequate progress toward graduation, as indicated by outcomes evaluation.
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Criterion Marginal Accomplished Notable
Life Skills Life skills instruction is Uses available Identify and address limited in time allotted resources to develop specific life-skill needs of and/or scope. It is not relevant life skills participants. used to make the instruction for students. Develop innovative life learning of core content (e.g. everyday living skills curriculum that more relevant to at-risk skills, career meets the needs of youth. exploration, guest participants. speakers, field trips, job Evidence of opportunities shadowing). outside of the classroom to Skills should be put relevant life skills into implemented to include practice. hands-on activities. May be integrated within other coursework or may appear as an academic credit on the transcript. Self Evaluation Student data or program Written evaluation Pre-data submitted by director’s written complete and submitted requested deadline (first evaluation is incomplete on time. semester). or late. Student database has Post-data and written minimal errors and is evaluation are complete, returned to evaluator in accurate, and submitted by advance of the the requested deadline. deadline. Self-evaluation process utilized to make program improvements. Effective Instruction Instruction is limited to The curriculum has Student outcome data, only one approach (e.g. appropriate rigor and is including Oklahoma Core textbooks, computer- matched to the learner. Curriculum Test results, assisted instruction or Students’ individual show exceptional results. packaged curricula). coursework meets Authentic formal and Very limited Oklahoma Priority informal assessments opportunities for active Academic Student document students’ learning. Skills (PASS) progress toward the Students appear to work objectives. objectives. totally independently Student achievement is Assessment results are with little or no evidenced by utilized to determine interaction with the Oklahoma Criterion programming changes. teacher or other Referenced Tests Instructor(s) collaborate students. (CRT) or Oklahoma with each other (if The program is a End of Instruction applicable) and the substitute for, rather (EOI) assessments. traditional classroom than an alternative to, Program effectiveness teachers to align the traditional program. is evidenced by the data curriculum to ensure Students demonstrate submitted to OTAC. student success. 1-15
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little academic progress Formal and informal and/or insufficient assessments indicate improvement on key students’ progress variables (GPA, toward their individual attendance, suspensions, academic objectives. test scores, courses Interactive completed). (cooperative) learning among students.
Criterion Marginal Accomplished Notable
Arts Education Instruction in the arts is Instruction in the arts is The arts are infused into only available through provided by scheduled the alternative curriculum. individual student activities specifically The arts are used as an enrollment in an arts for the students in the instructional strategy used course in the traditional alternative education to expand and enrich the school, AND most program. alternative curriculum students are enrolled in Instructors may include throughout the year. at least one art course. artists-in-residence, Opportunities for public local craftsmen, and presentation of student art those representing other are available (e.g., arts and humanities displays, art shows, councils. performances, publication Instruction should be on the internet). activity-based and may include a broad spectrum of offerings (e.g. visual, performing and fine arts.) The arts are integrated within other coursework and may appear as an academic credit on the transcript.
The following criteria are rated as met / not met
Certified Teachers Not Met Met Courses Meet Curricular Standards Not Met Met Clear and Measurable Goals and Objectives Not Met Met Effective Student/Teacher Ratio Not Met = More than 15 to 1 Met Faculty Selection Not Met Met Budget Not Met Met Student Participation Not Met Met Designed to Serve Grades (check all that apply) 6 7 8 9 10 11 12
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Examples of Non-compliance
Intake & Screening No clear target population for the program. Students are placed in the program on a short-term basis as a disciplinary measure. Program serves the same purpose as ISS. No intake and screening process. Students assigned or all referrals are accepted.
Collaboration No collaboration with other agencies, organizations, or individuals serving youth. Individualized Instruction No obvious differentiation from traditional school.
Counseling No counseling services. Counseling services too infrequent to make a difference (less than once every 2 weeks).
Graduation Plan No evidence that a plan is written for each student.
Life Skills Not evident in alternative education.
Self Evaluation Does not turn in student data. Does not turn in a written self-evaluation.
Effective Instruction No obvious differentiation from traditional school. Students left on their own to teach themselves. Students do not demonstrate improvement.
Arts Education Not provided in the program.
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Keeping Alternatives Alive How to avoid the cycle of failure by Robert DeBlois
(Robert DeBlois is director of the Urban Collaborative Accelerated Program, an alternative school based in Providence, Rhode Island.)
Alternative public schools are in jeopardy just when we need them most to meet the needs of troubled students. That does not have to be so. We can create and develop alternative schools that do not crumble the minute the political winds shift or the economy begins to slow down. I know because I run one that has stood the test of time. In a minute, I’ll tell you how, but first I want to tell you what too often goes wrong.
In my experience, alternative public schools have a brief life cycle that starts with enthusiasm and ends in disintegration. Typically, a school district will begin with a small program designed for anywhere from 15 to 30 students, run by a small group of full and part-time teachers, and paid for with state or deferral grants. These teachers generally have some freedom from normal school rules and regulations during the first year. That allows them to learn more quickly what works and what doesn’t.
Alternative programs usually work well in the beginning. The teachers are enthusiastic and committed. The students’ attendance and academic performance improve, and they seem to develop higher expectations for themselves. What more could we ask for?
The answer is consistency. Small alternative schools often disintegrate because the problem they were designed to solve fades from public attention once the needs of the students appear to be met. The trouble begins when alternative programs are forced to take students who really won’t benefit from the program but are placed there because the district has no other place to put them. This muddles the mission of the program and frustrates the students and teachers in it.
The final stage in the life cycle of an alternative school occurs when the teachers who began the program ask for transfers. When they started, they had the power to decide which students would be admitted to the program and how they would be taught. As that power erodes, the teachers become burned out, stuck in a small, intensive program over which they have little control.
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Often, their replacements are people who do not want to be assigned to the program. In this environment, unhappy students end up with unhappy teachers.
The program then develops a reputation as a holding cell for problem kids, and teachers in the regular schools are less likely to refer students to it. Eventually, the number of students in the program drops so low that the cost of the program becomes difficult to justify.
A school that works
That doesn’t have to be the case, though. For six years, I have been the director of an alternative public school in Rhode Island for middle school kids who are in danger of dropping out. Our school, the Urban Collaborative Accelerated Program, is becoming a necessity in our community. For many kids, it is the last chance for academic success. So it is not surprising we had 250 requests for placement for the 1994-95 school year, but only 60 spaces available.
I want to make one thing clear; we don’t admit just any kid who has a problem. Instead, we look for students who have repeated a grade or more but have demonstrated a desire to improve their lives. The collaborative is not an academic dumping ground.
Our main purpose is to help kids catch up, academically and socially, and return to regular school. Ideally, we want our students to complete the requirements for three grade levels in two academic years. Some kids get through only two grades in two years, and others make it through only one. But the goal is three.
Our school is subject to oversight and expectations, but most school decisions are made without any army of bureaucrats approving them. I report to a board made up of superintendents from the participating cities of Providence, East Providence, and Pawtucket. Most of the money for the school comes from tuition of $6100 per student, which the three districts pay. The collaborative also raises about $90,000 a year from private sources.
Still, the collaborative has struggled to survive. In each of the first four years of its operation, the school faced the possibility of being cut from school district budgets, especially in Providence, where money had been particularly hard to find. But strong community support most notably from the business sector has made the program elimination less likely.
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The keys to our success have been collaboration and independence. Collaboration and independence. Collaboration among the three school districts occurred because no single district had enough students (or money) to create a program for the kind of kids the school serves. This collaboration, in turn, gave us more independence. Because three school systems are involved, no single school board can dictate policy to the collaborative based solely on the needs of that school system. Rather, the collaborative board of superintendents, representing all three communities, make policy decisions. The day-to-day operation of the school is the hands of the director and the teachers, and this school-based decision-making has filtered down to the students. At the collaborative, a student discipline committee made up of 10 students hears cases of student infractions of behavior codes and dishes out appropriate punishments. One teacher serves as an adviser to the committee.
Survival strategies So how do you avoid the cycle of failure? Here are a few tips to keep in mind if you don’t want your alternative school to disintegrate: Consider the school’s location. Should the program be located inside a regular school? Outside, but close to the school? Or separated completely from the regular school? The answer will depend on what space is available at little or no cost to the school district. Keep in mind, though, that an alternative school that is large enough to survive on its own might have a better chance of developing its own mission and culture if it is located apart from a regular school. Determine an appropriate size. Make the alternative school big enough to accommodate a steady flow of students, but small enough so students get more personal attention than they would in regular classes. A good range is from 100 to 160 students. Any smaller, and you risk not being able to justify the school’s existence. Much larger and you risk becoming a dumping ground for every kid with every kind of problem. Create a program that is as free as possible from administrative dictates and union contracts. Teachers generally know what is best for students. Staff your alternative school with teachers who will take responsibility for the programs failures as well as its successes.
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Establish direct lines for communication. The school needs clear communication with counselors in regular schools who are responsible for identifying students for the program. It also needs communication with parents, who should visit the classrooms as often as possible. Seek out financial assistance and volunteers from community groups and local businesses. Over the past 10 years, an increasing number of businesses and private foundations have offered to donate money and equipment to schools. Find the ones that can help your students. Publicize the successes of the school and relate those successes to the school’s mission. For example, if your alternative school has keep students from dropping out, communicate this success through hard data and as much anecdotal information as possible. The mission of most alternative schools is to keep kids in school. Remember to give administrators and school board members who supported the program credit for helping the school improve. Monitor per-pupil costs in the alternative program versus those in the district. Let people know that these kids could become a burden to society if the program did not exist. Tell them what it costs to keep someone on welfare or in prison. Make sure most of the school’s money comes from local tax dollars. And, as a safeguard in tight budget times, make sure the money is a regular part of the district’s budget. Few people have the time or energy to search for grants and private donations each year to keep the program alive. Because of budget woes, in fact, many alternative schools are in jeopardy of closing down. That worries me-and it should worry you. The number of students who need the special academic and social attention alternative schools provide is increasing, especially in urban areas. Fortunately, you and your fellow school leaders can take the steps necessary to establish and maintain effective alternative schools.
Reprinted with permission from American School Board Journal, June 1994 Copyright 1994, National School Boards Association. All rights reserved.
Internet link: http://www.asbj.com
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Policy Briefs ______
AEL A publication of the APPALACHIA EDUCATIONAL LABORATORY * 1998 ______SCHOOLS FOR DISRUPTIVE
STUDENTS: A QUESTIONABLE ALTERNATIVE?
If one in eight Ford Tauruses failed to operate, Taurus would quickly lose its reputation for quality and its popularity with the public. According to tenets of Total Quality Management, if Ford tried to focus blame on individual workers rather than improve system wide quality, the problem would most likely persist, public and stockholder confidence would deteriorate, and the company might soon be bankrupt. One in eight students does not complete high school. Minorities, the poor, and the disabled often fare worse. Over 50 percent of students in a quarter of the nation’s poor, urban high schools fail to graduate. Suspension, expulsion, retention, chronic failure, and alienation all contribute to unacceptable dropout and incompletion rates. Yet rather than take a systems approach to improvement, many states have created alternative schools for the “problem” individuals thought to degrade general education quality. Alternative schools evolved decades ago to provide an academic option for students not successful in regular education programs, a systems response to “the failure of traditional schools to address the needs of large groups of students.”1 However, recent safe-schools legislation and the commitment to provide orderly, safe, learning environments have prompted states to adopt this model for disciplinary purposes. Since the new disciplinary model lacks the original focus and purpose of its progenitor, can it hope to reproduce its success?
______♦______
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A QUESTION OF FOCUS: THE SYSTEM OR THE INDIVIDUAL? ______♦______
The first alternative schools tailored the one-size-fits-all education system to better fit the needs of some students. They improved student outcomes through individualized instruction, personal attention, and a modified or innovative curriculum, much of the new alternative school legislation, however, aims to modify student behavior so that students better fit the system. Although both approaches share the ultimate goal of improving student out-comes, a fix-the- student focus carries the following inherent risks—educational, financial, and legal.
A focus on “problem” students may obscure or ignore real problems in the system. Are classes or schools so large that students don’t get personal attention, fall behind, and become alienated? When Baltimore’s troubled Patterson high School subdivided its student body into five small academies featuring personalization and career-focused curricula, student behavior, attendance, and achievement improved dramatically. Have teachers received training in behavior management and instructional strategies for students with disabilities and different learning needs? The reauthorized Individuals with Disabilities Education Act require states to ensure that personnel receive appropriate and adequate training to meet the learning needs of their special education students. It also requires schools to develop Behavior Intervention Plans for exceptional students who exhibit problem behavior. Do schools’ leadership and organization define and support high standards for behavior and achievement? Gottfredson’s research showed that improved school organization—management, governance, culture, and climate—can reduce overall student disruption as effectively as individual treatment programs. In contrast, a study of New York City’s dropout prevention program led researchers to conclude that “programs based on the deficiency model (fix the student) [do] not solve the problems they are trying to correct.” Researchers at Johns Hopkins’ Center for Research on the Education of Students Placed at Risk conclude that some students are so hostile to authority that they need an alternative setting for their education. But at some point, a nonselective school must stop rejecting difficult cases and start finding ways to adapt school to the diverse needs of its students. (p. 17)
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Labeling and separating students may further marginalize them, compounding the problems one is trying to “fix.”
Programs that target individuals divert resources from everyone else. Are alternative schools cost effective? The small teacher-pupil ratios and additional ser-vices of alternative schools can cost more per pupil than regular schools. An Iowa study found that investing in education alternatives yielded long- term savings to the state in welfare, unemployment, and incarceration expenses; however, since the number and percentage of at-risk students are predicted to rise with increases in poverty, non-English speaking immigrants, and minority populations, a systems focus could be more cost-effective than one that targets individuals. Recent policy changes in how Title I and special education funds can be spent reflect a shift from an individual to a school wide focus.
A focus on problem students may threaten system equity by segregating poor, disabled, and minority students in alternative programs. Who is being sent to alternative schools? Preliminary studies in two states caution not to let alternative schools become “dumping grounds” for undesirable or unwanted students. ______♦______Preliminary studies in two states caution not to let alternative schools become “dumping grounds” for undesirable or unwanted students. ______♦______
Minority and special education students are more likely to be suspended and expelled, so they may be disproportionately shunted to alternative schools as well.
The new IDEA amendments require states to monitor both the percentages of minority students placed in special education programs and the rates at which special education students are suspended and expelled. Although the law allows schools to place exceptional students in alternative settings under certain conditions, it requires them to follow procedural safeguards, to allow the student to participate in the general curriculum, to continue the provision of special education services and modifications to meet goals set forth in the Individualized Education Plan (IEP), and to include services to address the problem behavior. Alternative programs that lack high standards, clear entrance and exit criteria, and the right to due process risk charges of discrimination, inequity, and civil rights violations.
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______♦______A Question of Purpose: To Educate, Discipline, Or Heal? ______♦______The purpose of most early alternative schools was educational, offering students an option for learning, while the purpose of many new alternative settings is correctional—either disciplinary or therapeutic. Based on 30 years of research, Baywid has identified the characteristics of these three general school types, defined by purpose. Type I schools offer full-time, mutiyear, education options for students of all kinds, including those needing more individualization, those seeking an innovative or challenging curriculum, or dropouts wishing to earn their diplomas. A full instructional program offers students the credits needed for graduation. Students choose to attend. Other characteristics include divergence from standard school organization and practices (deregulation, flex-ibility, autonomy, and teacher and student empowerment); an especially caring, professional, whole- student approach that builds a sense of affiliation and features individual instruction, self-paced work, and career counseling. Models range from schools- within-schools to magnet schools, charter schools, schools without walls, experiential schools, career-focused and job-based schools, dropout-recovery programs, after-hours schools, and schools in atypical settings like shopping malls and museums. Discipline is the distinguishing characteristic of Type II programs, which aim to segregate, contain, and reform disruptive students. Students typically do not choose to attend, but are sent to the school for specified time periods or until behavior requirements are met. Since placement is short-term, the curriculum is limited to a few basic, required courses or is entirely supplied by the “home school” as a list of assignments. Familiar models include last-chance schools and in-school suspension. Type III programs provide short-term but therapeutic settings for students with social and emotional problems that create academic and behavioral barriers to learning. Although Type III programs target specific populations—offering counseling, access to social services, and academic remediation—students can choose not to participate. Some experts see distinctions between types beginning to blur. For example, Type I and Type II schools increasingly offer counseling, a Type III characteristic.
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However, the purpose of a state’s alternative schools, as defined by its laws and policies, remains critical to program implementation, evaluation, effectiveness, and even equity. The language in laws and politics related to purpose may create the following dilemmas for schools that must implement the legislation.
Mixed signals about purpose may confuse implementation efforts. Does legislation seek to improve education results for students whose needs are not met in regular programs, or to separate disruptive students from mainstream classrooms? Schools must understand what they’re supposed to accomplish before they can plan how to go about it. Both Raywid and Duke warn that organizational and implementation strategies differ widely according to what purpose one hopes to achieve. Table I presents such implementation issues in relation to school type or purpose (see p.4).
Mixed signals about purpose may thwart evaluation and accountability efforts. Does the alternative program do what it’s intended to do? Schools must understand the intent or purpose of legislation in order to measure results and progress toward goals. If policy makers want to serve students whose needs are not met in traditional settings, then schools will report data such as grade point averages, attendance, and graduation rates. If policy makers hope to improve school discipline, then schools will track disciplinary referrals, suspensions, and expulsions. Although alternative schools show general positive effects on student outcomes, a meta-analysis of alternative education programs found the largest effects in schools designed to serve the needs of specific populations.
______♦______Schools must understand what they’re supposed to accomplish before they can plan how to go about it. ______♦______
As the director of an alternative school in Rhode Island explains, “If an alternative school is set up to help teen parents get their GED and learn job skills, it isn’t likely to work miracles for teens with criminal histories and drug addiction” (p. 42). Some state laws mix purposes or do not address purpose at all, simply allowing districts to create alternative schools for students who are suspended, expelled,
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or at risk of dropping out. Such lack of direction, while maximizing local control may result in uneven implementation across districts, may undermine system equity and quality, and could make evaluation, oversight, and regulation difficult.
A punitive purpose may cause schools to adopt ineffective models for improving learning or behavior. What types of alternative schools are most effective? Research shows that true education alternatives, not punishment, work best to improve both student behavior and achievement. Even though their purpose is educational rather than disciplinary, Type I schools have proved to be successful for at-risk students, including those with behavioral problems. Their individualized approach helps students succeed academically; their small size and family atmosphere keep students connected and in school; and their voluntary enrollment policies boost student motivation and goal setting. Most of the research showing positive effects for alternative schools applies to Type I schools. So far, research shows that disciplinary programs and practices reap no positive long-term gains and may even increase negative outcomes. Florida’s statewide analysis of in-school suspension showed the practice brought no improvement in student behavior. Oklahoma studied data on the states alternative students— credits earned, classes failed, grade point averages, absences, standardized test scores, and disciplinary referrals—and found that “students in alternative education pro-grams improved substantially, while students in disciplinary programs [in-school suspension] declined” (p. 1) Type III schools may temporarily improve student behavior and achievement, but results tend to fade when students return to home schools. Providing follow-up and transition services to students reentering home schools may enhance long-term outcomes.
A punitive purpose may jeopardize system equity and excellence. How do the students and standards of alternative schools compare to other schools in the system? Gregory warns that a punitive purpose may put educators in the awkward—if not unconscionable—position of creating schools undesirable enough to deter bad behavior.
Wehlage has frequently heard that “special programs for the marginal students should not be “too good” because these students might get the wrong message… They must pay for their mistakes and poor attitude toward school” (p. 21)
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A study of one state’s alternative schools found a similar attitude applied to staffing. Many of its districts’ alternative programs lacked appropriately certified teachers, and some districts “sentenced” teachers to alternative placements. One superintendent was reported to say, “I’m not going to waste my certified teachers on those kids.” (p. 3). Punitive attitudes carry the risk of creating a two-tiered system of education: good schools and good teachers for good kids, and bad schools and bad teachers for bad kids. Not only does this attitude violate constitutional guarantees of equal protection, it doesn’t work. Time and again, experience shows that excellence inspires excellence, as demonstrated by Spanish Harlem’s Central Park East Secondary School in New York City, while rejection and punishment further estrange and alienate at-risk students from both school and society.
A Question of results: What works? Research on secondary schools has identified three dimensions of school climate that contribute to disciplined learning environments: “strong emphasis on the academic mission of the school; firm, fair, and consistently en-forced discipline standards, and an ethic of caring that guides staff-student relationships” (p. 12). These transcend differences in student populations to produce desired academic and behavioral outcomes. More particularly, Wehlage and Raywid have identified three interrelated factors that distinguish successful alternative schools: (1) a sense of community, (2) engaging instruction, and (3) the organizational structure to support them. Key criteria for building a sense of community are choice and smallness. Choice (or voluntary participation) by both students and teachers promotes affiliation, bonding, and membership. Robert Barr, coauthor of Hope at Last for At-Risk Youth, says that attendance by choice has “almost magic results. Small size helps schools become caring communities by allowing teachers and students to get to know each other. The resulting community, like a family, supports the whole child, doing whatever must be done to ensure academic, social, and emotional growth. Engaging instruction is student-centered, interesting, and challenging. It is experiential, noncompetitive, relevant, and individualized, promoting mastery learning, continuous progress, creativity, and success. Engaging instruction required teachers with the depth and breadth of skill and knowledge to meet individual learning needs across multigrade levels—and the passion to do it.
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The organizational structure that supports alternative learning communities involves students, educators, and parents working together to make decisions about living and learning at school. It is supported by collaboration across groups, collegiality among staff, a social order based on norms rather than rules, and the flexibility and autonomy to respond to changing and diverse needs. Makers must first determine the law’s purpose or goal, and then look at results—as reflected by specific school data. The following questions, with suggestions for data collection, can help clarify if legislation is accomplishing intended goals, or is causing unintended consequences that could threaten system excellence and equity.
What are the state’s alternative schools supposed to do?
• Improve learning out-comes? Collect data for several consecutive school years to look for improvements in grade point averages (GPAs), attendance, and graduation rates and for decreases in failure and dropout rates, compared to outcomes before the legislation was implemented. • Improve behavior? Collect data for several consecutive school years to look for lower rates for suspensions, expulsions, and placements in alternative disciplinary environments (in-school suspension, disciplinary alternative school), compared to rates before the legislation was implemented.
Who is intended to benefit from legislation?
• Students placed in alternative environments? Track the above learning and/or behavior data over time (until graduation) for students in alternative programs to look for improvement. • All students remaining in regular education environments? Track the above learning and/or behavior data over time (until graduation) for host schools that feed disruptive students into alternative programs to look for improvement.
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Table 1 Implementation Issues by School Type Type I Type II Type III Purpose Educational (fix the educational environment) Disciplinary (fix the child) Therapeutic (fix the child) Organization, Small student body (<250) Small classes for close supervision Very small classes for personal attention administration, and 25:1 student-teacher ratio Separation from host school optional (may be one room in (4-5, limit of 10-12) governance Deregulation, flexibility host school) Flexibility to meet individual needs Autonomous Traditional governance; top-down control Separation from host school optional (may be one room in Teacher/student empowerment host school) Shared decision making Collaboration with service providers Part-time administrator or teacher-director for small school Climate Challenging, caring, nurturing, supportive Controlling Caring, nurturing, supportive Collaboration Highly structured, regulated Student behavior mediated by counseling Student-centered Student compliance Student-centered, service oriented Personal relationships, bonding to faculty and students Student behavior controlled by rules Personal relationships, bonding important Focus on whole child Focus on behavior Focus on attitude and behavior High expectations for student achievement, behavior Punitive Student behavior guided by norms Facilities Separate facility Separate wing or room in host school Room in host school Alternate time in existing facility (evenings, weekends) Alternate time in existing facility (evenings, weekends) Alternate time in existing facility (evenings, weekends) Alternative, nontraditional locations (e.g., shopping malls, store fronts, museums) Transportation Need depends on model Need depends on model Need depends on model (e.g., nothing extra needed for school within school) (e.g., nothing extra needed for ISS, room in host (e.g., nothing extra needed for room in host school) Regular bus schedule may be provided to separate facility or school) May be required by IEP for special education students after-hours program Transportation requirements may be waived in legislation May be required by IEP for special education students May be required by IEP for special education students Staffing Teacher chooses, not assigned Teacher choice optional Teacher chooses, not assigned Hiring, seniority waivers may be needed Hiring, seniority practices may be waived Hiring, seniority waivers required May be contracted on part-time or as-needed basis to meet Repertoire of teaching skills Good relationship, affective skills needed graduation, IEP requirements Strategies to teach multiage, multilevel students Caring, humane Teacher assumes multiple roles (teacher, mentor, counselor) Repertoire of teaching skills, strategies Caring, humane Accountable for student success Collegiality, teamwork, professional community
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Table 1 (Continued) Type I Type II Type III Curriculum and Instruction Full instructional program Academics not the focus Academics not the focus Integrated curriculum, interdisciplinary projects Provides only basics, no electives Provides basics Individualized Skill and drill Remediation and rehabilitation (for learning styles, needs, current achievement levels) Lessons may be provided by home school Lessons may be provided by home school Clear program goals Behavior modification Modified curriculum to meet individual needs Experiential, hands-on learning Remediation Individual approach Vocational, career, community service components Counseling Challenging, engaging, relevant Structured for early, frequent success Continuous progress model Student responsibility for learning Multidisciplinary: academic, behavioral, social contexts Entrance, exit criteria Students attend by choice Student assigned or given limited choice Students referred to program, targeted students attend by Long-term; students may graduate from program (e.g., Alternative school or jail) choice Short-term (one day, rest of semester, rest of year); Short-term (determined by student need, program goals) student returns to host school when time/behavior Transition services critical requirements are met Collaboration with home school, support system for returning By contract with parent, child students important Transition services critical Collaboration with home school, support system for returning students important Graduation credits Full curriculum; meets state graduation requirements Graduation through host school Graduation through host school Waivers may be needed for innovative approaches Waivers may be needed due to limited curriculum Waivers may be needed to meet individual needs (e.g., graduation expectations in lieu of Carnegie Units) (e.g., graduation expectations in lieu of specific courses (e.g., graduation expectations in lieu of Carnegie units) and Carnegie units) Alternatives to diploma (e.g., GED) Special Education Services must be provided according to IEP Services must be provided according to IEP Services must be provided according to IEP Inclusion facilitated by flexible curriculum, individualized Assignment to setting may be contested or prohibited if Inclusion facilitated by individualized instruction, curriculum instruction behavior caused by disability Screening for special education may be indicated Screening for special education may be indicated Finance, costs Per-pupil allotments may suffice (especially if lower May be higher due to low pupil-teacher ratio May be higher due to low pupil-teacher ratio administrative, facilities costs and normal pupil-teacher ratio) Extra appropriations from legislature, state, local district Extra appropriations from legislature, state, local district May qualify for magnet or charter school funds or Support from law enforcement agencies Support from social service agencies, Foundation, agency delinquency/dropout prevention funds support for targeted student groups (e.g., dropout Extra appropriations from legislature, state, local district prevention) Foundation, business support Program evaluation, Monitor state outcome/performance indicators Monitor state outcome/performance indicators Monitor state outcome/performance indicators Effectiveness Type I schools associated with positive results Type II schools associated w/negative results Type II schools associated with mixed results, (increased course credits, GPA, achievement test scores, (decreased math, reading achievement; increased Positive results fade with return to home school (results may attendance, graduation rates; decreased behavior referrals) absence, discipline referrals; no correlation to reduction improve with better transition services, more follow-up care) in suspension, expulsion, dropout rates)
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______♦______
Engaging instruction is student-centered, interesting, and challenging ______♦______
IS IT WORKING FOR US?
To determine if alternative school legislation is working or not working in particular schools and states, policy
Do the state’s alternative schools discriminate?
• Against special education students? Determine the percentage of alternative school students in special education. Compare this percentage to the percentage of special education students in the student bodies of schools that feed into the alter-native school. • Against minority students? Determine the percentage of alternative school students from minority populations. Compare this percentage to the percentage of minority students in the student bodies of schools that feed into the alternative school.
Do the state’s alternative schools maintain state standards for public schools?
• Do teachers have appropriate credentials and skills? Determine if teachers are certified in their subject areas and if they have demonstrated the skills to work with alternative school populations. • Are curricula, materials, and facilities comparable? Make sure that alternative schools are subject to the same accreditation standards applied to other public schools. • Are the state’s alternative schools cost-effective? If the data shows no improvement in learning and/or behavior for either alternative or feeder school students, then the program should be terminated. If the data show improvement, then cost-effectiveness can be determined by comparing alternative school costs to costs the state would accrue without the alternative program: e.g., the cost of public assistance or incarceration for dropouts, compared to contributions to public coffers for employed graduates.
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______♦______SUMMARY ______♦______
Local efforts to design and implement a system of alternative education must be guided by the parameters of each state’s law or policy. However, the considerable body of research on alternative schools can help local school policy makers improve the chances that their schools, and their students, will succeed. A systems focus and educational purpose offer our best hope for reaching education goals for all children, regardless of race, ability, or socio-economic status. As Alem and Moles remind us, “Schools may do more to reduce student violence by creating nurturing environments than by placing primary emphasis on trying to control student behavior” (p. 50). In contrast, deficit models that attempt to “fix the child,” scare tactics, authoritarian approaches, and punishment do not produce the outcomes policy makers, educators, and the public seek. Only time, and a hard look at practices and results, can answer the big questions about the new breed of alternative schools:
In embracing the concept of alternative schools for “problem” students, are we retreating from the promise of equal educational opportunity for all? In isolating “problem” students, rather than finding ways to improve the culture and climate of our regular schools, are we giving up too easily? (p. 2)
______♦______REFERENCES ______♦______
1. McMillen, M. (1997, July). Dropout Rates in the United States. Washing-ton, DC: 2. National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education. (http://nces.ed.gov/pubs/dp95/indes.htm) 3. Braddock, J., & McPartland, J. (1993). Education of early adolescents. Review of 4. Research in Education, 19, 135-170 5. Raywid, M. (1994). Focus schools: A genre to consider. Urban Diversity Series No. 106. 6. New York: ERIC Clearinghouse on Urban Education. 7. Raywid, M. (1994). The research record. In J. Mintz, R. Solomon, & S. Solomon (eds.). 8. The Handbook of Alternative Education. New York: Macmillan Publishing Company (pp. 7- 11).
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9. Kershaw, C., & Blank, M. (1993, April). Student and educator perceptions of the impact of an alternative school structure. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA. 10. Raywid, M. (1994). Synthesis of research: Alternative schools: The state of the art. Educational Leadership, 52(1), 26-31. 11. Smith, G., Gregory, T., & Pugh, R. (1981). Meeting student needs: Evidence of the superiority of alternative schools. Phi Delta Kappan, 62(8), 561-564 12. Raywid, M. (1994). Alternatives and marginal students. In M. Wang & M. Reynolds (Eds.) Making a Difference for Students at Risk: Trends and Alternatives. Thousand Oaks, CA: Corwin. 13. Morley, R. (1991). Alternative education. Clemson, SC: National Dropout Prevention Center, Clemson University. 14. A Report to the Commission on the Mental Health of Adolescents and Young Adults. (1990). Austin, TX: Hogg Foundation for Mental Health, University of Texas. 15. Gregory, T., & Smith, G. (1981). Alternative schools. Article prepared for the fifth edition of the Encyclopedia of Educational Research. Bloomington, IN: Indiana University. 16. McParland, J., Jordan, W., Legters, N., & Balfanz, R. (1997). Finding safety in small numbers. Educational Leadership, 55(2), 14-17. 17. IDEA Amendment of 1997 [§1412(a)(14)] 18. IDEA Amendment of 1997 [§1415(k)(1)(B)] 19. Gottfredson, D. (1986). Promising strategies for improving student behavior. Paper prepared for the Conference on Student Discipline Strategies of the Office of Educational Research and Improvement. Washington, DC: U.S. Department of Education. 20. Gottfredson, D. (1984). Environmental change strategies to prevent school disruption. Washington, DC: U.S. Department of Justice. 21. Gerics & Westheimer, as citied in Kershaw, C., & Blank, M. (1993, April) Student and educator perceptions of the impact of an alternative school structure. Paper presented at the annual meeting of the Ameri-can Educational Research Association, Atlanta, GA. 22. Black, S. (1997). One last chance. The American School Board Journal, 184(5), 40-42. 23. IDEA Amendment of 1997. [§1413(a)(2)(D)] 24. The North Carolina Education and Law Project. (1997, Second Edition). Alternative Schools: Short-Term Solution with Long-Term Consequences. Raleigh, NC: Author. 25. Armstrong, L., & Barber, R. (n.d.). An Uneven Start: A Report on Alternative Education in Mississippi. Jackson, MS: The Mississippi Human Services Agenda. 26. Cooley, S. (1995). Suspension/expulsion of regular and special education students in Kansas: A report to the Kansas State Board of Education. Topeka, KS: Kansas State Board of Education. 27. Report to the Joint Legislative Education Oversight Committee on Alternative Learning and Intervention/Prevention Grant Programs. (1996, February). Raleigh, NC: Public Schools of North Carolina, State Board of Education. 28. IDEA Amendments of 1997. [§1418(C)] 29. IDEA Amendments of 1997. [§1412(a)(22)] 30. IDEA Amendments of 1997. [§1415(k)(4)(c)] 31. IDEA Amendments of 1997. [§1415(k)(3)]
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32. Raywid, M. (1990). Alternative education: The definition problem. Changing Schools, p. 31. 33. Lehman, D. (1994). Public alternative schools and programs. In J. Mintz, R. Solomon, & S. Solomon (Eds.). The Handbook of Alternative Education. New York: Macmillan Publishing Company (pp. 12-14). 34. Gregory, T. (n.d.). Small is Too Big: Achieving a Critical Anti-Mass in the High School. Bloomington, IN: Indiana University. (ERIC Document Reproduction Service No. ED 361 159) 35. Frank Hill, Johnson City (Tennessee) Optional Learning Center (personal communication, September 17, 1996). 36. Miller, R. (1994). Alternative education: Challenging the assumptions about schools. In J. Mintz, R. Solomon, & S. Solomon (Eds). The Handbook of Alternative Education. New York: Macmillan publishing Company (pp. 24-32). 37. Tom Gregory (personal communication, April 8, 1997), Indiana University, Bloomington, IN. 38. Duke, D. (1989). In O. Moles (Ed.). Strategies to Reduce Student Misbehavior. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education (pp. 31-62). 39. Cox. S., Davidson, W., & Bynum, T. (1995). A meta-analytic assessment of delinquency- related outcomes of alternative education programs. Crime & Delinquency, 41(2), 219-234. 40. Education Commission of the States. (1997, February 18). Discipline: Alternative Schools for Disruptive Students. Denver, CO: Author. Available: http://www.ecs.org/ecs/23fa.htm 41. Oklahoma Technical Assistance Center. (n.d.). 1994-95 Analyses: Alternative Education vs. Alternative Discipline. Cushing, OK: Author. 42. Herbert, D., & Sontheimer H. (1987). A synergistic model juvenile court administered Native American program. Journal of offender counseling, Services, and Rehabilitation, 11 (2), 67-77 43. Cummins, K. (1995 September/October). Boot camp: Still only a “half-baked” delinquency cure. Youth Today, pp. 14, 16-17. 44. Aleem D., & Moles, O. (1993). Review of Research of Research on Ways to Attain Goal Six: Creating Safe, Disciplined, and Drug-Free Schools. Washington, DC: Office of Educational Research and improvement, U.S. Department of Education 45. Glass, R. (1994). Alternative schools. American Teacher, 79(3), pp. 10-11,18. 46. Wehlage, G. (1983). Effective Program for the Marginal High School Student. Fastback 197. Bloomington, IN: Phi Delta Kappa. 47. Willis, S. (1996). Managing today’s classroom: Finding alternatives to control and compliance. Education Update. 38(6), pp. 1, 3-7. 48. Staff. (1997, May 8). Alternative schools work if students choose to go. Vocational Training News, 28(19), pp. 7.
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Publications The National Center on Education, Disability and Juvenile Justice
Alternative Education: From a “Last Chance” to a Proactive Model PETER E. LEONE and WILLIAM DRAKEFORD In the past twenty years, we have seen a gradual transformation of public education in the United States. In particular, for students in K-12 public schools there has been an increasing emphasis on standards, accountability, and excellence. Legislatures, school boards, and parents have all demanded better outcomes from public schools. Simultaneously, there has been rising concern about school safety and discipline (Furlong, Morrison, and Dear 1994; Dwyer, Osher, and Warger 1998). The impetus for the reform of public education included apprehension about the literacy of high school graduates and their ability to compete in the global economy. In response to a series of reports and task force recommendations (e.g., A Nation at Risk [National Commission on Excellence in Education 1983] and A Nation Prepared [Carnegie Forum 1986]), the public schools have emphasized excellence in education by raising standards, implementing new graduation requirements, and lowering tolerance for serious violations of school disciplinary codes. The primary beneficiaries of these changes have been college-bound youth and others who respond well to the current structure and purposes of public education. Overlooked in most of the recommendations were non-college-bound youth and students who struggled with traditional school organization and culture (see, e.g., Smith 1988; Wirt. T. Grant Foundation 1988). In response to higher expectations and standards, many school districts have developed alternative education programs for students whose behaviors disrupt the learning of others and otherwise interfere with the order of the school environment. Often these alternative education settings are punitive responses or “last chance” options for youth. Rarely are alternative education programs available as a proactive choice to students or parents before serious problems develop in middle or high school. For example, at Tall Oaks Vocational High School in Bowie, Maryland, most of the 175 students currently enrolled dropped out or were suspended or expelled from their home schools before applying to and being admitted to the school.
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At Muncaster Challenge, an alternative middle school in Rockville, Maryland, all of the students currently attending were expelled from their assigned schools before being admitted to this alternative setting. Although both of these alternative public schools provide intensive, individualized services to youth, failure in traditional middle school and high school programs was a prerequisite for admission. For many students not experiencing success in traditional secondary public schools, limited options exist. In contrast to alternative education as a “last chance” or a punitive response to behavioral difficulties in the public school, we believe that alternatives can and should be positive, proactive responses to the needs of children and families for whom existing school structures are a bad fit. Alternative education can promote excellence and high expectations within a nontraditional school setting. From Cultural Transmission to Progressive Problem-Solving Models U.S. public schools have been dominated by a cultural transmission model of schooling during most of the twentieth century. Schools have seen their primary purpose as transmitting knowledge, skills, and the social and moral rules of the culture (Kohlberg and Mayer 1972). However, structural changes in the life experiences of children and an increasingly diverse school population call for additional choices and options in public education. During the past twenty years there has been a steady decline in the amount of time parents can give to their school-aged children. In 1989, nearly 70 percent of all children and adolescents in the United States lived either in two-parent families with both parents working or in single parent families (Hernandez 1993). Consequently, the time and supervision available from caring adults for many youth during nonschool hours is limited. In addition to this structural change, the schools have become increasingly diverse. Population projections by the Bureau of the Census indicate that the number of black and Hispanic children in the United States is expected to rise from 26 percent in 1990 to 34 percent in 2010 (Hernandez 1993). That dramatic increase comes at a time when schools are struggling with the over-representation of African American and Hispanic youth in special education and among those suspended or excluded from school (Leone 1997). One alternative to the traditional cultural-transmission model of schooling that may be more appropriate for some students has been referred to as progressive education. Rooted in the ideas of John Dewey, the purpose of education in this model is problem solving (Kohlberg and Mayer 1972). From this perspective, literacy, mathematical skills, and other core knowledge areas all become the basis for problem-solving activities.
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A progressive education model of schooling with problem solving as a central feature can become a key element of successful alternative education programs.
Elements of Effective Programs
Alternative education needs to become a meaningful alternative to traditional, contemporary public schooling. Successful programs cannot become dumping grounds for students or places for low-performing teachers. Rather, quality alternative education programs should have many of the same high expectations, standards, and outcomes valued in more traditional school settings. Some consensus exists concerning the elements that are needed to ensure success in alternative programs. Schorr (1997) summarizes these elements as follows: 1. Clear focus on academic learning. The most promising schools have a clear focus on academic learning that combines high academic standards with engaging and creative instruction. In her autobiographical account of the development of an alternative elementary school in Chicago, Marva Collins describes how she was able to promote high academic standards for students from the most disadvantaged neighborhoods in the city (Collins and Tamarkin 1990). Students in her alternative school, Westside Preparatory, were able to perform well above what prevailing popular opinion and studies projected for disadvantaged students. At Westside, instruction was geared to keep students engaged in learning. Teachers were energetic, took few breaks, and taught a challenging curriculum. 2. Ambitious professional development. Successful schools provide teachers with stimulating, ongoing professional development activities that help teachers to maintain an academic focus, enhance teaching strategies, and develop alternative instructional methods. Properly designed staff development involves teacher input, work with colleagues, and opportunities to visit and observe teaching in other settings. When given opportunities to examine differences between instructional aspirations and actual practice, teachers will achieve what they aspire to do, provided that they have adequate staff development and support. 3. Strong level of autonomy and professional decision-making. Partly in response to sluggish and inefficient bureaucracies, reformers in education and social services believe that effective service delivery requires decision-making at the service delivery level (Schorr 1997; Fullan and Hargreaves 1996).
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Decisions about staffing, leadership, budgets, scheduling, curriculum, and pedagogy need to be made by teaching and support staff who has direct contact with students. Effective schools provide autonomy that builds trust and loyalty among staff. Further, giving staff a voice in decision-making promotes creativity and instructional excellence (Collins and Tamarkin 1990). 4. Sense of community. Research suggests that schools that focus on the creation and maintenance of intentional communities are more likely to succeed than bureaucratically organized schools (Schorr 1997). Within effective school communities, students and staff share expectations for learning, and students are encouraged to take a variety of courses and activities that enable them to pursue their interests and aspirations. Rethinking Assumptions The elements identified above provide the foundation for a successful alternative education program. In addition to a progressive education orientation that has problem solving as an organizing framework, alternative education programs need to identify essential elements of the curriculum and how the program links with other agencies and services for youth. For example, some youths and families who may choose alternative education will have social service or mental health needs. Finding ways to give students and parents access to these services and avoid duplication of efforts is important. Additionally, alternative education programs need to find ways of linking their classrooms and instructional experiences to the community. Within local and regional communities are people, businesses, museums, libraries, and agencies that can provide information and learning experiences for youth. These same resources can also serve as a bridge to postsecondary education or training and employment for students in the alternative school setting. Alternative education should have a well-defined place within public schools and within communities. Enrollment in alternative education programs should be an option for students who, for whatever reason, experience difficulty with large, and sometimes impersonal, middle schools and high schools. Educators, program developers, teacher trainers, and researchers need to rethink the assumptions we make about alternative education. For too long, professionals have adopted a “deficit” model in examining the needs of children and adolescents who fail in and disrupt traditional school settings. It is time to develop academically rigorous, engaging alternative schools. Citation Reprinted with permission of The Clearing House: Volume 3, Number 2, November/December 1999: The Helen Dwight Reid Educational Foundation. Published by Heldref Publications, 1319 18th St. N.W. Washington, D.C. 20036-1802. Copyright 19.
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REFERENCES Carnegie Forum on Education and the Economy. 1986. A nation prepared: Teachers for the 21st century. Washington, DC: Carnegie Task Force on Teaching as a Profession. Collins, M., and C. Tamarkin. 1990. Marva Collins’ way: Returning to excellence in education. New York: Penguin. Dwyer, K., D. Osher, and C. Warger. 1998. Early warning, timely response: A guide to safe schools. Washington, DC: U.S. Department of Education. Furlong, M., G. M. Morrison, and J. D. Dear. 1994. Addressing school violence as part of schools’ educational mission. Preventing School Failure 38(3): 10-17. Fullan, M., and A. Hargreaves. 1996. What’s worth fighting for in your school? New York: Teachers College Press. Hernandez, D. 1993. America’s children: Resources from family, government, and the economy. New York: Russell Sage Foundation. Kohlberg, L., and R. Mayer. 1972. Development as the aim of education. Harvard Educational Review 42:449-96. Leone, P E. 1997. The school as a caring community: Proactive discipline and exceptional children. In Special education practice: Applying the knowledge, affirming the values, and creating the future, edited by J. Paul et al., 91-103. Pacific Grove, CA: Brooks-Cole. National Commission on Excellence in Education. 1983. A nation at risk: The imperative of educational reform. Washington, DC: U.S. Department of Education. Schorr, L. B. 1997. Common purpose: Strengthening families and neighborhoods to rebuild America. New York: Anchor Books. Smith, R. C. 1988. America’s shame, America’s hope: Twelve million youth at risk. Chapel Hill, NC: MDC, Inc. (ERIC Document Reproduction Service No. ED 301620). Win. T. Grant Foundation Commission on Work, Family, and Citizenship. 1989. The forgotten half. Non-college youth in America. Washington, DC: Wm. T. Grant Foundation.
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Research Susan Black
Students may have high hopes, but their aspirations need to be based in reality-and bolstered by school support
I Think I Can, I Think I Can
One winter morning I accompanied an Even Start family worker on a home visit to check on a 17-year-old and her six-month-old baby. The apartment was dreary and unkempt, the infant underweight and listless. But the teen mother was undaunted. She was sure that, in just one year, she could graduate from law school and get a job like the criminal attorneys on her favorite TV show. Later that day I attended a session with other teen mothers. When asked what they were striving for, most slouched and looked away. But one 18-year-old dropout announced, “I’m going to have a trailer with a pitched roof.” A flat roof, she explained, means you’re poor, but a pitched roof proves you’re well off. Law school in one year? A pitched roof? I asked the family worker what she thought of the teens’ aspirations. “They need a dose of reality,” she said, “even if it will shatter their dreams.”
Getting serious about the future
Many teenagers, it turns out, have unrealistic dreams. In 2002 the National Center for Education Statistics began tracking the aspirations of more than 15,000 10th-graders in 750 schools. About three-quarters of them planned to attend college or other postsecondary programs. But only about half of those students took academic courses, and many were seriously deficient in reading and math. Fewer than 10 percent could interpret complex ideas in text, and about one-third were unable to solve problems involving fractions and decimals. Most 10th- and 11th-graders think of high school graduation as “far into the future,” says Patricia Gándara, a researcher at the University of California, Davis. Many think they have plenty of time to get their grades up before applying to college or don’t see the importance of academics.
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In her four-year study of students’ aspirations in rural and urban California high schools, Gándara found some telling differences: • Urban high school students were more likely to aspire to college than rural students. • Students without close school connections, and those whose teachers and counselors had little confidence in their ability, had lower aspirations. • Asian and white students were more likely to understand the importance of academic courses and high grades to college admission. • Black and Latino students were more likely to lower their aspirations to gain approval of non-college-bound friends. Many schools postpone counseling kids about college and other postsecondary options until 11th grade, but several schools are starting sooner, says Washington Post education writer Valerie Strauss. For example, counselors in a Maryland high school now see to it that sophomores “get serious” about signing up for college prep courses. And a Washington state high school recently revised its 10th-grade courses, requiring sophomores to show high-level thinking and assume more initiative for classroom learning and completing homework. An expectations gap Raising expectations for all students, not only 10th-graders, is good policy. But expectations vary greatly from school to school and student to student. A study conducted by the Harris Poll for the Committee for Economic Development and the Metropolitan Life Foundation reveals several disparities: • 70 percent of minority students have high hopes for their future, but only 40 percent of their teachers believe these students will succeed. • 56 percent of high school principals believe the teachers in their schools have high expectations for students, but only 25 percent of students agree. The gap is greater in high-minority schools. • 66 percent of high school principals say their schools have high academic standards, but only 38 percent of their students agree. • 46 percent of elementary teachers say instructors in their schools “believe that all students can learn,” compared with only 28 percent of high school teachers. Minority students often have inexperienced and low-quality teachers, says the Harris Poll’s Humphrey Taylor, and this inequality contributes to persistent racial achievement gaps that deny students college and career opportunities. As Taylor puts it, “Many low- income and minority students are being shortchanged.”
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New York University’s Selcuk Sirin found evidence of this when he examined the aspirations of inner-city high school students from poor and working-class African- American, Cape Verdean, and Hispanic families. Many underprivileged minority students, he found, lower their career aspirations once they encounter racism and discrimination. But some persist. In group interviews with 14- and 15-year-olds, Sirin found minority students who remained confident despite the constraints of race, poverty, and low expectations. An African-American boy, for instance, said he would have to work twice as hard as a white student to “make it.” Several students intended to be “more serious” sometime in the future, although not in the present. Others added that they needed to “stay out of trouble and avoid bad friends.” The influence of friends and families In fact, friends exert considerable force on a youngster’s aspirations; say Margarita Azmitia and Catherine Cooper of the University of California, Santa Cruz. Their two-year study of low-income Latino and European-American sixth- and seventh-graders found that regardless of ethnicity or gender, students benefit from friends who provide emotional support, academic help, and companionship. Seventh-graders with encouraging friends had higher English and math grades, while those with discouraging friends had lower grades. Parents also influence aspirations, says Purdue University’s Andrew Behnke. His investigation of Hispanic families found that parents who express interest in becoming better educated themselves—including learning English and attending technical colleges— are more likely to have children who set their sights on college. In some Hispanic families, Behnke found a “degree of continuity” between parents’ career goals and those of their children. One young boy, for instance, aspired to a factory job where he could save money and learn to be a mechanic, the same as his father. But several Hispanic parents, including those with high aspirations for their children, had never discussed college or careers with their sons and daughters. Most parents believed their children’s success depended on learning English well and being “100 percent American.” The children thought college was a “good idea” but, under close questioning, admitted that they did not see college in their own future. Digging deeper, Behnke found that many of these students thought their teachers had higher expectations for—and preferred to teach—white students. And, he learned, many high-aspiring Hispanic students had no information about the high school courses they needed to pass to pursue their goals.
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Healing a fractured system How can schools help students—especially minority students—realize their aspirations? Some suggestions come from Stanford University’s Bridge Project, a six-year study of high school students’ aspirations. Many schools and colleges, the study found, unintentionally set students up for failure. Minority and poor students, in particular, are likely to suffer from the “fractured systems” that fail to connect schools and colleges, says Michael Kirst, the project’s principal investigator. The study—conducted in California, Georgia, Illinois, Maryland, Oregon, and Texas— found that 88 percent of nearly 2,000 high school students in 23 high schools planned to enroll in college or other postsecondary programs. But, Kirst says, K-12 schools fail to prepare many students for college admissions and college-level work. The result—as a U.S. Department of Education review of college remediation and attrition rates shows—is that more than 50 percent of students entering college are required to take remedial courses, often in several subjects. And about 50 percent of first-year community college students and about 25 percent of first-year students attending four-year colleges do not return for a second year. Schools and colleges operate in “different orbits,” Kirst says in the Bridge Project’s final report. For example, many high schools allow students to coast instead of correcting their belief that high grades earned in easy courses will ensure college entry. Reality hits hard when these students face “bewildering college admission tests” that include logic questions and algebra problems, he says. Instead of denying many students the hope of reaching their dreams, the Bridge Project recommends forming K-16 systems that focus on three reforms: 1. Provide all students, parents, and teachers with accurate information about colleges and college requirements. 2. Redesign courses to better prepare high school students for college-level work, provide academic counseling, and offer better college outreach programs. 3. Help students complete their college studies once they have been admitted. What does not work, researchers say, is inspirational messages that don’t ring true to students. I recently sat in an auditorium with a group of seventh- and eighth-graders, most of them minority and underprivileged, who listened half-heartedly to a motivational speaker who tried to “raise their self-esteem and their aspirations.” The program was slick and superficial, and the students knew it. At the end, when the speaker asked the students to stand and recite a pledge projected on a screen, many slumped farther into their seats.
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Such programs often demoralize students instead of inspiring them. The best way to raise aspirations is through the hard work of teaching all students equitably, and teaching them well.
Susan Black, an ASBJ contributing editor, is an education research consultant in Hammondsport, N.Y. Selected references 1. Azmitia, Margarita, and Catherine Cooper. “Good or Bad? Peer Influences on Latino and European American Adolescents’ Pathways Through School.” Journal of Education for Students Placed At Risk, vol. 6, no. 1 and 2, 2001. 2. Behnke, Andrew, and others. “Educational and Occupational Aspirations of Latino Youth and Their Parents.” Hispanic Journal of Behavioral Sciences, February 2004. 3. Gándara, Patricia, and others. “Planning for the Future in Rural and Urban High Schools.” Journal of Education for Students Placed at Risk, vol. 6, no. 1 and 2, 2001. 4. Ingels, Steven, and others. A Profile of the American High School Sophomore in 2002. Washington, D.C.: U.S. Department of Education, National Center for Education Statistics, March 2005. 5. Sirin, Selcuk, and others. “Future Aspirations of Urban Adolescents: A Person-in-Context Model.” International Journal of Qualitative Studies in Education, May-June 2004. 6. Slack, Kim. “Whose Aspirations Are They Anyway?” Inclusive Education, Oct.-Dec., 2003. 7. Strauss, Valerie. “Sophomore Year: Between a Lark and a Hard Place.” Washington Post, Feb. 7, 2006, p. A12. 8. Venezia, Andrea, Michael Kirst, and Anthony Antonio. “Betraying The College Dream: How Disconnected K-12 and Postsecondary Education Systems Undermine Student Aspirations.” Final Policy Report from Stanford University’s Bridge Project, March 2003. www.sstanford.edu/group/bridgeproject/betrayingthecollegedream.pdf.
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NDPC/N Resources: Featured Articles
Featured Articles The Performance of At-Risk Youth As Tutors by Marty Duckenfield In the United States, approximately one out of four young people leave school before attaining a high school diploma (Public High School Graduates, 1993). While the school completion rate has improved over the last 50 years, the changes in American society and the workforce requirements of its economy demand that the high school completion rate improve even more. The current level is detrimental to the nation’s well-being and hope for economic growth since it is estimated that by the year 2000, 90 percent of all jobs in the United States will require more than a high school diploma (What Work Requires, 1991). In fact, some estimates show the jobs of the 21st century will require 14 years of education rather than 12. The National Education Goals Report, in fact, established in 1990 by then President George Bush and the nation’s governors, includes as one of its goals that the high school completion rate be increased to 90 percent (National Educational Goals Report, 1991). What happens to the student who drops out? The impact on society has been noted by Catterall (1986) and its toll is costly: higher unemployment, increase in crime, increase in welfare, and reduced earnings adversely affect the American economy. Most female dropouts leave school due to pregnancy, and the resulting number of households headed by a single parent has grown over the past decades, increasing the poverty rate and the costs to society. Associated costs for crime prevention, the building of prisons, job training, and adult education programs all add to the economic drain on society, not to mention the personal costs—the loss in the potential of so many lives.
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Portrait of Our Youth in At-Risk Situations - Much research has been undertaken to identify the students who may drop out of school. Wells (1990) draws a clear picture of the factors that describe at-risk students. Included in her analysis are the following factors, which relate to the student, the family, the school, and the community. The Student • poor school attitude • low ability level • attendance/truancy • behavior/discipline problems • pregnancy • drug abuse • poor peer relationships • nonparticipation • friends have dropped out • illness/disability • low self-esteem/self-efficacy The Family • low socioeconomic status • dysfunctional home life • no parent involvement • low parental expectations • non-English speaking home • ineffective parenting/abuse • high mobility The School • conflict between home/school culture • ineffective discipline system • lack of adequate counseling • negative school climate • lack of relevant curriculum • passive instructional strategies • inappropriate use of technology • disregard of student learning styles • retentions/suspensions • low expectations • lack of language instruction The Community • lack of community support services • lack of community support for schools • high incidences of criminal activities • lack of school/community linkages
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Cross-Age Tutoring—A Strategy That Works Tutoring, including cross-age tutoring, has been shown to be one of the most cost-effective strategies used today to enhance the academic performance of struggling students (Berliner & Casanova, 1988; Giesecke, Cartledge, & Gardner, 1993; Hedin, 1987; Levin, 1984; Martino, 1994; Supik, 1991). Tutoring also provides many benefits to both tutees and tutors. Benefits to Tutees Tutors provide tutees with much needed role models (Hedin, 1987). Topping (1988) points out that for the tutee, being a “friend” of a high-status older child will most likely increase the younger child’s self-esteem. Martino (1994) quotes research that shows that tutees improve not only academically; they also show improvement in communication skills, ability to identify long-range goals, self-confidence, and interpersonal skills. Benefits to Tutors Research on programs utilizing students as tutors show that tutors derive many benefits from their roles as tutors. Cross-age tutors have been shown to perform better than control students on examinations in the subjects being taught (Cohen, Kulik, & Kulik, 1982). Topping (1988) supports the fact of academic gains for tutors. As he points out: Although the tutors may be covering again material they had been presumed to have mastered, there are nevertheless gains from this process.... Above all, they are likely to remember the material better from experience of the need to put knowledge to some purpose. Many centuries ago Comenius commented, “Quidocet, discit.” (“Who teaches, learns.”) More recently, Briggs has re-expressed this: “To teach is to learn twice.” (p. 4) Tutors also make substantial gains in the affective realm. Role theory asserts that people conform to the expectations that they and others have for them in their role (Hedin, 1987). Therefore, when tutors and adults offer student tutors respect and admiration, they become respectable and admirable. As Hedin describes it, “the experience of being needed, valued, and respected by another person produces a new view of self as a worthwhile human being” (p. 43). Research in the field shows that serving as tutors increases children’s self-concept, improved relationships between peers, reduced absenteeism, and improved classroom behavior (Giesecke et al., 1993).
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At-Risk Students As Tutors Motivation theory, as described in Hamby (1995) illustrates that there is no such thing as an unmotivated individual. Therefore, when we look to at-risk students as potential tutors, we must remember, “they are no different from other students in the mechanisms that determine motivation” (p. 37). Thus it is no surprise when we look at the data on cross-age tutoring projects using at-risk students as tutors. The Intercultural Development Research Association’s (IDRA) Valued Youth Project, a structured program that utilizes at-risk students as cross-age tutors, has data, which shows its beneficial impact. Research described by Supik (1991) indicates higher reading grades than the comparison group. The tutors showed a reduced number of disciplinary action referrals after participation in the program while the comparison group raised theirs. The evaluation of the Valued Youth Program showed that tutors gained in their self-concept as measured by the Piers-Harris Children’s Self-Concept Scale and Quality of School Life Scale and maintained the self-concept and positive attitude toward school. IDRA showed that tutees had higher test scores following the tutoring experience. In addition, absenteeism and disciplinary referrals were significantly lower after tutoring. The research by Giesecke et. al. (1993) indicates that at-risk tutors were successful in tutoring younger peers. In addition, the positive impact seen on these at-risk tutors mirrors the results shown by IDRA. Gaustad (1992) underscores the tremendous impact that the tutoring experience has on the at-risk student tutor by noting: Knowing they are making a meaningful contribution can be a powerful experience—one that most children rarely have, as Allen notes: ‘Unfortunately, in our society children are typically the recipients of help from others, rather than the givers of help....The feeling of being useful to others is particularly important for adolescents; being caught between childhood and adulthood, they realize that they are not yet useful and needed members of society.’ The impact of this experience may be even greater for at-risk students who have often felt like failures. (p.12) Gaustad also cites commentary by researchers who assert that no correlation exists between “ A tutor’s intellectual credentials and his effectiveness in tutoring.” (p.13) Further, she elaborates on some evidence that shows that students who themselves have struggled in school are more patient and understanding than tutors who have not experienced difficulty in learning.
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Building Resiliency in At-Risk Students While not specifically examining cross-age tutoring, the field of prevention’s growing emphasis on the “protective factors” and the building of “resiliency” provide strong evidence to support this strategy. Benard’s (1991) synthesis of the research base in the prevention field looks at the longitudinal studies of youth from high- risk situations who became healthy, competent adults. These successful adults seemed to have been “stress- resistant” or “resilient,” in spite of severe stress and adversity in their lives. The so-called “protective factors” that can reverse the predictions of such negative outcomes as drug abuse, teenage pregnancy, gang membership, and dropping out of school, have been categorized by Benard. Her research shows that those youth who became successful adults had received three protective factors from either the home, school, or community. Those factors were 1. caring and support from another person; 2. high expectations of the youth; and 3. opportunities for participation in meaningful activities (Benard, 1991). Tutors who are given the responsibility to teach a younger child could build resiliency through all three protective factors: caring and support can be provided by their tutees, peers in a tutoring project, and their teacher; high expectations are inherent in the opportunity of the tutoring assignment; and their participation in the tutoring project itself provides involvement in a meaningful activity which asks them to take a responsible role. Tutees can develop some of the protective factors through the tutoring experience. Their tutors provide them with the caring and support so needed and the tutor’s efforts to raise their academic achievement can contribute to an increased expectation for their school work. The resiliency research strongly supports the assertions of those who advocate the use of at-risk youth as tutors. In fact, its thesis supports the idea that this two-pronged approach to dropout prevention is what one would call a win-win situation—one where both tutors and tutees benefit. Service Learning: A Format for Cross-Age Tutoring Analysis of successful cross-age tutoring programs shows that the most effective tutoring takes place in structured formats. Gaustad (1992) lists many criteria for a successful tutoring program: training, instructional materials, selection of tutors and tutees, the matching of tutors and tutees, ongoing support, sufficient time set aside for tutoring, communicating with parents and the community, and evaluation.
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Service learning has surged to the forefront in U.S. education reform. A grassroots movement, service learning became part of the bipartisan National and Community Service Act of 1993. Because of this legislation, millions of dollars in federal grants have become available to local schools and community-based organizations to implement service learning programs. Service learning combines community service with learning activities. It allows: students [to] learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with the school and community. [Service learning] is integrated into the students’ academic curriculum or provides structured time for a student to think, talk, or write about what the student did and saw during the actual service activity. [It] provides students with opportunities to use newly acquired skills and knowledge in real-life situations in their own communities. [It also] enhances what is taught in school by extending student learning beyond the classroom and into the community and helps to foster the development of a sense of caring for others (National and Community Service Act of 1990). Its four components, preparation, action, reflection, and celebration provide a framework for successful programs. Duckenfield and Swanson (1992) have discussed the essential components of service learning. Preparation consists of the learning activities that take place prior to the service itself. Prior to their service experience, students must understand what is expected of them as well as what they can expect from the service project. Preparation components include the following: • identifying and analyzing the problem • selecting and planning the project • training and orientation
Action needs to meet certain criteria. It must: • be meaningful • have academic integrity • provide for student ownership • have adequate supervision • be developmentally appropriate
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Reflection enables students to critically think about their service experience. When students reflect on their experiences, they think about them, write about them, share them with others, and learn from them. The reflection time is a structured opportunity for students to learn from their experiences. They can reflect through: • discussion • reading • writing • projects
Celebration is the component of service learning which recognizes students for their contributions. It also provides closure to an ongoing activity. Society needs to let young people know that their contributions are valued. There are many ways that this final component of service learning can be implemented: • school assemblies • certificates • pizza parties • joint celebration with service recipients • special media coverage
Conclusion Cross-age tutoring projects, including those involving at-risk youth, can be successful for both tutor and tutee. The service learning framework can ensure success for all such tutoring projects. Service learning does more than provide a framework to maximize the effectiveness of the cross-age tutoring project using at-risk students as tutors. Due to the greater awareness schools and communities have of service learning and the increase in funding sources, it also becomes a vehicle for expanding tutoring efforts in our schools and communities. The subsequent reduction in the nation’s dropout rate that this strategy could produce would be of great benefit towards meeting the National Education Goal. For more information, contact National Dropout Prevention Center, College of Health, Education, and Human Development, Clemson University, 209 Martin Street, Clemson, SC 29634-0736, 864-656- 2599, [email protected], www.dropoutprevention.org
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References Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community. Portland, OR: Northwest Regional Educational Laboratory. Berliner, D., & Casanova, U. (1988). Peer tutoring: A new look at a popular practice. Instructor, 97(5), 14-15. Catterall, J. S. (1986). Dropping out: The cost to society. Education, UCLA Graduate School of Education Magazine, 4(1), 9-13. Cohen, P. A., Kulik, J. A., & Kulik, C-L. C. (1982) Educational outcomes of tutoring: A meta analysis of findings. American Educational Research Journal, 237-248. Duckenfield, M., & Swanson, L. (1992). Service learning: Meeting the needs of youth at risk. Clemson, SC: National Dropout Prevention Center. Gaustad, J. (1992). Tutoring for at-risk students. OSSC Bulletin, 36(3). Giesecke, D., Cartledge, G., & Gardner III, R. (1993). Low-achieving students as successful cross-age tutors. Preventing School Failure, 37(3), 34-43. Hamby, John V. (1995). Straight talk about discipline. Clemson, SC: National Dropout Prevention Center. Hedin, D. (1987). Students as teacher: A tool for improving school climate and productivity. Social Policy, 17(3), 42-47. Levin, H. M. (1984). Costs and cost-effectiveness of computer-assisted instruction. Stanford, CA: California Institute for Research on Educational Finance and Governance. Martino, L. R. (1994). Peer tutoring classes for young adolescents: A cost-effective strategy. Middle School Journal, 25(4), 55-58. Nardini, M. L., & Antes, R. L. (1991). What strategies are effective with at-risk students? NASSP Bulletin, 75(538), 67-72. National and Community Service Act of 1990. The National Education Goals Report: Building a Nation of Learners. (1991). Washington, DC: National Education Goals Panel. Public High School Graduates, 1990-1991. Compared With 9th Grade Enrollment in Fall 1987, by State (1993). U.S. Department of Education.
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Supik, J. D. (1991). Partners for valued youth: The final report. IDRA Newsletter, 18, 1-4. Topping, K. (1988). The peer tutoring handbook. Cambridge, MA: Brookline Books. Wells, S. E. (1990). At-risk youth: Identification, programs, and recommendations. Englewood, CO: Teacher Idea Press. What Work Requires of Schools: A SCANS Report for America 2000. (1991). Washington, DC: U.S. Department of Labor.
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Education Week, March 8, 2006
H.S. Dropouts Say Lack of Motivation Top Reason to Quit By Catherine Gewertz
High school dropouts interviewed for a study released last week were far more likely to say they left school because they were unmotivated, not challenged enough, or overwhelmed by troubles outside of school than because they were failing academically. Key changes could have boosted their chances of staying in school, said the former students, who were between the ages of 16 and 25 when interviewed for the study. The most commonly cited were teachers who expected more of them, schools that helped them more when they struggled, and classes that were more engaging. The report’s authors emphasized that their aim was to explore young people’s reasons for leaving school at a time of heightened interest in the issue, and to spark a national response that would help more such students finish high school. “The very people most affected by this crisis, the young people, are telling us that this problem can be solved,” said John M. Bridgeland, who directed the White House Domestic Policy Council under President Bush and is now the president and chief executive officer of Civic Enterprises, the Washington-based public-policy-development group that conducted the study. Peter D. Hart Research Associates, an opinion-research company, conducted four focus groups with dropouts in Philadelphia and Baltimore last August. In the following two months, researchers interviewed 467 dropouts from 25 large cities, small towns, suburbs, and rural areas. The sample was not nationally representative. Only 35 percent of the former students interviewed cited academic failure as a major factor in dropping out. More than six in 10 said they had grades of C or better. Seven in 10 said they believed they could have graduated if they had tried hard enough. The dropouts who reported the greatest academic struggles were the ones most likely to say that their schools hadn’t done enough to help them with those difficulties, the report says. Large proportions of all the former students interviewed, 70 percent to 80 percent, said they wanted better teachers and more interesting classes, including the opportunity for more “real world” learning opportunities. Former students often cited a lack of motivation and of interesting classes as reasons they eventually disappeared from school. Sixty-nine percent said they were not motivated
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Literacy Problems Bob Wise, the former West Virginia governor who is now the president of the Washington- based Alliance for Excellent Education, which has studied the dropout problem, said he believes the complaints about boring classes mask the real issue: the need for work on teenagers’ reading comprehension.
“Underneath the frustration of a lot of these kids is an adolescent-literacy issue,” he said. “Of course, class isn’t interesting if you can’t understand it.”” A separate new study by ACT Inc. supports the idea that a lack of reading proficiency is a widespread problem among high school students, even those aspiring to college. (“Graduates Can’t Master College Text,” March 1, 2006.) For many students, life events contributed to dropping out, the Civic Enterprises report says. Large numbers said that having to work, becoming a parent, or having to care for family members contributed to their leaving school. Those respondents were the most likely to say that they would have worked harder if their schools had demanded more of them and offered support. Nearly all the youths interviewed regretted dropping out, according to the report. Eight in 10 acknowledged that a diploma is critical to success in life, and three-quarters said they would stay in school to graduate if they had it to do over again. A similar proportion said they would enroll in a diploma program if it served students of their age group. Many also said they had needed more structure and discipline in school. More than 60 percent said schools should do more to enforce classroom discipline and to keep students from skipping school. Nearly 40 percent said they had had “too much freedom,” making it easy for them to slip away. “In high school, if you don’t go to class there isn’t anybody who is going to get you,” said one young man from the Philadelphia focus groups. “You just do your own thing.” Fewer than half of those interviewed said they or their parents got a phone call from school when they were absent or stopped showing up altogether. Mr. Bridgeland and his co-authors contend that the young people’s experiences suggest that changes in public education could decrease the dropout rate, which some estimates peg at one-third nationally, and closer to half among Hispanic and African-American students. How best to calculate dropout rates is a topic of scholarly debate. (“The Exaggerated Dropout Crisis,” Commentary, current issue.)
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Civic Enterprises’ study was funded by the Bill & Melinda Gates Foundation, which also has given a grant to Editorial Projects in Education, the publisher of Education Week, for an annual report on high school graduation rates and related issues. Districts should try to make a wide variety of schools and teaching strategies available to meet students’ differing needs, the authors say, and find ways to keep parents informed of their children’s academic progress. Noting that dropouts tend to start missing class more often in the one to three years before they leave school, the authors suggest schools adopt an “early-warning system” that could use attendance patterns as a trigger for assistance. Research by Robert Balfanz, a research scientist at Johns Hopkins University, has shown that students’ dropout risk can be traced to as early as 6th grade by their attendance, behavior, and course-failure patterns. “These alarm bells go off, and they are unnoticed, unheeded,” said Mr. Bridgeland. He added that often, many services are available to help struggling students, but no connection is ever made. One of the recommendations in the report—an idea endorsed by some education groups—is to have adult advocates assigned to monitor students deemed to be at risk of dropping out and make sure they get the help they need. More states should raise the age of compulsory schooling to 18, the authors argue. Currently, 24 states allow children to leave school at 16. States and districts also must compile more accurate data on dropouts. They pointed to the National Governors Association’s work to get states to agree on a common way of calculating the dropout rate as a good start. Experts who have studied the dropout rate welcomed the students’ voices as an often- overlooked dimension of understanding the problem. But they cautioned that self-reported accounts can be misleading and easily misinterpreted. Mr. Balfanz said schools could mistakenly respond to the former students’ complaint that too little was expected of them by simply piling on more work. “What they’re really saying is they’re not engaged,” he said. “That’s different than saying I want three hours of homework each night.” Jay P. Greene, a senior fellow at the Manhattan Institute who has studied graduation rates, said that many former students’ responses might have been colored by wanting to preserve their pride. They would be more likely to say, for instance, that they left school because they were bored than because their skills weren’t up to par. Other research shows that weak academic skills tend to correlate with dropping out, Mr. Greene said. “Asking people why they do things and understanding why they do things are two separate things,” he said. Vol. 25, Issue 26, Pages 1, 14
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Internalizers
Internalizing refers to all behavior problems that are directed inwardly (away from external social environment) and that represent problems with self. Internalizing behavior problems include:
¾ low or restricted activity levels
¾ not talking with other children
¾ being shy
¾ timid and/or unassertive
¾ avoiding or withdrawing from social situations
¾ preferring to play or spend time alone
¾ acting in a fearful manner
¾ not participating in games and activities
¾ being unresponsive to social initiations by others
¾ not standing up for one’s self
From Student Success by Tim Walter and Al Siebert, New York: Holt, Rinehart and Winston, 1976, 93-94
1-58
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Externalizers
Externalizing refers to all behavior problems that are directly outwardly, by the child, toward the external social environment. Externalizing behavior problems usually involve behavioral excesses (too much behavior) and are considered inappropriate by teachers and other school personnel. Examples of externalizing problems include such things as:
¾ displaying aggression toward objects or persons
¾ arguing
¾ forcing the submissions of others
¾ defying the teacher
¾ being out of seat
¾ not complying with teacher instructions or directives
¾ having tantrums
¾ being hyperactive
¾ disturbing others
¾ stealing
¾ not following teacher or school-imposed rules, etc.
From Student Success by Tim Walter and Al Siebert, New York: Holt, Rinehart and Winston, 1976, 93-94
1-59
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
BIXBY LEARNING CENTER “WHATEVER IT TAKES”
Below are emotional and physical characteristics that might be present in your referral student. Please check the box of each characteristic that are causing this student to fail in the traditional learning environment.
Alienated Underachiever Lacks Confidence
Withdrawn Failure Orientated Inferiority Isolated unmotivated/ Lazy Learned helplessness Rejected Gives up easy Easily misled Lonely Avoids risks Lacks self control Affectionless Fears change Irresponsible Suspicious Immature/Inadequate
Narcissistic:
Hedonistic Anti-Social Psychopathic Hardened Materialistic Explosive
What types of behavioral problems are causing this student failure:
Intimidation of other students Victim of consistent pranks/abuse Excessive absences Continual violent behavior/acts Excessive tardiness continual verbal or physical outbursts Continuous violations of student conduct guidelines Failure to fallow directions
Why is this student being referred?
Long term suspension 2nd violation Referral team request Student/Parent Request Other
601 S. Riverview Bixby Ok. 74008 (918)366-2353 (918)366-2209(fax) Mr. Chad Harp, Director
1-60 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Initiatives that Work
Williamson County Alternative Learning Center (ALC) operates on a Level System is based upon positive incentives and is designed to instill in each student the behaviors that lead to self respect, personal safety, and integrity. Students are expected to be held accountable for expectations on a daily basis. There are incentives and rewards for making levels, and there are consequences for dropping or failing to move up.
One of their primary initiatives includes: ● Students participate in Service Learning both on and off campus every Wednesday from 12:00 to 2:30 p.m.
For more information: Williamson County Alternative Learning Center 408 Century Court Franklin, TN 37064 615.790.5810
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Crossroads Second Chance North is a school for students who have been found guilty at a Discipline Tribunal of violating school rules.
One of their primary initiatives includes: ● An academic service learning curriculum. ● Students attend six class periods which include their core academic subjects. ● Students attend one hour of Academic Life and Social Skills Training daily.
For more information: Crossroads Second Chance North Fulton County Schools 791 Mimosa Boulevard Roswell, Georgia 30075 770.552.6333 http://www.fultonschools.org/school/crossroads_north/
1-61 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
READING FOR THE CONTENT CLASS
Every student in a content class must know how:
9 To recognize sight vocabulary in the content area
9 To decode words
9 To analyze words and their meanings
9 To comprehend specialized vocabulary
9 To use the text and its organizational aids
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The content area teacher should answer each of these questions:
9 What would I want a non-reader to know when he leaves this class?
9 How can this basic material be presented so the students may gain the knowledge? 9 How can I simplify the vocabulary so the student may understand what I want to teach?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-1
BETWEEN ICE AGES
When the Chinese learned, thousands of years ago, that ice enhanced
the taste of hot weather beverages, a primitive form of refrigeration
emerged. Ice was cut in winter and packed between straw and chaff for
preservation until summer when it was used for cooling beverages.
In ancient Egypt, similar tastes for cool beverages developed, but a
different solution was forthcoming since a more temperate climate kept
Egypt ice free even in winter.
Clay jars, filled with water, were placed on roof-tops at sundown where
the exceptionally dry desert breezes would evaporate the moisture seeping
through the porous walls, cooling the water inside.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-2
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-3
WHAT IS THE READING LEVEL OF YOUR TEXTBOOK? By Edward Fry, Rutgers University Reading Center, New Jersey
Directions:
1. Randomly select 3 one hundred-word passages from a book or an article. 2. Count the sentences, rounding to the nearest tenth. 3. Count the syllables. a. Count proper nouns, numerals and initializations as words. b. Count a syllable for each symbol. (example, “1945” is one word and four syllables; “IRA” is one word and three syllables) 4. Plot average number of sentences and average number of syllable on graph.
HINTS: 9 Choose more passages per book if great variability is observed; some books have a “range of readability.” 9 When grade level scores are in the gray area, the are invalid. 9 Grade level scores that fall above the arc on the graph represent the lower limits of that grade level. 9 Grade level scores that fall below the arc represent higher grade level limits.
LOWERING READABILITY OF CONTENT AREA MATERIALS Four major factors affect the readability of materials
Vocabulary 9 Long words are generally more difficult than short words. 9 Words with complex structures or suffixes and prefixes are difficult. 9 Words with Latin base syllables are more often abstract. 9 Generally the more abstract a word is, the more difficult it is.
To eliminate vocabulary problems: 1. Replace unfamiliar vocabulary with familiar synonyms. 2. Provide a familiar synonym in parenthesis next to the words that are difficult, but you want the students to learn. 3. Sometimes it may be necessary to add extra words or phrases to make an abstract concept clearer.
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SENTENCES 9 Sentence length and construction influence readability. 9 Long sentences are generally more difficult to read than shorter sentences. 9 Complex sentences are more difficult to read than simple sentences. 9 Parenthetical phrases and idioms tend to make a sentence more difficult.
To eliminate sentence problems: • Shorten sentences. (Be careful, or it will appear choppy and disjointed.) • It may take several shorter sentences to revise a long, complex sentence.
PARAGRAPHS 9 The most common paragraph construction is that with the topic sentence at the beginning of the paragraph. 9 Any deviation from this basis pattern could possibly cause the material to be more difficult to read.
PHYSICAL FORMAT 9 Often the physical layout of the material on the printed page can affect readability. 9 No formula has provision to measure the effect of format on readability, but it must be taken into consideration.
The following affect format: 1. Print size, type, and clarity. 2. Graphic aids – on same page as question, discussion, etc. 3. Attractiveness of the layout – white space, balance, etc.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-5
STUDY SKILLS SURVEY
Student ______Date ______
Student Skills will be important to your success in school. This inventory is designed to find out what your strengths and weaknesses may be in you study skills. Think carefully about each of the following statements, then answer as honestly as you can.
THIS IS NOT A TEST
Put an X in the box next to each statement to indicate whether the statement would be true for you usually, sometimes, seldom, or never.
Usually Sometimes Seldom Never Use of Time 1. I spend the right amount of time studying each day. [7th–9th grades=up to two hours each day] [10th-12th grades= 90 minutes to 2 1/2 hrs each day]
2. When I study, I can stick with it until I am finished. 3. I study where I will not be interrupted. Ways to Study 4. I use different ways to remember information. Using a Textbook 5. I use the table of contents to help me understand How topics are related. 6. I use the index in my studying. 7. I use the glossary to find meanings of words. 8. I read the whole chapter before I answer the study questions. Underlining 9. I underline all-important ideas as I read. 10. I underline only one key works and phrases, not whole sentences. 11. I underline details and examples. 12. I underline almost everything.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-6
Notetaking 13. When I study, I take notes from my reading. 14. When I take notes from my reading, they are clear enough to make sense several weeks later. 15. When I take notes from my reading, I put down the page numbers where I got the information. 16. When a teacher is lecturing in class, I take clear notes of what is said. 17. In my lecture notes, I make sure to write down the main idea. 18. In my lecture notes, include details and examples that help my clarify ideas. Using Maps 19. I can use the keys and legends when reading maps. 20. I can interpret what the maps suggest about historical trends. Using the Computer 21. I can use the Internet to look up new in information. 22. I can use the Internet to get help. Taking Tests 23. I read all the directions before I start the test. 24. I review all my answers before I turn in my paper. 25. I use clue words when I’m not sure of an answer. 26. I get to class on time so I won’t be stressed when I take the test.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-7
Get Organized for Class!
Getting organized is the place to start when getting ready for classes. Did anyone ever tell you that school was easy? No? Well, it’s not easy – but it doesn’t have to be so hard either. Part of making it okay in school has to do with getting ready for your classes. You should go to class prepared. Read on to find out what will help you “get it together.”
Organizational Notebook
Here’s what you need to put together:
1. A 3-ring notebook to hold everything. 2. A spiral notebook for each class you have (or at least dividers for each subject). 3. A portfolio (that’s a paper folder with a pouch on the inside cover) for each class. 4. A plastic pouch that zips to hold pencils, pens, erasers, note cards and other things.) 5. At least two pencils and two pens. 6. A paper calendar so you can tape the current month to the inside of the front cover of the 3-ring notebook.
¾ Keep the spiral notebooks, the portfolios, and the plastic pouch in the 3-ring notebook. ¾ If the teacher gives you a hand-out to study, put it in the right place as soon as you get it. ¾ Use the calendar that you taped to the inside to write when you will have a test, when a book report is due, or any other dates you need to remember. ¾ Do your homework in the spiral notebook for that class. ¾ Keep it in the 3-ring notebook. Take care of the notebook – it is important!
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-8
Project Chart A project chart might help you keep track of what you need to do when.
Class Projects Class Project Things to do for the Project Due Turned Date In English Paper on Character Research, Library, Internet 9/23 Math Graphing Lesson Get graph paper 9/30 Science Science Fair Decide on project, research, 10/15 turn in proposal
There is a blank one on the next page you can copy and use
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-9
Class Projects Class Project Things to do for the Project Due Date Date Turned In
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-10 IMPORTANT DATES FOR THE MONTH OF ______
Sun Mon Tue Wed Thu Fri Sat
INSTANT STUDY SKILLS
There are things that you can do to make studying easier. Better Study Habits can mean better grades! You don’t have anything to lose, and you might gain a lot. Go ahead – try it!
SIT AS CLOSE TO THE TEACHER AS YOU CAN. There won’t be as many things to bother you. You will pay more attention and you may take better notes.
REVIEW CLASS NOTES THAT YOU HAVE TAKEN. The more you review, the more you remember. See if you need to ask for more information about something you didn’t understand.
COPY EVERYTHING FROM THE BOARD. Words or questions from the board sometimes show up on tests! Information on the board can also help you review what you are supposed to know.
FIND SOMEPLACE WHERE YOU CAN STUDY. When you find this place, don’t do anything but study there. You will train yourself to get in the right mood to study if you have a special place. Try to be somewhere quiet.
BEFORE YOU BEGIN AN ASSIGNMENT, WRITE DOWN THE TIME YOU THINK YOU WILL FINISH. This will help you plan for your study time. It will also put a little pressure on you to get the work done in the time you have.
IF YOU ARE NOT PAYING ATTENTION TO YOUR ASSIGNMENT, STAND UP AND TURN AWAY FROM YOUR BOOK. Don’t just sit there – stand up and turn around (but don’t leave the room!)
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-12
REVIEW YOUR READING OR ASSIGNMENT QUICKLY BEFORE YOU GO ON TO SOMETHING ELSE. This will help you remember the material you have just read. It may take a couple of minutes extra, but it’s worth it!
NEVER UNDERLINE OR HIGHLIGHT A WHOLE SENTENCE. Underline or highlight after you have finished reading, picking out a few words that give you the main idea.
GO OVER INFORMATION IN BED JUST BEFORE YOU FALL ASLEEP. You’ll retain it better that way than if you study and do something else before you go to bed.
STUDY WITH SOMEONE ELSE. You’ll be able to help each other know what the other doesn’t.
BEA TUTOR. If you’re tutoring someone, you’ll increase your own knowledge of the subject….you’ll both benefit.
ASK SOMEONE TO BE YOUR TUTOR. You’ll have help when you need it instead of waiting for the teacher.
TURN ON THE MUSIC – TURN OFF THE TV. You might study better with soft music playing in the background.
BREAK DOWN LARGE PROJECTS. Smaller, manageable chunks of the project are easier to complete.
FIND YOUR BEST TIME TO STUDY. It’s different for everyone. Experiment. Then make that time a part of your daily routine.
WRITE DOWN ALL YOUR ASSIGNMENTS IN ONE PLACE. Use a small notebook you keep with you all the time.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-13
TRADE NOTES WITH A FRIEND. You each may have information the other one didn’t. SAY THINGS OUT LOUD. Repeating is the principle on which all advertising is based.
USE A TAPE RECORDER TO MAKE YOU OWN STUDY TAPE. You could share these with a study buddy, or use them when you tutor someone. MAKE UP YOUR OWN TEST QUESTIONS. You’ll recognize the information on the teacher’s tests better!
Try some of these study techniques – you will be pleased with the “pay-off”!!
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-14
How to use SQ3R with Textbooks
Survey /Scan Find the pages of your assignment. Guess how long it will take to do the work. Think about how much time you will spend on it now. Study the title. Change the title to a question. Skim through the assignment. Look at the subheadings, charts, maps, and pictures.
Question Turn the heading, or subheadings into questions. Example: “Food Crops of Africa” becomes “What are the food crops of Africa?”
Read When you read, ask: “What is the writer trying to tell me?” “What am I suppose to do?” “Is this fact or opinion?”
If you don’t know what a word means by the way it is used, write down the word. Later, look in a dictionary for the meaning.
Recite/Restate Show yourself and your teacher what you have learned. You can answer questions in class. You can write a report about what you read. You can outline what you read. You can take a test over what you read.
Review It is important to review after you finish reading. Close your book and see how much you can remember. Go back to the important things you may have forgotten. Think about how the information you read gives you the main ideas. You may want to take notes after reading each part of the assignment.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-15
Paragraph Study Sheet
The Paragraph Study Sheet can help you in two ways
1. It can help you understand the main idea of what you are reading. If you read a chapter in your textbook and then fill in the blanks on the paragraph study sheet, you will have an outline that will help you when you need to review for a test.
2. If you have to write a story and your mind seems in go blank, stay calm. Just think of the first sentence you can use and write it, then you can fill in the blanks on the paragraph study sheet (make up the details as you write and your story is finished!)
Color Coding Notes & Worksheets Use green, pink, and yellow highlighter pens.
Highlight vocabulary words in green. Highlight definitions in pink. Highlight other information in yellow.
Put a key at the top of the page so you won’t forget what each color means.
See Thru Study Cards You can make your own study sheet with a red plastic theme cover, a pink or yellow highlighter pen and index cards.
1. Write questions or problems on index cards with a black magic marker. 2. Leave a blank for the answer. Fill the answer with a pink or yellow highlighter pen. When the cards are under the plastic theme cover, only the questions or problems will show through. 3. You can make your best guess, then lift the cover to see if you got it correct.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-16
Paragraph Study Sheet Topic Sentence: ______
Details: Who? ______
What? ______
Where? ______
When? ______
Why? ______
How? ______
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-17
Note–Taking
You should be actively involved when listening to lectures, watching videos, reviewing or reading materials. Listing, underlining, and outlining are just a few of the ways you can use to become actively involved in the materials you are trying to learn and remember. Your note-taking system should be simple, consistent, complete, and personal. This section provides several suggestions on how you can take effective notes.
Preparation Preparation is essential for efficient note-taking. If you are prepared, you will be able to expect what is going to be said in class. This can help prevent confused note- taking. If you are familiar with the material, you can spend more time listening and less time writing down unimportant details.
If there is no reading assignment, review yesterday’s notes. This will be helpful in getting ready for today’s lecture.
Two other factors in preparation are being on time and having all the necessary materials.
Concentration The typical person thinks 4 times faster than a speaker can talk. This makes it easy to let your mind wander during a lecture.
To improve concentration: Try to anticipate what the speaker is going to say. Try to organize the lecture with an outline or mind map. Listen or watch for clues that identify the speaker’s main points.
Selection It is physically impossible to write down everything a teacher says. It wouldn’t be a good idea even it were possible.
The key to good note-taking is selection. You should keep asking yourself, “Does this really relate to the subject at hand?” Again, pay attention to clues that the teacher uses in making an important point.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-18
Write down everything that is on the chalkboard. If a teacher repeats something, write it down. Specific phrases such as, “We’re going to cover….” OR “ the first aspect of …” are clues to help organize your notes. If the teacher slows down, it is probably so that you can more easily take down an important point.
Usable Form You need to pick or adopt a note-taking form that is easy for you to use. If you write sloppily when rushed, you will probably have to rewrite your notes so you can read them later. (But, hey – it’s a good way to go over the materials …… you’re studying!) Rewriting or summarizing should be done as soon after class as possible. If your teachers don’t provide time for this at the end of class, do it as soon as you can so you will begin to build a habit of reworking your notes.
You could use the formats on the next few pages when you are taking notes or later when you rework or reorganize to build the information. Reworking/reorganizing notes is an excellent way to study!
You may want to ask your teacher for a “skeleton” outline, then you can fill in the blanks while he or she lectures.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-19
ORGANIZING NOTES FOR REVIEW Aside from not knowing how to organize and take notes, many students do not know to actually use their notes for reviewing. The following format helps students become actively involved in reviewing their own notes. Example I 1. The student uses the vocabulary and notes section to take notes during class lectures. 2. For reviewing: • The student locates information in the text and fills in the page reference • The student summarizes or writes the information in his/her own words.
Page Reference Vocabulary Notes Summary (**Provide a page link like this for students to take notes from their textbooks. **) NOTES FROM: ______
Step 1: Topic (from the introduction) ______
Step 2: Main Idea (the first subtitle) ______
Step 3: Details (from the first section) ______
Step 4: Main Ides (the second subtitle) ______
Step 5: Details (from the second section) ______
Step 6: Main Idea (the third subtitle) ______
Step 7: Details (from the third section) ______
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-20
www.com Using the Internet to Study?
¾ Using the internet to study is like going to the library……….a VERY BIG LIBRARY……… but you do have to know where to look… or you’ll spend all your time looking!
¾ Figure out key words to use in the search.
¾ Use the subject tree to browse through topics. The subject tree helps you go from the general to the specific.
¾ Check to see if your school has set up a homework hotline web page.
¾ You librarian or computer teacher may have some study site addresses.
¾ You could set up your own study network with a couple of your classmates through email.
The resources are constantly changing and expanding, but here are some useful sites: http://www.refdesk.com/ This site has a LOT of reference material. You can check out TV News, newspapers from across the country, magazines like Newsweek and encyclopedias. The site also has Homework Helper. (You’ll have to scroll down past all the reference materials.) It has help with specific problems and it is set up according to grade levels. http://www.studyweb.com/ This site connects to a number of other sites. It has some Homework Help Online. One is A+ Homework Helper.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-21
Tips on Taking Tests
BEFORE THE TEST
1. Think of the questions that you think will be asked. 2. Practice writing the answers. 3. Pay attention to chapter titles and subheadings. 4. Know the special words that are used in that class. 5. Study the spelling of special words that you may need when you write answers. 6. Practice relaxation techniques. 7. Keep the test in perspective. This is just part of the learning process!
DURING THE TEST
1. Be sure to have good pencils with dark lead and an eraser that will do the job. Be neat and watch your spelling. 2. Skim the test quickly to get an idea of its length. Note how much time you have. 3. Read all of the questions carefully so you know what is really being asked. 4. Read the test instructions. 5. Read each question carefully so you know what is really being asked. 6. Work calmly and steadily. (If your teacher can’t read what you have written…) 7. Answer the questions you know first. Skip the hard ones, come back to them later. 8. You should not begin an answer with “It is when…” or “It is because…” 9. When you write your answers make a separate paragraph for each idea that you write. This will help you organize. 10. Read over you paper before you turn it in. Check for careless mistakes. Use all of your test time. Don’t try to be the first one finished – you may come in last!
AFTER THE TEST
1. Go over you returned paper carefully. Find your mistakes so you will not do the same thing later. 2. If you did not do as well as you needed to, ask the teacher if you can do something to bring up your grade.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-22
Tips for True/False Tests
T F ______Do you panic when you have to take a true/false test? ______Do you think every question is a trick? ______Here are some hints to help you do better on this type of test!
Remember “SCORER” It will help you make a better grade. S = Schedule Your Time When you begin the test, guess quickly how long it will take you to finish. Then you will know how much time you can spend on each question. Don’t get stuck on one hard question.
C = Clue Words A statement is usually false if it has one of these words: all every none always never best exactly worst invariably
A statement is usually true if it has one of these words:
many most some few often usually sometimes seldom
A statement that is really a definition is usually true.
O = Omit Hard Questions Until Last Answer the easy questions first, and put a mark (X) by the harder questions. When you go back over the questions, you may have answered some the ones that will help you figure out the answers to the harder questions.
R = Read Each Statement Carefully Look for clue words. Remember that the statement must be completely true or totally false.
E – Estimate Answers Think about the statement and choose your answer. If you must guess at the answer, think about all the tips you have learned so far. Answer every question.
R = Review Your Paper Check each answer for careless mistakes. Be sure the teacher can tell your F’s from your T’s. Use all of your test time.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-23
Tips for Multiple Choice Tests
¾ Read Through The Test First, answer the questions that you are sure you know. Then, look for clues to help you answer the questions you are not sure of. ¾ Read the Entire Question It is also very important to read all the choices. The right answer might be the last choice. ¾ Carefully Look at The Answers You Could Choose Usually a question has one answer that is wrong, two answers that could be the right, and the answer that would be the best choice. ¾ Locate “Distractors” A distractor is an answer that sounds like it is right, but when you read it carefully you can figure out that it is not the best choice. Distractors may contain these words: always – never – none – all. ¾ Look For Clues To The Best Answer Look at the distractors carefully and you may pick up clues to the right answers. ¾ If Two Answers Sound Right, Choose One If you think two answers could be right, pick one. Then write in the margin why you think it is the best answer Even if you picked the wrong answer, the teacher might give you credit for your explanation. ¾ If You Change Your Mind DON’T Change Your Answer Since your first choice is usually correct, don’t change your answers unless you are sure of the correction. ¾ Leave the Questions You Don’t Know Until Last If you have time, count the number of A’s, B’s, C’s and D’s. Usually there will be about the same number of each letter in the answers. If you are going to guess, choose the letter that has been used the least ¾ Answer All Questions Never leave a multiple choice question blank. You have a 1-4 chance of guessing the right answer. Think about the tips you have learned to help you decide your answer.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-24
Tips for Essay Tests
1. Jot Down Ideas Make notes as you read through the test questions. Refer to these later when you write your complete answers.
2. Number The Items In Your List This will help you decide the order in which you will discuss them.
3. Answer The Essay Questions First Skip the tough questions and come back to them later. Answering the questions that you know first will help you stay calm during the test.
4. Look For Answers In Other Questions You may find a hint for a difficult answer in another question.
5. Write Something For Every Question Be sure to read the directions. Don’t leave the question blank – that means no points for sure.
6. Be Neat If you were the teacher, would you want to read 50 or 60 messy papers? Neatness can make a difference in the teacher’s grading. It counts! If you’re using a computer for you essay test, don’t forget to use the spell check.
7. If You Change Your Mind, Change Your Answer Your first answer may not be the best You may think of something that makes you change your mind. If you do, then change the answer. You will probably gain more points than you would lose.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-25
Know Your Test Terms These clue words tell you what the teacher wants or is asking. If the definitions of these words are not part of the test, your teacher might allow you to use this page as a reference when taking the test. Ask before test day to make sure!! These are the terms teachers use most often on essay tests. Clue Word This Is What You Should Do: Analyze Tell about the mail ideas, how they are related and why they are important. Comment on Discuss, criticize, or explain the subject as much as possible. Compare Show how things are alike Contrast Point out how the subjects or things are different. Criticize Give your judgment or an opinion on something. Tell about the good and the bad points. Define Give the meaning of an idea (this may be a definition that you have memorized). Describe Write down detailed information in a way that makes sense (maybe story form). Diagram Make a graph, a chart, or a drawing. Label it and add a short explanation, if needed. Discuss Give details of an idea and explain the good points and the bad points. Enumerate Name and list the main ideas. Evaluate Give your opinion, or an expert’s opinion of how important an idea is. Tell the good points and the bad points. Illustrate Explain something by giving examples. Interpret Give the meaning of the subject by using examples and personal comments. Justify Give a statement of why you think an idea is important and tell your reasons. List Write things down and number them. Outline Write the main ideas in a very organized way. Prove Show by logic or reason that something is true. (This word has a very special meaning in math and physics.) Relate Describe how things are connected or how something can cause another thing. Review Give a summary by telling the important parts. State Describe the main points as clearly as you can. Summarize Give a short list and explanations of the main ideas. Trace Follow the progress of history of the subject.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-26
Flash Quizzes and Small-Group Study Help Learning
A recent Harvard study concludes that frequent quizzes and homework assignments and small-group study can substantially increase students’ academic achievement. Richard J. Light, the study’s author, aimed the study at higher education, but states that the results could also be applied to the secondary-school level.
Students most appreciated the courses that provided quick and frequent feedback in the form of quizzes, tests, short papers and homework. This gave students an opportunity to check their learning more often and get criticism and assistance before the final grade is given on an assignment.
The study found a “clear payoff” in dividing students into study groups of four to six students. According to the researchers, small-group study creates enthusiasm for class work and improves student achievement. Students also learn how to keep a group moving toward completion of a task and how to include all members in a discussion.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-27
Adapting Assignments
Students are often assigned the task of writing reports. Students with difficulties in reading or written expression may turn in partial or incomplete reports, or may not even make an attempt to do an assignment. Report writing is not an easy task for these students, even when they know the material. Other students may experience anxiety when assigned an oral report. If the students are given several options instead of a standard format for reports, they may show greater interest, motivation may be higher, and the teacher will probably find that the quality of students’ reports has improved. The following is a list of different ways to make reports.
1. Sell a book, idea or concept: The student tries to convince the rest of the class that his/her idea is the best.
2. Radio Broadcast: Students may act as newsmen broadcasting descriptions of exciting events into a tape recorder.
3. Panel: Several students reporting on the same topic may form panels.
4. Character letter exchange: Letters may be exchanged between students reporting on the same topic.
5. Letters: Contact authors, athletes, politicians, and local community and civic leaders.
6. Different endings: Could the event or story have ended differently? How?
7. Code: Reports can be written in code with a key included.
8. News Stories: Write the report in newspaper format with headings and by lines.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-28
9. Illustrate: Draw cartoons of a sequence of events or experiments.
10. Critiques: Write reviews on topics, events, or experiments.
11. Make Models of things: Example – Capitol of Oklahoma, wireless radio, molecules.
12. Make a display: Correlate it with an era, culture, event, or experiment.
13. Paint a mural: Depict sequences of events. Example – Trail of Tears or birth of a chicken.
14. Make a large map: Show the action of your story, where the event took place, etc. (Use this as you describe the action.)
15. Make a poster: Advertise or sell a book, event, or concept to the class.
16. Make up a crossword puzzle: Give a short oral report and have the class solve the puzzle.
17. Make a collage: Depict the concept or key idea of the lesson.
18. Make a filmstrip: Use a projector to show it.
19. Diaries; Write a diary as if students were characters in a text.
20. Dramatize: Act out an interesting or exciting incident from the text for the class.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-29
21. Make a bulletin board display: Display in the classroom or the school hall.
22. Develop a visual timeline: Design a biographical sketch or historical event.
23. Demonstrate: Perform experiments and document each phase.
24. Travel talk: Create a dialogue about a state or country trip using words, pictures, and maps.
25. Make a mobile: Use pictures or characters from texts.
26. Dress up: Imitate one of the people in the chapter and tell what role he plays.
27. Riddles: Write a riddle about the concept or idea and give hints on where to find the answer.
28. Pro/Con panel: Organize a pro and con panel made up of some students who liked a concept or lesson and some who did not.
29. Individual conferences: Have individual conferences with students to talk about concepts learned.
30. Telegrams: Compose a telegram, trying to give the “message” in 15 words.
31. Poetry: Write an original poem about the event, character, problem or idea.
32. Reading: Read aloud the most interesting, humorous, saddest, etc., part of the chapter.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-30
Model Questions and Key Words to Use in Developing Questions
I. Knowledge (eliciting factual answers, testing recall, and recognition)
Who Where Describe Which one What How Define What is the one best Why How much March Choose When What does it mean Select Omit
II. Comprehension (translating, interpreting, and extrapolating)
State in you own words Classify Which are facts, opinions What does this mean Judge Is this the same as ‘Show’ Give an example Infer Select the best definition Condense this paragraph Show What would happen if State in one word Indicate Explain what is happening What part doesn’t fit Tell Explain what is meant What restrictions would you add Translate Read the graph, table What expectations are there Outline This represents Which one is more probable Summarize Is it valid that What are they saying Select Which statements support What seems to be Match the main ideas What seems likely Explain Sing this song Represents Show in a graph, table Demonstrate
III. Application (to situations that are new, unfamiliar, or have a new slant for students)
Predict what would happen Explain Choose the best statements that apply Identify the results of Select Tell what would happen if Judge the effects Tell how, when, where, why What would result Tell how much change there would be
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-31
Level IV requires complex reasoning, experimental design and planning, and probably will require an extended period of time either for the science investigation required by an objective, or for carrying out the multiple steps of an assessment item, However, the extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. For example, if a student has to take the water temperature from a river each day for a month and then conduct a graph, this would be classified as Level 2 activity. However, if the student conducts a river study that requires taking into consideration a number of variables, this would be a Level IV. Some examples that represent but do not constitute all of a Level 4 performance are:
• Based on provided data from a complex experiment that is novel to the student, deduce the fundamental relationship between several controlled variables. • Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions.
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2-32 Robert Marzano’s
NINE INSTRUCTIONAL CATEGORIES THAT STRONGLY AFFECT STUDENT ACHIEVEMENT
Average Effect Sizes/Percentile Gain 1. Identifying similarities and differences 1.61/45 2. Summarizing and note taking 1.00/34 3. Reinforcing effort and providing recognition .80/29 4. Homework and practice .77/28 5. Nonlinguistic representations .75/27 6. Cooperative learning .73/27 7. Setting goals and providing feedback .61/23 8. Generating and testing hypotheses .61/23 9. Activating prior knowledge .59/22
1. IDENTIFYING SIMILARITIES AND DIFFERENCES - enhances students’ understanding of and ability to use knowledge.
The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way. Teachers can either directly present similarities and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities and differences on their own. While teacher-directed activities focus on identifying specific items, student-directed activities encourage variation and broaden understanding, research shows. Research also notes that graphic forms are a good way to represent similarities and differences.
• Comparing – the process of identifying similarities and differences between or among things or ideas. • Classifying – the process of grouping things that are alike into categories on the basis of their characteristics. • Creating Metaphors – the process of identifying a general or basic pattern in a specific topic, and then finding another topic that appears to be quite different but has the same general pattern. • Creating Analogies – the process of identifying relationships between pairs of concepts, identifying relationships between relationships.
Identification of similarities and differences can be accomplished in a variety of ways and can be a highly robust activity.
Move from Teacher-Directed tasks to Student-Directed tasks.
Use graphic organizers (Venn Diagrams, matrices, etc.) whenever possible to compare and classify vocabulary.
Suggested Teaching Strategies • Present students with explicit guidance in identifying similarities and differences. • Engage students in comparing, classifying, and creating metaphors and analogies. • Ask students to independently identify similarities and differences. • Have students represent similarities and differences in graphic or symbolic forms.
2 - 33 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
2. SUMMARIZING AND NOTE TAKING - promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words.
To effectively summarize, students must delete some information, substitute some information and keep some information. To effectively delete, substitute and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information is an aid to summarizing information
More notes are better than fewer notes, (though verbatim note taking is ineffective because it does not allow time to process the information.)
Encourage and give time for review and revision of notes.
Notes can be the best study guides for tests.
Suggested Teaching Strategies • Provide a set of rules for creating a summary. • Teach students how to process information for their own note taking. • Ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text. • Use teacher-prepared notes. • Stick to a consistent format for notes, although students can refine the notes as necessary. • Provide opportunities for students to summarize key content. • Use summary frames and other organizers to assist the visual (or any) student.
3. REINFORCING EFFORT AND PROVIDING RECOGNITION - speak to the attitudes and beliefs of students.
Teachers must show the connection between effort and achievement. Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort. Recognition is most effective if it is contingent on the attainment of some standard or performance.
Rewards do not necessarily have a negative effect on intrinsic motivation.
Abstract symbolic recognition is more effective than tangible rewards.
Suggested Teaching Strategies • Share stories with students about people who succeeded by not giving up. • Have students keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data. • Find ways to personalize recognition. Give awards for individual accomplishments. • "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then prompt with specific suggestions for improvement. If the student's performance improves as a result, offer praise.
2 - 34 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
4. HOMEWORK AND PRACTICE - provides students with the opportunity to extend their learning outside the classroom.
Research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.
Students should adapt skills while they're learning them.
Speed and accuracy are key indicators of the effectiveness of practice.
Suggested Teaching Strategies • Establish a homework policy with advice, such as keeping a consistent schedule, setting, and time limit that parents and students may not have considered. • Tell students if homework is for practice or preparation for upcoming units. • Maximize the effectiveness of feedback by varying the way it is delivered. • Design homework assignments that clearly articulate the purpose and outcome. • Assign timed quizzes for homework and have students report on their speed and accuracy. • Focus practice on difficult concepts and set aside time to accommodate practice periods.
5. NONLINGUISTIC REPRESENTATIONS - has proven to not only stimulate but also increase brain activity.
According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve.
Nonlinguistic representations should elaborate on knowledge.
Suggested Teaching Strategies • Incorporate words and images using symbols to represent relationships. • Use physical models and physical movement to represent information. • Have students create graphic representations of their knowledge. • Have students make physical models of information learned. • Have students draw pictures and pictographs. • Lead a discussion of mental pictures students generate about a word or concept. • Engage students in kinesthetic activity or have them create an interactive activity.
2 - 35 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
6. COOPERATIVE LEARNING - yields a positive effect on overall learning.
When applying cooperative learning strategies, keep groups small and don't overuse this strategy. If students do not have sufficient time to practice skills independently, cooperative learning is being overused. Organizing groups based on ability should be done sparingly.
Students of low ability perform worse when they are placed in homogeneous groups with students of low ability, rather than being placed in heterogeneous groups.
Students of high ability perform only marginally better when homogeneously grouped.
The middle ability student is the one who profits most from homogeneous grouping.
Suggested Teaching Strategies • Be systematic and consistent in your approach. • Tasks given to the group should be well structured. • Consider a variety of criteria, such as common experiences or interests when grouping students. • Design group work around the core components of cooperative learning: -positive interdependence -group processing -appropriate use of social skills -face-to-face interaction -individual and group accountability
7. SETTING OBJECTIVES AND PROVIDING FEEDBACK - can provide students with a direction for their learning.
Goals should not be too specific; they should be easily adaptable to students' own objectives. Research shows that feedback generally produces positive results. Teachers can never give too much; however, they should manage the form that feedback takes.
Goals stated in behavioral objective format do not produce effect sizes (results) as high as instructional goals stated in more general formats.
Asking students to keep working on a task until they succeed appears to enhance student achievement.
The best feedback shows students what is accurate and what is inaccurate.
The longer the delay in giving feedback, the less improvement one will see.
Non-authoritative feedback produces the most gain.
Suggested Teaching Strategies • Instructional goals narrow what students focus on. • Make sure feedback is corrective in nature. • Keep feedback timely and specific.
2 - 36 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
• Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. • Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in goal-setting. • Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals. • Use rubrics to tell students how they did in relation to specific levels of knowledge. • Encourage students to lead feedback sessions or provide their feedback individually.
8. GENERATING AND TESTING HYPOTHESES - allows students to apply their conceptual understanding.
Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions. It is important to remember that the cognitive skills of decision making, problem solving, experimental inquiry, and investigation, do not correspond directly to specific projects. Although teachers often worry that an emphasis on using knowledge rather than basic skills will result in lower test scores, research studies conducted by the George Lucas Foundation (2001) found that often, the opposite was true. Students studying math through projects scored as well, or, sometimes better, than their counterparts who participated in more traditional learning activities.
• Systems Analysis – The study of an activity or procedure to determine the desired end and the most efficient method of obtaining this end.
• Decision Making - The process of decision making is used when a person has to decide between two or more choices. Within a project activity students will be called upon to use this process frequently as they choose topics, resources, and methods of presentation.
• Problem Solving - Problem solving occurs when students encounter a challenge or obstacle to the completion of a goal. Due to the complex nature of most projects, students in project-based learning classrooms must be expert problem solvers.
• Experimental Inquiry – A particular type of using knowledge because it is governed by accepted rules of method and evidence. The most widely known type of experimental inquiry is the scientific method. Other types of experimental inquiry are experiments where some kind of treatment is given to one group of students and withheld from another. This type of using knowledge has strict guidelines regarding the kind of evidence that is accepted, how this evidence is collected, and how conclusions are reached.
• Investigation - The process of generating and testing hypotheses about past, present, or future events. Investigation is like experimental inquiry in some ways, but it differs in its methods and kinds of evidence. People do not directly observe and collect data in an investigation. They get their information from the writings and experiences of others. Conclusions of an investigation are judged based on the strength and logic of their arguments.
2 - 37 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
The purpose of knowing things is, after all, to do something with what we know.
This point of view is especially important in project-based learning.
It is also important in the integration of technology when students use technology to learn and to show what they have learned.
Suggested Teaching Strategies • Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed. • Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work.
9. CUES, QUESTIONS, AND ADVANCE ORGANIZERS - help students use what they already know about a topic to enhance further learning.
Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience. Advanced organizers help teachers to clarify the “big ideas the students will be exploring, identify what students already know, and develop links between the two.” In order to teach effectively, teachers must know what students already know about the subject being taught. Advance organizers, including graphic ones, also help students learn new concepts and vocabulary. Presenting information graphically in an advance organizer reinforces vocabulary learning and supports reading skills.
Learning increases when teachers focus their questions on content that is most important, as opposed to what is unusual, or what they think will be most interesting to students.
Higher-level questions that ask students to analyze information result in more learning than simply asking students to recall information. (However, teachers are more apt to ask lower-order questions.)
Students learn more when they are presented information in several modes.
There are many ways to expose students to information before they "learn" it.
Questions are effective learning tools even when asked before a learning experience.
Advance organizers are most useful with information that is not well organized.
Suggested Teaching Activities • Pause briefly after asking a question. This will increase the depth of students' answers. • Vary the style of advance organizer used: -tell a story -skim a text -create a graphic image. • Preview the big picture. Help students see where you are going by giving them an overview of what a lesson or unit will cover. • Examples of advanced organizers: -KWL (Know, Want to Know, Learn) charts -Four quadrants -Sort and predict -Venn diagrams -Brainstorm and categorize -Concept mapping 2 - 38
July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Using Music to Teach
People learn in different ways and musical intelligence can be harnessed to obtain learning objectives in different areas.
MUSIC PERKS UP STUDENTS ♪ Play a catchy tune during class as part of the lesson ♪ Energize students about the War of 1812 by playing Johnny Horton’s “The Battle of New Orleans” - Have students dissect the lyrics and compare them to Andrew Jackson’s actual tactics. In 1814 we took a little trip along with Colonel Jackson down the mighty Mississip We took a little bacon and we took a little beans And we fought the bloody British in the town of New Orleans ♪ Genuine engagement can replace mindless lethargy
MUSIC MOTIVATES CRITICAL THINKING ♪ For a lesson on social structure use “Everyday People” by Sly and the Family Stone I am no better and neither are you We are the same whatever we do You love me you hate me you know me and then You can't figure out the bag I’m in I am everyday people, yeah yeah ♪ Have students describe how other cultures or times in history would react to the theme of the song ♪ Critical thinking is closely linked to creativity
JUST FOR THE FUN OF IT! ♪ Play music that is simply for comic relief Steve Martin’s classic SNL video skit in which he performed “King Tut” is absolutely hilarious. Now when I die now don't think I'm a nut Don't want no fancy funeral just one like old King Tut (King Tut) He coulda won a grammy (King Tut) Buried in his jimmies
GETTING STARTED WITH POPULAR MUSIC ♪ Use music in the midst of lessons in any discipline…from reading to geometry to earth science ♪ Any era of music that has lyrics can be relative ♪ The Green Book of Songs by Subject classifies over 35,000 popular tunes into some 1800 categories ♪ Old LP’s that have successfully survived your own garage sales are one place to begin ♪ Thrift stores or garage sales can be a great source of inexpensive music ♪ Discount stores’ “Golden Oldie” cassette tapes sell for three to five dollars ♪ Various Internet websites ♪ OTAC’s Field Guide for Alternative Education has some great music resources in the back of the book
Music is a valuable tool in the overall education of adolescents!
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July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Art Activities Documentation Alternative Education Program
Student______
Art Activities Art Activities Date Activity Date Activity
2 - 40 July 2009Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
WHAT GOES IN A PORTFOLIO? A portfolio is more that just a container full of stuff. It’s a systematic and organized collection of evidence used by the teacher and student to monitor growth of the student’s knowledge, skills and attitudes in a specific subject area. I. What Will It Look Like? A. Arrangement of documents 1. Chronological order 2. Subject area 3. Style of work
II. What Goes In? A. Who is the intended audience? 1. Parents 2. Administrators 3. Other teachers B. What will they want to know? 1. Student growth that test scores don’t capture 2. Corroborative evidence that test scores suggest C. Kinds of evidence that will show student progress toward goals. 1. Best work only 2. Progressive record of growth 3. Unfinished pieces a. Ideas, sketches, and revisions
III. How and when to Select Items A. Set up a timeline for selecting student work 1. End of a unit 2. Semester 3. End of the year B. Teacher reflections 1. Dating, describing, explaining reasons for selecting samples 2. What were the student motivations? IV. Evaluating A. Standards of excellence 1. Consult with other teachers 2. Progression scale a. Performance standards b. Examples of representative work B. Growth demonstrated
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V. Passing Portfolios On
A. Continuity in students’ education B. What is expected at different grade levels C. Student/teacher review conferences 1. Which pieces best demonstrate student’s growth that year? 2. Which does the student feel is the “best piece?” 3. Is there a favorite? 4. Which pieces will help next year’s student? 5. Is one piece particularly unusual or revealing?
Writing Skills Checklist
Writing Products Listening / Speaking Products
Journals Audio tapes of recorded readings or
Letters to buddies or pen pals retellings
Written reports Oral taped presentations
Thematic projects Anecdotal records
Published pieces Self-evaluations Self-evaluations
Student Portfolio Options
Reading Products Other Products Reading response logs Parent questionnaires Reading records Student questionnaires Skills checklists Anecdotal records of home visits Self-evaluations Math work samples Progress reports from other teacher
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How to Assess Thoughtful Outcomes
EXAMPLES
LANGUAGE ARTS GEOMETRY PORTFOLIO PORTFOLIO
Table of Contents (INTEGRATED UNIT)
Table of Contents 1. My “Math Phobia” Journal
2. Two geometry tests 1. Letter to Parents 3. Glossary of geometry terms 2. Book Review of Charlotte’s Web 4. Drawings of geometric shapes (labeled) 3. Mind map of spiders 5. Three problem-solving logs 4. Water-color picture of spiders 6. String geometric design 5. Tape of me reading story 7. Video of group project on angles 6. My original short story (first and final drafts) 8. Essay on video, “Why Math?” 7. Science report on “Arachnids” 9. Reflections on math-related careers 8. Spider rap song 10. Self-assessment of portfolio 9. Pictures of group project on spiders 10. Reflections on my portfolio
BIOLOGY AMERICAN HISTORY
PORTFOLIO PORTFOLIO Table of Contents 1. Annotated bibliographies of five books Table of Contents written about the civil War
2. Reading list of 50 books and articles 1. Report on 20 careers related to the field of related to the Civil War Biology 3. One abstract of a research article 2. One lab report 4. Cassette recording of interview with local 3. One problem-solving log historian 4. Pamphlet on diabetes (group project) 5. Journal entries of trip to Gettysburg 5. Video of group presentation 6. Map of the Battle of Gettysburg 6. Essay on germ warfare 7. Video of oral presentation of Pickett’s 7. Research paper on AIDS Charge 8. Tape-recorded interview with college biology 8. Research paper on military tactics of the professor Battle of Gettysburg 9. Self-evaluation of portfolio 9. Venn diagram comparing Battle of 10. Future goals in science field Gettysburg and the Battle of Chancellorsville 10. Critique of TV miniseries The Civil War
© 1993 by IRI/Skylight Publishing, Inc. 3-3
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
HOW ARE YOU INTELLIGENT?
WORD SMART MUSIC SMART □ I like to tell stories, jokes, or tall tales. □ I like to listen to music on radio and CD’s. □ Books are important to me. □ I am sensitive to music and sounds in the environment. □ I like to read. □ I can remember melodies. □ I often listen to radio or tapes. □ I listen to music when studying. □ I write easily and enjoy it. □ I enjoy singing. □ I quote things that I have read. □ I keep time to music. □ I like crosswords and word games. □ I can tell when a musical note is off-key. □ English, social studies, and history are easier for me in □ I know the tunes to many different songs. school than math and science. □ I often find that I have a television jingle or other tune □ I usually like the book better than the movie. running through my mind. □ I enjoy talking on the telephone. □ I play a musical instrument.
NUMBER SMART PEOPLE SMART □ I compute math problems easily. □ People often look to me for advice. □ I enjoy logic puzzles or brain teasers. □ I prefer team sports. □ I like to reason things out. □ I have many close friends. □ I like to use date in my work to measure, calculate and □ I like working in groups. analyze. □ I like to lead groups. □ I wonder how things work. □ I am comfortable in a crowd. □ I like strategy games. □ I have empathy for others. □ I like using logic to solve problems. □ I can “read” situations and people. □ Math and/or science are among my favorite subjects in □ I enjoy socializing with peers. school. □ I would rather spend my evenings in a lively social □ I am interested in new scientific developments. gathering than stay at home alone. □ I think that almost everything has a logical explanation.
PICTURE SMART SELF SMART □ I visualize clear pictures. □ I am aware of my inner feelings, strengths and □ I think in pictures and images. weaknesses. □ I am sensitive to color. □ I enjoy hobbies by myself. □ I can find my way around unfamiliar areas. □ I enjoy solitude. □ I like to draw and doodle. □ I have a deep sense of self-confidence. □ I prefer looking at reading material that is heavily □ I have intuitive ability. illustrated. □ I consider myself to be independent minded. □ I easily read maps and charts. I keep a personal diary or journal to record my thoughts □ I enjoy doing jigsaw puzzles, mazes, and other visual and feelings. puzzles. I often think about the goals I have for my life. □ I like movies and photographs. I regularly spend time alone meditating or reflecting on □ I have vivid dreams at night. important life questions. I would enjoy being self-employed.
BODY SMART NATURE SMART □ I process information using bodily sensations. □ I enjoy spending time in nature. □ I use hand gestures when speaking. □ I like to know classification of species. □ I touch things to learn more about them. □ I can hear animal and bird sounds clearly. □ I learn by doing rather than watching. □ I see detail or specifics in flora and fauna. □ I think of myself as well coordinated. □ I am happiest out doors exploring the world. □ I like working with my hands on crafts/hobbies. 3-4□ I know the names of trees, plans, birds, animals. □ I engage in at least one sport or physical activity on a □ I enjoy camping, canoeing, hiking. regular basis. □ I recycle paper, glass, plastic items. □ I find it difficult to sit still for long periods of time. □ I am very concerned about environmental issues. □ IOklahoma often like Technicalto spend myAssistance free time Center outdoors. / 123 East Broadway /□ Cushing, I like tending OK 74023 to plants/ 918.225.1882 and animals. / www.otac.info □ I enjoy exiting rides at amusement parks. PORTFOLIOS OF MULTIPLE INTELLIGENCES COULD INCLUDE THE FOLLOWING ACTIVITIES AND ASSESSMENTS* Verbal/ Logical/ Visual/Spatial Bodily/ Musical/ Interpersonal Intrapersonal Linguistic Mathematical Kinesthetic Rhythmic
• computer • puzzles • artwork • field trips • background music in • group video, film • problem-solving printouts • problems solved • photographs • role playing class filmstrip strategies • tape recordings on calculators • math • learning centers • songs for books, • team computer • goal setting of readings • patterns and their manipulatives • labs countries, people programs • reflective logs • reactions to relationships • graphic • outdoor • raps, jingles, cheers, • think-pair-share • divided journals guest speakers • lab experiments organizers education poems • cooperative task • metacognitive • auto-biographies • mathematical • posters • environmental • musical mnemonics trios reflections • biographies operations • charts, studies • choral reading • round robin • independent • mnemonics • formulas/abstract graphics, • sports/games • tone patterns • jigsaw reading time • reactions to symbols pictures • cooperative • music and dance of • wraparounds • silent reflection films or videos • analogies • illustrations learning different cultures • electronic mail time • scripts for • time lines • sketches • exercise breaks • musical symbols • group songs, • concentration radio shows • outlines • drawings • stretching collages, poems exercises • captions for • Venn diagrams • paintings • simulations • rating scales • self-evaluation cartoons • computer games • props for plays • interviews • class and group • visualization • student-made • original word • demonstrations • projects discussions • self-discovery bulletin boards problems • use of • presentations • group projects • list of books • mind maps overhead or • dances • group read blackboard presentations • annotated • storyboards bibliographies *Many activities and assessments overlap into several intelligences. Adapted from If the Shoe Fits…: How to Develop Multiple Intelligences in the Classroom (Chapman, 1993)
3-5
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
ENSURING RELIABLE SCORING
A rubric is a scoring guide designed to evaluate a student’s performance within a specific area.
In the writing curriculum a rubric could measure the following components of a student’s writing: IDEAS INCLUDED IN THE WRITING ORGANIZATION OF THE WRITING SENTENCE STRUCTURE USED MECHANICS FOUND IN THE WRITING - PUNCTUATION, CAPITALIZATION AND SPELLING
Rating scales can range from 0-4 or 0-8 with the largest number indicating an outstanding score. Each score should have a written criteria used to assess the child’s work.
IDEAS 4 Danny B ORGANIZATION 2 1/4/94. IDEAS 4 WORD CHOICE 3 SENTENCE 3 ORGANIZATION 2 STRUCTURE
WORD CHOICE 3 MECHANICS 3 TOTAL 15 SENTENCE STRUCTURE 3 MECHANICS 3 TOTAL 15
Evaluating Creative Writing Ideas Organization Word Choice Sentence Structure Mechanics 4 Fresh, original Ideas connected Wide variety used Clearly written Few or no errors Focuses on topic Strong beginning, Consistent and Complete sentence Supporting details middle, end appropriate usage Variety of sentence Sequenced & logical Words “enhance” length ideas 3 Some original Most ideas Some variety Most sentences Some errors ideas. General connected Mostly consistent clearly written focus on topic Good beginning, and appropriate Simple sentences Most supporting middle, end Words generally Some variety of details included Most ideas descriptive length sequenced 2 Few original ideas Some ideas Common word Some unclear Many errors Moves away from connected choice sentences focus Attempts beginning Some appropriate Run-on, fragmented Few supporting middle, end word choices sentences details Not always Little use of Little variety sequenced & logical descriptive words 1 Incomplete ideas Few ideas connected Limited word choice Sentences not clear Serious errors Unfocused Lacks beginning, Inappropriate word Frequent No variety Lacks details middle, end choices fragmented Little sequence & No attempt at sentences logic descriptive words No variety 0 No attempt No attempt No attempt No attempt No attempt 3-6
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Wons upon a time I wint to slep and never wock up tell theasweek I trid and I trid to wack up but I cont. So I lade and strtd to thenc and I thenc and I theng in till I strtd to fant and I wock up the vere nest weck wen I se nin I wess a wack I got en my clos and ran away Iran and I ran tell I gotvere tirde so sat ona rock and I started to sening I sening and I sening till it be come spring sowe I got op and srtred to wock. I wock and I wock till saw a hose in the midull of the wadrs I went in side to see if ene one way ther. It was vere ciut I wen in side and it wuss vere darck. I went in the ckechein Ther wass a man how was vere old. How it was I do not no. Ideas ______Organization ______Word Choice ______Sent. Structure ______Mechanics ______Total ______
3-7
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
6 POINT RUBRIC Level Standard to be achieved for performance at specified level Fully achieves the purpose of the task, while insightfully interpreting, extending beyond the task, or raising provocative questions.
6 Demonstrates an in-depth understanding of concepts and content. Communicates effectively and clearly to various audiences, using dynamic and diverse means. EXCEPTIONAL EXCEPTIONAL
Accomplishes the purposes of the task.
Shows clear understanding of concepts. 5 Communicates effectively. WELL DONE
Substantially completes purposes of the task.
4 Displays understanding of major concepts, even though some less important ideas may be missing. Communicates effectively. ACCEPTABLE Purpose of the task not fully achieved; needs elaboration; some strategies may be ineffectual or not appropriate; assumptions about 3 the purposes may be flawed.
Gaps in conceptual understanding are evident. LIMITED Limits communication to some important ideas; results may be incomplete or not clearly presented. Important purposes of the task are not achieved. Work may need redirection; approach to task may lead away from its completion. 2 Presents fragmented understanding of concepts; results may be MINIMAL incomplete or arguments may be weak. Attempts communication. Purpose of the task not accomplished.
Shows little evidence of appropriate reasoning. 1 Does not successfully communicate relevant ideas; presents extraneous information. ATTEMPTED
3-8
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
______Sample Rubrics______MIDDLE SCHOOL GROUP PROJECT RUBRIC Name: Sue, Pete, and Joe Date: November 5 Topic: Historical Re-Enactment of the Scopes Monkey Trial Check one type of assessment: Self Group Teacher
1. Criterion: Accuracy of Information 1______2______3______4______5______Smattering of Round of Standing Applause Applause Ovation
2. Criterion: Costumes 1______2______3______4______5______Smattering of Round of Standing Applause Applause Ovation
3. Criterion: Dialogue 1______2______3______4______5______SCALE Smattering of Round of Standing 4.5 – 5 = A Applause Applause Ovation 3.8 – 4.4 = B
4. Criterion: Acting Ability 2.8 – 3.7 = C 1______2______3______4______5______2 – 2.7 = D Smattering of Round of Standing Below 2 = Not Yet Applause Applause Ovation
Total Grade= 17 points divided by 4 = 4.2
Comments: Your group created costumes and dialogue that enhanced your performance. You had two factual errors in your courtroom scene that lowered your accuracy grade. Also, two characters had trouble remembering their lines.
3-9
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HIGH SCHOOL ORAL PRESENTATION RUBRIC Name: Mary Date: October 3 Subject: Science Project Final Grade: 4
The subject is addressed clearly Speech is loud enough and easy to understand 5 Good eye contact Visual aid is used effectively Well-organized Subject is addressed adequately Speech has appropriate volume Eye contact is intermittent 4 Visual aids help presentations Good organization Subject is addressed adequately Speech volume is erratic 3 Student reads notes—erratic eye contact Visual aids do not enhance speech Speech gets “off track” in places Speech needs more explanation Speech is difficult to understand at times 2 Lack of adequate eye contact Poor visual aid Lack of organization Speech does not address topic Speech cannot be heard 1 Very little eye contact No visual aid No organization Scale: 5 = A; 4 = B; 3 = C; 2 = D; 1 = Not Yet General Comments: You did a good job demonstrating your project and delivering the speech. Your organization, however, was a little sloppy and you read your notes too much.
From How to Assess Authentic Learning, by Kay Burke, IRI/Skylight, 1994.
3-10
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Sample Science Rubric More examples of rubrics like these can be found at http://intranet.cps.k12.il.us/Assessments/Ideas and Rubrics/Rubric Bank/rubric bank.html
Excellent
@ The response reflects excellent problem-solving and science process skills. @ The problem is defined clearly. @ An appropriate experimental design has been selected and employed rigorously. @ Reasoning is logical and explained thoroughly. @ Inferences and conclusions are supported by appropriate observations. @ There are few if any misconceptions or errors, and none of them are serious. The methods and results are communicated clearly enough that a reader could easily repeat the experiment. Proficient
The response reflects proficient problem-solving and science process skills. The problem is defined adequately. An experimental design is evident although it may mot be completely appropriate and/or may not be employed rigorously. Reasoning is generally logical. Most inferences and conclusions are supported by observations. There are few if any serious misconceptions or other errors. The methods and results are communicated clearly enough for a reader to understand what the student has done, but there may be omissions and/or inconsistencies that would hinder a reader from being able to repeat the experiment easily. Marginal
The response reflects marginal problem-solving and science processing skills. The problem may be defined poorly. There may be some evidence of an experimental design, but it may be inappropriate and/or may not have been employed well. Reasoning may contain significant flaws. There may be some inferences and conclusions that can be supported by observations, but others may not be supportable and those that are supportable may not have been supported adequately. There may be some evidence of serious misconceptions as well as other errors. An attempt has been made to communicate the student’s methods and results, but a reader would probably have significant difficulty repeating the experiment. 3-11
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Unsatisfactory
The response reflects unsatisfactory problem-solving and science processing skills. The definition of the problem may be very limited or altogether missing. There is little if any evidence of an experimental design. Reasoning may be illogical, or it may contain numerous errors. There may be few if any inferences or conclusions, and those that appear may not be supportable. There may be numerous and serious misconceptions as well as other errors. There may be little evidence that the student tried to communicate his or her methods and results. Any attempt that has been made to communicate the methods and results would not enable a reader to reproduce the experiment.
3-12
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
A Comparative Study Rubric
San Diego, Biarritz, California France http://edweb.sdsu.edu/triton/SDBiarritz/Rubric.html
Title of Article ______Author's name ______
Beginning Developing Accomplished Exemplary Score 1 2 3 4
The article's Briefly mentions Describes the topic Article clearly defines information a topic for for comparing the two topic for comparison rambles and does comparison, but cities and gives and goes on to give Focused Topic not pinpoint one gives few details several examples for specific details particular aspect each for comparison
Gives information Never mentions Gives very little Gives some Gives a great deal of that is unique to any unique unique information that is interesting and unique each city information information unique to each city information
Does not compare Only points out Points out several Shows many ways Gives information the similarities of one or two ways ways that the two that the two cities are about how the two the two cities that the cities are cities are similar similar cities are similar similar
Lacks topic Article has only Article includes some Every section begins sentences and has one topic topic sentences and with a clearly stated Well organized no logical sentence and its is somewhat topic sentence and the sequence sequence is sequential sections follow a confusing logical sequence
Very difficult to Mostly difficult to Mostly easy to Easy to read and Clear and follow follow and understand follow the information Understandable understand
Very frequent A few grammar Only one or two All grammar and Correct grammar grammar and/or and/or spelling errors in spelling are correct and spelling spelling errors errors spelling/grammar
Total
3-13
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Classroom Demonstrated Originality & Creativity Thinking Skills Checklist
Observed Observed Not Observed
Shows Persistence
Demonstrates Impulse Control
Listens to Others
Aware of Own Thought Processes
Checks for Accuracy & Precision
Questions and Solves Problems
Uses Precision in Language & Thought
Demonstrates Originality & Creativity
3-14
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
EXAMPLES OF PERFORMANCE ASSESSMENTS
Physics:
Have a group of 3 or 4 students design and conduct an experiment to calculate the distance that a hot wheels car can jump between ramps when released from a given height on an inclined plane.
Earth Science:
Have a group of 3 or 4 students decide whether a particular site would be appropriate for a nuclear power plant.
Chemistry:
Have 3 or 4 students collaborate to design and conduct an experiment to determine which of two liquids is the regular soda pop and which is the diet version.
Art:
Question – “I want you to look very carefully at his work of art and tell me everything you can about it”. Prompt #1 – “Are there any other things that you could tell me about this work of art?” Prompt #2 – “Is that everything that you have to say bout it?”
Responses
1. ______
2. ______
3. ______
ASSESSMENT SHOULD BE VIEWED AS AN ONGOING, NATURAL PART OF EVERYDAY INSTRUCTION.
3-15
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CONNECTICUT STATE DEPARTMENT OF EDUCATION (CSDE) COMMON CORE OF LEARNING PERFORMANCE ASSESSMENT PROJECT SPONSORED BY THE NATIONAL SCIENCE FOUNDATION AND THE CSDE
Edited by Jeffrey Greig (203) 566-4177 January 25, 1990
BIOLOGY PERFORMANCE TASKS UNDER DEVELOPMENT
Population Dynamics: Students will study a yeast population over a ten-day period, graph their individual and class results, and explain what happens to the population over this period of time.
Supermarket Taxonomy Students will go to the supermarket to hunt for invertebrates. Students will report on how many they can find, how they are sold, what their nutritional value is, what their relative cost is and the variety of phyla, species and geographical origin among them.
To Mow or Not to Mow, That Is the Question: Students will investigate dandelions that are growing wild and those that growing on a regularly mowed lawn, to make comparisons and discover patterns between the plants as they grow in different environments. The students will develop their own questions in this task and design experiments to answer them.
Acid Rain: Students will study the effects of acid rain on their community and the organisms that live in it by designing and carrying out controlled experiments. This may be extended to investigate various environmental factors that influence acid rain distribution such as weather patterns. Students will also study the importance of pH balance to living organisms.
Biodegradable Garbage: Students are to devise and carry out a project to determine which products they typically throw out are biodegradable and which are not. Students could be asked to design alternatives or recycling techniques for those products which are not biodegradable. Students could also investigate the long-term effects of certain types of garbage on the environment.
3-16
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Inherited Traits: Students are to collect data from volunteer families on a variety of traits (i.e. eye color, myopia, left-handedness, etc.) to determine if they are inherited. If they are, are they dominant or recessive? Students could also prepare pedigrees of family members.
Is It Alive? Students will study a variety of non-living things which appear to be alive (e.g. mercury amoeba, airplane glue in water, resurrection plants, etc.) as well as living things to determine which are actually alive. Students could also be given the following scenario: You are on a mission to study an unexplored planet. Come up with a test or series of tests to determine if there is any life on the planet.
Nutrition Database: Students will develop a computer database from foods that they eat. They will be asked various questions such as: What is the nutritional value of your favorite meal? What foods should be considered “junk foods”? How would you design a low fat or vitamin-rich diet? or design what you would consider to be the “perfect” food. (Question to discuss: Can we use computers on the assessment?)
3-17
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
CONNECTICUT STATE DEPARTMENT OF EDUCATION (CSDE) COMMON CORE OF LEARNING PERFORMANCE ASSESSMENT PROJECT SPONSORED BY THE NATIONAL SCIENCE FOUNDATION AND THE CSDE
Edited by Jeffrey Greig (203) 566-4177 January 25, 1990
EARTH SCIENCE PERFORMANCE TASKS UNDER DEVELOPMENT
1. Prove that the Earth is Round: Students are given evidence that the earth is flat and are asked to prove their beliefs that the earth is really round. Students will have to use a variety of methods, involving numerous earth science concepts to do this.
2. Siting a Nuclear Power Plant: Students will be given a variety of information, including videotapes, pictures, and rock samples, from a site in Connecticut to determine if it is a good site on which to build a nuclear power facility. Students would then investigate other factors, such as population, waste disposal, weather, politics, etc. in determining if it is a good site.
3. Devise a Time Mechanism: Students are to devise a time mechanism to determine when the moon will set or be in different phases at some time in the future, such as three weeks from today.
4. Design a Coordinate Systems: Students will be asked to design a coordinate system for a newly discovered planet that can be used by the explorers of this new world. This can be simulated using various materials such as oranges or pumpkins as models of the new planet.
5. Ocean Stratification: Students are asked to simulate stratifications of the ocean and investigate the implications that these stratifications have. Students would have to use a variety of solutions and temperatures in their models.
6. Testing for Radon: Students could test their school or homes for radon and study the effectiveness of radon detection kits sold commercially.
3-18
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
7. Global Warming: Students will investigate the causes and possible remedies for global warming. They will also study the implications of the Greenhouse Effect on the environment and living organisms.
8. The Archaeology of Garbage Dumps: Students will study refuse found in a garbage dump for the purpose of dating materials and learning about a community and how it has changed over an extended period of time.
9. Siting a Mine, Oil Field, or Ski Resort: Students will be given a variety of information such as maps, rock and soil samples, weather conditions, etc. on a particular area and students are to determine if it is more conducive to mining, oil drilling, or building a ski resort.
10. Ancient Artifacts: Students are given a variety of artifacts from various civilizations in different time periods and will make inferences about their culture, environment, etc.
3-19
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Oral Communication Assessment Name of Evaluator:
Date/Time:
Need Partial Strength CONTENT
You have an interesting opening You communicate your point of view clearly You use quotes from your personal profile or faction You use rhetorical strategies to help keep the audience’s interest You close the presentation effectively PERFORMANCE You make good eye contact You speak clearly and loudly You speak at an appropriate pace You use voice dynamics and movement to keep the interest of the audience You seem confident and well-prepared for this presentation
3-20
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student: Year: 1 2 3 Marking Period: 1 2 3 4
Teacher(s):
Subject: Social Studies Note: Students’ evaluation is a check mark. Staff’s evaluation is a star. Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem I am able to work on my own.
I feel comfortable trying new things.
I am able to ask for help.
I am able to take notes in my notebook.
I have learned new historical knowledge this quarter.
I am able to work with others.
I am able to work on things that are challenging.
I am able to think about a topic from other points of view.
I can tell other people about what I am learning.
I am able to complete most of my homework on time.
I express my thoughts, feelings, and ideas in class discussions.
I do my best work on my projects.
I am a positive group member.
Comments:
3-21
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student: Year: 1 2 3 Marking Period: 1 2 3 4
Teacher(s):
Subject: Science Note: Students’ evaluation is a check mark. Staff’s evaluation is a star. Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem I am able to work on my own.
I feel comfortable trying new things.
I am able to ask for help.
I am able to take notes in my notebook.
I am able to follow directions for lab experiments.
I am able to work with others.
I am able to work on things that are challenging.
I have learned new skills and concepts in Science this quarter.
I can tell other people about what I am learning.
I am able to complete most of my homework on time.
I am able to treat the school’s animals gently.
I do my best work on my projects.
I am a positive group member.
Comments:
3-22
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student: Year: 1 2 3 Marking Period: 1 2 3 4
Teacher(s):
Subject: Mathematics Note: Students’ evaluation is a check mark. Staff’s evaluation is a star. Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem I am able to work on my own.
I feel comfortable trying new things.
I am able to ask for help.
I am able to take notes in my notebook.
I have learned new skills in Math this quarter.
I am able to work with others.
I am able to work on things that are challenging.
I am able to problem-solve.
I can tell other people about what I am learning.
I am able to complete most of my homework on time.
I do my best work on my projects.
I am a positive group member.
Comments:
3-23
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student: Year: 1 2 3 Marking Period: 1 2 3 4
Teacher(s):
Subject: Reading/Language Arts Note: Students’ evaluation is a check mark. Staff’s evaluation is a star. Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem I am able to work independently.
I able to spell most of my words correctly.
I understand the ELA grammer skills covered this quarter.
I use my own ideas in my writing.
All of my writing has a beginning, middle, and end.
If someone else reads my writing, they understand what I have written.
I feel good about my writing.
I am a positive group member.
I complete all of my homework and class work.
I am able to read on my own.
I understand what I read.
I am able to use new vocab words in sentences.
I am able to answer reading comprehension questions.
Comments:
3-24
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student: Year: 1 2 3 Marking Period: 1 2 3 4
Teacher(s):
Subject: Art Note: Students’ evaluation is a check mark. Staff’s evaluation is a star. Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem Attendance
Effort
I am able to ask for help.
Skills
Behavior
Comments:
3-25
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student: Year: 1 2 3 Marking Period: 1 2 3 4
Teacher(s):
Subject: Theater and Community Development Note: Students’ evaluation is a check mark. Staff’s evaluation is a star. Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem I am able to work on my own.
I am able to work with a partner.
I am able to ask for help.
I feel comfortable trying new things.
I am able to follow directions.
I am able to work on things that are challenging.
I am able to complete most of my homework on time.
I do my best work on my projects.
I can tell other people about what I am learning.
I take care of my own behavior so it doesn’t become a bigger problem for the group.
Comments:
3-26
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student: Year: 1 2 3 Marking Period: 1 2 3 4 Teacher(s): Subject: Community Achievement Note: Students’ evaluation is a check mark. Staff’s evaluation is a star. Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem Attendance I have a good attendance I come to school on time. School Dress Code I dress cleanly and appropriately. Attitude I show effort on assigned tasks. Behavior I follow rules appropriately. Helpfulness I contribute and give assistance. General Politeness I show manners, consideration, and respect to others. Respects Personal Space I do not stand in another person’s “hula-hoop” when speaking to them. Apologizes I say or write, “I’m sorry” when appropriate. Asks Permission I ask permission before acting, when necessary. Talks With Others Appropriately I use appropriate voice tone, volume, and language. Contributes to School Community I volunteer to participate in school activities and think about other community members. Shows Kindness I show sympathy, understanding, consideration, and generosity toward others. Respects Differences I show courtesy and consideration for individuals or groups who have different backgrounds including race, ethnicity, religion, gender, and sexual orientation. Relationship with Peers I interact well with people my own age in school.
3-27
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Attribute Exceptional Strength O.K. Minor Major Strength Problem Problem Relationship With Staff I interact will with staff. Decision-Making Skills I make good decisions that require thinking awareness of consequences. Knows Own Feelings I understand & am aware of my feelings. Expresses Feelings Appropriately I can talk about feelings using appropriate voice, tone, volume, words, and language. Accepts Responsibility for Mistakes I admit to my involvement in a problem. Understands Body Language I understand other people’s body language. Deals With Negativity Appropriately I handle disagreements, criticism, embarrassment, failure, peer pressure, accusations, complaints, anger, frustration, and feeling left out by not saying or doing anything that verbally or physically hurts or disrespects another. I stay away from fights, gossip, and negativity. Exercises Self-Control I think before I act. Responds to staff Directions/Redirection I listen to and accept directions from staff. I accept no for an answer and accept a consequence. Resolves Conflicts Appropriately I negotiate, compromise, offer positive solutions to problems. Maintains Materials I do not lose supplies and keep my binder and other materials neat and organized. Neatness I write neatly. Listening I show listen to what others are saying. Makes Up Missed Work I make up class work and homework I missed. Finishes Class Work on Time I am able to stay focused and attentive enough to complete assignments. Has Good Study Habits I study for tests and I know ways to study. 3-28
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Required Graduation Projects
- students are required to complete a project that resembles a college thesis
- seniors choose a topic, research it, do an 8 – 10 page paper and complete a related hands-on activity
- at the conclusion of the project the students deliver a speech to a panel of community and faculty members on what was learned from the experience
- a federal commission last year recommended that every American senior complete a capstone project
- gives students a chance to study topics of interest such as types of music, dancing, illnesses, films etc.
- using community members as mentors and having them participate in end of study speeches is a positive way to involve the community
Presentations of Learning
Every 18 weeks – two times a year the students do what the schools calls Presentations of Learning. Through these presentations, they exhibit their learning for the semester. They “make a case” that they have learned, both academically and personally; they analyze and reflect on their learning, connecting it to previous learning and projecting future learning goals. As part of the process of preparing for these presentations, students create packets for an outside panel that will review them. The packets help students introduce themselves to the panelists before they arrive for the presentations. They include a cover letter, an autobiography, a resume, and lists of learning experiences, books read, service projects, and “ambassador” activities. They also include a personal-growth reflection called “I Used to BE….But Now I Am” and a draft of the student’s personal moral and ethical code. Through these means, students reflect on themselves as learners.
3-29
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
College Search To Do List
Date:
Surf college Web Sites Set up college search database Determine student budget Research scholarships Apply for financial aid Take practice SAT test
3-30
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Senior Portfolio Sign-Off Sheet Check off when complete and have one of your teachers sign below. Requirement Date Teacher Signature Autobiographical Essay
Job Application
College Application
Personal Letter of Recommendation
Professional Letter of Recommendation
Resume
Work-Study
CPR Training and Certification
Formal Paper
Career Plan
Community Service
Four Exhibition Projects (your choice)
Table of Test Scores
Health Records
Honors, Awards, Recognitions
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Digital Storytelling : 2009 Technology Conference
Teacher Name: Rick Rogers
Student Name: ______
CATEGORY Great Good So So Needs Work Point of View - Establishes a purpose Establishes a purpose There are a few lapses It is difficult to figure out Purpose early on and maintains a early on and maintains in focus, but the purpose the purpose of the clear focus throughout. focus for most of the is fairly clear. presentation. presentation.
Voice - Pacing The pace (rhythm and Occasionally speaks too Tries to use pacing No attempt to match the voice punctuation) fits the fast or too slowly for the (rhythm and voice pace of the storytelling story line and helps the story line. The pacing punctuation), but it is to the story line or the audience really "get into" (rhythm and voice often noticeable that the audience. the story. punctuation) is relatively pacing does not fit the engaging for the story line. Audience is audience. not consistently engaged. Soundtrack - All of the music is original. Most (over half) of the Some of the music is None of the music is Originality All copyright protected music is original. All original. All copyright original. Some copyright images, videos, and copyright protected protected images, protected images, pictures were legally images, videos, and videos, and pictures videos, or pictures were used. pictures were legally were legally used. used illegally. used. Soundtrack - Music stirs a rich Music stirs a rich Music is ok, and not Music is distracting, Emotion emotional response that emotional response that distracting, but it does inappropriate, or was matches the story line somewhat matches the not add much to the not used. well. story line. story.
Duration of Length of presentation Length of presentation Length of presentation Length of presentation Presentation was between 3-4 stayed within 30 stayed within one was less than 2 minutes minutes. seconds of the minute of the suggested long or more than 5 suggested time frame of time frame of 3-4 minutes long. 3-4 minutes. minutes.
Quality of All of the Audio, Video, Most of the Audio, Some of the Audio, The materials used Source and Pictures were of the Video, and Pictures Video, and Pictures were poor quality and highest quality. The entire were high quality, but were high quality, but noticeably detracted Documents product was clear even some materials were some of the materials from the overall when viewed full screen. fuzzy when viewed full appeared fuzzy when presentation. screen. viewed full screen. Continuity or Fade in and outs, as well Fade in and outs, as Fade in and outs, as The presentation was Flow as shifts within the same well as shifts within the well as shifts within the hard to follow or at presentation were always same presentation were same presentation were times seemed to smooth and supported usually smooth and sometimes abrupt, jerky wander without a clear the overall presentation. supported the overall or seemed out of place. purpose. presentation. Transitions All transitions and special Most transitions and There were several The audio and video and Special effects were perfectly special effects were instances in the portions of the matched and timed to matched-up and were presentation where the presentation did not Effects compliment the audio appropriately timed with transitions and special compliment one portions of the the audio portions of the effects were distracting another. presentation. presentation. or mistimed. Created using: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=38§ion_id=3& 3 - 32 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
What Are Life Skills?
Daily Living Skills ¾ Using banking services ¾ Balancing a checkbook ¾ Understanding credit and interest ¾ Planning a budget ¾ Paying bills ¾ Calculating taxes ¾ Learning rules and regulations for driver’s license ¾ Being a smart shopper ¾ Buying a car ¾ Maintaining a car ¾ Renting a home ¾ Managing a household ¾ Cleaning, doing laundry, mending ¾ Engaging in leisure activities ¾ Maintaining good health and fitness habits ¾ Adopting drug and alcohol abuse prevention skills
Personal and Social Skills ¾ Thinking before acting ¾ Listening to others ¾ Following directions ¾ Practicing good manners ¾ Improving self-image ¾ Problem solving ¾ Accepting consequences for one’s actions ¾ Exercising self-control ¾ Learning conflict management ¾ Recognizing different feelings and dealing with them ¾ Maintaining respect for others ¾ Understanding diversity in the general population ¾ Dealing with peer pressure ¾ Taking charge of one’s destiny ¾ Conquering fear ¾ Setting career goals and priorities
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info Life Skills Resources
1. Attainment Co. Inc. – 1-800-327-4269 - www.attainmentcompany.com A variety of resources, curriculum, software, CDs, and videos: Straight Talk Gateway Drugs Series
2. Just Wait Abstinence Program – ODHS – 1-405-521-3027 - http://www.okdhs.org/ Marilyn Lanphier 405-4477 ext. 56711 – [email protected]
3. American Guidance Service – 1-800-328-2560 - www.agsnet.com A variety of curriculum ideas include career exploration, parenting skills, character education and social skills.
4. Pearson AGS Globe – http://www.pearsonschool.com
5. Steck Vaughn – Life Skills for Today’s – Money and Consumer & Personal Health.
6. JIST – Job Search Basics Series – 1-800-648-JIST Also Available – The Job Search Attitude Inventory & Barriers to Employment Success Inventory
7. CD-Rom – Key – a Family’s guide to Commitments on Safety - Available from MADD –www.Madd.org
8. The 7 Habits of Highly Effective Teens by Sean Covey Published by Simon & Schuster - available at most bookstores
9. Boy Scouts of America Learning for Life Series - http://www.learning-for-life.org
10. OSU Extensions Money management – Health – Nutrition - Environmental Protection & many other topics. - http://www.oces.okstate.edu
11. Key Train – www.keytrain.com
12. Curriculum - http://lifeskillstraining.com
4-2 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
About the Social Skills Curriculum
Directed Lessons: Each behavior is defined and stated in observable terms; the behavior is demonstrated and practiced; student’s level of performance is evaluated and inappropriate behaviors are corrected. Positive reinforcement is used to encourage continued use of the skill in all areas of the student’s environment.
1. Establish the need: The purpose of teaching the lesson is included. What benefits will learning the skill provide? What are the consequences of not learning the behavior? 2. Introduction: Stories, poems, puppets, and questions are used to make the social skill more concrete to the children. 3. Identify the Skill Components: These skill steps are used to identify the behavior. By following and practicing theses steps, the student will be able to demonstrate the behavior when needed. 4. Model the Skill: The teacher or socially adept child demonstrates the appropriate behaviors so that the students can imitate them. The skill components are referred to during the modeling. 5. Behavioral Rehearsal: The children are given an opportunity to perform the behavior, which can be evaluated, corrected, and reinforced. a. Selection – the teacher selects participants or asks fro volunteers. The number of children depends on the time allowed and whatever is appropriate for each lesson. b. Role Play - The participants are assigned their roles or situations they will role-play. c. Completion – This is a means to determine that the role-playing is complete. Alter each role-play, reinforce correct behaviors, identify inappropriate behaviors, and reenact role-play with corrections. If there are no corrections, role-play is complete. d. Reinforcers – Positive reinforcement by the teacher and the class is used for maintenance of the skill. Various methods can be used: verbal encouragement, tangible reward, special privileges, and keeping a record of social and academic improvement. e. Discussion – the student’s level of performance is evaluated and inappropriate behaviors are corrected. How did the participants feel while performing? What difficulties might be faced in implementing the skill? What observations did the class make? 4-3
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 6. Practice: Activities that help the children summarize the skill. The practice can be done by using worksheets, doing art projects, making film strips, writing stories, keeping diaries and charts, and other hands-on activities. 7. Independent Use: Activities that help facilitate the use of these behaviors outside the school environment. Family and friends take an active role in reinforcing the importance of using these alternative behaviors in a conflict situation. 8. Continuation: At the end of each lesson, the teacher reminds the class that applying social skills can benefit them in academic and social relationships. Stress that although there are difficulties in applying the skills (such as in regard to negative peer pressure), the benefits outweigh the problems. One such benefit is more self-confidence in decision-making. Maintaining social behavior is an ongoing process. It requires teachers to show appropriate behaviors and reinforce them when they are demonstrated.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info LIFE SKILLS SYLLABUS Sample
This class is required for all graduates. Topics considered in this class will help students prepare themselves for the realities of life after high school. Main topics will include:
A. Students will complete the following eight sections: a. Self-esteem b. Budgeting c. Checking account d. Purchasing e. Credit/interest f. Insurance g. Income tax h. Employment
B. Units • Students will receive a unit grade by averaging scores from the assignment sheet and the written test. • Students will receive from 0-100 points on each assignment sheet. • Student will receive from 0-100 points on each written test (open book).
C. Post Test • Student will receive from 0-100 points on the post-test for each unit.
D. Other Information • Student may make up work at any time during the grading period for that 9- weeks period except during the last 5 days of the grading period (unless the teacher gives special permission).
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info Washita Valley Alternative Cooperative Education Center
Curriculum Outline Sample
Life Skills I
1. Listening skills 2. Self-esteem 3. Critical thinking 4. Challenger series 1-3 5. Sexual harassment 6. Team building 7. Time management 8. Getting ready for a job a. Making change b. Resume writing 9. Study skills 10. CPR/First Aid certification 11. Drug/alcohol abuse prevention 12. Health education a. STDs b. AIDS c. Birth control
Life Skills II
1. Independent living skills a. Wanting to start out on your own b. Finding a job Mock interviews c. Finding an apartment d. Opening a checking account e. Monthly expenses* f. Budgeting your money* g. Comparative buying
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 2. Sexual harassment in the work place 3. Health education a. STDs b. AIDS c. Birth control 4. Surviving on the job 5. Study skills 6. CPR/First Aid certification 7. Challenger Series 406 8. Drug/alcohol abuse prevention
Both Life Skills I and II will contain various activities that will work toward student awareness of surrounding resources. *Indicates sections that will be conducted on an ongoing basis
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info Team Name______Date______Cooperative Learning Review of Social Skills - Part I Directions: Choose five questions from among the 40 questions below. Each member of your team should be prepared to answer the question aloud in complete sentences. Work with your team to make the best answers possible. What are social skills?
1. Why is listening important?
2. Why is it important to set goals?
3. Why is it important to complete assignments?
4. Why is it important to pay attention and not let other things distract you?
5. Why is it important to follow instructions and directions?
6. Why is problem solving so important?
7. Whose advice do you trust?
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 8. Is conflict a part of life?______Are there two sides to every conflict?
9. Do you realize why inappropriate behavior can cause conflict?
10. How can behavior and attitude be changed?
11. How do you settle conflicts without violence?
12. What do you achieve by fighting?
How do you avoid getting into a fight?
13. Does it take a lot of practice and skill to learn to handle conflicts
constructively?
14. Why is it important to accept consequences in a graceful manner?
15. Why is it necessary to react to failure?
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 16. Why is self-image important?
Does it give you self-esteem?
17. Why should you understand your own feelings?
18. Why should you show understanding of another’s feelings?
19. Why does it help to talk over feelings with other people you trust?
20. What does self-respect mean to you?
21. Why is it important to get or make a deserved compliment?
22. Why is it important to ask permission politely if you want to borrow
anything?
23. Why does it help you to work with others?
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 24. List all actions you consider good for you and good for others?
25. List all actions you should avoid because they might harm others?
26. Why would you like to do something for someone else?
27. How do you treat a person you dislike?
28. Why is self-control important?
29. Why is dealing with anger important?
30. Why is dealing with another’s anger important?
31. What is your response when somebody insults or teases you?
32. List things that make you angry:
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
33. How do you respond when somebody gets angry with you?
34. Can you find constructive means to release anger?
35. Why is dealing with group pressure important? How do you handle it?
36. Are group pressure, self-esteem, and self-control related?
37. How do you make decisions?
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info Social Skills Task Review
Directions: Display the following social skills-related words on a colorful chart with a catchy title.
Discuss one word with the students each day, then review the words using a procedure such as one of these: ¾ Have a student use a pointer, point to a word, and explain what it means. ¾ Have a student point to a word and ask one of his/her classmates to explain that word’s meaning. ¾ Have a student give the meaning of a word and ask a classmate to correctly identify the correct word.
Words Sample Explanation Social Skills what we need to get along with others Conflict a disagreement in ideas or interests Attitude how we think and act about someone or something Compromise an agreement in which each side gives up some demands or desires Listening to pay attention to what others are saying Self-image how we think and feel about our abilities and ourselves Values what we and others think are important and desirable to have Peer Pressure what our friends and peers want us to do Negative Peer Pressure what our peers want us to do but what is not right to do Violence fighting, shooting, hitting, and more Non-Violence discussing, talking quietly, and more
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
APPENDIX
Book references related to specific Lessons
THINKING BEFORE ACTING Avi. Nothing But the Truth: A Documentary Novel. Orchard Books, 1991. Fox, Paula. One-Eyed Cat, Bradbury, 1984. Paterson, Katherine. Bridge to Terribithia. Crowell, 1977. Raskin, Ellen. The Westing Game. Avon Books, 1978.
LISTENING TO OTHERS Avi. Blue Heron. Bradbury Press, 1992. George, Jean Craighead. Julie. Harper Collins, 1994. Hoe, Diane. Slow Dance. Scholastic, 1989.
FOLLOWING DIRECTIONS Hentoff, Nat. The Day They Came to Arrest the Book. Dell, 1982 Spinelli, Jerry. There’s A Girl in My Hammerlock. Simon & Schuster, 1991.
IMPROVING SELF-IMAGE Beckwith, Lillian. The Spuddy. Dell, 1974 Paulsen, Gary. Hatchet. Bradbury, 1987 The River: Dell Publishing, 1991. Voight, Cynthis. The Runner: Atheneum, 1985.
ACCEPTING CONSEQUENCES Lowry, Lois. Your Move, J.P. Houghton Mifflin, 1990. Rhue, Morton. The Wave. Dell, 1981. Sonnenmark, Laura A. Something’s Rotten in the State of Denmark. Scholastic, 1990.
PROBLEM SOLVING Meyer, Carolyn. Denny’s Tapes. Margaret K. McElderry, 1987. Peterson, P.J. Would You Settle for Improbable? Dell, 1981. Ure, Jean. What If They Saw Me Now? Dell, 1985.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info SELF-CONTROL Grenberg, Jan. The Pig-Out Blues. Dell, 1982 Holland, Isabelle. Heads You Win, Tails I Lose. Laurel Leaf, 1973. Moore, Emily. Whose Side Are You On? Farrar, Straus & Giroux, 1988. FEELINGS Grant, Cynthia D. Phoenix Rising, or How to Survive Your Life. Atheneum, 1989 Mahy, Margaret. The Catalogue of the Universe. Atheneum, 1985. Myers, Walter Dean. Fast Sam, Cool Clyde, and Stuff. Puffin, 1988. Won’t Know Till I Get There. Puffin, 1982. Naylor, Phyllis Reynolds. Shiloh. Dell, 1991. Peck, Richard. Close Enough to Touch. Delacorte, 1981. Rosenberg, Ellen. Growing Up Feeling Good, A Growing Up Handbook Especially for Kids. Puffin, 1987.
RESPECT FOR OTHERS Byars, Betsy. Summer of the Swans. Viking Press, 1970. Landis, J.D. Looks Aren’t Everything. Bantam, 1990. Polacco, Patricia. Pink and Say. Philomel, 1994.
ACCEPTING DIFFERENCES Ryan, Mary E. My Sister is Driving Me Crazy. Simon & Schuster, 1991. Spinelli, Jerry. Maniac Magee. Little Brown, 1990. Weyn, Suzanne. The Makeover Summer. Avon, 1988.
PEER PRESSURE Alcock, Vivien. The Trial of Anna Cotman. Delacorte, 1990. Bach, Alice. The Meat in the Sandwich. Dell, 1975. Cormier, Robert. We All Fall Down. Delacorte, 1991. Larimer, Tamela Buck. Avon, 1986. Morris, Winifred. Dancer in the Mirror: Atheneum, 1987.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info Unit of Study Specific Topics Activities Resources Reinforcement Citizenship Proper Etiquette Reinforcement of proper language, dress Government handouts Counseling History that affects us today and attire Maps (city & state) Selective Service regulations Location of service Armed Services Voting Rights/Laws (post office, library, etc.) Guest speakers Street law – case histories, etc. Service learning activities: Help build a Recycling grants may be available What is freedom? Where does it end? house with Habitat for Humanity from the Oklahoma Department Responsibility and participation Vote. Help others get out to vote. of Environmental Quality How do you move a person from Volunteer to help in a park or Students can earn credit awareness to action? community cleanup. for service learning projects. Always be “for” something, rather Create a school/community garden. Learn and Serve than “against” something Adopt another class as study buddies. Mr. Charles Mohr, OSDE Organize a school-recycling program. (405) 521-4795 Start an oral history project for your The American Promise Teacher Kit community. The Farmers Insurance Group P.O. Box 49889 Los Angeles, CA 90057-9723 Other The smart consumer (evaluating Create a map with information Counseling information) pertinent to your life (home, post Hobbies for a lifetime office, doctor, etc.) Vehicle maintenance and safety Games: solitaire, chess, dominoes, Local & state geography softball, swimming, etc. Stitchery, fly tying, fishing, etc. Health Personal hygiene Basic nutrition and cooking skills to Coupons for free health aids (tooth Counseling First Aid & CPR promote healthy diet brushes, shampoo, deodorant, etc) Safety Utilize school nurse, Health Dept, law Self defense enforcement, domestic violence Substance abuse prevention and other agencies to Dealing effectively with stress provide speakers for various topics. Sexuality/AIDS and STDs Schedule seminars in the evenings Resisting peer pressure to encourage parents and/or Domestic violence significant others to participate
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Unit of Study Specific Topics Activities Resources Reinforcement Parenting Child development Area Agencies (DHS or Domestic Counseling Activities for parents at each violence prevention ) and developmental stage for their child Oklahoma Parents as Teachers Discipline vs. punishment (OPAT) may facilitate the teaching of Child proofing, immunizations, etc. parenting skills. Families in crisis Grants for healthy babies may be available from the March of Dimes Personal Finances Understanding a paycheck Develop budget Newspapers Counseling Budgeting Hourly wages (net & gross) Bank provided information How to build credit and borrow money Complete 1040 EZ Form Postal service information Proper use of credit Banking transactions Simulated time sheets Understanding taxes Location of services (tag agency, Internal Revenue Service Savings/Investments employment Office, etc.) Employment agency Charitable collections and contributions Investing: Students are “given” Guest speakers $1,000 to invest. Investments are tracked daily in the newspaper, net worth is calculated, and progress graphed. Organization and Study skills (reading comprehension, Grocery Shopping—Write a grocery Newspapers, sale fliers from local Counseling Study Skills location, lighting, etc.) list, estimate cost and time to shop stores, etc. Test-taking strategies then compare to actual experience A variety of professional Time management development workshops, Organizational skills (notes, record including topics such as study keeping, etc.) skills, stress management, Estimation of time, distance, money, etc. conflict management, etc., are Goal setting offered by the: OK Technical Assistance Center Center, 123 East Broadway, Cushing, OK 74023 Ph# 800/687-5730
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Unit of Study Specific Topics Activities Resources Reinforcement Career exploration Inventory learning style, interests, Locate possible employment Newspapers, guest speakers, Counseling aptitude, and personality opportunities community-based instruction, Career exploration – job description, Discussion of educational/vocational information obtained by teachers skills & education needed, etc. training sites and options Members of your locality are often Work habits – timeliness, etc. happy to serve as guest speakers Resume, interview skills, letters, etc. or host field trips to their places of Academic/Career Plan business. School-To-Work/High Schools That Work (405) 743-5158 Area Career-Technical School Oklahoma State Department of Career and Technical Education Electronic Catalog www.okcareertech.org Communication Listening skills Challenge Course for group building Current events Counseling Assertive/aggressive/passive Utilize case studies to analyze Communication - “I” Messages behavior and problem-solving What causes me to get into trouble? Speech and open discussion in class Problem-solving Listening skills’ games Conflict resolution (win-win, win-lose, Letters, both formal and personal lose-lose) Anger management Cooperation Oral and written communication
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info 51 Things You Can Do to Help Someone Get Ready for Independent Living 1. Help them get an original copy of their birth certificate. 2. Help them get a social security card. 3. Enroll them in a school program in which they can succeed. 4. Help them get a picture identification card. 5. Find out if they are eligible for a Medicaid card. 6. Help them get copies of medical records. 7. Start a “Life Book” that will contain important papers. 8. Help them open a bank account. 9. Teach them how to write and cash a check. 10. Line them up with a dentist that they can continue to use. 11. Line them up with a doctor they can use when they are on their own. 12. Help them put together a family scrapbook. 13. Help them renew contact with family members. 14. Help them develop at least one friendship. 15. Line them up with a good counselor. 16. Take them to join a local recreation center. 17. Teach them some new ways to have fun. 18. Connect them with a church group. 19. Help them find a better paying job. 20. Make sure they really understand birth control. 21. Show them the best place to shop for food, clothing and furniture. 22. Help them learn how to look up resources in the phone book. 23. Help them work through an independent living skills workbook. 24. Teach them how to read a map. 25. Take a tour of the city. 26. Teach them how to use the bus system and read the bus schedules. 27. Buy them an alarm clock and teach them how to use it. 28. Show them how to use the library and get a library card. 29. Help them get a driver’s license and price insurance. 30. Role-play contacts with police, bank tellers, doctors and others. 31. Role-play several different styles of job interviews. 32. Help them put together a resume and an application fact sheet. 33. Make a list of important phone numbers. 34. Teach them how to cook five good meals. 35. Teach them how to store food. 36. Teach them how to use coupons and comparison shop. 37. Teach them how to read a paycheck stub. 38. Teach them how to use an oven and microwave. 39. Teach them how to thoroughly clean a kitchen and bathroom. 40. Take them to a session of court - traffic and criminal. 41. Tell them how to get a lawyer and when to get one. 42. Help them understand a lease or rental agreement. 43. Teach them how to do their taxes. 44. Teach them how to write a letter and mail it. 45. Help them develop good phone communication skills. 46. Go over tenant and landlord rights. 47. Help them find a safe, inexpensive place to live. 48. Teach them how to budget their money. 49. Help them find and get along with a potential roommate. 50. Talk to them often about their feelings about going out on their own. 51. Help them register to vote 60 days before they turn age 18. 4 -19
July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Life Skills Documentation Alternative Education Program
Student______
Life Skills Instructions Life Skills Instructions Date Skills Learned Date Skills Learned
4 -20 July 2009Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Characteristics of a Disruptive Student
Behavior Excesses: Behavioral Deficits: Too much of a behavior. Inability to adequately perform a behavior
Noncompliance: Self-Management Skills: - Does not do what is requested - Cannot delay rewards - Breaks rules - Acts before thinking-impulsive - Argues - Shows little remorse or guilt - Makes excuses - Will not follow the rules - Delays - Cannot foresee consequences - Does the opposite of what is asked
Aggression: Social Skills: - Tantrums - Has few friends - Fights - Goes through friends fast - Destroys property - Uncooperative-bossy - Vandalizes - Does not know how to reward others - Sets fires - Lacks affection - Teases - Has few problems-solving skills - Verbally abuses - Constantly seeks attention - Is revengeful - Is cruel to others Academic Skills: - Generally behind in academics, particularly reading - Off-task - Fails to finish work - Truant or frequently tardy - Forgets acquired information easily
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Prevention Strategies
Key Points:
• Prevention is better than punishment.
• The way a setting is structured has a significant effect on behavior.
• A teacher’s personal approach creates the climate for any setting.
• The goal of classroom management is to create a classroom of responsible, motivated students who are highly engaged in meaningful tasks. (Sprick, 1999)
To Create a Cooperative Learning Environment:
• Arrange the physical environment to facilitate responsible behaviors.
• Develop a set of rules of expectations.
• Establish meaningful rewards.
• Establish consequences.
• Develop and post achievement strategies.
• Teach your personal expectations.
• Provide work at the appropriate level and quantity.
Franci & Worley UAP of Oklahoma
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
DISCIPLINE IS A PROCESS
Discipline is learned and can be taught.
Teachers must be role models and exhibit “well-disciplined” behaviors.
Non-traditional approaches work best.
A teacher’s job is to help students make better choices.
DISCIPLINE IS AN OUTCOME
Six Characteristics of a Disciplined Person
1. Competence
2. Confidence
3. Commitment
4. Cooperation
5. Control
6. Character
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Characteristics of Schools with Effective Discipline and Student Management Programs
• A belief that discipline is developmental and that discipline is accomplished by incorporating it as part of the academic program; • A total school environment conducive to good discipline rather that adopting isolated practices to deal with disruptive behavior; • A belief that school is a place where staff and students come to work and to experience the success of doing something well; • A student-centered orientation; • A focus on the causes of discipline problems rather that symptoms; • An emphasis on positive behaviors and the use of preventive measures rather that punitive actions to improve discipline; • A principal who plays a key leadership role; • Congruency between the principal’s leadership style and the discipline philosophy and practices of the staff; • High expectations for students with a belief that students can succeed and a commitment to expend high amounts of energy to achieve that goal; • Teachers who handle all or most of the routine discipline problems themselves; • Staff development on discipline philosophy, policies, and procedures; • Stronger-than-average ties with parents and community agencies; • Openness to critical review and evaluation form a wide variety of school and community sources.
Factors to consider when developing a comprehensive, effective discipline and student management program:
1. Instructional program 2. Expectations 3. Physical environment 4. Psychological climate 5. Counseling and guidance 6. Extracurricular and social activities
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
An effective classroom management plan:
• Establishes the rules and procedures early in the year and is explicit in communicating them. • Consistently monitors compliance with the rules. • Has a detailed and consistent accountability system, keeps track of students’ assignments, and gives clear descriptions of the evaluation system. • Requires good skills to organize instruction, does not waste time getting prepared, makes smooth transitions, keeps the momentum in lessons, and maximizes student engagement. • Is perceptive about classroom contexts and events and uses this information to develop activities that keep the flow going with minimal interruptions.
To improve curriculum to decrease discipline problems:
• Develop curriculum that appeals to a wide range of students’ interests and meets specific academic deficiencies. • Add courses and activities to enrich the curriculum. • Stress both basic skills and higher academic goals. • Provide tutoring for students having academic difficulty. • Use a variety of grouping techniques to meet the needs of students and faculty. • Provide training for faculty and staff on how to develop curriculum, improve instruction, and obtain school and community resources. • Systematically evaluate academic programs and solve problems early.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
The Building Blocks For Effective Classroom Management And Effective Discipline
HELPING STUDENTS FEEL HELPING STUDENTS CONNECT HELPING STUDENTS CONTRIBUTE CAPABLE Make Mistakes Okay. Give students the Five A’s as much and Encourage students’ contribution Talk about mistakes. as often as possible: to the class. Equate mistakes with effort. Acceptance. Involve students in building the Minimize mistakes’ effect. Accept student cultural differences. learning environment. Accept students with disabilities. Invite students’ help with daily Build Confidence. Accept student personal style. tasks. Focus on improvement. Accept the doer, not the deed. Request students’ curriculum Notice contributions. Attention. choices. Build on strengths. Greet students. Designate class liaisons. Show faith in students. Listen to students: Appoint reporters. Acknowledge a task’s Teach students to ask for attention. Delegate responsibility for specific difficulty. Spend time chatting. functions/jobs. Set time limits on tasks. Ask student about their life outside school. Mention what you’ve talked about before. Encourage students’ contributions Focus on past successes. Eat with students. to the school. Analyze past success. Invite students to eat in your room. Appoint area monitors. Repeat past successes. Attend school events. Schedule work service periods. Get involved in a project with students. Establish a crime watch patrol.
Make learning tangible. Schedule individual conferences. Encourage students’ contributions Accomplishment albums and Join students on the playground. to the community. portfolios. Chaperone school events. Adopt a health car center. Checklists of skills. Recognize birthdays. Adopt a zoo animal. Flowchart of concepts. Make baby-picture bulletin boards. Contribute to community drives. Show interest in students’ work & hobbies Promote volunteerism. Recognize achievement. Send cards, messages…to absent student Acknowledge random acts of Applause. Appreciation. kindness. Clapping and standing Appreciate the deed, not the doer. ovations. Give written words of appreciation. Encourage students to work to Stars and stickers. Teach students to ask for appreciation. protect the environment. Awards and assemblies. Affirmation. Join and support a cause. Exhibits. Be specific: Affirm the doer, not the deed. Take part in school and community Positive time-out. Be enthusiastic. recycling, clean up, and antilitter Self-approval. Acknowledge positive traits verbally or in campaigns. writing. Be a talent scout. Encourage students to help other Affection. students. Give affection with no strings attached. Circle of friends. Show affection when things go badly. Peer tutoring. Show kindness, and it will multiply and be Peer counseling. returned: Affection breeds affection. Peer mediation. Show friendship. Peer recognition. 5-6
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Messages – Feelings – Goals – Strategies
The Message in the How Do I Feel? Goal of the Behavior Intervention Strategy Student’s Behavior Look at me! Irritated, annoyed Attention • Minimize the attention • Clarify desired behavior • Legitimize the behavior • Do the unexpected • Distract the student • Notice appropriate behavior • Move the student Let’s fight! Frustrated Power • Make a graceful exit. Want to fight back with • Use time-out. words • Conduct a teacher-student conference I’ll get even! Hurt Revenge • Loss or delay of privileges Disappointed • Loss of freedom of Dislike for the student interaction Want to strike back • Restitution • Reteach appropriate behavior
Leave me alone! Frustration Avoidance-of-Failure • Modify instructional methods Professional concern • Encourage positive self-talk. View student as lazy or • Reframe the “I can’t” refrain lacking motivation • Teach procedures for becoming “unstuck.” • Provide tutoring 5-7
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Understanding the Goals of Misbehavior ATTENTION POWER BEHAVIOR REVENGE BEHAVIOR AVOIDANCE OF SEEKINGBEHAVIOR FAILURE BEHAVIOR Active Characteristics Active AGMs: Student does Temper tantrums and verbal Physical and psychological Frustration tantrum: Student all kinds of behaviors that tantrums: Student is disruptive and attacks: Student is hurtful to loses control when pressure to distract teacher & classmates. confrontive. teacher, classmates, or both. succeed is too intense. Passive Passive AGM’s: Student Quiet noncompliance: Student does Student is sullen and Student procrastinates, fails to Characteristics exhibits one-pea-at-a-time his or her own thing, yet often is withdrawn, refusing overtures complete projects, develops behavior, operates on slow, pleasant and even agreeable. of friendship. temporary incapacity, or slower, slowest speeds. assumes behaviors resembleing learning disability. Origins of Behavior Parents and teachers tend to Hiding behind a label: Transforms A reflection of the increasing Rule of the red pencil. pay more attention to bid for power into inherent personality violence in society. Media Unreasonable expectations of misbehavior than to trait. Changes in society that stress role models that solve parents and teachers. appropriate behavior. Youth equality in relationships; rather than conflicts by force. Student’s belief that only aren’t taught how to ask for dominant-submissive roles. Exalta- perfection is acceptable; attention appropriately. May tion of the individual & emphasis on student’s star mentality. be deprived of sufficient achieving personal power, as Emphasis on competition in the personal attention epitomized by human potential trend. classroom. Students’ Legitimate Needs Positive recognition Personal autonomy Safety and security Success Silver Lining Student wants a relationship Student exhibits leadership potential, Student shows a spark of life Student may want to succeed if with the teacher (and assertiveness, and independent by trying to protect self from can be assured of not making classmates). thinking. further hurt. mistakes and of achieving some status. For some severely discouraged students, there is no silver lining. Principles of Prevention 1. Catch student being good 1. Allow voice & choice so student 1. Build a caring 1. Encourage an “I can”, by giving lots of attention has options and feels heard. relationship with the rather than “I can’t”, belief. for appropriate behavior. 2. Grant legitimate power through student. 2. Foster friendships to end 2. Teach student to ask hands-joined discipline and 2. Teach student how to social isolation. directly for attention when decision-making. express hurt and hostility needed. 3. Delegate responsibilities so appropriately and invite student feels sense of student to talk to us responsible power. when he or she is upset. 4. Avoid and defuse confrontations. 5-8
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Summary Chart of Interventions
GENERAL STRATEGY TECHNIQUES Minimize the attention Refuse to respond. Give “The Eye” Stand close by. Use name-dropping. Send a general signal. Send a secret signal. Give written notice. Use an I-message Clarify desired behavior State “Grandma’s Law.” Use “target-stop-do” Legitimize the behavior Create a lesson from the misbehavior. misbehavior Go the distance. Attention Seeking Behaviors Have the class join in. Use a diminishing quota. Distract the student Ask a direct question. Ask a favor. Give choices. Change the activity. Notice appropriate behavior. Use proximity praise. Use compliance praise. Make recordings. Give a standing ovation. Move the student Change the student’s seat Use the thinking chair. Make a graceful exit Acknowledge student’s power Remove the audience. Table the matter. Schedule a conference. Use a fogging technique Agree with the student. Change the subject. State both viewpoints. Refuse responsibility. Dodge irrelevant issues. Deliver a closing statement. Call the student’s bluff. Take teacher time-out. Use time-out Use the language of choice. Power and Revenge Behaviors Call the who squad. Require a reentry plan. Set consequences Loss or delay of activity. Loss or delay of using objects. Loss or delay of access to school areas.
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Loss of freedom of interaction: Denied interactions with other students. Required interactions with school Required interactions with parents. Required interactions with police.
GENERAL STRATEGY TECHNIQUES Restitution: Return, repair, or replacement of objects. Repayment of time. Compensation to classmates and teachers. School service. Reteach appropriate behavior: Extended practice. Written reports. Conduct a teacher-student Conference Modify instructional methods Use concrete learning materials. Use computer-based instruction. Teach one step at a time. Teach to the seven intelligences. Avoidance-of-Failure Behavior Encourage positive self-talk Post positive classroom signs. Require two “put-ups” for every put-down. Reframe the “I can’t” refrain State your belief in student’s abilities. State an “I can’t” funeral. Provide tutoring Cooperative Discipline. Linda Albert, Ph.D. American Guidance Service, Inc.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Ideas for preventing school violence
1) Provide strong administrative support 2) Provide staff development for violence prevention 3) Design an effective discipline policy 4) Design an effective crisis response model 5) Begin a community outreach program 6) Partner with law enforcement - design system for reporting/analyzing violent/non-violent incidents 7) Promote personal/social skills 8) Involve student in decision-making process
Early warning signs of possible violent student behavior
1) Social withdrawal 2) Excessive feeling of isolation/being alone 3) Excessive rejection 4) A victim of violence 5) Picked on/persecuted 6) Low interest in school/poor academic performance 7) Expression of violence in writing/drawings 8) Uncontrolled anger 9) Patterns of impulsive & chronic hitting, intimidating/bullying behavior 10) History of violent/aggressive behavior 11) Intolerance for differences/prejudicial attitudes 12) Drug/alcohol abuse 13) Affiliation with gangs 14) Inappropriate access to, possession of, and use of firearms 15) Serious threats of violence
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
EARLY INTERVENTIONS Teaching positive interaction skills Provide comprehensive services Referral for evaluation Behavior Consequence Destruction of property Pay for the property Fix the property Clean up Make restitution
Fighting in the hall Lose privilege of walking in the hall during normal passing time Have to walk in the hall supervised by an adult Spend time in conflict resolution Police intervention if crime was committed
Smoking in the bathroom Lose privilege of going to the bathroom at the some time as other students Bathroom is checked before the student enters (to ensure that there is no evidence of smoking prior to entrance) and after the student leaves (to determine if there is evidence of smoking) Be escorted to bathroom by an adult who waits outside
Lunchroom problems Eat lunch in classroom Eat lunch in an isolated area of lunchroom Eat in an alternative area with principal or teacher and other students with lunchroom behavior problems 5-12
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Recess problems Lose recess time Isolated during recess
Refusal to do work Stay at school until work is completed Loss of privileges until work is finished Reduced grade
Swearing to someone Time out Write a list of compliments about the other person Spend time helping that person with a task Apologize to the person The student develops a list of appropriate words or responses to express frustration appropriately
Leaving school without permission Make up the time after school School will call police to return student to school
Inappropriate behavior on the bus Alternative transportation is arranged If incident occurs after school, bus is returned to school and alternative transportation arrangements are made
Sexual harassment Student must watch video and undergo a program developed by staff concerning sexual harassment Student writes a letter of apology to the victim-letter must be approved by administrator or counselor Student researches the topic of sexual harassment and prepares a paper on it 5-13
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Counseling/Mentoring Component
Group counseling is utilized with students in alternative education program as the main focus of therapeutic intervention. Group counseling in an alternative program is intended to be ongoing at regular intervals (e.g. twice a week on Tuesdays and Thursdays, once a week on Friday, every other week on Wednesday, etc.) The sessions are scheduled so as not interfere with academic program schedules. (If students know that group counseling is at 2:30 on Wednesday, then they won’t just start a new lesson or module at 2:15, and then resist going to counseling or resent being there if they do attend.) Although all counseling should be on a voluntary basis, counseling can be like some medication – it doesn’t taste good, but it’s good for you. Individual counseling sessions are utilized when the student isn’t comfortable with sharing with the group or if the subject matter is too personal or sensitive to discuss with the other group members.
Why use group counseling? • Serve more students in the same amount of time. • Student can learn coping skills from others’ experiences. • Provides a discussion forum to express and experience conflicting feelings in a safe environment. • Facilitates learning to communicate with adults and peers. • Students find out they are not unique in their struggles. • Opportunity to explore values without ridicule, and modify ones they want to change. • Growth can occur not only from the individual student’s experiences, but also from other group member’s experiences. • Counselor/Facilitator models behavior, communication, and conflict resolution as a group participant. • Most important – it gives the students a chance to express themselves and be heard.
All groups take on their own unique personality contingent upon the make up of the group members. Some groups bond quickly and work well together providing a nurturing and supportive environment for its members. Other groups may not ever trust one another, and therefore, personal growth and closeness may be minimal.
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However, each student participating usually comes away with some growth and learning experience just from having been a part of their group. Often times students in these groups with insightfully reflect upon their experience and make changes in their attitude, behavior, or communication style with others outside the group to benefit more one-on-one relationships than they might prior to participating in the project.
Part of the reason for the differences among the groups is due to the stages of group process. Some groups work through all 4 stages, while others remain in the first stage throughout the year. The four stages are: Initial, Transition, Intimacy, and Termination.
The Four Stages of Group Process: 1. Initial Stage – Getting acquainted, share, “safe” things, and build trust with one another. 2. Transition Stage – Feel comfortable, confront, agree and disagree with each other. 3. Intimacy Stage – Work phase: give feedback, conflict resolution, and “closest” feeling stage. 4. Termination Stage – Getting closure, letting go, saying goodbye, and growing from the experience. Stage I – Initial or Beginning a. Building trust in the counselor/facilitator. b. Building trust among the members of the groups. c. Establish rules and goals for the group. d. Developing leadership skills. e. Building relationships through communication. Stage II – Transition or Inclusion a. Acceptance of group-by-group members. b. Roles are assumed by group members (leaders, controller, scapegoat, mascot, lost child, thermostat, etc.) c. Group begins to slowly assume leadership role. d. Goals are clarified, becoming more specific, e. Conflicts start to arise (address all conflicts, facilitator/counselor validates all sides). f. Group members beginning to differentiate between thoughts and feelings. g. Facilitator can use exercises to move the group along. 5-15
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Stage III. – Intimacy or Mutuality a. Close bonding occurs among group members. b. Feelings are expressed often. c. Individuality is expressed without condemnation. d. Group members feel valued and connected among the group. e. Members may explore and practice new roles. f. Members begin to confront one another. g. Members get in touch with their own defenses and determine which defense mechanisms. Stage IV – Termination or Closure a. Review progress and growth. b. Provide resources for networking. c. Separation anxiety/abandonment issues arise. d. Denial/isolation/anger stages occur from ending the group. e. Bargaining/acceptance/hope prevail with healthy resolution. f. Letting go!
When Starting a Group: 1. Have goals and objectives in mind. 2. Discuss confidentiality. 3. Have a focus (theme or issue). 4. Create a safe environment for all group members. 5. Be a positive role model. 6. Counselor/Facilitator must believe in group process and be committed to the project/program. 7. Establish rules and guideline for groups.
Helpful Hints for Group Process: 1. Process events when they happen in a group session. 2. Group readiness is important – “slower is better” 3. Use “I” statements, “feeling” terms, and give feedback in simple terms, not counseling jargon. 4. Remember not all groups will evolve through the four stages, and that’s okay. 5. Always include a termination session for those groups not reaching the final stage – “closure is important.” 6. When interviewing, continue to use “I” statements and “feeling” terms. It is very important to confront behavior that is observed as it happens. 5-16
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Cautions: 1. Never ask “why” of any behavior, it leads to defensiveness. 2. Never give advice – it gives you the responsibility of the outcome. 3. Never judge others, 4. Never touch without permission, it may be invasive. 5. Never gossip – speak directly to the person. 6. What occurs in the group stays in the group, trust is vital.
Role of the counselor/facilitator 1. Share you own feelings and ideas, encourage other members to share, also. 2. Keep the group away from gossip. 3. Try to stay away from “telling people what to do.” 4. Beware of non-verbal communication and use it. 5. Allow enough time for discussions, to summarize happenings, then closure. 6. Relax – groups can be fun. 7. Establish ground rules. 8. Allow opinions and feelings – “Every answer is a right answer.” 9. Provide a positive role model. 10. Intervene when necessary. 11. Describe what you see and how you feel about it. 12. Ask for help from the group. 13. Stay in the “Here and now.” 14. Encourage the use of “I” statements.
Some Sample Group Sessions to Get You Started: Session #1 What is group counseling, and Why am I here? Describe what’s to be accomplished in the group (EG. of topics: better grades, improving attendance, how to be more organized, completion of school and career development plans, addressing social concerns, peer relationships, handling stress, dating, conflict resolution, AIDS/HIV and other STDs, drugs, and alcohol)
Discuss rules for group Confidentiality is a MUST! Listen when another person is talking No cursing Group members cannot put down other group members Others as appropriate and necessary 5-17
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Establish group member’s interests Have each member, including yourself, share about their likes and dislikes (i.e. sports, music, class, teacher, cares, etc.) Students can share their perception of why they believe they are in an alternative education program.
Session #2 Establish goals for the Group Based upon the students input for the 1st session, formulate with the group some goals to be accomplished. Examples include: Goal 1 – Learn how to resolve conflicts without hitting (can be for home or school) Goal 2 – Learn to manage my time better, how to become more organized, complete more schoolwork, etc. Goal 3 – Figure out what I want to be when I grow up, what classes to take, how much school do I need to get there? What will it cost, how can I pay for it? Goal 4 – Learn ways to deal with stress in my life Goal 5 – Work on self-esteem issues.
Session #3 Provide several sessions on conflict resolution (teaching conflict resolution will reduce anti-social behavior) 1. Active listening 2. Problem clarification 3. Delineate alternatives (brainstorming) 4. Develop pros and cons on each option 5. Define “action step” from the best possible outcome listed in step 4 6. Establish a time line 7. When to start 8. How long to try it 9. When to re-evaluate new solution 10. Get closure 11. Who is going to do what, when, etc. (re-cap the process) 12. Evaluation 13. Is the proposed new action step working? If not, go back to step 3 and continue the process until a workable “win-win” solution can evolve. 5-18
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Session #4 Role play a conflict between two students or have one student play the role of a teacher or parent with one student playing the role of the student - Discuss the process the students went through to get a desired resolution - What went right? - What went wrong? - What did each group member learn from the role play and conflict resolution outcome?
Session #5 Provide Information on Stress Management 1. Types of stressors – physical, social, mental, internal family, external family 2. Effect of Stress – affective, behavioral, cognitive, physiological, health, organizational 3. Stress related diseases and disorders – cardiovascular, stroke, cancer, hypertension, ulcers, gastrointestinal, migraines, fatigue, depression, apathy, etc. 4. Strategies to deal with stress -Learn to plan (do one thing at a time, make a list, prioritize) -Recognize and accept your limits (what can I change?) -Have fun (do something for others, get mind off of self) -Develop a sense of humor -Balance work (school) and play -Be tolerant, forgiving, optimistic, and positive -Avoid unnecessary competition with others (give in) occasionally; don’t always have to be right, etc. -Exercise – proper nutrition – rest -Talk out troubles/develop friendships and support networks (like your group) -Learn to relax – teach some relaxation techniques like deep muscle relaxation, deep breathing, etc.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Session #6 What do I want to be when I grow up (provided I want to grow up) 1. Use some form of interest inventory to establish career field Strong – Campbell Interest Inventory (SCII) Jackson Vocational Interest Survey (JVIS) Kuder Occupational Interest Survey, Form DD Self-Directed Search (SDS) Yost, E. A., Corblishley, M. A., Career Counseling, San Francisco: Jossey-Bass, 1987 Or Oklahoma Career Search - ODCTE 2. Utilize any supplemental information (ASVAB, DAT, GATE) 3. Bring in OOH (Occupational Titles Handbook), GOT (Dictionary of Occupational Titles), and Labor Market statistics from NOICC (National Occupational Information Coordinating Committee) or Work Force Oklahoma report form SOICC (Oklahoma State Occupational Information Coordinating Committee) 4. How much education, training, college, etc. is required? 5. How much money does the job pay? 6. Schools and locations offering courses of study in that career field, and associated costs. 7. Financial aid availability 8. Have students write for more information, applications, and financial aid information 9. Have a follow-up session later to discuss what they found out and assist them with the decision making process and develop a plan of action to pursue that career field. Go back through the same process if students changes mind due to cost, don’t want to relocate, doesn’t pay enough or too much school for them, etc.
In every group session work on student’s self esteem through positive feedback. Look for improvements and slippages in attendance, grades, behavior, involvement in activities, accomplishments, etc. Showing your genuine concern about a student’s life can make all the difference in the world as to their success of failure in school. The lasting effects can also be seen for many after your interaction with that student (both positive and negative).
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Topics and concerns typically expressed in adolescent groups
• Credits earned/ credit needed to graduate. What does college want? • Employment – lack of, where and how to seek a job • Dating, relationships, engagements/marriage • Alcohol/Drugs – using, penalties, parties, peer pressure, parents using • Violence – at home, at school, and in relationships • Parents – over involvement/under involvement/or absent in students’ lives • Child Abuse - neglect, physical and sexual abuse (past and present) • Teen pregnancy – prenatal care • School – teachers, principals, discipline, and policies • AIDS/HIV &STDs – myths and facts • ACT/ASVAB/SAT – test results and scores, what do they mean? • Time management – effective study skills • Scholarships, grants, financial aid for post-secondary education • Career exploration and opportunities (job shadowing, military, community college, technical and trade schools, career-tech, college, etc.) • Student deaths – auto accidents, homicides, accidental drug or alcohol overdose, etc.
Sample back-up video materials for lags in group Getting Along with teachers (The School Co.) Why Stay in School (The School Co) Peer Pressure (Marsh Media) It’s Your Life … Take Charge (National Center for Research in Vocation Education) How to Build a Winning Attitude (Learning Forum) The Power of Choice with Comedian Michael Pritchard (Live Wire video Publishers)
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
BEHAVIOR IMPROVEMENT FORM
What did you do that got you in trouble?
______
______
______
Why? (Check one or more of the following)
_____I wanted someone to know that I was angry about:
______
______
______
_____I wanted to avoid doing my work because:
_____ too boring
_____ too hard
_____ too much
_____ I wanted to be sent home
_____ I wanted to cause problems for others because I felt miserable.
_____ I wanted to cause problems for others because they don’t like me.
_____ I wanted someone to notice me.
_____ I wanted (make up your own)
______
______
Did you get what you wanted _____ Yes _____No
Why? ______
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What are you going to do next time that gets you what you want without getting you in trouble? ______
______
What do you need from others to help you do it?
______
______
______
Will that help, will you do it?
______
______
______
______
(Based on the Improvement Form, developed by Dr. Geoff Colvin, Principal, Lane School, Eugene, Oregon for Sprick, R.S. (1999), Proactive and Preventative Classroom Management, workshop, Edmond, Oklahoma.)
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Contract for Self Monitoring
Student Name: Date:
Teacher’s Name:
Definition of behavior to be monitored:
Criterion for Monitored Behavior:
Over What Time?
What do you get if the criterion is not met?
What do you lose if the criterion is not met?
Optional Bonus Clause:
Signature of Student:
Signature of Teacher:
Comments:
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On Task/Working Monitoring Form
Student’s Name:
______
Date: ______Class:
______+- 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. INSTRUCTIONS FOR USING THE MONITORING FORM When you are in class and think about it, put a “+” in a square if you are working or studying. Put “-“ in a square if you are off task and not working.
Fill in row 1 first then row 2, and so on. You should fill at least two rows per class.
COMMENTS:______
______
______
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BEHAVIOR CONTRACT
Contract between ______and ______Student Teacher
Agrees to:
______
______
______
______
Rewards: ______
______
______
Consequences:
______
______
______
______
Dates for Checking Progress: ______
The terms of this contract will end on this date: ______
______Student Signature Teacher Signature
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Question of the Week
At the beginning of the school year have each student think of at least five questions they want to ask and put each question on an index card.
Then at the beginning of therapeutic group, students are able to pick a question from a box and ask each group member to answer the question.
Instead of picking random questions, group them into three categories: 1. Non-threatening questions (i.e. – What kind of music do you like?) which should be written on blue index cards 2. Questions that can be personal, but are meant to get you thinking (i.e. – What does the word “love” mean to you?) which should be written on yellow index cards 3. Questions that can be personal (“nosy” as the kids say) (i.e. – Which person in your family do you get along with the best and why?) which should be written on red index cards
Color coding the questions allows students to determine what kind of questions s/he is in the mood for.
Giving students choice and the opportunity to write questions helps to instill some ownership in the group. Most students want to write and answer “red question” cards.
This exercise is a good ice-breaker and stepping stone to other discussions. It is also an opportunity to emphasize respect needed for others in the group.
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Hands of Human Dignity - This is a community-building activity.
Students re-write the Human Dignity Policy, in their own words, as a community.
Then, when new students enter the program, a more senior student reads the Human Dignity Policy to them and lets them know that in a month, they are going to be asked if they are interested in taking the human dignity pledge.
Taking the pledge means that they agree to uphold the Human Dignity Policy because they agree with it and believe in its principles. They agree to understand that there will be consequences for taking away human dignity at the Bridge Program, whether they believe in the policy or not, but that taking the pledge means they are committed to upholding it.
If s/he does decide to take the pledge, the student traces his/her hand on construction paper, writes his/her name on the hand, and hangs it on the human dignity wall. The expectation/hope is that all students, staff, parents, and visitors will have a hand hanging on the wall, surrounding the human dignity pledge and policy. Human Dignity Vine
Hand a cord or rope or ribbon from one corner of the room to the next to the next and so forth until all four walls have a hanging cord running through them.
Each week at community meeting, have a student leader ask the community if anyone has seen any acts of human dignity this past week. These acts of human dignity can be within the school community, in the local community or in the grater state, country or world community. Acts of human dignity are generous acts that have been witnessed by someone, or acts that people have read about in newspapers, or heard about on the news.
Hand out index cards to several students. As staff and students raise their hands to share this information, students with index cards write them down, one act per index card.
After you have collected any number of them, you hang them on the Human Dignity Vine a few inches apart. Set goals with rewards for filling up an entire wall, two walls, three walls, and the entire vine. In a larger school, this vine can extend beyond four walls, into a hallway and throughout the building.
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Rap Up
At the end of each day, students and staff sit in a small group of circles of no more than ten. Each day a different student leads the group. S/he reads 5 questions, going around the circle, one student at a time.
The questions are:
• How was your day today? • What would you like to improve in or do better in tomorrow? • Name something you did well today. • Say something positive about the person to your left. • Does anyone have any comments for this person?
Then, students/staff may raise their hands for comments and the group leader will pick on them. The comments need not be positive, but must be constructive and honest. The student being commented-on may not respond or say anything. S/he must sit and listen. Anyone in the circle that agrees with what someone says may yell out “support” which means “I agree.”
Sit Downs
When conflicts arise between peers, friends, boyfriends/girlfriends, staff encourage students to participate in sit-downs, which are similar to mediations.
Some situations require sit-downs to take place before students can rejoin the school community. Other sit-downs are strictly optional and are offered as a too to remedy a problem.
Sit-downs will be used for gang issues, fights that have occurred, verbal conflicts, student gossip, boyfriend/girlfriend problems. 5-29
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Attendance Contract
Has had excessive absences this school year at the
Program. To help solve this problem, starting with
the date below, only notes from doctors, clinics, lawyers, social workers or
probation officers will excuse any further absence. All other absences will be recorded as un-excused and may affect weekly level placement as well as end of the year promotion.
During the last four weeks before the marking period closes, as an incentive, if comes to school 10 days in a row, the
Program will excuse one past absence, providing a second chance at success.
Student
Staff
Parent/Guardian
Date 5-30
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
STUDENT INCIDENT REPORT
Date: Time: Sending Staff Person:
Student Name:
1. Where did this problem occur?
2. Why were you sent to Special Programming?
3. What could you, staff, or a peer have done differently?
4. How angry were you?
1______2______3______4______5 Not angry Moderately Burning at all angry Mad
5. Check all that apply: I know what I did was wrong, and I understand that there are consequences. I did not control my anger and behavior as much as I would like to. Even though I did not like my behavior, I do not believe I am able to change my behavior. 5-31
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
6. Any other comments I would like to make:
7. What do you think we should do now to correct this problem?
8. Send staff person’s report:
9. Consequences:
5-32
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Bullying Incident Report Form
Date: ______Time: ______Room/Location ______Student(s) Initiating Bullying/Harassment: ______Grade: ______Class: ______Grade: ______Class: ______Staff/Student(s) Affected: ______Grade: ______Class: ______Type of Harassment alleged: Racial Sexual Religious Other Check all spaces below that apply. Adult stated or identified inappropriate behaviors as: _____ Name Calling _____ Spitting _____ Stalking _____ Demeaning Comments _____ Inappropriate Gesturing _____ Stealing _____ Staring/Leering _____ Damaging Property _____ Writing/Graffiti _____ Shoving/Pushing _____ Threatening _____ Hitting/Kicking _____ Taunting/Ridiculing _____ Flashing a Weapon _____ Inappropriate Touching _____ Intimidation/Extortion _____ Other ______
Describe the incident: ______
Witnesses present: ______
Physical evidence: Graffiti _____ Notes _____ E-Mail _____Web sites _____ Video/audiotape _____ Bruises _____ Personal Items _____ Damaged _____ Other_____ Staff Signature: ______Parent(s) contacted: Date: ______Time: ______Date ______Time: ______Administrative action taken: ______
5 - 33 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Counseling Documentation Alternative Education Program
Student______
Counseling Services – Group Counseling Services - Individual Date Time Rendered By Date Time Rendered By (Minutes) (Minutes)
Total of Minutes = Total of Minutes =
5 - 34 July 2009Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Service Learning
“Service Learning allows students to learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with the school and community. Service learning is integrated into the students’ academic curriculum or provides structured time for a student to think, talk, or write about what the student did and saw during the actual service activity. It provides students with opportunities to use newly acquired skills and knowledge in real-life situations in their own communities. It also enhances what is taught in school by extending student learning beyond the classroom and into the community and helps to foster the development of a sense of caring for others” (National and Community Service Act of 1990).
Four Components
Of
SERVICE LEARNING
• PREPARATION
• ACTION
• REFLECTION
• CELEBRATION
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
What is Service Learning
Service learning is a method by which young people learn and develop through active participation in thoughtfully organized experiences that:
School-based Community-Based
Meet actual community needs. Meet actual community needs.
Coordinate in collaboration with Coordinate in collaboration with the the school and community. school and community.
Integrate into each young person’s Integrate into each young person’s academic curriculum. academic curriculum.
Provide structured time for a Provide structured time for a young young person to think, talk, and person to think, talk, and write about write about what he/she did and what he/she did and saw during the actual saw during the actual activity. activity.
Provide young people with Provide young people with opportunities to opportunities to use newly acquired use newly acquired academic skills and academic skills and knowledge in knowledge in real life situations in their real life situations in their own own communities. communities.
Provide opportunities for practical Expand the young person’s learning application of what is taught in the environment to include the broader school. community.
Help to foster the development of Help to foster the development of a a sense of caring for others. sense of caring for others.
Alliance for Service Learning in Education Reform March 1996 Close up foundation; 44 Canal Center Plaza; Alexandria, VA 22314-1592
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
The Standards
School-Based and Community-Based
• Effective service-learning efforts strengthen service and academic learning. • Model service-learning/community-service provides concrete opportunities for youth to learn new skills, to think critically, and to test new roles in an environment that encourages risk-taking and rewards competence. • Preparation and refection are essential elements in service-learning/community- service. • Youth’s efforts are recognized by those served, including their peers, the school, and the community. • You are involved in the planning. • The service that students perform makes a meaningful contribution to the community. • Effective service-learning integrates systematic formative and summarative evaluation. • Service learning connects the school or sponsoring organization and its community in new and positive ways. • Service learning is understood and supported as an integral element in the life of a school or sponsoring organization and its community. • Skilled adult guidance and supervision are essential to the success of service learning. • Preservice training, orientation, and staff development that include the philosophy and methodology of service learning best ensure that program quality and continuity are maintained.
Alliance for Service-Learning in Education Reform March 1996 Close Up Foundation; 44 Canal Plaza; Alexandria, VA 22314-1592
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Integrating Service Learning into the Curriculum
Course: English Level: 6th or 7th
Learner Outcome(s): The student will write a narrative and send a message to younger students.
Resources needed: white paper, crayons or colored pencils, binders, children’s books, video equipment, children’s literature author.
Type of Service: Direct ___x___ Indirect____ Advocacy_____
Preparation for Service Activity: Talk about the elements included in narrative writing and the writing process. As a class, develop a list of topics about which to write. Read a few children’s books to the class. Invite a children’s author to speak to the class about writing children’s books.
Service Activity: Have students, individually or in small groups, write a children’s book for the elementary schools. Illustrate and bind the books. Send the book to the librarians at the elementary schools to be shared with the students. If permissible, allow the class to visit the elementary schools to read their books to the students.
Reflection Activity(s): Have students talk about their favorite children’s books and why they liked them. Ask students why they chose the topic they did and what they wanted children to understand about that topic. Did they include elements from other childhood stories in their books? How did they feel about writing a book that might influence other children and the decisions they make? What did they learn about being an author from doing this project?
Celebration: Show a videotape of the librarians or the students themselves reading the books at their schools. Channel One TV.
Curriculum Integration of Service Learning
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.
GOALS of Service-Learning
• To enhance student learning by joining theory with experience and thought with action. • To fill unmet needs in the community through direct service which is meaningful and necessary. • To enable students to help others, give of themselves, and enter into caring relationships with others. • To assist students to see the relevance of the academic subject to the real world. • To enhance the self-esteem and self-confidence of your students. • To develop an environment of collegial participation among students, faculty, and the community. • To give students the opportunity to do important and necessary work. • To increase the civic and citizenship skills of students. • To assist agencies to better serve their clients and benefit from the infusion of enthusiastic volunteers. • To expose students to societal inadequacies and injustices and empower students to remedy them. • To develop a richer context for student learning. • To provide cross-cultural experiences for students. • To better prepare students for their careers/continuing education. • To foster a re-affirmation of students' careers choices. • To keep them in class and serve as a tool for retention. • To give student greater responsibility for their learning. • To help students know how to get things done! • To impact local issues and local needs. • To do something. Anything.
6-4a July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
What is Academic Service Learning? Academic Service Learning is an instructional strategy that combines meaningful community service with rigorous academics and structured reflection.
MS + RA + SR = ASL
Not Just Community Service: • Academic standards are addressed during each phase of the project • Students continuously reflect upon and share their experiences • Students identify community needs and plan projects • Student voice and student leadership are key elements • Can occur inside or outside of the classroom
It consists of four stages:
Planning /Preparation This first step includes planning service activities and providing students with the knowledge needed to participate in and benefit from the service activity. Prior to the activity students should: • Identify and research the community need they would like to address. Ways to explore community needs include: -Student focus groups/surveys -Exploratory tours -Interviews • Identify service recipients • Help identify and enlist the assistance of community partners • Select and plan specific service activities • Receive content area instruction & specific training they will need to conduct the service activity
Action This is the service activity itself. Activities must: • Be meaningful • Have academic integrity • Be developmentally appropriate • Provide student ownership • Have adequate adult supervision and facilitation
Reflection This offers a structured opportunity for students to critically think about their service experience and apply their learning in a broader academic and social context. Reflection activities also provide additional opportunities to link academic work with service activities. Some reflection activities involve: • Writing • Art • Discussion/Debate • Class projects/Presentations
Demonstration/Celebration • Not just a pizza party • Recognizes students’ and community partners’ contributions • Provides closure • Allows students to demonstrate what they have learned • Effective options include: -School assemblies -“Museum” -Special media coverage -Joint celebrations with service partners
6-4b July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Service-Learning Development Form The goal is to blend service and learning so that the service reinforces, improves and strengthens the learning, and the learning reinforces, improves and strengthens the service.
Description
Knowledge Objectives What the student will KNOW
• Skills Objectives (What the student will be able to DO)
• Attitudes/Values
• Other Objectives (Leadership, personal efficacy, etc.)
Learning Activities What assignments will be required before credit can be awarded?(Journal, research paper, oral presentation, essays, clippings, etc.)
Evaluation How will the service-learning component of your course be evaluated? What criteria will be used for awarding credit?) • Demonstration of a skill • Assessment of written work • Normal course assessment • Agency supervisor evaluation • Observation of student in simulation • Assessment of a product(s) • Personal Interview • Oral Presentation • Service-Learning Plan/Contract • Other
Other Details • Will service be optional or mandatory? • How many hours of service will be required?______• What specific non-profit agencies or fields of interest are students restricted to? • How will you address/access/incorporate service-learning experiences students are having to benefit those who aren’t having them? • How will I assist students to make the connections between their service experiences and the content areas?
6-4c July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info Planning for a Service Learning Project PARC Model Lesson or Unit Plan Template
Objective(s)
Essential question(s)
Standard(s) addressed
Time Frame
Instructional Strategies • Planning - What will students need to do in order to prepare for this activity? - How will you facilitate this process?
• Action - What service will students perform? - Who are the service recipients?
• Reflection - How will you facilitate and structure opportunities for students to reflect on their work through the process?
• Celebration/Demonstration - How will students demonstrate what they have learned and accomplished? - How will students, community partners, and service recipients be acknowledged for their efforts?
Assessment and Evaluation Informal
Formal
6-4d July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Building Community Partnerships
What is a Partnership? • Two organization working together for a common goal • Can be local, state, regional or national organization • Public or private • Reciprocal relationship • Connects all stake holders
Who can be a partner? • Kiwanis • Financial institutions • Lions • Faith-based institutions • Rotary • Media outlets • 4-H • Parks, adopt-a-road, adopt-a-stream, • Food banks programs, etc. • Co-ops • Other schools (public, private, • Local businesses higher ed)
Who needs help and where do our students fit in? Students can provide: Partners can provide: • Companionship • Matching funds and in-kind • Education services • Fundraising • Incentives • Labor • Supervision • Advertising • Public relations • Sustainability
Where can I find community partners? In your own backyard - Everyone has “connections”. • Students/parents • Colleagues • Banks • Churches • Friends
When should I start identifying potential partners? Now! Partnerships can be formed as soon as you have identified the needs of your students and community.
How do the students benefit? • Long-term community activism • Workplace and academic skills • Improved public perception of school and your program • School becomes integral part of community • Increased engagement • Increased academic achievement
6-4e July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Youth Service America Project Ideas http://www.ysa.org/planit/ Help for the Hungry/Homeless 1. Help cook and/or serve a meal at a homeless shelter 2. Gather clothing from your neighbors and donate it to a local shelter 3. Make "I Care" kits with combs, toothbrushes, shampoo, etc. for homeless people 4. Help with repairs at a local homeless shelter 5. Make a care package with mittens, socks, t-shirts, long underwear, etc. for a child at a homeless shelter 6. Collect grocery coupons to give a local food bank 7. If your community doesn't have a food bank, work with local officials to start one 8. Pack and hand out food at a food shelf 9. Organize a neighborhood group to plant, tend and harvest a vegetable garden 10. Donate the produce to a food shelf
Senior Citizens 1. Adopt a "grandfriend" 2. Visit a nursing home 3. Rake leaves, shovel snow, clean gutters, or wash windows for a senior citizens 4. Pick up medicine for an elderly person 5. Write your "grandfriend" a letter, or write letters for an elderly person 6. Go for a walk with a senior citizen in your community 7. Hold an afternoon dance for your local nursing home 8. Teach them your dances and ask them to teach you theirs 9. Deliver meals to homebound individuals 10. Offer to pick up groceries with/for a senior citizen 11. Help senior citizens in your neighborhood obtain and install locks or smoke alarms 12. Teach a senior friend how to use a computer or the internet 13. Get a group together to sing or present a play at a nursing home
School Activities 1. Paint a mural over graffiti 2. Organize and invite local police officers to present a drug awareness or bike safety assembly 3. Form volunteer teams for a campus safety escort service 4. Tutor a student that needs help learning English or some other subject 5. Organize a canned goods drive in conjunction with a school dance and donate the goods to a food shelf
Neighborhood Enhancement 1. Help neighbors paint and repair their homes 2. Clean up a vacant lot 3. Organize a campaign to raise money to purchase and install new playground equipment in an area park 4. Campaign for additional lighting along poorly lighted streets 5. Paint a mural or clean up in a local park 6. Plant flowers in public areas that could use some color
6-4f July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
For Those with Special Needs 1. Volunteer to help at a Special Olympics event 2. Set up a buddy system for kids with special needs at your school 3. Raise money for Braille or large print books for the visually impaired 4. Volunteer at an agency that works with emotionally disturbed children 5. Read books or the newspaper for visually impaired people 6. Bring toys to children in the cancer ward of the a hospital
Politics and Government 1. Contact your local League of Women Voters or voter registration office 2. Ask what you can do to help people register to vote 3. Identify a local issue you are concerned about and contact someone in local government with your ideas on what to do about it 4. Organize a public issues forum for your neighborhood 5. Volunteer at a polling booth the day of an election 6. Offer to pass out election materials
The Environment 1. Plant a garden or tree where the whole neighborhood can enjoy it 2. Set up a recycling system for your home and participate in your neighborhood curbside recycling pick-up 3. Organize a carpooling campaign in your neighborhood to cut down on air pollution 4. Adopt an acre of a rainforest 5. Clean up trash along a river or in a park 6. Create a habitat for wildlife 7. Create a campaign to encourage biking and walking 8. Test the health of the water in your local lakes, rivers, or streams
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POWERING OFFLINE ACTION
Using the power of online to get teens to do good stuff offline...
What's Your Thing? This is the place to shop around for a cause that fires you up. Learn something here and take action! http://www.dosomething.org/
• Students can select from a variety of project options in a lot of different areas • They give you tons of easy ways to do something!
6-4g July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Secondary Subject-Related Project Ideas (10-12)
Physical Education classes could develop their athletic skills while hosting basketball games for local charities. The students could play a team from the local firemen and police. Normal non-participants can be encouraged to join and as a result contribute to the needs of the community.
Junior and senior English students could tutor and act as guides in the school library.
Social Studies students could research the needs of the community and make this information available to the agencies of the community.
English students could use their after school time to help younger students improve their reading skills. These same students can spend time in a local senior center helping improve the literacy skills of the senior citizen as well.
Students could research the needs of the community's non-profit organizations then prepare and distribute publicity announcements for them.
History students could visit local seniors to learn about the 20th century events on a first hand basis and to provide a youthful interaction with them.
Computer Science students could volunteer their time to teach adults and other students computer skills.
Students in Biology could plant seedlings on the school grounds to serve as a wind break, to beautify the school grounds and to serve as habitat for the local small birds.
Students, as part of an Environmental Studies unit, could clean a local park and develop a recycling plan for the material normally discarded in the park.
Biology classes, working under the direction of the city, could develop and carry out a city wide tree survey. The results of the survey can be used by the city to plan future planting and tree care schedules.
Math students could build a miniature golf course to scale and design a tournament where students pay to play, with the proceeds going to a local charity. The course could then be donated to the local senior citizens organization.
Social Studies students could research the history of various substance abuse organizations and help them prepare and distribute relevant posters and information.
Math students could collected trash and sort it for recycling. They could then compare the cost of recycling versus the cost of not recycling and the impact it would have on the local community.
Social Studies students could explore the possibility of a classroom exchange with a classroom in their sister city in Japan. Their research could be used by the city council to help plan the exchange day ceremonies.
Social Studies students could research the agricultural and restaurant surpluses in the local community and act as the liaison for having the surpluses sent to homeless shelters.
Students in Biology could learn about and promote an organ donor program in the local community.
Students in Chemistry could clear an area of trash then analyze the different materials and the quantity of material to find the best and most efficient way to recycle.
6-4h July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
10h grade Students could perform water testing experiments on the local river then share the information with the local community and the local watershed authority.
11th grade English students could serve as volunteer tutors for struggling ninth grade English students.
Journalism class could help a local charity group design posters and other forms of advertising to get their message out to the community. Home and family living class could sponsor a food drive and explain the need for the food to all of the other high school students.
Health students could volunteer their time helping in a neighborhood/community nursing home.
Earth Science students could learn how to do water and soil testing and then share their knowledge with a local group of farmers.
Earth Science classes could spend one hour each day for one week helping seniors with yard work, winterizing their homes and taking care of their property.
Earth Science students could study pollution included picking up trash, noting the types that exist in their community and provide this information to the city sanitation department.
An Earth Science class could organize and supervise a used motor oil drive. The oil can then be recycled through a participating agency.
Physical Education classes could sponsor a Lift-a-thon where they demonstrate proper weight lifting techniques and in the process raise money for new equipment for their weight room.
History students could create a local newspaper from a specific time period of history and present it in an elementary class, a middle school class and leave it in the public library for the community to see.
Research problems that teenagers face then design and complete a poster that gives information about the problem and how to avoid it. Place posters in the halls and classrooms of the building for the rest of the school to use.
A high school Health class could design a set of appropriate home safety tips, duplicate them on the back of grocery bags and return the bags to the store to be used to pack groceries. By this means the safety tips will be distributed throughout the community.
A Government class could research and design a placemat that contains voting information and a brief sketch of the local candidates. They could contact the local fast food restaurants and these mats could be used in place of the "usual" mats until after the election.
Math students could design and create math related career posters and present these posters to middle school math classes.
Spanish-speaking students could tutor elementary and middle school native Spanish speakers with their English.
A Health class could devise a list of contents for a proper first aid kit. The class could be divided into 4 groups with each group responsible for collecting items for their kit in a "scavenger hunt" type of process. The completed kits can then be donated to the local chapter of the Red Cross.
English students could visit the local senior citizens center on a regular basis where they read to the seniors that request it. They could also write letters and provide companionship.
A Consumer Economics class could develop an advertising promotion for the neighborhood store near the school and help the owner evaluate the effectiveness of the campaign. 6-4i July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
How to Design a Service Learning Project Part I of II
These projects are a way to combine meaningful service to the community with curriculum or program-based learning. These are great tools to help youth build stronger academic skills, foster civic responsibility and develop leadership skills. Provide credit for these community projects by making the project on-going, i.e. 65 hours for the credit
Literacy Projects ► Promote literacy by generating self-authored, illustrated, published books. After all the books have been generated, the students hold a public reading where community members and local officials attend. At this event, students present their books and through consensus the 100 best will be selected to make copies for sharing with recipients.
► Organize a book festival to promote reading and to allow elementary students who report owning few or no books to build their own personal libraries. Students research the importance of books and reading and discuss ways to communicate that need to potential donors. On the day of the event, students sort books, set-up tables and monitor the area as elementary children go through and select books to take home with them.
Projects with Senior Citizens ► Plan, develop and facilitate a project to teach senior citizens computer skills. This will help promote intergenerational relationships while giving older adults much needed computer skills.
► Pair with senior citizens from a local nursing home and create a memory book documenting the seniors' lives. Design a questionnaire for the interview and use audio and video technology to document it. The memory books could be presented at the nursing home to the senior citizens and their families.
► Perform a sing-along concert with elderly patients and residents at a healthcare center. After the concert, students interact with residents/patients and present them with homemade, student-designed photo greeting cards.
► Organize a dance to celebrate senior citizens in the community and to build intergenerational relationships. The "Senior Prom" could include an afternoon of dinner, dancing, live performers and party favors. The dance will build lasting relationships and will address the issue of social isolation which is often prominent in the elderly community.
Projects that Help the Community ► Preserve and raise awareness of the rich history in your community by researching and preparing written and visual products highlighting local historical events. These projects could be presented to the public at an event and then be donated to various local museums.
► Use media as a tool to explore themes of social justice. Create a video documentary addressing issues faced by immigrant youth. Students interview their parents, friends and each other about issues important to them. Students then organize a public viewing of their project to bring these issues to light.
6-4j July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
How to Design a Service Learning Project Part II of II
Projects that Help the Community - continued ► Make blankets and quilts for local children and families in crisis. Students organize the project, launder fabric, make templates, etc. Students determine the amount of fabric needed and write letters of invitation to the recipients of the blankets and quilts, inviting them to an assembly where they will be presented.
► Work in conjunction with Habitat for Humanity. Students put their economy, geometry, life science, and communication skills to work when they provide meals to volunteers; procure donations from local businesses; and assist in cultivating the landscaping of new houses being built in the area.
Health & Safety ► Raise awareness of youth obesity and overweight issues at local fun-run. Set a date for the event, and open it to children in grades 1-5. Students plan and facilitate the event and hand out informational packets to all participants about the benefits of increased activity, healthy eating habits and healthy lifestyle choices.
► Become trained as part of a teen community emergency response team. Host a safety fair with multi- lingual workshops to educate diverse members of the community on disaster preparedness. Work with teams throughout the area to provide other educational opportunities.
► Research the societal and health effects of tobacco use. Use this material to design age-appropriate hands-on activities to educate younger students. Present these activities to local middle school students, and design an anti-smoking display to be showcased in the middle school lunchroom.
► Work with elementary school students to organize and host an animal awareness and education day. Feature information concerning your county's alarming rate of dog pound growth; low spay/neuter rates; and other pertinent pet information. Help a local dog rescue association bring available animals for adoption.
Not your Average Trash Pick Up ► Organize a neighborhood cleanup to pick up trash and litter in the streets and yards surrounding a particular park or area of your community. Provide each resident with a flyer containing crime statistics and drug facts and then organize a block party. The goal of this event is to promote community togetherness.
► Organize an event to educate peers and the community on the benefits of recycling. Students give presentations in the elementary or middle school classrooms on the importance of recycling. Log the amount of trash the school uses in a week and present these results to others. Students work together to clean up the area surrounding the school.
► Use math, science, and language arts skills to plan and build a trail on your school grounds. This nature trail would give students and future generations an outdoor classroom where they will be able to study first-hand native plants, insects, and wildlife. The nature trail would also provide the community with a beautiful area to enjoy.
6-4k July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Simple Project Ideas Developed by the National Institute on Out-of-School Time Center for Research
Following are some tried and true ideas that are easy to organize and execute in almost any community with students of different ages. All suggested projects can teach students planning skills while helping them develop awareness and understanding. Along with each project suggestion are examples of specific learning that could be tied to the project.
In addition, once the project is complete, students can make a presentation of learning from various points of view (economic, political, personal, educational, etc.) to a group of concerned citizens.
SERVICE PROJECT SOME LEARNING POSSIBILITIES Rake up leaves or plant flowers for people who Learn about plants, gardening and landscaping. are elderly or disabled. Help with yard work at Learn about the specific challenges of others in your site. your community. Perform a play, read to people, or sing a song Practice singing, performing, conversation at a nursing home or hospital and take time to and/or writing skills. Learn about nursing get to know people there. Write letters or draw homes or hospitals. pictures to send if transportation is an issue. Develop “reading buddies.” Within your Solidify the reading skills of both younger and program or in partnership with another older students. Older students learn program, assign older students to younger responsibility, patience and teaching skills. children and have them read to each other Offer students simple training about becoming regularly. good tutors. Hold a toy/food/clothing drive for a homeless Learn about hunger and homelessness while shelter or soup kitchen. developing planning, organizing, counting and sorting skills. Put together “personal hygiene kits” Learn about homelessness. Use math to figure (toothpaste, soap, etc.) for a homeless shelter. out numbers of kits to be made given the Ask the students to bring in sample soaps, number of items available. shampoos, etc. Pick up trash in a local part or neighborhood. Learn about the impact of litter. Learn to do If there seems to be a shortage of trash research and practice writing skills. Learn to receptacles, find out who is in charge and write notice needs and do something about what you letters. notice. Learn about responsibility. Make cookies or pictures to give to local police Learn about the work that these people do. officers, custodians, teachers, or cafeteria Learn to appreciate those who are often under- workers. appreciated. Help the building custodian do some cleaning Learn about all it takes to keep a building that will really make the building look nicer clean. Use math skills to figure out amounts of and that he/she wouldn’t have been able to get supplies needed to complete a project. to without extra help. Sort food at a nearby food pantry or help Learn about hunger issues in your community. prepare and serve food at a soup kitchen or for Using counting and sorting skills and/or meals on wheels. measuring and cooking skills. 6-4l July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Service Learning Journal Journaling plays an important role in the service learning project because reflection is such an important part of the service learning project.
A journal is more than just recording what you did for your service learning project on a particular day.
A journal should help you answer the question – “so what?” It gives you a place to think about things.
Name of Project ______
Location/Address of Project ______
Name of Volunteer Organizer/Agency Contact ______
Organization/Agency Phone # ______Email ______
The mission of my Service Learning Project is…
My task for the project is/was…
I plan to fulfill/have fulfilled this Academic Standard…
The project ties/tied in with my class studies by…
Being involved in the service learning project offers/offered me the opportunity to learn…
I plan/planned to gain these skills from being involved in the service learning project…
The community has/will be benefited by…
How can I do something better? In a different way?
How did my actions today help me reach toward my project goal?
How did I communicate today?
My work today helped a few, but the need I want to address in my community is so much bigger.
Do my actions really matter?
The person I met today at the project site needs help with so many things. How do I know that these people won’t be right back at the charity’s door again tomorrow? Do my actions help them get out of a cycle of need, or keep them there?
What kind of person do I want to be? Did I live out my values today?
What will my actions in the future be? 6-4m July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Seasons of Service and Special Events 2008 and 2009
Date Name Website for more information
2008-2009 Great American Bake Sale www.greatamericanbakesale.org
October 2009 (Month) Domestic Violence Awareness www.ncadv.org/takeaction/DomesticViolenceAwarenes Month sMonth_134.html
October 16, 2008 Lights On After School www.afterschoolalliance.org
October 12-18, 2008 Teen Read Week http://www.ala.org/ala/yalsa/teenreading/teenreading.cf m
October 17-19, 2008 Stand Up Against Poverty www.standagainstpoverty.org
October 19-25, 2008 National Character Counts www.charactercounts.org/ccweek/index.php Week
October 16, 2008 World Food Day www.fao.org/wfd/2006/index.asp?lang=en
October 12-18, 2008 Give Kids Good Schools Week www.givekidsgoodschools.org/
October 17, 2008 World Day to Overcome www.tapori.org/ Extreme Poverty
October 19-25, 2008 Kids Care Week www.kidscare.org/
October 25, 2008 Make a Difference Day www.makeadifferenceday.com
November 2008 National Runaway Prevention www.1800runaway.org/ (Month) Month
November 2008 American Indian Heritage Month (Month)
November 12, 2008 Illinois 14th Annual Service www.ServeandLearn.org Learning Conference
November 16-22, 2008 Geography Awareness Week www.nationalgeographic.com/geographyaction
November 2008 National Family Literacy Day www.famlit.org
November 2008 Empieza Contigo (It Starts With www.nclr.org/ You)
November 16-22, 2008 National Hunger and www.nationalhomeless.org/getinvolved/projects/awaren Homelessness Awareness ess/index.html Week
Page 1 of 4 Seasons of Service and Special Events 2008 and 2009
November 10-16, 2008 World Kindness Week www.actsofkindness.org
November 13, 2008 World Kindness Day www.actsofkindness.org
November 13, 2008 National Mix It Up Day www.tolerance.org/
November 10-14, 2008 Nat’ Young Readers' Day www.bookitprogram.com/teachers/nyrd.asp
November 15, 2008 America Recycles Day http://www.nrc-recycle.org/americarecycles.aspx
November 15, 2008 National Philanthropy Day www.nationalphilanthropyday.org/index.html
November 20, 2008 World's Largest Thanksgiving www.4allstars.org Dinner
November 22, 2008 Family Volunteer Day www.disney.go.com/disneyhand/familyvolunteers/
November 23-29, 2008 National Family Week www.nationalfamilyweek.org
December 1, 2008 World AIDS Day www.worldaidsday.org/default.asp
January (Month) National Mentoring Month www.mentoring.org/
January 19, 2009 Martin Luther King Jr. Day of www.mlkday.gov Service
January 26-30, 2009 No Name Calling Week www.nonamecallingweek.org
February (Month) National Black History Month www.asalh.org/
February 1, 2009 Souper Bowl of Caring www.souperbowl.org
February 4th-6th , 2009 No Child Left Behind www.thecenterweb.org Conference
February 9-15, 2009 Random Acts of Kindness Week www.actsofkindness.org/
March (Month) National Nutrition Month www.strength.org/
March (Month) National Women's History www.nwhp.org/ Month
March (Month) Red Cross Month www.redcross.org/index.html
March 2009 Newspapers in Education Week http://nieonline.com/
March 2009 Girl Scout Week www.girlscouts.org/
Page 2 of 4 Seasons of Service and Special Events 2008 and 2009
March 2009 Cesar Chavez Day of Service www.ServeandLearn.org and Learning www.chavezfoundation.org
March 1, 2009 International Children's Day of www.unicef.org/videoaudio/video_icdb.html Broadcasting
March 2, 2009 Read Across America Day www.nea.org/readacross/index.html
March 8, 2009 International Women's Day www.internationalwomensday.com/
March 16, 2009 Liberty Day www.libertyday.org
March 19th -21st , 2009 National Youth Leadership www.nylc.org Conference
March 22, 2009 World Water Day http://www.worldwaterday.net/
March 30 – April 5, Act! Speak! Build! Week www.habitat.org/ccyp/act_speak_build 2009
April (Month) Keep America Beautiful Month www.kab.org/
April 2009 National Day of Hope www.childhelpusa.org/
April 2009 National Library Week www.ala.org/
April 19-25, 2009 National Volunteer Week www.pointsoflight.org
April 7, 2009 World Health Day http://www.who.int/world-health-day/en/
April 17, 2009 Harry D. Jacobs Project Ignition http://www.hdjprojectignition.com/home.htm Great Lakes Summit
April 24-26, 2009 Nat’l / Global Youth Svc Day www.YSA.org, www.gysd.org
April 22, 2009 Earth Day www.earthday.net/
May (Month) National Foster Care Month www.fostercaremonth.org
May (Month) National Family Month www.familymonth.net/
May (Month) Nat’l Historic Preservation www.nationaltrust.org/ Month
May 2009 Be Kind to Animals Week www.americanhumane.org/site/PageServer May 2009 Walk the World Day www.fighthunger.org/
Page 3 of 4 Seasons of Service and Special Events 2008 and 2009
May 2, 2009 Join Hands Day www.joinhandsday.org/
June 2009 Nat’l Neighbor Works Week www.nw.org/network/home.asp
June 2009 World Environment Day www.unep.org/wed
July (Month) Recreation and Parks Month www.nrpa.org/
July 2009 Special Olympics Day www.specialolympics.org
August (Month) Pediatric Cancer Awareness http://mylion.org/ Month
August 2009 Community Build Day http://www.fsround.org/community/cbd.htm
August 3, 2009 National Kids Day www.kidsday.net/
September (Month) National Youth Court Month www.youthcourt.net/
September (Month) Corporate Month of Service www.handsonnetwork.org/home/
September 2009 Clean Up the World Weekend www.unep.org/
September 2009 Habitat for Humanity Int’l www.habitat.org/ Building on Faith Week
September 2009 Intercoastal Cleanup www.oceanconservancy.org/
September 2009 My Good Deed www.mygooddeed.org/
September 15 - October National Hispanic Heritage www.somosprimos.com/heritage.htm 15, 2009 Month
September 17, 2009 Constitution Day www.constitutioncenter.org/
September 21, 2009 National Neighborhood Day www.neighborhoodday.org/index_flash.asp
Page 4 of 4 Funding for Service Learning Projects
www.statefarmyab.com
A partnership of MADD and State Farm. www.pypm.org/grants
Lists several grant sources. www.ysa.org
National Service-Learning Clearinghouse www.sercicelearning.org
For more information about Learn and Serve America School Based K-12 programs, contact:
Charles Mohr Oklahoma State Department of Education 2500 N Lincoln Blvd, Ste 213 Oklahoma City, OK 73105-4599 Phone (405) 521-4795 Fax (405) 522-3519 [email protected]
6-4r July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Service Learning Documentation Alternative Education Program
Student______
Service Learning Project Service Learning Project Date Service Performed Date Service Performed
6-4s July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
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6-4t July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
REFERENCES
Conrad, D., & Hedin D. (1991). School-based community service: What we know from research and theory. Phi Delta Kappan 72(10), 743-749.
Conrad, D., & Hedin D. (1987). Youth service: A guidebook for developing and operating effective programs. Washington, DC: Independent Sector.
Duckenfield, M., Hamby, J.V., & Smink, J. (1990). Effective strategies for dropout prevention. Cremson, SC: The National Dropout Prevention Center.
Herr, E. (1991). Guidance and counseling: A shared responsibility. Alexandria, VA: National Association of College Admission Counselors.
Maryland Student Service Alliance. (1989a). Courage to care, the strength to serve: Reflections on community service. Annapolis, MD: CZM Press.
Montemayor, A.M. (1990). Valued youth partnerships: programs in caring. San Antonio, TX: Intercultural Development Research Association.
National Crime Prevention Council. (1988). Reaching out: School-based community service programs. Washington, DC: Author.
Peck, N., Law, A., & Mills, R.C. (1989). Dropout prevention: what we have learned. Ann Arbor, MI: ERIC Counseling and Personnel Services Clearinghouse.
Scales, P.C. (1991). A portrait of young adolescents in the 1900s. Carrboro, NC: Center for Early Adolescence.
6-5
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
WORK STUDY COMPONENT
Acquiring the Skill
The student will primarily focus on skills an employer seeks in a prospective employee. The student will identify his/her skills and relate those skills to specific jobs.
They will also include assessing the student’s interest. Each student will be administered a variety of instruments to compose a list of occupations that are of particular interest to the student (including the Oklahoma Career Search). The student will then research these occupations and narrow the list down to two or three choices. These choices will remain in the student’s file for future reference.
Address the following: Values Work Habits Attitude Personal Appearance Integrity Language (Verbal and Body)
The students will learn how to: 1. Compose a resume. 2. Complete an application. 3. Inquire about perspective jobs. 4. Perform in an interview. 5. Complete employment related forms (W-2, W-4). 6. Devise and maintain a budget. 7. Use job resources effectively.
Operational Hours: Under supervision/instruction of classroom teacher with assistance from job coach(es).
RESOURCES: 9 Work Keys Supplementary Materials: 9 Invest in the Future: Getting a Job and Keeping It 9 Pre-Employment Assessment Training Manual: Job Selection, Job Search, Job Success 9 Various resources from area vo-tech centers
Thanks to Rayma Macy and ASE, Norman Public Schools
6-6
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Directed Lesson: GETTING AND KEEPING A JOB
SOCIAL SKILLS Completing a Job Application
Establish the Need: The application and/or resume give the employer the first impression of what an applicant might be like on the job. Neatness, handwriting, grammar, punctuation, and spelling as well as the answers to specific questions are important.
Introduction: Teacher says, “Are you prepared to answer the following questions?” How do you assess your interest? How do you choose where to apply for a job? Do you qualify for the job? Would the job pay what you need to make for a living? Do you think you can get the job? Can you complete an application form and write a resume that details your interests and qualifications for specific jobs? (Distribute copies of the following Job Application and Resume forms to the students.)
Identify the Skill Component: Write the following skill components on the board or on sentence strips.
For the application form you need the following skill components:
Obtain application data (dates, addresses, names of former employers, etc.) Fill out the form completely using black ink. Check for correctness of data, neatness, handwriting, grammar, punctuation, and spelling. Keep application data available in your wallet/purse.
For the resume you need additional skill components as follows:
When sending a resume, always include a cover letter addressed to a specific individual, referring to any special qualifications you have for the job and asking for a personal interview. This is most important.
Remember: a resume is a brief description of you; its primary purpose is to sell a prospective employer on your abilities before he/she meets you.
6-7
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Employment Application Applicant Information
Full Name: Date: Last First M.I. Address: Street Address Apartment/Unit #
City State ZIP Code Phone: ( ) E-mail Address:
Date Available: Social Security No.: Desired Salary: $
Position Applied for: YES NO YES NO Are you a citizen of the United States? If no, are you authorized to work in the U.S.? YES NO Have you ever worked for this company? If so, when? YES NO Have you ever been convicted of a felony?
If yes, explain:
Education
High School: Address: YES NO From: To: Did you graduate? Degree:
College: Address: YES NO From: To: Did you graduate? Degree:
Other: Address: YES NO From: To: Did you graduate? Degree:
References Please list three professional references.
Full Name: Relationship:
Company: Phone: ( )
Address:
Full Name: Relationship:
Company: Phone: ( )
Address:
6-8
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Full Name: Relationship:
Company: Phone: ( )
Address:
Previous Employment
Company: Phone: ( )
Address: Supervisor:
Job Title: Starting Salary: $ Ending Salary: $
Responsibilities:
From: To: Reason for Leaving: YES NO May we contact your previous supervisor for a reference?
Company: Phone: ( )
Address: Supervisor:
Job Title: Starting Salary: $ Ending Salary: $
Responsibilities:
From: To: Reason for Leaving: YES NO May we contact your previous supervisor for a reference?
Company: Phone: ( )
Address: Supervisor:
Job Title: Starting Salary: $ Ending Salary: $
Responsibilities:
From: To: Reason for Leaving: YES NO May we contact your previous supervisor for a reference?
6-9
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Military Service
Branch: From: To:
Rank at Discharge: Type of Discharge:
If other than honorable, explain:
Disclaimer and Signature
I certify that my answers are true and complete to the best of my knowledge. If this application leads to employment, I understand that false or misleading information in my application or interview may result in my release.
Signature: Date:
6-10
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
GETTING AND KEEPING A JOB
SOCIAL SKILLS - How to Conduct Yourself during a Job Interview
Behavior Objective: Students will learn to prepare thoroughly for a job interview through self-assessment and simulation techniques.
Establish the Need: Everyone should learn to prepare for a job interview by acquiring the skills needed. Especially, one should know ahead of the interview what qualifications the job requires. Only select job interview that interest you and where there is a potential for growth.
Introduction: The teacher explains that a self-analysis is important in making career decisions, which can result in successful work experience. Before you go to an interview, decide which skills you have to offer the employer in the job for which you are being interviewed. The teacher might ask the student to suggest words to describe characteristics the student needs for a successful job interview. The teacher might ask for positive as well as negative attributes.
Identity Skill Components: Write the following skill component on the board or on sentence strips.
Bring your resume. Be prepared to fill out an application. Be on time (better, 10 minutes early). Dress correctly for the interview (role play). Be courteous and sit quietly. Be enthusiastic when you express what you like. Keep your hands still. Look at the interviewer. Listen carefully and attentively. Prepare, in advance, for each particular interview. Know the tasks to be performed in the job for which you are applying. Answer questions carefully, specifically, honestly, concisely, and to the point. Address the job duties as you see them. Explain your interest in this particular job by explaining your strong points. Explain why you especially like this job.
6-11
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
GETTING AND KEEPING A JOB - SOCIAL SKILL - How to Keep a Job
Behavioral Objective: The students will understand that it is not only important to listen to the supervisor and follow his/her directions, but also, if properly done, to suggest alternative procedures for getting work done. They will also learn that it is essential to make friends with co-workers in their own group and other groups. They should assist each other, act cooperatively and in a friendly manner, and project a neat and clean appearance.
Establish the Need: Students have to know that to keep a job, they have to be reliable and responsible. They have to be friendly and helpful. They have the right to ask questions and get answers but should not waste time fooling around or pretending to look for solutions to complete their given task. Every task successfully completed will give recognition to the entire group.
Introductions: Accept only a job offer you can learn to handle. The teacher will ask the following thought-provoking questions.
What made you accept the job? Did you know you could do it or did you believe you could manage to “get by?” Are you adaptable to change? Are you flexible? Do you get bored with a repetitive job? Do you like to learn new things? Do you like to work alone or a good with a team? What is your job goal in the years ahead? Are you a good communicator?
Identify Skills Components: Write the following skill components on the board or on sentence strips.
Learn about the business. Listen to your boss and peers. Listen and follow directions. Help others and be friendly. Check the information before you act. Think, act, and learn to reason. Keep everybody well informed. Plan, organize, and prioritize.
6-12
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
GETTING AND KEEPING A JOB SOCIAL SKILL - How to Become a Supervisor
Behavioral Objective: Students will understand that in order to advance to the position of supervisor, even on a middle-management scale, he/she must have worked long enough to have gained familiarity with each operation and function. In addition to such hands-on experience, the student must have acquired administrative skills which he/she must have used for some time.
Establish the Need: Each operation needs direction and, when others are employed, they need supervision. To be a successful as a supervisor, the student must work with the team and establish a position of recognition through knowledge of all functions performed by the team and must serve as the leader with ability to make decisions. Supervisory positions call for carefully thought-out solutions that are operationally effective, cost effective, profitable, and competitive in the public market. Leadership had to be earned by treating all members of the team with courtesy and respect.
Introduction: In all jobs, it is most important to learn how to think, to reason, and—only then—to discuss the pros and cons of how to proceed with the task. The supervisor, being the leader, after listening carefully to everyone’s suggestions and weighing all the consequences including cost, time, and the details of uncertainties, has to make the final decision. This is true for any task. It can be a most complicated, technical, numerical, or legal task as well as a new venture, a new marketing scheme, or even a simple job of how to successfully supervise waiters, clerks, etc.
Identify the Skills Components: Write the following skill components on the board or on sentence strips.
Allocate time, money, materials, space, and staff. Have workplace “know-how.” Work with your team and use other teams to assist. Teach and lead others. Serve customers in a friendly manner. Learn to negotiate. Work well with all people of different cultures and gender. Acquire information and use it to process data. Know file management.
6-13
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Independent Use: Teacher asks the entire class to critique the different tasks of the various teams and grade the supervisors, the teams, and the individual team workers for their contributions. Each student should also grade the value of each task and note which tasks have been handled by using the skill components.
Continuation: It is necessary to see a task through to completion, but the students must keep in mind that the product must be marketable, profitable, and cost effective.
6-14
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Work Study Cooperative Education Trainee Evaluation
COMPANY NAME:
STUDENT NAME: Directions: Please mark each of the main grading areas. If Fair or Poor is marked please indicate why in the area provided for Comments and Questions.
Excellent Good Satisfactory Fair Poor
1. APPEARANCE
2. ATTITUDE
3. COMMUNICATION
4. DEPENDABILITY
5. RESPONSIBILITY
6. HUMAN RELATIONS
7. JOB RELATIONS
8. WORKMANSHIP
9. INITIATIVE
10. PROGRESS
Days Absent Is the job of the trainee in jeopardy?
Comments and Questions:
Date: Employer’s Signature
6-15
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
STUDENT EVALUATION
NAME DATE
Work Site
1. Do you come to work on time? 2. Do you work 10 hours each week? 3. Do you feel that your work is satisfactory? If not list things to improve?
4. Do you feel your dress and appearance is satisfactory? 5. Do you complete the job in a reasonable amount of time? 6. Do you complete the job correctly? 7. Do you make good use of time while on the job working? 8. Do you ask questions if not sure of how a job is to be done? 9. Are you polite to the customers and co-workers? 10. Do you feel that you need to meet with the director/job coach to discuss your work?
Signature of Owner or Manager
Signature of Job Coach/Director
6-16
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
GETTING AND KEEPING A JOB
SOCIAL SKILL - Code of Job Ethics – Part of Job Skills
Behavioral Objective: Students will learn that teamwork—working together—and making decisions are the most important job skills. The Code of Ethics for working successfully together requires working in harmony with both men and women from diverse cultural and economic backgrounds. Young people have to acquire the skills for judging and dealing fairly with others. These skills should be made as much a part of their education as the skills of reading and writing.
Establish the Need: Students must know that as far as the job is concerned they should treat everyone as equals. Legal and ethical means should be used to achieve legal and ethical ends. In all jobs, it is most important to treat everyone as you would want to be treated; i.e., politely, courteously, and in a friendly manner.
Introduction: People should be motivated to perform well the jobs they are given to do. On occasion, people may not do what is wanted. They are individuals and thus have different feelings; however, you must make yourself understood by them. The dignity of each individual should be respected. By patiently explaining to an individual why a job should be done at a certain time, in sequence, and in the manner you request, he/she might come to understand and cooperate.
Identify the Skills Components: Write the following skill components on the board or on sentence strips.
Set an example of what you expect from others. Treat all equally, according to their qualifications. Emphasize the future rather than the past. Deal with causes and not with symptoms. Learn from mistakes. Do not pass the buck. Consider difficult and easy results. Assure that everyone involved benefits. Maximize an employee’s potential. Praise achievements. Promote good human relations. Create trust and confidence in a diverse group.
6-17
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Practice: Describe two workers out of the role play who could not be treated equally because of differences in know-how, behavior, speech, qualifications, dress code, aptitude, interest, and reliability, etc.
Independent Use: Students will look at their friends to find out if they are treated equally for equal performance. If they are not treated equally, they will determine the actual reasons for unequal treatment.
Continuation: The teacher will point out that one’s judgment of what is fair treatment will be more reliable when one applies the skill components in all job and work situations.
TRAINING AGREEMENT FOR CAREER EXPLORATION AND WORK EXPERIENCE PROGRAM Training Agreement Plan
Student Name: ______Birthday:______Age:_____
Student’s Address: ______SSN:
______Home Phone: ______
School District Name: ______School Phone: ______
School District Training Teacher-Coordinator Name:
______
Employer/Training Site Name:______
Address: ______
Training Supervisor Name & Position:______
Average number of hours of employment: per day ______per week ______
Student’s Transition Goal:
______
______
6-18
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
RESPONSIBILITIES
The STUDENT/TRAINEE agrees to:
1. Be regular in attendance, both in school and on the job.
2. Perform required tasks as described in the job description to the best of his/her ability.
3. Show honesty, punctuality, courtesy, a cooperative attitude, proper health and grooming habits, appropriate dress, and a willingness to learn.
4. Conform to the rules and regulations of the training site and school.
5. Furnish the teacher-coordinator with necessary information about the training program and how to promptly complete all necessary reports.
6. Consult with the employer and the teacher-coordinator about any difficulties arising at the training site or related to the training program.
7. Confer with the employer and the teacher-coordinator before terminating training or accepting employment at another business.
8. Be subject to discharge at any time because of inefficiency or dishonesty or because of conditions within the industry or firm upon notification of the teacher- coordinator.
6-19
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
COMMUNITY JOB TRAINING AGREEMENT
Student’s Name______D.O.B. ______SS# ______School ______Job Site ______Date Start ______Job Supervisor ______Hours Per Week______
Goals: 1. Students are expected to be punctual, honest, cooperative, and willing to learn. 2. It student is absent or misses work for any reason; he or she is expected to call the place of employment. 3. If student is having any difficulty at the job, he or she is expected to discuss these problems with the job training coordinator. 4. Students will comply with all rules, regulations, and procedures designated by place of employment. 5. Student will comply with all school regulations while participating in the job training program. 6. Students will return all required forms and/or assignments when due. 7. Students are NOT to ask employer to hire him/her.
School Responsibilities: 1. The job training coordinator will contact places of employment to secure training sites for students. 2. Weekly evaluations will be obtained from job supervisors and results will be shared with students. 3. Whenever appropriate, school coordinator will place students in a variety of jobs during the school year. 4. The school district will provide transportation to jobs. 5. If a student is having problem on a job, the coordinator will communicate with the student and employer in order to remedy the problem. 6. School coordinator will adhere to the Fair Labor Standard Act (FLSA) criteria to insure that students receive adequate training, which will benefit him/her. The coordinator will also adhere to non-discrimination practices regarding race, color, natural origin, or disability. 7. The school coordinator will make certain that insurance coverage is in place for the student.
6-20
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Employer Responsibility: 1. Employer will provide information to the student and coordinator regarding duties, procedures, and regulations pertaining to placement. 2. Employer will help student learn new skills and will encourage positive work behaviors and attitudes. 3. If employer feels that the student is having problems on the job, he/she will discuss the matter with the school coordinator immediately. 4. If employer feels that a student has learned everything about a particular job or does the job at 100% capacity, it is that employer’s responsibility to change or add to the job; or to discuss with the coordinator a change of placement or paid employment during non-school hours. 5. Employers will adhere to the FLSA criteria to insure that students receive adequate training that will be beneficial to the student and to adhere to non-discrimination practices regarding race, color, natural origin, or disability.
Parent Responsibility: 1. Parents will encourage students to effectively carry out his/her responsibilities. 2. If a parent feels the need contact the student or supervisor at the training site, he/she will first notify the job training coordinator at school. 3. Parents will attend necessary planning meetings.
PLEASE SIGN BELOW AND RETURN FORM TO COORDINATOR. YOU WILL RECEIVE A COPY AFTER ALL SIGNATURES ARE OBTAINED.
I understand the purpose and expectations of this program and I will do my very best to carry out my responsibilities.
Student ______
Parent/Guardian ______
Coordinator ______
Employer ______
6-21
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Grading:
If hired during non-school hours to the job for which he/she is doing job-training, the student will receive an automatic ‘A’ for the grading period, and will be transferred to another job for training.
All other grades are based on employers’ evaluations according to the following procedures:
EXCELENT = 4
GOOD = 3
FAIR = 2
POOR = 1
The averages could correspond to grades in the following way:
3.5 to 4.0 = A
2.9 to 3.4 = B
2.3 to 2.8 = C
1.7 to 2.2 = D
Below 1.7 = F
The PARENT(S) of the student, realizing the importance of the training program to the student, agree to:
1. Encourage the student to effectively carry out his duties and responsibilities. 2. Attend necessary planning meetings. 3. Assist the student in gathering the required birth certificate or social security card if the student enters into an employee/employer relationship.
6-22
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
The EMPLOYER/TRAINING SUPERVISOR, recognizing that a training plan is being followed and that close supervision of the students will be needed, agrees to:
Assist in the development of a task outline or job description.
Provide work experiences for the student as outlined in the job description and agreed upon by the school coordinator and employer/supervisor.
Provide the student’s work activity under the supervision of an experienced and qualified person. The work will be performed under safe and hazard-free conditions.
Adhere to the Fair Labor Standard Act (FLSA) Criteria to insure that students are not employees within the meaning of the act.
Provide training that, even though it includes actual operation at the facilities of the employer, is similar to that which would be given in a vocational school.
Provide training that is for the benefit of the student.
Provide training in which student does not displace regular employees, but works under their close observation.
Derives no immediate advantages from the activities of the student and on occasion, the employer’s operation may actually be impeded.
Understand that the student is not necessarily entitled to a job at the end of the training period; and, the employer and the student understand that the students are not entitled to wages for the time spent in training.
Assist in the evaluation of the student and provide written documentation to the school coordinator.
Provide time for consultation with the teacher-coordinator concerning the students and to discuss difficulties the student may have.
6-23
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Snag a Summer Job!
Time to help your students start thinking about what they are going to do all summer…
One of the things this website points out is how to help your students have realistic summer job expectations… So a student wants to be an ‘investment banker’ = Learning the ropes of how to make change as a cashier is a good place to start Or a student wants to be a ‘designer to the stars’ = Being a stockperson in an arts & crafts retail store gives insight to all the creative possibilities
Your students can check out jobs available in your area… Just put in the name of your town or your zip code
This website is great for planning beyond the summer job: There is a wage calculator… A cost of living calculator… A job assessor for that dream job… And a whole lot more…
This website really is too much fun!
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July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Another Outstanding Resource for Locating Jobs in Oklahoma
http://www.oesc.state.ok.us/jobseeker.shtm
Just look at all the resources this site offers!
It even has an online resume builder… 1. Type the above link in your browser (and you’ll see the menu below). 2. Then click on the 1st item on the menu (Search for jobs online with Oklahoma JobLink). 3. Click on Create a Job Seeker Account (Have students create their own). 4. The site will walk your students through building their own on‐line resume.
Home >> Job Seeker
Welcome to the Job Seeker Resource Page
Search for jobs online with Oklahoma JobLink
Hot job opportunities / job fairs
Job Search Workshops
Apply for Unemployment Insurance benefits
Explore career resources (resume tips, career planning and other resources)
Find information about job trends, wages and other job market data
Find assistance for veterans
Find out about workers rights
Find out about programs for individuals with disabilities?
Locate training or education opportunities
Identify community resources (housing, child care and other support services)
Forms and publications
Look through helpful links
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July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Intake Interview Questions
Student ______Date______
Age ______Grade ______Credits ______
1. What type of problems have you had in school?
2. What trends can be identified on the transcript?
3. What type of teachers do you prefer?
4. What extent had D/A affected your school?
5. Are you currently using any drugs?
6. What type of counseling have you had over the years?
7. Would you be willing to use our counseling system,
8. Have you had any dealings with Juvenile Justice Bureau?
9. What is your family structure?
10. Will a contract system work for you?
11. What are you going to do to get things turned around for you?
12. What are your plans after High School?
13. Q & A
7-1
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
PUTNAM CITY SCHOOLS MIDDLE SCHOOL ALTERNATIVE EDUCATION SCORING FORM
First Date to attend Alt Ed: ______Student’s Name: ______
AltPOINT Ed Teacher: ASSIGNMENT ______School: (11 responses required): CMS HMS KCMS MMS WOMS
Low social-economic Y=1 pt, N=0 pts
OJA Y=1 pt, N=0 pt Transiency 2 = 1 pt, 3 = 2 pts, 4+ = 3 pts
Retained 1=1 pt, 2=2 pts, 3=3 pts Personal Trauma Y = 3 pts, N = 0 pts
GPA 0-0.9-4 pts, 1.0-2.0=3 pts, 2.1-2.9=2 pts, Classes failed 1 = 1 pt, 2 = 2 pts, 3+ = 3 pts 3.0-4.0=0 pts (# of classes student received an “F”)
Absences 0-9 = 0 pts, 9-13 = 1 pt, 14-18 = 2 pts, Home Suspension 1-3 = 1 pt, 4+ = 2 pts 19-25 = 3 pts 26+ = 4 pts
In-school suspension/ISR/Saturday School – More that 5=1 pts
CRT Test Scores. One unsatisfactory or limited knowledge =1 pt, two or more unsatisfactory or limited knowledge = 2 pts
TOTAL POINTS______
Total Time in Alternative Education: ______hours______minutes
Total Time in Electives: ______hours ______minutes
Total Time In Regular Core Classes: ______hours ______minutes (This option is to be used only as a transition of you feel they are prepared to reenter regular education.
PLEASE ATTACH: A copy of the TOAP scores. (Be sure to use Standard Scores for Reading Comprehension, Math and Spelling) Information from last full semester attended: Report Card, Discipline Incident Form (DISO1), and Daily Attendance Report (ATP 13)
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
PUTNAM CITY SCHOOLS MIDDLE SCHOOL ALTERNATIVE EDUCATION IN-TAKE AND SCREENING FORM
Current Date: ______Student’s Name: ______
Sex: M F Grade: 6 7 8 Birthdate: ______Age: ______
Ethnicity: Caucasian, African American, Hispanic, Multi-racial, Native American, Other: ______
Low Socio-economic: Yes or No Transiency: _____ OJA: Yes or No (# Of schools attended in the past 3 years)
Personal Crisis or Trauma: Pregnancy, drug/alcohol, physical abuse, suicide attempt, Other:
Has student been retained? Yes or No If yes, more than once? Yes or No
Was the student on homebound or on shortened days the most recent completed semester? Yes or No
How many absences did the student have in the last full semester attended?______
How many days of ISS/ISR did this student serve in the most recent completed semester?______
How many days did this student serve in the most recent completed semester?______
How many days did this student serve in Saturday School?______
How many days was this student suspended from school in the most recent completed semester?______
Did this student score limited knowledge or unsatisfactory on their most recent Reading test? Yes or No Did this student score limited knowledge or unsatisfactory on their most recent Writing test? Yes or No Did this student score limited knowledge or unsatisfactory on their most recent Math test? Yes or No
Is this student currently on an IEP? Yes or No REASON FOR REFERRAL—Circle the ONE most significant reason for the referral: 1= Excessive Absences, 2=Academic Deficiencies, 3=Behavior Difficulties, 4=Pregnant/Parenting, 5=Emotional/School Adjustment, 6=Recovered Dropout, 7=Juvenile Justice Referral, 8=Other
Please attach a copy of the following: • most recent and the previous semester’s report card • discipline report for the most recent completed semester (Form DIS01) • attendance report for the most recent completed semester (Form ATP 13)
Name of Person Making Referral:______Title: Teacher, Counselor, Parent 7-3
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Middle School Plan for Success
______GRADE GOALS
SCHOOL/SERVICE ORGANIZATIONS OFFICES HELD
CAREERS EXPLORED
CAREER EDUCATION NEEDED
MOST SIGNIFICANT ACCOMPLISHMENTS AWARDS/HONORS RECEIVED
HELP NEEDED IN THE FOLLOWING AREAS:
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
PUTNAM CITY SCHOOLS MIDDLE SCHOOL ALTERNATIVE EDUCATION EXIT FORM
Student’s Name______
Start Date in alt ed for this school year:______Exit Date:______
Total number of school days enrolled in alt ed this year:______
School: CMS, HMS, KCMS, MMS, WOMS Teacher:______
Was a success or promotion plan completed for this student (if yes, please attach)? Y or N
Reason for Exit: Continuing in program next year, Promoted from middle school, Returned to traditional classes, Moved, Referred to another program, Dropped Out, Suspended, Other:
If moved, which district requested records? If you don’t enter a district, they will be considered a dropout!
If referred to another program specify what type of program: Special Ed, PC Night Program, Other:______
How many hours/sessions did the student participate in the following?
Mentor Hours: Tutoring Sessions: Community Service Hours: Computer Assisted Lessons:
Were any home visits made to this student’s home while they were in alternative education? Yes No If so, how many?
Please attach the following items:
Attendance Report (Form ATP13)
Current Report Card plus list the grades for the core subjects while enrolled in your class
English Math Science Social Studies
Discipline Report (Form DIS01)
Most recent TOAP scores—Required only if the student has been enrolled in alt. ed. a minimum of 4 months. Please send a copy of the front page—be sure to include standard scores.)
Comments: (Use this area to say anything that you think would help OTAC better understand any unique circumstances regarding the student. An example might be “home-schooled for 2 years”.)
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Supportive Environment
Supporting middle school students in need of help increases their social and academic success. Providing a supportive environment means preventing a fight, helping a student get out of a gang, giving him or her an outlet to vent about family problems, or creating an environment that fosters a smile in a depressed teen. All of these social and personal issues affect a student’s ability to perform successfully in school.
A key to a supportive environment is to provide multiple opportunities for student success on daily basis, which helps to increase self-esteem. A sense of unity is created through community-building activities as well as positive reinforcement and encouragement of good decision making in all areas, including academics, behavior, effort, and relations with peers, staff members and families. Here are some strategies to help you do this:
Make Student Achievement Visible to All Make a Wall of Fame the first thing that is visible to all who enter the building. Display student names for achievements: perfect monthly attendance, honor roll, student of the week and positivity winners.
Provide recognition through Positivity Points. Students are rated by staff throughout the day based on their behavior. A student may earn a positive, negative or neutral rating. Positivity ratings raise the expectations of appropriate conduct and effort to a higher level of kindness, generosity, willingness and forgiveness. Because students are not competing against each other, all students eventually win. Example: Each day, read aloud the number of each student’s positivity points from the day before. The disclosure of the points should be met with applause – the more positives, the louder the applause. All students who earn 45 positivity points win a prize. Extended idea: For each positivity point received by each student, a penny is dropped into a bottle labeled ”Positive Pennies.” At the end of the school year, donate the jar of pennies to the students’ charity of choice.
Goal Books, Reflection Logs and Appreciation Journals Have students begin each day identifying two goals for their day and developing strategies to achieve them. Have students end each day reflecting - if they have achieved a goal, they write down how they did it. Have students identify one thing they are grateful for that day in their appreciation journals. Making an effort to find the positive and look for what is right in the day helps students persevere when times are hard. Every day is seen as a fresh, new start for each student; every class period a new opportunity for success.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Mood Cards Every morning, everyday, at the beginning of class, have students AND staff put out mood cards on the top of their desks to tell others how they are feeling. The green card tells everyone you’re okay; the yellow card tells everyone you’re not sure how you feel; the pink card tells everyone you are frustrated. The three cards give a heads up & a staff person can sit down and talk to someone who might be frustrated or not sure how they feel.
Provide Opportunities for Personal Reflection Before the school day begins, students complete a “What’s Up?” chart that identifies how they are feeling on a scale of 1-10 (see example). This helps staff prevent behavioral problems and gives students an opportunity to ask to speak with a staff person if they need to talk. Putting their feelings and needs on paper is sometimes easier for students. Identifying problems at home or from the streets helps staff be proactive. Students soon learn that staff members care. Keep in mind: Even if a student says, no, they don’t want to talk to anyone about how they feel, a counselor or staff person should check with them during the day to see how they are doing.
“What is Said in Group, Stays in Group” That’s the main rule for group sessions – respecting other people’s privacy and space. (Unless there is a safety issue that needs to be addressed.)
Mood check in Group Mood check is when you toss a stress ball to someone and they rate their mood between 1 (being the lowest) and 10 (being the highest). Along with the number, have the students tell why they are that number.
Take 5 Space The Take 5 Space is usually in the back of each classroom. It is a small space with walls all around where a student can go to relax if they are feeling frustrated in class. It does not necessarily mean just 5 minutes – students can take as long as they need to as long as they stay quiet. It is not a punishment place – but you can ask a student to go there if they are being too disruptive or goofy in class.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
What’s Up? Signal Chart
Part I This is how I feel today (circle the appropriate number):
10 9 8 7 6 5 4 3 2 1 Just A normal, Down in Wonderful average day the dumps
Part II (optional) More specifically, I feel…
Part III (check one):
_____Yes, I do want to talk to a staff person about how I feel
_____No, I do not want to talk to a staff person about how I feel
Name______
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Respect & Responsibility
Have students calculate the merits (positivity points) they have earned each day. Have students help design rewards and restrictions for each level, which gives them more ownership over the system.
A “human dignity policy” assures youth that insulting, degrading, or stereotyping others will not be tolerated. This policy creates a safe environment for all. Have students take the “human dignity challenge” by tracing and hanging a copy of their hand on the wall. Students who do not volunteer to take this challenge are still held accountable but are less likely to be positive leaders in their peer group.
Set up standards and consequences utilizing progressive disciplining. Strategies can range from creative classroom consequences for lesser offenses, to level drops, contracts, mediations, and suspensions for greater ones. Review the standards and consequences with the students several times during the year so they will always know what to expect.
The Wall of Wisdom is a place where quotes and sayings are posted to encourage and guide middle school students to make better decisions. When a student is asked to leave class for an offense, have them spend time where the Wall of Wisdom is displayed.
Have students complete an incident report to voice their perspective of what happened and why. Have a staff person process each incident with the student to discuss not only how and why the situation occurred, but also how it could have been handled differently and possibly been prevented.
Chores Give your students responsibilities in the class and throughout the school: Helping set up lunch; helping clean up lunch; leading a community meeting; watering plants; passing out papers, etc.
Exploring Careers NOW Start talking about, researching and exploring career interests NOW. Find out what they like to do; what skills they are going to need’ how they will get those skills.
Exit Slips Exit slips are small pieces of paper on which students share – usually in 5 minutes or less – what they learned from the day’s classroom lesson. Exit slips provide students with an opportunity to take stock of their learning, and let teachers now whether students “got it” or if re-teaching or reinforcement is necessary. 7-9
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Involve Students in the Community This will provide a place for students to display their talents and feel good about themselves, showing that there are different forums in which to succeed.
Set up a monthly “project give-back” to provide a voluntary, after-school community service for students exhibiting good behaviors. Let the students design the community service project each month. Ideas: food and clothing drives, recreational activities for children who are mentally challenged, assistance at a veterans’ shelter or a home for the elderly.
Set up weekly community meetings for staff and students to voice concerns together, plan activities, solve problems and give program updates. Teach students how to use this forum to practice their constructive and positive voice. Make it a forum for the student’s suggestions and emphasize listening to and respecting the opinions of others and encourage participation in an orderly fashion.
Involve parents to help students become more vested. Schedule open houses at a convenient time; provide free transportation; a hot meal and door prizes. Set up bimonthly parent groups on topics such as substance abuse, gang involvement and adolescent development. Make home visits to keep families informed and to resolve conflicts with students after school.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Tried & True Ideas for Middle School Alternative Education Classrooms
A Great Way to Introduce a Mathematics Lesson You know those surveys you take to learn about your students – here’s a twist: Create an informal survey polling your students’ interests, i.e., favorite subjects, favorite hobbies, number of family members, cultural background, etc. Collect responses and use findings to create a frequency distribution leading to percentages, etc. Show students the similarities and celebrate the differences. It's a great way to get to know your students and share the knowledge with the whole class.
Helping Students Understand the Purpose of Discussion The first round is really a training session so go slowly and model and review all procedures. Students will need some guidance about what you expect from their literature circle conversations. • Brainstorming to launch discussions: After students have read several chapters of the whole- class novel, prepare for discussion with a short brainstorming session. Ask the class, “What are some things in these first chapters that you could talk about fruitfully in your groups?” Record their ideas on the board for students to refer to during the discussion. • Fishbowl: Students also need to see and hear examples of discussion in order to begin to understand what to do. Ask the fifth grade teachers for names of students they think are especially good at discussing literature. Then ask five of those students in each reading class to come the following day prepared to discuss The Song of the Trees. In "fish bowl" style these five students sit in the front of the classroom and carry on a discussion about the book while everyone else listens and observes. • Discussion Model: When the discussion is over, students identify what happened that contributed to a good discussion. These items are recorded on a poster, displayed in the classroom and become the model of strategies for a good discussion.
Punching In Acquire a time clock. Locate it near the teacher’s mailboxes. Have students punch in every day. If they don’t punch in, they must stay after school for 10 minutes.
DEAR Drop Everything And Relax. Do this everyday during the first period for about 5 minutes. Encourage deep breathing and relaxing their bodies. Students can put their heads down on their desks. Provide training in yoga.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Fairy Tales Most students are familiar with fairy tales. Have students listen to and read fairy tales, focusing on comprehension and analytical skills; analyze the fairy tales for common elements and genre characteristics.
The Binder System Whatever binder organizational system you set up, remember to do three things. 1) One day a week do a binder check to keep your middle school students on track. 2) Do a gravity check at the same time to check for loose papers that need to be put back in place. 3) Give a score on keeping an organized binder.
Cooperative Rules Learning Using the cooperative method to share the rules of a physical activity: y Give each student a copy of the rules you would like them to learn. y Divide students into groups of 3-5 depending on the size of the class. y Each group is assigned a certain number of the rules. y Groups are given 10-15 minutes to cooperatively work together in preparation to explain and demonstrate their assigned rules to the rest of the class. y The teacher circulates from group to group to answer any questions and to aid in each groups preparation. y Each group then explains and/or demonstrates their assigned rules to the rest of the class.
Hallway Behavior Ratings Help students display appropriate behavior in the halls by explaining that hallway behavior sets the tone for their upcoming class. Ask what positive hallway behaviors help students be ready to learn in class. Ask what negative hallway behaviors do they find annoying. Have students write: yhallway behaviors that are appropriate yhallway behaviors help them be prepared for class yhallway behaviors help them be on time to class Have students rate themselves between 1-10: yhow punctual they are to class yhow prepared they are in class yon their behavior in the hallway Review how positive hallway behavior can help students be more prepared and on time to class.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Student Designed Homework A unique way to add interest to homework assignments and get parents involved. Whether it is cooking, shopping, or going on a trip, once per month have students design their own assignments and report to the group about their activities. This technique promotes creativity and teaches responsibility. Established a few guidelines: y At least one piece of paper must accompany each assignment. Require student to write a statement that described what they did and what they learned by doing it. y A parental signature also must be turned in with each assignment. y Each time a student brings in a completed once-a-month homework assignment, he or she shares it with the whole class.
Learning Style Inventory Begin your program with a learning style inventory. This inventory is a snapshot of each student’s learning strengths and challenges. Use this information to help create lesson and unit plans and account for the varied learning styles in the group. Develop plans that require students to take notes from overheads (for visual learners) read aloud (for auditory learners) and play review charades (for kinesthetic learners.)
Reinforce Study Skills/Homework Labs Set aside a structured 40-minute homework lab so that students can complete assignments. Students receive assignments and are able to ask questions, review material and get the support often needed to complete their work.
Basic Study Skills A basic skills class once a week would help students review fundamental academic areas and enhance their study habits. Topics could certainly include: following directions, time management, taking notes, drawing conclusions, using binders, and learning PowerPoint. Students might begin to re-envision the classroom as a space of personal power rather than personal defeat. You might want to invite someone from a nearby college or university’s academic support center to provide this info…
Hands On and Interdisciplinary Projects Each quarter have students participate in an interdisciplinary, hands-on learning project. The interdisciplinary nature of the project helps students understand how things are connected and pushes them into higher-order thinking such as analyzing, comparing, contrasting, and synthesizing. AND – students are able to connect their learning with their own lives, which makes their learning real to them. Here’s an example: Reading, adapting and performing the Shakespeare play Macbeth using a variety of tools. 7-13
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Habits of Mind
1. How is what you are learning connected to other things?
2. How else can what you are learning be used. . .what if?
3. What difference does what you are learning make to you, your community, or the world?
4. Whose point of view is the information coming from?
5. How do we know what we know-what’s the evidence?
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Macbeth Visited by supernatural beings Victorious in battle F Foul: Attacks someone
Crowned king Defeated in battle . Appears in scene
X Ejected from game: Dies M Goes mad “ Famous quote
Characters, in order of appearance Act 1 2 3 4 5 Scene 1 2 3 4 5 6 7 1 2 3 4 1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7 8 9 1 Witches 2 Duncan, King of Scotland 3 Malcolm, son of Duncan 4 Lenox, a Scottish lord 5 Rosse, a Scottish lord 6 Donalbain, son of Duncan 7 Macbeth, a Scottish general 8 Banquo,a Scottish general 9 Lady Macbeth 10 Fleance, son Banquo 11 Porter 12 Macduff, a Scottish lord 13 Murderers 14 Lady Macduff 15 Siward, Earl of Northumberland 7-15
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Screening for Alt Ed Check all statements that fit you and write any comments you would like.
_____I’m bored with school.
______
_____I don’t have any friends.
______
_____I have a negative attitude about school.
______
_____Math is difficult for me.
______
_____I have personal or family issues.
______
_____I don’t fit in.
______
_____Drugs or alcohol.
______
_____I got in trouble with the law.
______
_____I don’t like school or I’m not interested in school.
______
_____I have a hard time reading.
______
_____I’ve been absent a lot.
______
_____My behavior – I get in trouble a lot.
______How committed are you to finishing school?
Not very 1 2 3 4 5 6 7 8 9 10 Very committed
Name______Date______
7-16 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Middle-Level Subject-Related Project Ideas (6-9)
Mathematics students could go through a fairly intensive training session to act as tutors for fourth grade students to help them learn multiplication.
Mathematics students could develop five learning stations to help second grade students learn math concepts. These students could then assist the second grade students as they progress through the stations and provide assistance as needed after the stations were completed.
As part of a health unit a group of students could establish a STAND group (Students Taking A New Direction) to help fellow students get up to date and accurate information on drug and alcohol use.
To better understand an astronomy unit, students could teach the unit to upper elementary students that are studying both the constellations and language arts.
Physical education students could extend their fitness instruction by having their parent(s) or neighbor(s) participate in an appropriate fitness activity which the students design and explain to the willing participant.
7-17 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Identifying and Serving English Language Learners
As in other states, the Hispanic/Latino population is Oklahoma’s fastest growing minority population. This is particularly evident in western Oklahoma and in our larger cities. Instructors and administrators in alternative education programs need to understand how to identify and serve English Language Learners (ELL). This section of the Field Guide to Alternative Education will provide a starting point for these efforts.
Identification The following information was taken from a State Department of Education Title III workshop.
Any student identified as ELL must have all of the following: 1. A Home Language Survey identifying the student as bilingual 2. A record of assessment of English language proficiency from the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLS’s), and score below level 6. 3. A score showing limited proficiency in one or all four domains of the English language, which includes listening, speaking, reading, and writing.
After identified:
9 All K-12 ELL must be assessed annually. 9 All school districts must use the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLS’s). 9 Administer language assessments to returning students once a year, in the spring. 9 Administer newcomers: Within two weeks of enrolling in school administer the ACCESS for ELL’s and World-Class Instructional Design. 9 All ELL students will be administered the state mandated Oklahoma Core Curriculum Tests.
For further questions on state law and ELL’s contact: Thanh Van Anderson, Title III Director [email protected] Phone: 405-521-3196
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Language Development Just because a student speaks English does not mean he/she is a fluent English speaker or that the student has mastered the academic language skills that would allow for success in the classroom. Below is a brief description of the stages of language development adopted from the internationally recognized Teaching English as a Second Language (TESOL). Table 4.5 Student Behaviors at Beginning, Intermediate, and Advanced Stages for Each Language Objective (adapted fro TESOL, 1997) Language for everyday social interaction (Example from second grade) Beginner Intermediate Advanced Uses sample questions and Asks “wh” questions Poses “what if” appropriate gestures to ask about types of books questions to peers and location of certain types of and story lines from teachers about books peers. alternate endings of stories read.
Language for academic content knowledge acquisition (Example from fifth grade) Beginner Intermediate Advanced Draws a sequence chart to Draws a sequence Develops a comparison illustrate the story line of a chart to illustrate the chart to compare two myth that was read and story line of a myth nature myths with describes the cart orally. that was read and regard to characters, writes simple setting, and conflict sentences describing resolution. the chart.
Application of appropriate cultured norms (Example from seventh grade) Beginner Intermediate Advanced Identifies and explains Writes dialogues that Generates a list of idioms from the context incorporate idioms idiomatic expressions and of a simple dialogue expressing different matching non-idiomatic written by classmates. emotions. terms and talks about when they are appropriate to use. 8-2
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Glossary of Important Terms
Following is a glossary of common terms important to understand when working with ELLs. This glossary is adapted from Dual Language Instruction: A Handbook for Enriched Instruction (2000). Academic Language: Academic language is the language used in the learning of academic subject matter in formal schooling contexts. It involves aspects of language strongly associated with literacy and academic achievement, including specific academic terms of technical language, and speech registers related to each field of study. For example, there is vocabulary, special expressions, discourse patterns that are particularly useful for talking and writing about scientific subjects. Cognitive demand of instruction: (also referred to as “cognitive load”) In order to determine the degree of difficulty of instruction provided in a second language, teachers must consider the cognitive demand of instructional activities for the learner (Cummings, 1984). This can only be done in relation to individual learners and learning contexts. How cognitively demanding or instruction may be for particular learners will depend on factors, such as the extent of students’ prior knowledge, the cognitive complexity inherent in the instructional task, student interest in the topic, effectiveness of the teacher, mode and pace of presentation, etc. The more active cognitive involvement required, the more demanding the instruction. When the cognitive demand exceeds learners’ current capabilities, instruction will note be comprehensible or effective. Content standard: A statement that defines what students are expected to know and be able to do in a content area. Content standards specify the subject-specific knowledge, skills, processes, and other understandings that teachers are expected to teach and students are expected to learn. When applied to language learning, a content standard identifies the specific language skills that a student knows in the target language. Dialogue journals: Written or orally-recorded discussions between students and teachers about school-related or other topics of interests to students. When shared with teachers on a regular basis, the contents of students’ journals can provide teachers with useful information for individualizing instruction—for example, information about students’ interests, school-related or out-of-school activities, learning styles and preferences, accomplishments and challenges. Journals can be written or spoken (using tape-recorders). Written journals can provide useful assessment information about students’ writing skills. Oral dialogue journals can provide useful information about students’ oral language development.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Glossary of Important Terms - Continued
English immersion: (also referred to as “English-only” or “sink-or-swim”). There is no generally accepted definition or set of criteria to define English immersion programs. They are recommended by some educators and policy-makers as programs for English language learners in the U.S. It can refer to regular programs for native English speaking students where English is the only language of instruction. They may or may not include special provisions for English language learners, such as ESL instruction. They aim for proficiency in oral and written English and full academic achievement; they do not aim to maintain or develop language minority students’ primary language or culture.
English language learner: (sometimes referred to as “limited English proficient<” LEP, or language minority students) are students who begin their schooling in the U.S. (or other – English-speaking countries) with no or limited proficiency in English, the usual medium of academic instruction. These students must learn English as a second language for both academic and social purposes in order to benefit fully from instruction through English.
Graphic organizers: Visual or pictorial representations of key concepts in a particular area of study. Graphic organizers are visually displayed in ways that help to explain the interrelationship among the main ideas. (see also cause-effect diagram/Venn diagram)
KWL chart: An abbreviation for: What I know, what I want to learn, what I learned. An open-ended technique designed by Donna Ogle (1986) to help readers identify what they know and what they want to learn before reading an expository passage. After reading, they evaluate what they actually did learn.
Language proficiency: The ability to use language accurately and appropriately in its oral and written forms in a variety of settings. Proficiency varies as a function of the context, purpose, and content of communication.
Learning logs: Written records in which students reflect about their learning in a particular class or course or study. In their logs, students clarify their thoughts, connect with what they already know, record different ways of doing things, and reflect on their understandings. Information from students’ learning logs provides teachers insights about their students’ learning experiences in content classes that can help the teachers tailor language instruction to meet the students’ language needs in their other classes. Information from logs can also reveal content strengths and weaknesses. This is information that the teacher can then use to plan follow-up instruction.
8-4
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Glossary of Important Terms - Continued
Learning strategies: Learning strategies are mental activities or actions that assist in enhancing learning outcomes. They may include metacognitive strategies (planning for learning, monitoring one’s own comprehensive and production, evaluating), cognitive strategies (mental or physical manipulation of the material). or social/affective strategies (interaction with another person to assist learning, using self-talk to persist at a difficult task until resolution). Active engagement and high performance appear to be positively related to the use of cognitive strategies (Oxford, 1990).
Learning style: A broad descriptive term, which refers to the characteristic ways in which an individual learns. It includes modality or perceptual preferences (visual vs. auditory), cognitive style (analytic/reflective vs. global/intuitive), social/emotional characteristics (individual vs. group learning, peer vs. adult feedback), and physical needs during learning (need to recline, eat, be near a natural light source, etc.).
Match Mine: A cooperative structures where students work with a partner and strive to have the partner complete a task identical to his/her own. One type of match mine involves the collaboration of two partners with partial information. They share the unique information (orally or in writing) to complete a task. Another variation is for a student to give oral or written directions to another student to complete a visual task identical to his/her own. No peeking is allowed!
Numbered Heads Together: In order to check on group members’ subject mastery following instruction, the students break into groups and the teacher assigns numbers to each student (1, 2, 3, 4). Then the teacher asks questions requiring that team members consult with one another to make sure everyone knows the answer to the question. The teacher then calls one number and the student(s) assigned that number is (are) called upon to answer. There are 4 steps: 1) students break into groups and each group numbers off, 2) teacher asks a question, 3) students put their heads together and make sure they all can answer the question, and 4) the teacher calls a number and that student answers.
Open Word Sort: A pre-, during and post-reading strategy. Student pairs are given words written on individual strips of paper. They collaborate to categorize the word by identifying and explaining relationships among them. Students then read and reorganize the words in a way that would be effective for teaching key information to others. Following the reading they use the resorted words to explain the reading or answer questions.
8-5
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Glossary of Important Terms - Continued
Pair Read: (Also called Partner Read.) Refers to various strategies for having students read with a partner. Radio Read (also called popcorn Reading) is one such strategy. Students take turns reading, but the reader decides when to stop (always at the end of a sentence). Since the exact stopping point is not predetermined, the partner must follow along closely. Phonological awareness: Awareness of the acoustic or individual sound elements that make up a word and the ability to manipulate those elements independent of the word of which they are a part. Children’s awareness that words are made up of individual speech sounds - - the word “cat” consists of three sounds: [c], [a], and [t]. With such knowledge, children can then learn to associate the written letters of a language, such as English, with the sounds they represent. Plot Line: A visual representation of the action or events in a story. It has five parts: exposition, rising action, climax, falling action, and resolution. Students record the events from a story that represent each part on a plot line provided or they draw the line themselves and label it. Portfolio assessment: A portfolio is a purposeful collection of a student’s work that documents their efforts, achievements, and progress over time in given areas of learning, either language or subject matter, or both. Q-Matrix Materials: Consist of Q-Dice, Q-Spinners, Q-Strips, Q-Chips and Quadrant Cards. Question prompts are selected by spinning, rolling, or reading strips or cards. Based on the prompt, students generate questions to ask of fellow students (Why…?;What…?). Q-Matrix, Q-materials and Q-Structure are ways to review information. Register: Specific features of discourse (talk or text) that is associated with specific academic subjects such as math or science. Register involves the unique terms and expressions, meanings, and sentence structures that occur in talking or writing about a particular discipline. Roundrobin/Roundtable: The teacher asks a question with many possible answers. Each student shares an idea with his or her teammates orally (roundrobin) or in writing (roundtable; paper goes around the table with each students contribute in turn). With simultaneous roundtable more than one pencil and paper are passed around the group at the same time.
8-6
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Glossary of Important Terms - Continued
Say Something: Children are invited to take turns saying something at intervals during the reading of a story; to respond personally to an engaging piece of literature. The focus is on reading to say something rather that reading to decode individual words. Second language learning: The acquisition of a language that is used by at least some members of the community in which the individual lives. For example, French is a second language for native-English speaking students living in Quebec; but it is a foreign language for students living in Ames, Iowa. Semantic map: (Also referred to as “web diagram.”) A method for visually demonstrating the relationships among key components of stories or information about topics of study. Webs should include a central main concept, supporting details organized into categories, and connecting lines which show the relationships among the strands. Sketch to Stretch: A reading strategy that helps students learn to visualize what they read. Individually, with a partner or team, students draw and share the mental images conveyed in a reading. They may also sketch the personal meaning of a reading. Team Jigsaw: (Also called “Jigsaw” when referring to individuals as experts; rather than teams). Each team becomes an “expert” on one aspect of a topic of study by working together. They then spread out to share their knowledge with others in the class; and all students are later assessed on the entire learning unit. Think-Pair-Share: First, students think to themselves on a topic provided by the teacher. Then they pair up with another student to discuss it. Last, they share their thoughts with the class. Three-Step Interview: An activity designed to allow classmates to share information or experiences they have acquired about a topic of study. For steps one and two, students interview each other in pairs. First, one is the interviewer and one the respondent, and then they switch roles. During step three, students share with the group the information they learned by interviewing each other. For example, when studying the westward movement in the U.S., students might interview on another about heir personal experiences moving and the hardships they faced. Venn diagram: A graphic organizer, which shows how concepts are interrelated as well as how they are discrete. For example Venn diagrams might analyze two books to show how they are alike and how they are different in plot, character, and setting.
8-7
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Resources
Below are a few internet resources that may prove useful to you working with ELL students. Always check OTAC.info for new and updated resource lists.
Spanish-English Dictionary: www.freedict.com East Carolina University. ESL/ELL Teaching Materials: Websites: http://www.ecu.edu/cs-educ/ci/eslsites.cfm
Curriculum and Instruction ESL/ELL Teaching Materials: Websites Awesome Stories: Free membership to teachers. An educational tool http://www.awesomestories.com/movies which supports the standards based curriculum. There are hands on primary sources for students, short stories and movie shorts. Colorin Colorado: Information, advice and activities for Spanish speaking parents and English speaking educators. This site includes strategies, lesson plans, http://www.colorincolorado.org/ information on second language acquisition, legal matters and many bilingual tools. This is a very comprehensive site for teachers with Spanish speaking students. Dave’s ESL Café: Information primarily for teachers. This site http://www.eslcafe.com/ includes lesson plans, activities, quizzes, vocabulary lists, chat rooms and job information. ELL Knowledge Base: A site by the US Dept of Education with links to http://helpforschools.com information fro Exceptional Children, ELLs and policies. English Club: A Commercial site with links to teaching tools, grammar lessons, chat rooms with teachers and http://www.englishclub.com/ learners. This site is unique in that it has links to information on specific countries.
8-8
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
English Teacher: Resource for all English teachers with specific http://www.webenglishteacher.com/index.html link for ESL. Lists of idioms, 1000 most common words and grammar exercises. ESL Activities: This site provides ESL quizzes, crossword puzzles and bilingual quizzes. These can be downloaded or http://a4esl.org/ done interactively. The work is provided on three different levels. ESL Magazine: This is a professional resource with article geared http://www.eslmag.com/ to the ESL teacher. ESL “Stuff”: Fun study site for ELLs. Based out of Japan, with http://www.manythings.org/ activities for students who read Japanese. Global Schoolhouse: This is a virtual meeting place full of project ideas to connect the classroom to the world. These are http://www.gsh.org/ amazing links and a great way to do a class project involving a school around the world! Government for Kids: Children’s site organized by subject. Great visuals and superb links to sites for kids. Many are http://kids.gov/ interactive and all are great for the ELL because they are very visual. Many of the links will be useful for the classroom.
Learn NC: Full of lesson plans, ESL specific resources and http://www.learnnc.org/ information for professional development.
Migrant Ed Resource: Designed by the Kentucky Department of Migrant Education as a survival packet for teachers. There http://www.migrant.org/esl/survival_packet are numerous articles and bilingual forms that can help teachers and administrators. Very user friendly with a wealth of info and links.
8-9
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Modern English Publishing: This is a link to a publisher of books and http://www.modernenglishpublishing.com/ magazines for the ESL professional.
NCDPI Instructional Services: This site sponsored by the NC Dept of Instruction gives the classroom teacher the latest in legislative updates, links to the Standard http://community.learnnc.org/dpi/esl/ Course of Study, professional development information, assessment info and all the pertinent announcements from the DPI. Internet TESL Journal: Articles, research papers, lesson plans, handouts and links for teacher and student. GREAT http://iteslj.org/ classroom conversation starters which are divided by subjects. This is a wonderful tool for all of the domains(reading, writing, listening, speaking). Starfall: Interactive reading site with audio. This site uses http://www.starfall.com/ song and phonics. This site is great for a novice- high ELL to use with a friend, teacher or aide. Teaching Diverse Learners: The Education Alliance at Brown University. Links to the Diversity Education program with http://www.alliance.brown.edu resources for teachers of ELLs. Links you to a variety ESL /ELL sites for to classroom teachers and for professional development. NCTE/IRA Teaching Resources : Great resource for lessons based on K-12 literacy standards. All plans are complete with theoretical http://readwritethink.org basis on which the lesson was built. Printable handouts & reproducible materials available.
8-10
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Understanding Second Language Terminology ♦ ESL means English as a Second Language. ♦ ELL refers to English Language Learner. ♦ LEP refers to the students’ abilities--that they currently have Limited English Proficiency. ♦ Bilingual refers to the fact that students speak more than one language. Understanding Second Language Acquisition ♦ Culture Shock is a normal stage that all newcomers go through. Being in a strange place and losing power to communicate disrupts a student’s self-identity, systems of thinking, acting, feeling. Ê Students may feel frustrated, angry, hostile, sad, lonely and maybe even homesick. Ê Students may develop physical ailments such as stomachaches and headaches. Ê They are often devastated by the emotional upheaval caused by moving to a new culture. Ê They may exhibit behavior such as depression or sleeplessness. Ê They may become overly aggressive or withdrawn. ♦ Silent Period - a period of time the newcomer is unwilling to speak in the second language. Ê Nearly all students go through a silent period. Ê This stage could last for as long as one year. Ê English language learners should not be forced to speak until they are ready to. ♦ Comprehensible Input means that spoken or written message is delivered at the learner’s level of comprehension. Ê The concepts being taught should not be simplified, but the language used to present the concepts must be made comprehensible. Ê Basic concepts should be presented in a variety of ways. ♦ Affective Filter is a "wall" a learner puts up if his/her anxiety level is high. Ê The lower the anxiety level, the lower the filter. Ê English Language Learners must have a low affective filter in order to learn English. Ê The more comfortable students are in their school, the more ready they will be to learn. ♦ Basic Interpersonal Communication Skills -language skills needed for everyday personal and social communication. Ê Second language learners must have these skills in order to interact with others. Ê It usually takes students from 1-3 years to completely develop this social language. Ê Basic Interpersonal Communication Skills are not necessarily related to academic success. ♦ Cognitive Academic Language Proficiency (CALP) is the language associated with native language literacy and cognitive development. Ê Language skills needed to undertake academic tasks in the mainstream classroom. It includes content-specific vocabulary. Ê It may take students from 5 to 7 years to develop CALP skills.
8-11
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Language Acquisition This information will help you understand how ALL students learn to speak English, and specifically how ESL students acquire English. All new learners of English progress through the same stages to acquire language, however, the length of time each student spends at a particular stage may vary greatly.
Pre-Production Stage Ê Students do not usually produce their own language (they understand language that has been made comprehensible). Ê Listening is difficult for newcomers at this stage. What you can do ~ y Provide activities geared to tap their knowledge, but do not force production (speaking). y Pointing, labeling, and drawing activities work well. y Activities need to provide some clues to meaning.
Early Production Stage Ê Students have a small, active vocabulary. Ê They feel ready to speak in one or two-word phrases. Ê Students can demonstrate their comprehension of material by giving short responses to easy questions. What you can do ~ y Ask yes/no and either/or questions. y Ask simple who, what, when, where questions.
Speech Emergence Stage Ê There is a noticeable increase in listening comprehension. Ê Students will try to speak in short phrases. Ê They will begin to use the social language necessary in the classroom. What you can do ~ y Ask students how and why questions that elicit short responses.
Nearly Fluent Stage Ê Students understand what is said in the classroom. Ê They can express their ideas comprehensibly in both oral and written communication. Ê They will be able to read most grade level material. Ê Second language learners in the early grades who have reached this stage will probably not need additional help. What you can do ~ y Ask open-ended questions that allow students to create more complicated responses and to use complex sentences.
8-12
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Helping an ESL Student Learn the English Language
Ê Determine whether the student knows the alphabet. If not, help them practice. y Use flash cards; learn the alphabet song; you write, they name and vice versa, etc. Ê Grades 4-12 will want to learn to write in cursive as soon as possible, help them practice. Ê Help them learn colors, numbers, shapes, number words, body parts, and survival vocabulary. Ê Review letters, days of the week, months, and time using simple sentences and lively animated pictures. Ê Help students make flash cards of items in the classroom, at the grocery store, zoo, etc. Ê Point to an object or picture and say each word in English. y Have the student repeat each word after you if they are verbal. It's normal for a student to have a “silent period” - this should be respected. y Ask students to point to each item as you name it. Ê For those students who are ready to speak, indicate an item and ask: "What is this?" Ê Have the student write a sentence for a picture using a frame that you provide. y "This is a ______". Ê Play concentration games and sorting activities. Ê If students are ready to speak, provide a model question /answer conversation starter. y "Is there a chair in the room?" / "Is there a book or a pencil on the desk?" Ê When students know the names of ten small classroom items, play this game: y Put six to ten items on a table and cover them with a cloth. Items may include a pen, pencil, eraser, marker, crayon, rubber band, stapler, ruler, scissors, book, paper, etc. y Give the student a few minutes to look at the items. (The length of time will depend on age and ability.) y Have the student cover their eyes while you remove one item. y Allow the student to guess what was removed. y If students guess correctly, he/she gets to remove the next item & you must guess. Ê Read to the student - they can follow the words on the page OR just listen. Ê Start a picture dictionary. (Give it to the student at the end of the year) y Staple sheets of construction paper together & help students cut pictures out of magazines. y Use categories such as Healthy Foods, Animals, Safety, etc. y Encourage students to bring pictures to add to their Dictionary whenever possible.
8-13
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
ESL Tips that will help ANY Learner!
Ê Teach to Your Student’s Learning Mode y Most newcomers learn best kinesthetically, however, it is best to make lessons both visual & kinesthetic. y Use gestures, drawings, sketches, drama, or other visual support. y Provide visual clues (pictures, photographs, maps, etc.) and use "hands-on" tasks. Ê Be an Active Listener! y Give feedback, nods, encouragement, and praise. y Give your whole attention when trying to understand the communication. y Demonstrate your patience through your body language. Ê Check for Comprehension y Check periodically for comprehension at the student’s comprehension level.. Ê Use Manuscript Writing (printing, not cursive) y ESL students may know the alphabet but not be able to read cursive writing. Ê Learn Their Name Correctly! y Determine which part of a name is the given name and which is the family name. y Two-part first names are common in many cultures, and may appear to be a first name & a middle name. y Use both parts of a two-part name. (Asian names are given in reverse order from ours.) y Hispanic family names may also be two-part. Ê Learn a Few Words in Your Newcomer's Native Language y When you show your good humor about making mistakes and risking smiles and laughter, your ESL student will be more willing to risk speaking in English. Ê Allow Translation Time y Newcomers are translating the language they hear back to their native language, formulating a response and then translating that response into English. y Allow extra time for this translation. Ê Give Simple Directions y Give clear, simple directions to ESL students. y Break complex directions down into simple steps. y Ask students to retell, in their own words, what you are asking them to do before theyattempt a task. Ê Focus on the Positive y The more comfortable your ESL student feels, the quicker they will be able to learn. y Give lots of encouragement and praise for what the student can do. y Don't dwell on all that they can't yet do. y Create frequent opportunities for their success while you are working together.
8-14
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Wordless Books to Use with Your ESL Student (or any student)
●Combine your student’s love of storytelling to stimulate their imaginations and develop their writing and reading skills. ●Wordless books are flexible in their use. ●They can be used to fit the needs of your ESL student. ●Short simple stories will be created (spoken or written) by lower level students, while longer more intricate ones will be created by more advanced students. ●There are many books available from which to choose. ●There are books related to science, social studies, health, literature, or books just for fun. ●The book you choose must present the student with experiences that are meaningful and interesting to them and that will generate a good deal of oral language.
How to Use Wordless Books ● After choosing the book you want to use, preview it with your student. ● Ask questions that will elicit the students' thoughts - ask comprehension/critical thinking questions such as who, what, where, when, why, and what if. ● Have them observe what is happening in the pictures. ● Start composing a story. ● The story needs a title, which you might want to do after the story is created. ● Create the story verbally. ● Write the story down if you have the time or write it later to give back to your student – or it can be an ongoing project – a few minutes each week. ● When the story is complete, it is time to read it. First you should read it all the way through, then the student can read. ● Reread what's been written, all the way back to the beginning. ● When the story is completed, involve parents by typing it and sending it home for the student to read to them.
Students look forward to using wordless books because it gives them so much success and it is so much fun.
8-15
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Tips on Communicating with ESL (English as a Second Language) Students
Provide Clues to Meaning ● Use drawings, dramatic gestures, actions, emotions, voice, chalkboard sketches, photographs & visual materials… if necessary, repeat your actions using the same simple structures and actions.
● Simplify your message as much as possible breaking it into smaller, manageable parts to give the ESL student a chance at comprehending.
● Make sure the student's attention is focused…don't insist however that students make eye contact with you when you are speaking to them. This is considered rude in many cultures.
Modify Your Speech ● Talk at a slow-to-normal pace, in short sentences. ● Use a pleasant tone. ● Use simple sentence structure (subject-verb-object) and high-frequency words. ● Avoid using complex sentences. ● Use names of people rather than pronouns. ● Pause after phrases or short sentences, not after each word. You do not want to distort the rhythm of the language. ● Avoid using the passive voice. Instead of saying: “The boy was bitten by the dog.” Say: “The dog bit the boy.” Instead of saying: “Experiments have been conducted.” Say: “Experiments were conducted.” ● If you have something important to convey, speak one-on-one to the ESL student rather than in front of the class. The anxiety of being in the spotlight interferes with comprehension. ● Ask simple yes/no questions so the ESL student has an opportunity to respond. ● Accept one-word answers or gestures.
8-16
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Math and Science Resources on the Internet
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Science The Science Guy: Nye labs online http://www.nyelabs.com/ Table of Elements: http://www.chemsoc.org/viselements/ Molecular Art: http://www.molecules.com Simple Molecules: http://www.iumsc.indiana.edu/ “Free experiments”: http://www.flash.net/%7Espartech/ReekoScience/ReekoIndex.htm “Interactive Chemistry”: http://serendip.brynmawr.edu/sci_edu/chemsites.html Science Niche: http://scienceniche.com/science/chemistry.cfm Earthquake Info: http://quake.wr.usgs.gov/ US Geological Survey: http://www.usgs.gov/ Volcano World: http://volcano.oregonstate.edu World Time Zones: http://www.isbister.com/worldtime/ Recycling Guide; http://www.obviously.COM/recycle/ World Wildlife: http://www.worldwildlife.org/ NOVA: http://www.pbs.org/wgbh/nova/ American Museum of Natural History - Epidemic: www.amnh.org Medical: http://www.med.harvard.edu/ Mathematics MEGA-Mathematics: http://www.c3.lanl.gov/mega-math Math Magic: http://forum.swarthmore.edu/mathmagic/ Interactive Puzzles: http://www.cut-the-knot.com/ Math tutor: http://mathforum.org/mathmagic/ Virtual Polyhedra: http://www.georgehart.com/virtual-polyhedra/vp.html Scientific Calculator: http://www.calculator.com/ Math Archives: http://archives.math.utk.edu/
9-1 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Additional Internet Sites
www.yahooligans.com designed for kid’s ages 7 to 12, Yahooligans offers keyword searches, if you know exactly what you’re looking for, and subject directories for general searches.
www.ajkids.com Ask Jeeves for kids – Jeeves lets you ask your question in plan English. Once you ask, it will take you to one appropriate site, sparing you from surfing through irrelevant sites. www.escapefromknab.com Middle School money activities i.e. kids must earn $10.000 for return ticket to earth from the planet Knab. http://www.courttv.com/forensics_curriculum/ The FIC program is designed for use in high school and middle school science classrooms.
9-2 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
HISTORY MADE FUN
Want to put a fun and interesting spin on American history? Check out some of the history sites on the Internet. Some of the information will be for younger kids, while others will be more for older ones. Log on and see what you think!
Go anywhere in history. This site has a chart that takes you anywhere in history by just clicking on the time line. http://www.hyperhistory.com/
The History Channel. Visit the official site of the History Channel to hear speeches from throughout history or plan a vacation to see how Buffalo Bill lived. http://www.historychannel.com
Newspaper facts. Find interesting facts, articles and an extensive reference library about presidents from the Newspaper Collectors Society of America. http://www.historybuff.com/
Declaration of Independence. Read the Declaration of Independence and find out who signed this document. http://www.law.indiana.edu/uslawdocs/declaration.html
Historical documents. A large range of historical documents from a letter sent by Columbus to the king and queen of Spain to the Stamp Act of 1765 to the Civil Rights Act of 1991. http://www.law.ou.edu/ushist.html
9-3 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Independence Day. For kids of all ages. Check out this site for the history of July 4 and great activities to celebrate the holiday. http://www.kidsdomain.com/holiday/july4/
The Civil War. Visit these sites for Civil War information, descriptions of battles, trivia and details on weapons. http://www.californiacentralcoast.com/commun/map/civil/statepic
Colonial times. Visit Colonial Williamsburg on the web at: http://www.history.org
History outline. Go anywhere in history from the Colonial period to today. http://www.let.rug.nl/usa/index.htm
Library of Congress. Visit the American Memory page from the Library of Congress for interesting history on a number of subjects. http://lcweb2.loc.gov/ammem/amhome.html
History Happens. A collection of music videos about characters from American history. http://ushistory.com
9-4 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Freebies …..or close to it! There are many free/low cost materials available to help you spice up your classroom. The following (and attached) are just a few samples of what you can find if you are really resourceful!
The Yellow Pages is a listing of the community mental health centers, substance abuse programs, domestic violence programs, crisis stabilization and referral services, residential care homes, state hospitals, selected prevention programs, and other community-based services supported, at least in part, by funds directly from the Oklahoma Department of Mental health and Substance Abuse Services. The no-cost 1996- 97 editions are still available or you may call in January to get the free, new edition. The toll-free number to order your copy is 1-800-522-9054.
For around $6, you can purchase Freebies for Teachers, a softbound book, which provides names and addresses for free or low cost brochures, stickers, materials for class projects, etc. Included are the addresses for all American and National League baseball teams, NBA teams, American and National Football Conference football teams, NL teams, and major league Western and Eastern Conference hockey teams. Other sections are Crafts, At Home, In the Garden, Books, Magazines & Newsletters, Food & Drink, Money Matters, Health & Beauty, On the Internet, Pets & Animals, Travel, and Odds and Ends. The book was published in 1997 by Freebies Publishing Company and is a Lowell House Book. The ISBN number is 1-56565-592-3.
The Oklahoma Bar Association has a huge array of lessons plans and videotapes, which are free to Oklahoma teachers. Many lesson plans available online at http://www.okbar.org/public/lre/resources.htm and additional lesson plans can be requested by contacting the Law-related Education Resources department. The videotape library contents are available by mail from: Michael H. Reggio, LRE Coordinator, Oklahoma Bar Association, P.O. Box 53036, Oklahoma City, Ok 73152; Phone: 405-524-2365.
The Rock & Roll Library is a non-profit organization that promotes the use of popular music in education. This interactive resource allows for the access of information through the Teacher Resource Center and the Music Archive Database. These resources can be found at http://www.rocklibrary.com/default.aspx. 9-5
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
(Form available athttp://www.okbar.org/public/lre/free%20materials%20request.pdf)
9-6
Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
The Rock Window
I. MUSIC a. Ensemble What instruments are present in the selection? b. Vocal Style What are two adjectives that you would use to describe the vocal style? c. Instrumental Solo Is there an instrumental solo and if so, what instrument is playing it and what is its most important stylistic root? A solo is defined as: (1) the absence of sung lyrics (2) an instrumentalist plays an improvised melody, and (3) for at least a verse in length.
II. LYRICS a. Story Summarize the major lyrical theme in the song. Use these topical classifications as a way of beginning your organization of the material: (1) romantic love, (2) sexuality, (3) alienation, (4) justice and injustice. (5) introspection/the person, (6) personal narrative or story, and (7) other. b. Message Do you find there is an underlying message of cultural and/or political importance contained in the lyrics? If so, describe the message.
III. ARTIST HISTORY a. Youth and Personal Characteristics What two things about the artist’s youth or early career are most important in helping to understand the work? Why? b. Musical Roots What two musical styles or artists were the most important influences on this artist? What evidence substantiates this?
c. Career Landmarks What three events do you believe are the most important landmarks of this artist’s career? Why? 9-7
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IV. SOCIETAL CONTEXT a. Cultural and Political Forces Describe two important cultural and/or political movements of the era and how they relate to the music of this artist.
V. STANCE a. Live Performance What image does the artist present during live performances through dress and actions?
b. Public Positions Does the artist take public positions on political and/or cultural issues?
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The Rock Window “Johnny V. Goode” by Chuck Berry
I. MUSIC a. Ensemble What instruments are present in the selection? Drums, bass, two electric guitars, piano b. Vocal Style What are two adjectives that you would use to describe the vocal style? Shouting, playful, urgent c. Instrumental Solo Is there an instrumental solo and if so, what instrument is playing it and what is its most important stylistic root? A solo is defined as: (1) the absence of sung lyrics (2) an instrumentalist plays an improvised melody, and (3) for at least a verse in length. Guitar solo from the blues. Indicators are bent notes and repetition.
II. LYRICS a. Story Summarize the major lyrical theme in the song. Use these topical classifications as a way of beginning your organization of the material: (1) romantic love, (2) sexuality, (3) alienation, (4) justice and injustice. (5) introspection/the person, (6) personal narrative or story, and (7) other.
Johnny B. Goode is a personal narrative about a young, impoverished “country boy,” a talented guitarist, who is encouraged to pursue a dream of musical fame.
b. Message Do you find there is an underlying message of cultural and/or political importance contained in the lyrics? If so, describe the message.
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While aspirations of artistic and/or economic success are not culturally or politically unique for the middle 1950’s, it is important to note that Berry’s original lyrics contained the words “colored boy” in the place of “country boy”. Berry consciously changed words because of his awareness that existent racism would make it more difficult for this song to be commercially successful were the hero an African American. Thus, this song could be construed, in its original form, as an exploration of Black aspirations.
III. ARTIST HISTORY a. Youth and Personal Characteristics What two things about the artist’s youth or early career are most important in helping to understand the work? Why?
1) Berry was a talented musician who had some early training on piano, saxophone, and guitar, as well as in voice and choral singing. This helped him to achieve later success as an instrumentalist.
2) As an African-American living in a border state, Berry was in the position to bear the full burden of American racism. His arrest as a teenager for robbery—he was a passenger in a stolen car and was present at a hold up— and subsequent ten-year sentence, of which he served three years, gave him plenty of ammunition to use in chronicling paradoxes of teen life that might parallel the Black experience.
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Rock and Roll Hall of Fame and Museum
Lesson Plans (Available at http://www.rockhall.com/programs/plans.asp)
These resources are intended to stimulate student interest and creativity, to develop higher order thinking skills and to promote interdisciplinary learning. Please be aware, that some material contained in these lessons may be considered controversial or inappropriate by some students, educators, administrators and parents; it is the responsibility of individual educators to determine whether any particular lesson conforms to the accepted standards of his or her particular school and community.
In addition, educators will note that lessons do not contain printed lyrics to the suggested music. For legal reasons, the Education Department is unable to distribute lyrics and music over the internet. Educators can obtain lyrics through a variety of sources including several authorized web sites, books (see further reading list), songbooks (at music stores or at the library) and the actual liner notes to CDs, tapes and albums.
Lesson 1: Keep on Pushing: Popular Music and the Civil Rights Movement Lesson 2: Langston Hughes and the Blues Lesson 3: Life Under Apartheid Lesson 4: The Protestant Reformation Lesson 5: Fifties/Sixties Musical Playwriting Workshop Lesson 6: The Vietnam War: A Popular Music Approach Lesson 7: Rockin' the World: Rock and Roll and Social Protest in 20th Century America Lesson 8: Pink Floyd and the Carpe Diem Theme Lesson 9: Using Rock to Teach Literary Devices: Jimi Hendrix "The Wind Cries Mary" Lesson 10: Using Rock as Primary Source Material: Country Joe McDonald and the Fish "I-Feel-Like-I'm-Fixin'-to-Die-Rag" Lesson 11: Woody Guthrie and The Grapes of Wrath Lesson 12: Words/Music/Images: Interpretation and Meaning A Motivational Activity Lesson 13: And Then a Hero Comes Along: Building Critical Thinking Skills Lesson 14: Isn't Life Ironic! Lesson 15: The Cigar Box Guitar Lesson 16: Go Ask Alice -- I Think She'll Know Lesson 17: The American Dream Lesson 18: Marching to the Beat of a Different Drum Lesson 19: Rhythmic, Lyrical Protests of the African American Lesson 20: Who Rocks Your World? 9-11
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Lesson 21: You Don’t Know What You’ve Got Until It’s Gone: The Changing American Landscape Lesson 22: Mending Walls: Barriers in Communications, A Model Interdisciplinary Thematic Unit Lesson 23: A Modest Proposal: Irony Made Understandable With Rock and Roll Lesson 24: Rock and Rollin' With Oral Interpretation Lesson 25: From Mark Twain to David Bowie: The Artistic Persona vs. The Individual Lesson 26: A Musical Approach to Problem Solving Lesson 27: The Great American Stew Lesson 28: The Wheels of Life Keep on Turn, Turn, Turning Lesson 29: Runaway Slaves Lesson 30: Witchy Women: The Salem Witch Trials Lesson 31: I Believe Lesson 32: Slices of American Pie: The 1960s Through Music Lesson 33: Born to Be Wild: From Allen Ginsberg to Bob Dylan Lesson 34: Empathy and the Vietnam War Lesson 35: And We Were All in One Place: Youth Culture and the Rock Festival Lesson 36: Break on Through: The Poetry of Jim Morrison Lesson 37: Warhol's Foxy Lady: Pop Art Lesson 38: Looking for a Whole Lot of R-E-S-P-E-C-T Lesson 39: Society's Child: A Look at Human Relations Yesterday and Today Lesson 40: Vietnam Revisited Lesson 41: Back to the Garden: Creating a New Whole Earth Catalog Lesson 42: Billy Joel and Seduction Poetry Lesson 43: Individuality Vs. Social Responsibility: From Camus to the Cure Lesson 44: I Went to the Crossroads: The Faust Theme in Music, Film and Literature Lesson 45: The Electronic Hearth Lesson 46: Using Hip Hop to Introduce Allusion Lesson 47: Know Thyself: Reflections of the Adolescent Identity Crisis in Rock and Roll Lesson 48: Trouble for the United States in the Middle East: The Reagan-Bush Years Lesson 49: Sound, Sense, and Ric Lesson 50: Syncopation and Rhythm in Igor Stravinsky’s Rite of Spring and Rap Music Lesson 51: The John Travolta Syndrome: The Influence of Music and Film on Contemporary Fashion and Costume History Lesson 52: 8-Rap Lesson 53: "And Still I Rise" Proud Black Women: Understanding the poetry of Maya Angelou through the lyrics of two female rappers. Lesson 54: Theme Songs from Cold Sassy Tree Lesson 55: The Melting of the Cold War Lesson 56: Using Cross-Genre Comparisons to Find the Message in Hip-Hop Lesson 57: Teaching "Lines Composed a Few Miles Above Tintern Abbey" with Popular Music Lesson 58: Robert Plant and Jimmy Page, The Minstrels Lesson 59: People Everyday: Introduction to Literary Analysis and Music Literacy Lesson 60: Rock and Poetry: A Thematic Project Lesson 61: What's The Problem...Why Are You Cryin' Alanis Morissette 9-12
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Lesson 62: Think Positive: Building Self-Esteem Through Music and Poetry Lesson 63: Teaching Economics with Rock and Roll: Unemployment Lesson 66: The Bill of Rights is a-Rockin' Lesson 67: Blues Through the Years Lesson 68: So This is Love...Contemporary Versions of Cinderella Lesson 69: Screening Coleridge’s Fantasies: Using Popular Music as a Bridge to Literary Interpretation and Criticism Lesson 70: Compositional Techniques: Are There Similarities Between Lesson 71: Democracy...Not Yet! Lesson 72: Feminism Does Not Have to Be an Lesson 73: GET UP, STAND UP: Fighting for Rights Around the World Lesson 74: Getting Inside The Outsiders Through Music Lesson 75: Scops, Rappers and You: Historians with Style! Lesson 76: Timbre: Identifying the Tone Color of the Saxophone Lesson 77: Using Music to Teach Personal Narrative: “Snapshots” and “Crossing-the-Border” Songs Lesson 78: Song Form: From the Red Hot Chili Peppers to Andrea Bocelli
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Runaway Slaves Lesson 29 Contributed by Gail Price, Orange High School, Pepper Pike, OH
Rationale: The Underground Railroad was a significant part of American History. It served as a lifeline to hundreds of slaves who risked their lives to escape the horrors of bondage. Through readings of primary sources and listening to music, students will gain a better understanding of how slaves pursued their "freedom" by stealing away to "Follow The Drinking Gourd" to the north and to freedom.
Objectives: During the lesson, students will:
1. listen to the slave spiritual "Follow the Drinking Gourd" and analyze the lyrics. 2. listen to the song "Freedom" by Richie Havens and evaluate what freedoms they cannot bear to live without. 3. determine at what point they would risk everything, like the runaway slaves, for freedom. 4. compare and contrast the lives of slaves in the middle 1800’s to the live of people who are struggling for freedom today. 5. utilize their own choices of popular music to describe struggles for freedom today.
Audience: Suggested for middle school American History students. Time Frame: The lesson should take two 40-50 minutes class periods. Materials: TV/VCR and copy of the PBS video The Freedom Station (produced by Scott Hilton, Davis and Cheryl Magill, 1988, Ohio Educational Broadcasting Network Commission, WVIZ). CD/tape player and music/lyrics to selected songs. Procedures: The following lesson would be part of a unit on slavery that would include readings, videos and music. Students can also be reading historical fiction in English class to enhance their knowledge of the Underground Railroad.
1. Play the song "Follow The Drinking Gourd" to explain how the "passengers" of the underground railroad used the stars to navigate their way north. Allow students time to discuss the lyrics and imagine how slaves felt. 9-14
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2. Play Richie Havens’ "Freedom" as an example of people’s desire to be free. Let students read the lyrics as the song plays. 3. Put students in small groups and have them rank the freedoms they feel were most important to runaway slaves. Then have them list what freedoms they consider most important to them today. What is the same and what is different? Share them with the class. 4. For homework students are to find music that describes either slavery, struggles for freedom or the African American experience today. 5. [Day 2] Have students share their music along with their reasons for choosing the selection. After each selection, there can be class discussion on whether the music describes the subject being studied. 6. Show the video The Freedom Station, an excellent example of how young teens, both black and white, experienced the slaves’ escapes.
Evaluation/Assessment: At the end of the lesson, have students write an essay comparing and contrasting the experiences of runaway slaves to the experiences of people who don’t have "freedom" today. How is it the same and how is it different? Give examples to defend their positions. Assessment should be made on now well students support their arguments.
Selected Recordings: "Follow The Drinking Gourd" slave spiritual, Richie Havens, Songs of the Civil War (Columbia, 1991) from the PBS Special, Ken Burns’ Civil War "Freedom" performed by Richie Havens, The Best of Richie Havens-Resume (Rhino, 1993) - same lyrics as "Motherless Child" traditional spiritual Students will also provide recordings.
Enrichment/Additional Resources:
1. Investigate if there were any underground railroads in your area. Information can be found at your local historical music. 2. Use the worldwide web to find out more about the underground railroad. Web sites can be located at: http://www.nps.gov/crweb1/nr/underground/
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Rock and Roll Resources Recommended Anthologies and Assorted CD’s, Print Media 6/99 (This is not an exhaustive list, only my list)
Recordings
1996-99 Grammy Nominees (Released each year) Grammy Recordings Asst. Artists Concert for the Rock and Roll Hall of Fame Columbia C2K67477 Asst. Artists Forefathers of Rock K-Tel 4018 Asst. Artists Freedom Is A Constant Struggle (Civil Rights) Folk Era FE1419CD Asst. Artists Harry Smith Connection Smithsonian/Folkways 40085 Asst. Artists No Boundaries (Benefit for Kosovar Refugees) Epic 63653 Asst. Artists Songs of Protest Rhino R2- 70734 Asst. Artists Summer of Love Rhino R2- 71065 Atlantic Records 50 Years Gold Anniversary Collection Atlantic 83088 Billboard Collections from 40’s to 80’s of top ten Glenn Miller The Lost Recordings (WWII) Happy Days CDHD 401/2 Harry Smith Anthology of American Folk Music Smithsonian/Folkways FP251-253 Peter, Paul & Mary Songs of Conscience & Concern Warner Bros. 47292 Rolling Stone Women in Rock Collection Razor & Tie 89005 Tha Originals In Tha Beginning There Was Rap Priority P2- 81027 Woody Guthrie & Others That’s Why We’re marching (WWII) Smithsonian/Folkways 40021
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Print Resources
Afropop. Barlow and Eyre: Chartwell Books America’s Music: The Roots of Country. Robert K. Oermann: Turner Publishing Best of the Blues. Robert Santelli: Penguin Book Billboard Book of Number One Hits. Fred Bronson: Billboard Publications Blues Roots and Inspiration. John Collis: Salamander Books Encyclopedia of the Blues. Gerard Herzhaft: University of Arkansas Press Green Book. Jeff Green: Professional Desk References Inc. Hip Hop America. Nelson George: Viking I Want to Take You Higher. James Henke: Chronicle Books Kaleidoscope Eyes--Psychedelic Rock From the ‘60’s to the ‘90’s. Jim DeRogatis: Citadel Press MusicHound Folk: The Essential Alburn Guide. Walters and Mansfield, editors: Visible Ink Press New Rolling Stone Record Guide. Marsh & Swenson, editors: Random House Rap: The Lyrics. Lawrence A. Stanley, editor: Penguin Books Rock and Roll, A Social History. Paul Freidlander: Westview Press Rock Family Tress. Pete Frame: Omnibus Press Rock Pack. James Henke: Universe Publishing Rolling Stone Album Guide. Decurtis & Henke, editors: Random House Rolling Stone Illustrated History of Rock and Roll. DeCurtis &Henke, editors: Random House Rolling Stone Interviews. The Editors of Rolling Stone: St. Martin’s Press Rolling Stone Women in Rock. Barbara O’Dare, editor: Random House Sing Out Magazine. P.O. Box 5253 Bethlehem, PA 18015-0253 www.singout.org (free copy) The New Rolling Stone Encyclopedia of Rock & Roll. Romanowski and George- Warren, ed: Simon & Schuster Visions of Jazz—The First Century. Gary Giddins: Oxford University Press Who’s Who in Rock Music. William York, editor: Charles Scribner’s Sons
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Music Related Internet Sites
Music Related References All-Music Guide - includes music glossary of terms, music maps by decade, etc. www.allmusic.com
Billboard Magazine www.billboard.com
Ice Magazine - new release dates, artist profiles www.icemagazine.com
National Online Music Alliance - independent artists, search by genre www.songs.com
*Rollingstone Magazine - author bios, discography, pictures www.rollingstone.com
*Rock and Roll Hall of Fame - will have lesson plan link www.rockhall.com
Sites for Collections of Lyrics Collins Crapo’s Oldies www.srv.net/~roxtar/oldies.html Country Lyrics www.geocities.com/nashville/1345/lyrics.html International Lyric Server http://www.songtext.net/ Leonie’s Lyric Page-Hip Hop and Rap www.lyrics.co.nz Mudcat Café www.deltablues.com Original Hip-Hop Lyrics Archive www.OHHLA.com Ultimate Band List www.ubl.com
Other Fun Sites for Rock and Roll *Kiss This Guy—world’s most commonly www.kissthisguy.com misheard lyrics, this site is fun Rocktoon (cartoons) www.rocktoons.com
9-18 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
The Vietnam War: A Popular Music Approach Lesson 6 Lesson plan contributed by: Paul Brown, Cleveland School of the Arts, Cleveland, OH
Rationale: A unit of study on the Vietnam era that relies solely on the textbook presentation of "one more chronological event" fails to adequately illustrate the controversy that surrounded the war. Further, it neglects the larger social issues that consumed the nation at that point in history. Popular music produced during the Vietnam War period, however, was both representative of the social conflict that engulfed the United States and reflective of the mood of the country. By incorporating popular music into the study of American history, students will learn first-hand of the political, social, and emotional climate of the period.
Objectives: The student will be able to: 1. Develop an understanding of the controversial nature of the Vietnam War. 2. Identify various points of view about the U.S. involvement in the Vietnam War. 3. Discover several social themes present in much of the popular music of the period. 4. Recognize propaganda devices at work in specific song lyrics of the period.
Materials: CDs, tapes, records of selected songs; lyrics to selected songs (students can also copy out lyrics); primary source material about the war (i.e. newspaper/magazine articles, photographs, etc.) Time Frame: 7-10 class periods incorporating the material into existing curricula. The lesson may be taught as a complete unit in 2-3 class periods. Audience: Suggested for high school social studies classes. Appropriate for middle school students with some modifications in time frame and materials. Procedures: Actual classroom procedures will vary from teacher to teacher. What follows are a few core elements.
1. The students first listen to Jimi Hendrix's version of "The Star-Spangled Banner." They are then asked to write answers to two questions:
a. How did this version of the national anthem make you feel? b. What feelings do you think the musician was trying to express?
2. Brainstorm to develop a list of words to describe student’s reactions to the music (pain, pride, etc.)
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3. Songs related to discussion topics should be woven into class sessions and serve as examples of the topic or to stimulate the discussions. Disparate points of view should be presented in the musical selections used.
4. Lyrics to specific songs should be analyzed by students working in small groups. Answers to these questions should be found: Date of selection; author/group performing; intended audience; topics(s); purpose(s);' facts(s)/conjecture(s); conclusions; relevance to topic of discussion/to American society today.
5. Finally, the student groups should develop a series of questions concerning the war and then interview adults to receive new and varying points-of-view. Evaluation: At the end of the unit of study, the student should be able to respond to a piece of popular music of the period, orally or in writing, giving significant information about its purpose/content. Teachers are encouraged to use alternate evaluation techniques. For example, oral reports of the results of the students interviews could serve as part of the final evaluation.
Selected Bibliography: Each of the following references contains an excellent discography:
Chilcoat, George W., "Popular Music Goes to War: Songs About Vietnam," International Journal of Instructional Media 19 (2): pp 171-181. Cooper, B. Lee, "Social Concerns, Political Protest, and Popular Music," Social Studies March/April, 1988: pp 53-63. Cooper, B. Lee, "Popular Songs, Military Conflicts, and Public Perceptions of the United States at War," Social Education 56 (3): pp 160-168. Selected Recordings: "The Star-Spangled Banner (Atlantic 82618-2) Jimi Hendrix (1970) "War" (Gordy 7101) Edwin Starr (1970) "Ballad of the Green Berets" (RCA 61028-4) S/Sgt. Barry Sandler (1966) "Fortunate Son" (Fantasy 634) Creedence Clearwater Revival (1969) "The Unknown Soldier" (Elektra 45628) The Doors (1968) "I-Feel-Like-I'm-Fixin-to-Die-Rag" (Atlantic 82618-2) Country Joe McDonald and The Fish (1970) "Ohio" (Atlantic 2740) Crosby, Stills, Nash and Young (1970) "Give Peace a Chance" (Apple 1809) John Lennon (1969) "Born in the USA" (Columbia 38653) Bruce Springsteen (1984)
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THE ARTS AND VISUAL ART RESOURCES ON THE WEB
Music
¾ Database of Classical Composers http://www.classical-composers.org/page/home …biographies of composers of classical music.
¾ Classical Music Biographies http://www.naxos.com/qcomp.htm …biographical information for classical musicians.
¾ Guide to Medieval and Renaissance Instruments http://www.music.iastate.edu/antiqua/instrumt.html …images and text about instruments of these two periods in history.
¾ Web Wide World of Music http://www.library.yale.edu/musiclib/webres.htm …a full resource from the latest music to searches for styles of music to locating composers. RealAudio, graphics and lots of links.
¾ Music Education Online http://www.childrensmusicworkshop.com/links/index.html …a guide to K-12 music education with links to other interesting sites. . ¾ Yahoo’s Music Index http://dir.yahoo.com/Entertainment/Music …links to music resources on the Web.
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Costumes
¾ The Costume Page http://www.costumepage.org/ …links to online sources of information on costume arts.
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Visual Arts Resources
¾ ArtsEdge http://artsedge.kennedy-center.org/ …from the Kennedy Center. Click on Curriculum for standards, frameworks, and units.
9-21 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
VISUAL AND APPLIED ARTS
Name______School Year______
Beginning Date______Ending Date______Semester______Total Points______Grade______(Total points are equal in value to the numerical academic grade.)
Required Course Work: Utilizing the book, 300 Lessons in Art, by J. Weston Walch, the student will complete 2 projects from each of the 7 chapters. The total value of these 14 projects will be 50 points. Each project must meet all evaluation requirements. Projects must be submitted with lesson number and student’s name. ______
Total Points______
Additional Course Work: Students may submit additional projects from this book. Each lesson will be evaluated as per the required course work. Each additional project will have a total value of 2 points each.
______
Total Points______
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Supplementary Course Work: The student will have additional arts and medias provided to develop, inspire, create and further their arts abilities. The value of each activity will be equivalent to one hour per one point.
Individual Projects: ______
Total Points______
Group Projects: ______
Total Points______
Audio Visual Projects: ______
Total Points______
Artist-in-Residence: ______
Total Points______9-23
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Tour-Field Trips: (Students will present an essay covering art aspects of each event.) ______
Total Points______Other Projects: (As designated by instructor) ______
Total Points______
Total Points Required Course Work:______
Total Points Additional Course Work:______
Total Points Supplementary Course Work:______
Points=Grade______
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WEB BROWSING BASICS Rick Rogers – OTAC Field Coordinator / [email protected] / (800) 687 – 5730 cursor vs. hand —The cursor changes to a hand when a link is passed over. Clicking the address while the pointer is a hand will take you to that website. typing in a website that is unknown—Click anywhere in the address on the toolbar. The address will “select” or change color. You may then start typing your new address. The newer browsers do not require you to type the “http://” portion of the address. If you encounter problems finding a site, check the punctuation. Some sites require the “www” portion of the address, others will not accept the “www” while the “www” is non-discriminatory in some addresses. Some sites are not maintained and can become “dead” links. Error messages will result from incorrectly typed addresses and from “dead” links. back and forward buttons —While surfing, several operations are stored in memory. Clicking on the back and forward buttons allows you to move directionally from where you have browsed. search button —Some of the larger and more common search engines can be obtained by clicking the “search” button. favorites list —The “Favorites” or “ Bookmarks” options provide an opportunity to save website addresses that you may want to revisit. From the browser toolbar, you can establish and organize your favorite links to folders. You may want to consider setting up a folder for each subject area. search engines —Listed below are some of my favorite sites used to conduct educational searches. There are over a hundred different search engines; some engines are topically broad, while other engines have a more narrow topical focus with a more exhaustive database. http://www.dogpile.com http://www.webcrawler.com http://www.excite.com http://www.yahoo.com http://www.google.com
Suggested “key phrases” that will help get you started with your own searches: teacher resources lesson plans
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Educators! WATER RESOURCE TRUNK Now Available Funded by the Noble Foundation and Oklahoma Project Wild o Resource trunk contains: o Correlated to Project WILD and 9 Audio-Visuals Aquatic WILD activities 9 Teacher and Student Guide 9 Field Guides
9 Games o Deposit required with completed
9 Posters application 9 Audio 9 Field Investigation Equipment o Postage to and from your location 9 and more . . . is paid by the borrower
o Manual describing materials found in the trunk is sent prior to o Resource Trunk is available for receiving the resource trunk loan to educators statewide
o Send request for application to: Conservation Education Oklahoma Department of Wildlife Conservation 1801 N. Lincoln Oklahoma City, OK 73105
To make students more aware of the importance of good water quality for themselves and for wildlife.
------
Please clip and send for APPLICATION
Please send me a WATER RESOURCE TRUNK APPLICATION.
Name______
Address______City______Zip______
Daytime Phone (___)______
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
A Few Select Websites… http://school.discovery.com/schrockguide/fry/fry.html a readability scale that approximates the reading level of text http://www.behavioradvisor.com/ tips for managing classroom behavior and dealing with common problems that teachers encounter (responses are submitted by teachers) http://mentalhelp.net/ help in understanding mental health issues http://www.learnwebskills.com/search/engines.html a tutorial for initiating effective web searches while researching a family tree http://www.mapme.com a collection of classroom maps, classroom resources, lesson plans, and tools for behavior management and classroom management
9-27 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
From the Mail Pouch Classroom Organizational Strategies
Reduce the number of variables in your classroom by incorporating some group instruction. An alternative teacher, who has 10 students in 4 subjects, working on 10 different lessons is responsible for 400 independent lessons an hour. This results in the teacher being able to spend just over 7 seconds on each task during a 50-minute class period. This design minimizes instruction, and too commonly results in students reading and testing over the content when they feel ready.
Start with something manageable. You may need to over rely on less than ideal lessons as you get started, but your goal should be to eventually make all lessons interesting and relevant to students. Even within more traditional lessons, modifications and adaptations can be implemented to improve student learning and motivation. Students often have good ideas for how to vary such lessons.
Plan group activities that can be completed in a class period, block, or day. This will reduce the effects of absenteeism, and allow students to pick up at anytime during the semester.
Schedule more group activities than will be required for credit to allow for choice, variations in attendance, and time of enrollment.
Projects and group instruction are more effective if they are modular and not sequentially based.
Schedule like subject areas within the same class period when possible.
Identify common themes and teach these skills in a group format when possible. Realize that extensions may allow groupings that appear to be unrelated at first glance.
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Folder work is an effective way to make transitions during the day or to get students on task. Folder work should not be used for punishment and should not be filled with monotonous worksheets. Folder work should consist of activities or lessons that the student could do with minimal help from the teacher. Such materials could include Internet research, CAI lessons, reading and writing assignments, journaling, and conducting lab projects where safety is not a primary concern.
A Monday/Wednesday—Tuesday/Thursday format may be helpful to consider if subgroups exist within the same classroom structure. Odd day students could be doing folder work while the teacher is spending extended time with a certain group of students.
Guest speakers, collaborative partners, and special events should be designed to meet instructional objectives. The learning should be assessed and an appropriate amount of credit awarded.
A Carnegie Unit is based on about 70 hours of instruction. Consider setting the total number of points required for credit as a multiple of 70 so that the transition from time to points is a logical conversion.
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Obtaining Display Materials
Project WET Curriculum and Activity Guide To obtain additional information, to schedule a training for your school, or find out when a training is being offered in your area visit http://www.ok.gov
Project WILD Curriculum and Activity Guides To obtain additional information, to schedule a training for your school, or find out when a training is being offered in your area follow the “Educational Programs” link at http://www.ok.gov
Tips for Finding the Right Job The booklet is a free publication available from the Oklahoma State Employment Service. Your local employment service office should have copies or be able to get them for you from the state office. The publication # is OES-291 (Rev 1-98).
Payne County 4-H Curriculum Enrichment Programs Booklet To see what kinds of curriculum support materials are available in your community, contact the Extension Educator in your community.
Domestic Violence—A basic manual for intervention and prevention DHS Publication Number 93-02 is available at no cost from a local Department of Human Services office.
Oklahoma Department of Environmental Quality Various publications – http://www.deq.state.ok.us
Oklahoma State Department of VoTech’s Resource Center All printed and audio/visual materials may be borrowed without cost to the borrower. Materials can be accessed from the bibliographies or acquisitions link at http://www.okvotech.org/resrc/default.htm.
9-30 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
OKLAHOMA ENVIRONMENTAL EDUCATION COORDINATING COMMITTEE
Oklahoma Conservation Commission coordinates the environmental and conservation education programs for the 88 Conservation Districts across the state. Each District can provide technical assistance and some will provide additional education materials, videos, and resource trunks. Districts have soil survey books and a variety of brochures relating to soil and water conservation. Districts can also offer assistance during the development of outdoor classrooms. In addition, the Oklahoma Conservation Commission co-sponsors Project WET, Project WILD, and Project Learning Tree. Contact: Karla Beatty (405) 521-2384 [email protected]
Oklahoma Department of Agriculture, Food and Forestry Services strives to raise student, citizen, and landowner awareness of the importance of trees and forests, which results in behavioral change to improve the environment. Target audiences include young people, educators, landowners, civic organizations, cities and towns, and anyone who lives, works, or plays in or near a rural, urban or community forest environment. Forestry Services sponsors several Arbor Week (last full week of March) activities for a variety of age groups. Forestry Services also co-sponsors Project Learning Tree. Contact: Christina Stallings (405) 522-6158 [email protected] www.oda.state.ok.us
Oklahoma Department of Environmental Quality is dedicated to providing quality service to the people of Oklahoma through comprehensive environmental protection and management programs. DEQ has many resources available, including several grant programs for educators, posters and bookmarks, speakers’ bureau, workshops, and classroom units. Publications are provided on such topics as composting, recycling, pollution prevention, household pollutants, water conservation, reducing air pollution, lead-based paint hazards, and may more. DEQ annually sponsors America Recycles Day and Use Less Stuff Day and provides resources for many Earth Day celebrations. Contact: Susie Shields (405) 702-5166 [email protected] www.deq.state.ok.us
9-31 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Oklahoma Department of Tourism & Recreation offers interpretive programs throughout the year at the following parks: Beavers Bend, Lake Murray, Fountainhead, Little River, McGee Creek, Robbers Cave, and Sequoyah. Interpretive programs include nature walks, outdoor classroom activities, an special events such as Watchable Wildlife, and Earthweek. Other state parks also offer summer season interpretive activities. Contact: Tom Crieder (405) 521-3412 [email protected] www.tourism.state.ok.us
Oklahoma Department of Transportation is responsible for the removal of litter and illegal dumps from the right-of-way along the 12,000 miles of state highways. The Adopt-A- Highway and spring “Trash-Off”, a statewide spring housecleaning, are major community programs. The “Keep Our Land Grand” media campaign includes bumper stickers, dashboard litterbags, and an annual poster contest. The Litter Hotline (1-888-5-LITTER) can be called to report littering from a car. Contact: Joanne Orr (405) 521-4037 [email protected] www.okladot.state.ok.us/public-info/index>
Oklahoma Corporation Commission is the regulatory agency responsible for prevention and abatement of pollution caused by oilfield operations, fuel storage tanks, and/or pipelines. Demonstrations of oil spill cleanup methods and activity sheets are available for classrooms. Speakers are also available on oilfield safety, fuel storage tanks, and pipelines. Contact: Carl Solomon (405) 521-3664 [email protected] www.occ.state.ok.us
Oklahoma Department of Wildlife Conservation is responsible for the management, conservation, enhancement, and utilization of the state’s wildlife resources. The Education Section offers resource trunks for educators to check out, grants to develop school site wildlife education areas, hunter education courses, fishing clinics, educator packets and other resources. ODWC co- sponsors Project WILD. Contact: Lisa Anderson (405) 521-6704 [email protected] www.wildlifedepartment.com
9-32 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Natural Resources Conservation Service formerly the Soil Conservation Service, provides environmental education assistance in soils, wildlife, forestry, agronomy, water quality, and other subjects. Events such as outdoor classrooms, natural resource days, and fishing clinics can be organized. NRCS can also provide classroom activities, models, demonstrations, videos, books, and other resources for the classroom. Contact: NRCS Public Affairs (405) 742-1245 www.ok.nrcs.usda.gov
Oklahoma State University Center for Environmental Education has a vast collection of curricula on a variety of subjects and environmental games. CEE has access to the Eco-Net computer on-line service, an international electronic conferencing network on which scientific papers are presented, environmental concerns discussed and a general sharing of information occurs between users. Contact: Dr. Chris Moseley (405) 744-7233 [email protected]
OSU Cooperative Extension has school enrichment programs available through your county Extension office at little or no cost. Programs include Oklahoma Aqua Times, Caring for Planet Earth, Junior Master Gardener and Oklahoma Ag in the Classroom. Look under “County Government” in your phone book. Contact: Billie Chambers or Charles Cox (405) 744-8885
U.S. Fish and Wildlife Service is the federal agency responsible for conserving, protecting, and enhancing the nation’s fish, wildlife, and related habitat resources. Biologists with the Oklahoma State Office coordinate Oklahoma’s endangered species, private lands, wetlands, and contaminants programs. Brochures, fact sheets, posters, and other educational information are available. Contact: Erich Langer (918) 581-7458 [email protected] www.fws.gov
9-33 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Oklahoma Water Resources Board coordinates the Oklahoma Water Watch Volunteer Monitoring Program. OWW volunteers collect baseline water quality data, monitor water quality trends, identify problems associated with recreational uses, and communicate with stakeholders regarding environmental education methods for protection of the state’s water resources. By participating in the program, volunteers can take a n active role in managing their water resources and have a voice in decision-making. An important goal of the OWW program is to empower citizens, enabling them to make changes in their community practices to benefit the local environment. The OWRB is a co-sponsor of Project WET. Contact: Julie Cunningham (405) 530-8800 [email protected] www.owrb.state.ok.us
Office of the Secretary of Environment is the liaison for Oklahoma Environmental Education Coordinating Committee to the Cabinet Secretary. This Office provides staff assistance and support to the various activities of OKEECC. Contact: Jennifer Wasinger (405) 530-8997 [email protected] www.ose.state.ok.us
The mission of the Oklahoma Environmental Education Coordinating Committee is to foster an awareness and appreciationAdventure for Oklahoma’s Based Recreational natural resources Therapy by coordinating Program environmental LeFlore Countyeducation Health efforts. Department
To learn more about the activities of the Oklahoma Environmental Education Coordinating Committee, please contact Karla Beatty (405) 521-2384 [email protected] Oklahoma Conservation Commission
9-34 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
FACT SHEET
CHALLENGE COURSE Low Elements: The participant will be involved in activities centered around a series of elements or obstacles designed to build self-confidence and group support. During these activities, the participant will be required to walk on cables and beams, jump a reasonable distance, support falling group members, participate as a climbing aid, and have close physical contact with other group members in order to carry out the desired tasks. Safety techniques will be taught for each element.
High Elements: The participant will be walking, climbing, and riding on cables, logs, ladders, beams, and trees, at times 40 feet above the ground. These activities are designed to increase an individual’s self-confidence and self-esteem. Each participant will be trained in the use of safety equipment.
ROCK CLIMBING—RAPPELLING The participant will be involved in activities centered around the rock face of cliffs up to 100 feet high. These activities will include climbing the face/cliff utilizing technical equipment, rappelling/descending the rock face, walking over hazardous terrain, learning and utilizing appropriate knots, climbing styles, and proper climbing commands.
BACKPACKING AND/OR CAMPING The participant will be involved in activities around a camp site setting and/or a wilderness setting, preparing meals, gathering firewood, sleeping in a tent, walking over hazardous terrain, crossing streams, and carrying a backpack containing a load equivalent to one third of the participant’s body weight.
CANOEING The participant will be involved in activities centered around both lakes and moving water. These activities will include learning and utilization of proper paddling techniques, canoe launching, canoe boarding, canoe rescue, and self-rescue techniques. Reading river currents and navigating white water will be included.
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MOUNTAIN BIKING The participant will be learning and utilizing appropriate mountain bike equipment and skills. This will involve various types of terrain that range from flat pavement to steep rocky trails, distances from 4 to 40 miles per day, and speeds of 2 to 30 miles per hour. Level of difficulty will be at instructor’s discretion and based on group ability.
ORIENTEERING The participant will be involved in activities focused upon completion of cross-country travel using a map and compass. The terrain will include mountains, steep terrain, rocky hillsides, streambeds, and open fields. The participant will be responsible for selecting and following the route between checkpoints. Agency and LCHD program staff will monitor participant travel, but direct monitoring will be difficult.
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CONFIDENTIALITY RELEASE FORM
The undersigned agrees to allow the school to use the name and photographs of the student named below for publicity and in its publications.
(Student)
(Signature of parent or student, if emancipated and/or age 18 or older.)
(Date)
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
STATE OF OKLAHOMA STANDARD FORM CONSENT FOR THE RELEASE OF CONFIDENTIAL INFORMATION I understand that these records are protected under federal and State confidentiality regulations and cannot be released without written consent unless otherwise provided for in the regulations. Federal regulations prohibit further disclosure of the records without specific written consent, or as otherwise permitted by such regulation. I also understand I may revoke this consent in writing at any time unless action has already been taken based upon this consent and in any event this consent expires one year from the date of signature. ______AUTHORIZING PERSON -- CHILD PARENT GUARDIAN LEGAL CUSTODIAN OTHER request that information concerning:
______NAME OF CHILD DATE OF BIRTH SSN be released and authorize ______NAME OF PERSON OR AGENCY RELEASING INFORMATION
______ADDRESS OF PERSON OR AGENCY RELEASING INFORMATION: INCLUDE STREET ADDRESS/P.O. BOX, CITY, STATE AND ZIP to release to:
NAME/AGENCY NAME/AGENCY NAME/AGENCY
ADDRESS ADDRESS ADDRESS
CITY, STATE, ZIP CITY, STATE, ZIP CITY, STATE, ZIP the following information: ______KIND AND/OR EXTENT OF INFORMATION TO BE RELEASED for the following purpose(s): ______If the records to be disclosed are education records (which may include discipline records), they are maintained and released in accordance with the Family Educational Rights and Privacy Act (FERPA). Parents or eligible students shall be provided a copy of the records to be disclosed if requested. Redisclosure, except as provided at 34 CFR § 99.31, requires prior consent of parents or eligible students. THE INFORMATION I AUTHORIZE FOR RELEASE MAY INCLUDE INFORMATION AND RECORDS WHICH MAY INDICATE THE PRESENCE OF A COMMUNICABLE OR NONCOMMUNICABLE DISEASE, WHICH MAY INCLUDE, BUT ARE NOT LIMITED TO, DISEASES SUCH AS HEPATITIS, SYPHILIS, GONORRHEA AND THE HUMAN IMMUNODEFICIENCY VIRUS, ALSO KNOWN AS ACQUIRED IMMUNE DEFICIENCY SYNDROME (AIDS). NOTARY: ______(Notary) Subscribed and sworn to me ______20 ______My commission number ______(signature of person(s) authorizing release) My commission expires ______20 ______
(date) Notary Public (or Clerk or Judge)
AGENCY VERIFICATION IN LIEU OF NOTARY: ______(staff signature and title) (date)
OSDE Form 11 Page 1 of 2
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Responsibility Steps for Intake and Screening Part I of II As you interview students for your intake and screening process, here are some ways to include Responsibility Steps.
Using any of these options will, most likely, need to be something the student takes home, completes, and returns the next day BEFORE the decision is made to accept them into your program.
Taking the time to do this could result in more appropriate placements in your program and a more positive effect on both student achievement and home-school relations.
1. Ask the student to write a page or paragraph about… Why they think the alternative program will help them complete school. Why they want to be in the alternative program.
2. Create a checklist of POSSIBLE REASONS why school has not been a successful fit for the student. •Have the student select all the reasons. •Then have the student write a statement about each one – Why they think the alternative program will change things for them. _____I’m bored with school _____I don’t have any friends _____I have a negative attitude about school _____I became a mother/father _____Math is difficult for me _____Personal or family issues _____I don’t fit in _____Drugs or alcohol _____I get in trouble with the law _____I don’t like school or I’m not interested in school _____I have a hard time reading _____I was absent a lot _____My behavior – I get into trouble a lot _____I dropped out before
3. Have students rate, on a scale from 1-10: How committed are you to finishing school? 1 2 3 4 5 6 7 8 9 10 Not very, I’m going to do I have to do it what it takes to finish high school
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Responsibility Steps for Intake and Screening Part II of II As you interview students for your intake and screening process, here are some additional ways to include Responsibility Steps.
Using any of these options will, most likely, need to be something the student takes home, completes, and returns the next day BEFORE the decision is made to accept them into your program.
Taking the time to do this could result in more appropriate placements in your program and a more positive effect on both student achievement and home-school relations.
4. Create a checklist of POSSIBLE Responsibility Steps the student feels like he or she can adhere to (instead of making the Responsibility Steps punitive or a requirement – a prepared list they MUST sign – they select and become RESPONSIBLE for selecting what will work for them.) •Have them select 3-7 (you decide) then write a sentence or two about… Why that responsibility step will help them be a better student or finish high school. Why they believe they can do it. •Later in the school year, commend them for achieving their steps and ask them to select additional steps for the remainder of the school year. _____Attend classes/school regularly _____Show up prepared with pencils, textbooks, etc. _____Keep work up to date and complete assignments as required _____Stay awake in class _____Treat others with respect and use good manners _____Will not use insults or foul language to others _____Will know the rules and policies of the school which apply to you and obey them _____Make sure your graduation plan is accurate at all times _____Identify a place at home that is your space for studying _____Identify blocks of time to study and set aside enough time to study _____Accept when you’re wrong and apologize _____Admit when you’ve made a mistake _____Will be honest, will not lie, cheat, or deceive others _____Ask others for help when you need it _____Have empathy for others _____Forgive others when they make a mistake or do something wrong _____Be open-minded to the opinions of others _____Believe that your life is meant to be great
5. Have students write their own responsibility steps…you decide on how many…
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
Osage County Interlocal Cooperative School District 57-K001 207 East Main Hominy, OK 740.5-1511 918.885.2667 Fax: 918.885.6742
STUDENT/PARENT CONTRACT
I, and my parents, agree to the following:
A. I have received a copy of and understand the rules of Project Challenge and I am particularly aware that I can be dropped from Project Challenge immediately if: 1. I am involved in a fight at Project Challenge in campus, at school related activity, including bus/transportation; 2. I bring a weapon, drugs, or alcohol to the Project Challenge campus; or school related activity including bus/transportation; 3. I fail to complete required academic assignments.
B. I agree to abide by all of the rules at Project Challenge; and C. I understand that this signed contract will be placed in my student file; and D. I also understand that if I am dropped from Project Challenge, returning to my home school may not be a possibility.
Student Signature Date
Parent Signature Date
Attachments: Project Challenge Program Rules
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Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 918.225.1882 / www.otac.info
JAY ALTERNATIVE SCHOOL DATA INFORMATION
Demographic Information Date:
Student name:
Date of birth: Gender: M or F
Race: (enter all that apply: C=Caucasian, A=African American, N=Native American, H=Hispanic, AA=Asian American, O=Other)
Grade: (indicate the student’s grade level at the beginning of the school year
OJA: Y or N (record yes if the student self reported or you know of contact with the Juvenile System)
Date of original entry:
Reason for referral code: 1 = excessive absences, 2 = academic deficiencies, 3 = behavioral difficulties, 4 = parenting teen 5 = emotional/school adjustment, 6 = recovered dropout, 7 = juvenile justice referral, 8 = other (specify)
Date of exit:
Reason for exit code: 1 = graduated, 2 = returned to home school 3 = continuing in program, 4 = obtained GED, 5 = moved, 6 = referred to another program, 7 = dropped out, 8 = suspended through end of year, 9 = other (specify)
Pre-data
Absences: (record the total number of student absences both excused and unexcused for the semester prior to program entry)
GPA: (record the student’s grade point average for the last semester the student completed before admission to your program. The GPA should be on a four-point scale)
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Number of days of in-school suspension: (record the total number of days the student was assigned to an in-school-suspension program the semester prior to entering the program)
Number of days suspended from school: (record the total number of days the students was suspended out of school for the semester prior to program entry)
Number of classes attempted: (record the total number of classes the student attempted the semester prior to program entry)
Number of classes passed: (record the total number classes the student successfully completed the semester prior to attending the program)
Reading score:
Math score:
Other score: (report the score from any additional subtest of the achievement test the student took either before or at program entry)
Composite: (report the composite score or total score from the achievement test the student took either before or at program entry)
Post Data
Absences: (record the total number of student absences (both excused and unexcused) for the spring semester)
GPA: (record the student’s grade point average for the spring semester of the current year. The GPA should be on a four-point scale)
Number of days of in-school-suspension: (record the total number of days the student was assigned to an in-school-suspension program during the spring semester)
Number of days suspended from school: (record the number of days the student was suspended from school during the spring semester)
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Number of classes attempted: (record the total number of classes the student attempted during the spring semester this year)
Number of classes passed: (record the total number of classes the student successfully completed during the spring semester of this year)
Reading score:
Math score:
Other score:
Composite:
Program Components
Counseling:(indicate the total number of sessions the student received of each type listed below counseling during the program year. Family sessions may also include home visits)
Individual: Group: Home:
Tutoring: (record the total number of tutoring sessions the student received during the program year (both individual and group) CAI sessions/lessons: (enter the total number of computer assisted instruction (CAI) sessions the student received or the total number of lessons completed)
Employment: (programs that assist students with finding employment should enter the number of hours per week the student spent at that worksite)
Work study: (programs that have a work-study component should enter the number of hours per week the student spent at the worksite)
Community service: (record the total number of hours the student participated in community service during the program year)
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Apprenticeship: (programs that have an apprenticeship component should enter the number of hours per week the student spent at the worksite)
Mentoring: (record the total number of hours the mentor spent with the student during the year or the total number of hours the student participated in the mentoring program)
Incomplete classes: (if the program gives students incompletes at the end of the year, enter the number of classes that were not completed. These incomplete courses should be included in the number of classes attempted but not in the number of classes passed, (passed + incomplete=attempted)
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APPLICATION FOR APPROVAL OF WORKSHOP, CONFERENCE, SEMINAR, ETC.
DIRECTIONS: This form serves as evidence of approval for a conference, workshop, or other professional development training activity to be accepted as content-specific Professional Development (Column 5 of Oklahoma's High Objective Uniform State Standard of Evaluation [HOUSSE] Check sheet for Demonstrating Subject Competency). Participant must complete the information identified below. Both parties must sign the form where indicated. TITLE OF ACTIVITY:
DESCRIPTION/NATURE OF THE ACTIVITY: (Include content area addressed.)
TRAINING WAS PROVIDED BY: (Name of presenter or resource provider)
LOCATION:
DURATION:
REFLECTION STATEMENT: (Use this space to summarize this activity and what you learned. Indicate how this activity will improve teaching this content area. Additional pages may be attached if necessary.)
Print or Type Name of Signature of Participant Participant
Print or Type Name of Signature of Approving Approving Administrator Administrator
Number of Hours Date Approved
Teacher Qualification Disclaimer
The teacher(s) in your child’s alternative program have been selected by this district because we believe that they are uniquely qualified to work with alternative learners. Oklahoma has had a progressive and nationally recognized model in the field of alternative education for more than a decade. This model is closely scrutinized by independent evaluators to determine program effectiveness. Changes in attendance, disciplinary referrals, grades, course completion, direct classroom observations, and standardized testing are some of the factors that the evaluators use to determine the effectiveness of our alternative program. These reports are available for your review.
Oklahoma law permits alternative education teachers to provide instruction in subjects that are not specific to their area of certification. The federal guidelines under the No Child Left Behind Act do not offer this same level of flexibility. The federal government under the No Child Left Behind Act narrowly defines highly qualified teachers as those teachers who are certified in every specific subject area that they teach. Our district believes that there are many qualities that make teachers effective, and that content certification is one of many measures of quality.
In summary, we have employed teacher(s) in our alternative program that we believe are well suited to teach your child. The federal government requires us to inform you that your child(s) teacher may not be highly qualified according to their definition.
By signing this form, I am requesting that my child be given the opportunity to participate in the alternative education program, in spite of the fact that h/her teacher(s) may not be certified in every subject.
http://www1.center.k12.mo.us/edtech/resources/SBsites.htm Social Studies Check out places on earth in "real time". Great for writing projects, changes over time, animal Earthcam observation, etc. (Elem, Mid, High) Geography Download interactive geography US maps and world maps. (Elem, MS) Build a Prairie Restore a prairie using biology, ecology and climatology. (Elem, MS) Early American Short films of noteworthy famous moments in early American history. (Elem, Mid, High) History You choose to place state on map with or without state outlines. A third option is placing the name US state location of the state in the correct location. (Elem) American Centuries Explore American history through these collections and activities. (Elem, Mid, High) Ben's Guide for Information and activities about US government specifically tailored for educators and students. Government (Elem, Mid, High) Timeline Create a timeline - you won't be able to save it, but you can print it. (Elem, Mid, High) Our Time Lines Create timelines with various start and end dates for a listing of world wide events. (Middle, High) Need others? Here are some other websites, but not all will be interactive. Math sites Whiteboard Tools Free, downloadable application perfectly suited for whiteboard use in the classroom. Algebasics Audio and video explanations of algebra topics (upper elem, MS, HS) Shodor Interactivate Interactive Java-based courseware for exploration in science and mathematics (Elem, MS, HS) Illuminations library of 90 online activities that help math come alive in the classroom or at home (Elem, MS, HS) Math videos Videos answering math questions. (Elem, MS) Interactive Games Games for facts, multiples, painting fractions, etc. (Elem) Numberline Develop your own numberline from ones to decimals (Elem, MS, HS) Interactive Math A variety of topics - all interactive! (Elem) Everyday Math A site developed for Everyday Math lessons - both for practice and teaching. (Elem) Virtual A must with the SMART Board! Interactive, virtual manipulatives from preK - 12. (Elem, Mid, High) Manipulatives More interactive Base 10 blocks, pattern blocks, algebra tiles, Pythagorean Theorem, and figuring the value of pi. java manipulatives (Elem, Mid, High) Illustrated lessons Illustrated math lessons including place value, weight/capacity, symmetry, among others. (Elem) Magnetic Math Rearrange symbols and numbers into number sentences - varying levels of difficulty. (Elem) Magnetic Place A board with expanded notation numbers and symbols for place value. (Elem) Value Math Glossary An animated, interactive dictionary for students with over 500 math terms. (Elem, MS) Math Activities Area, number lines, fractions, two more, sorting, among many others. (Elem) Math for grades 10, Many interactive formulas and interactive descriptions. (HS) 11, 12
Need others? Here are other websites - not all are interactive. July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Science Yuckiest Site on the Educational science entertainment about yucky things Internet ExploreLearning Interactive math and science simulations Stellarium Open source planetarium software to showing a realistic sky in 3D Blobz Electric Circuits Making circuits work, conductors/insulators, switches and diagrams (Elem, MS) Planet 10 An interactive space site - build or interact with the planets. (Elem, MS?) Ed Heads Compound and Simple machines (Elem) Interactive science A variety of topics - all interactive! (Elem) Science, optics and you An interactive science site, especially good for upper levels. (MS, HS) Virtual Body Take your class on a virtual field trip of the Human Body. (Elem, MS) Switch Zoo Great for adaptation discussion as you change head, body and tail of animals. (Elem) Simple and Complex Lab experiments with wedge and lever, ramp and pulley, and wheel and axle. (Elem) machines Acids, Alkalis, and Make a prediction of outcomes using neutralization strategies and litmus strips to test reactions. Neutralization (MS, HS) Cells Alive! A"virtual microscope" type of site including plant/animal cells, mitosis and meiosis. (MS, HS) Froguts A virtual dissection of a frog. (MS, HS) "Rat guts" A virtual dissection of a rat. (MS, HS) Click on the hot spots for an explanation of systems, organs, muscles, etc. (Site has popup ads - Human anatomy don't install anything offered!) (Elem, Mid, High) Virtual microscope Virtual microscope of insects, botany, pond life. (Elem, MS, HS) Physics Mechanics, electrodynamics, optics among others. (MS, HS) The Virtual Cell Click "The Virtual Cell Tour" to start. (MS, HS) It's Elemental An interactive periodic table of elements. (MS, HS) Need others? Here are other websites - not all are interactive.
Other topics Color Factory Activities around mixing and sorting colors Interactive subjects A variety of subjects - all interactive (elem) Virtual keyboard Has ability to change instrument sounds. (Elem, Mid, High) Premade Download a premade PowerPoint ready for classroom use - math, science, social studies, art, PowerPoints language arts. (Elem, Mid, High) Artist's Toolkit Explore line, color, shape, balance among others. (Elem, MS) Play Music Orchestra sections and activities. (Elem, MS) Need others? Here are other websites - not all are interactive.
Classroom Tools An online timer, or Classroom Timers Cool Timer 1.5 to download, and don't forget about the Cliplet timers (minutes and seconds) in SMART Ideas
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July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
MAP resources MAP resources for everyone. Game Templates for teacher or student generated review games such as Hangman, Jeopardy, Millionaire, templates among others.
Communication Arts K-3 SMART Board sites A wide variety of sites and activities for the SMART Board (Elem) Site word practice Use drop down menus to match site words with pictures. (Elem) Building Language for Three interactive games - rhyming words, beginning sounds, naming objects belonging in Literacy certain places (ex. home) (Elem) Reading Workshop Phonics, vocab, comprehension and other activities (Elem) Little Fingers Games Variety of Pre-K through 3rd grade interactive activities (Elem) English primary Wide variety of interactive English activities. (Elem) activities Roy the Zebra Interactive reading games, guided reading activities with other literacy activities (Elem) Graphic Organizers .pdf graphic organizer files, good for capturing! (Elem, MS) Animal Talk? Encourage your kids to do some writing! (Elem) Kids's Poetry Magnetic poetry kits (Elem, Mid) Interactive Literacy A variety of topics - all interactive! (Elem) A collection of online interactive tools (such as Venns, plot maps, and timelines) supporting ReadWriteThink literacy in K-12 classrooms. (Elem, Mid, High) Bembo's Zoo A fun site with letters changing to animals - very primary but fun! (Elem) Magnetic spelling Click and drag "magnetic" letters to practice spelling and word families. (Elem) Magnetic Rhymes Click and drag words to form sentences and rhymes. (Elem) English activities Some spelling, characterization, journaling activities. (Elem) A visual thesaurus where words are conceptually connected. (Be aware of "explicit" words - be Visual Thesaurus sure to try it before showing your students!) (Elem, Mid, High) Starfall Reading activities for the emergent through more advanced reader. (Elem) Instead of "said" Visual ideas for words to use instead of said. (Elem, MS) Don't use Said Another option to said site, but this also highlights spoken word, then inserts punctuation! (Elem, MS) Power Proofreading Proofreading topics including spelling, punctuation, format, etc. (Elem, MS) Need others? Here are other websites - not all are interactive.
This website is maintained by Colleen McLain updated January 30, 2009
9-54 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Career & Graduation Plan This is your personal career folder. It is designed to help you plan and make well-informed career decisions. Parents, student and faculty are important partners in helping you reach you career goals. Please review and sign below.
Grade Date Student Parent Teacher/Counselor
9 ______
10 ______
11 ______
12 ______
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ College/Career Skills Checklist
9th Grade 10th grade _____Received OHLAP information _____Updated 6-year planner _____Received OTSP information _____Reviewed Plan test _____Received graduation requirements _____Researched options to finance college _____Developed a 6-year plan _____Completed OHLAP application _____Completed an interest survey _____Reviewed/completed interest ability and _____Completed an abilities inventory value surveys _____Competed a values survey _____Reviewed graduation requirements
11th Grade 12th Grade _____Updated 6-year planner _____Updated 6-year planner _____Reviewed/completed interest ability and _____Reviewed/completed interest ability and Value surveys value surveys _____Received Postsecondary education _____Received Post secondary education _____Took ASVAB on ______Received FAFSA information _____Took ACT test on ______Took ACT test on ______Took SAT test on ______Took SAT test on ______Started scholarship research _____Completed college applications _____Completed resume _____Updated resume _____Reviewed graduation requirements _____Researched Scholarship and grant opportunities
10-1 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Educational Planning
English Math Reading Science Composite
EXPLORE 8th Grade ______
PLAN 10th Grade ______
ACT 11th/12th Gr. ______
ACT 11th/12th Gr. ______
Postsecondary Institutions to Explore Days Absent
______9th Grade ______
______10th Grade ______
______11th Grade ______
______12th Grade ______
End-of-School Testing
Test Date Taken Score Retake Score
English II ______
English III ______
US History ______
Algebra I ______
Algebra II ______
Geometry ______
Biology ______
10-2 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Career Planning Please check activities in which you have participated.
_____Talked with parents or adults about _____Took part in a career day Career plans _____Held part-time summer job(s) _____Participated in extracurricular _____Heard speakers (including college activities representatives) _____Participated in community _____Interviewed worker(s) organizations _____Job shadowed _____Explored career information online _____Filled out applications (college and _____Held leadership positions or offices job) _____Served as a volunteer _____Researched information on careers _____Took a field trip related to a career and college _____Participated in a simulated interview _____Participated in an actual interview _____Competed portfolio _____Completed resume
School & Community Activities, Organizations and Clubs
Grade/Date Activity Responsibility/Office Held
Grade/Date Honors, Awards, Recognitions, Certificates
10-3 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Goals and Graduation Plan
Name ______
Family members ______
What is your best subject? ______
What subject is your most difficult? ______
What would you like to do better in school? ______
Name one thing you dislike about school. ______
List three goals you have for this quarter. 1. ______
2. ______
3. ______
List one action you will perform to achieve each goal above. 1. ______
2. ______
3. ______
Where do you plan to attend high school? ______
Name two subjects (electives) you will choose (besides requirements). 1. ______
2. ______
What summer/household jobs can you do to help you prepare for your future? ______
______
What will you be doing September 1 next year? ______10-4 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
______
What plans do you have for activities in high school? ______
______
What plans do you have for academics in high school? ______
______
Do you plan to work while you are in high school? ______
If you plan to work what kinds of job(s) will you get? ______
______
Where would you like to go to college? ______
What year will you start college? ______Finish college? ______
How do you plan to pay for college? ______
______
Do you know how to get financial help? ______
With whom would you talk about paying for college? ______
______
Where do you plan to live when you are 18 years old? ______
21 years old? ______
Ten years form now what will be your job or career? ______
______
What steps will you take this semester to achieve that goal? ______
What steps will you take in high school to achieve that goal? ______
______
10-5 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Issues to Address Include as part of your Grad Plan for issues that need to be addressed to more forward.
Name______
Please check all of the following issues that pertain to you and could be discussed in either individual or group counseling.
______Anger Management
______Depression
______Drug and Alcohol Use
______Family Issues
______Goal Setting
______Grief and Loss
______Incarcerated parent or Family Member
______Relationship Issues
______Other (please explain)
______
______
______
______
______
______
______
______
10-6 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Union Alternative School Plan of Success
Student ______School Year______
Grade______Projected Graduation Date______
After completing high school, what are your career and employment plans?
______
______
______
Do you have health insurance? ______
Are you Native American? ______Tribe ______
Do you have a driver’s license? ______
Have you registered to vote? ______
Have you registered for Selective Services? ______
Are you on self-support? ______
Do you qualify for Free/Reduced Lunch? ______
Do you qualify for OHLAP? ______
After high school do you want to: _____Work full-time _____Work part-time and go to school _____Go to a vocational school _____Go to a 2 year college _____Go to a 4 year college _____Join the military ______branch of service
Have you attended or completed any of the following: _____ACT _____FAFSA (Free Application for students AID) Do you have a pin # ______Tulsa Achieves application _____What is your GPA?OKCIS (Oklahoma Career Information System) _____ASVAB _____TTC forum _____Job Shadowing _____Scholarships 10-7 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Putnam City Academy Student Needs Assessment How well are you able to do the following? Circle your choice using the following scale: 3 = very well 2 = Okay 1 = Not that well
Academic Skills 3 2 1 I understand my learning abilities and how to apply them 3 2 1 I know my academic strengths and weaknesses. 3 2 1 I set academic goals and develop strategies to accomplish them. 3 2 1 I understand the curriculum and the impact course selection has on my future. 3 2 1 I understand the relationship of my ability, effort and quality of my school achievement. 3 2 1 I set study goals and priorities. 3 2 1 I have study and test-taking skills. 3 2 1 I prepare for the state (EOI) and national tests (ACT). 3 2 1 I understand and will pursue lifelong learning. 3 2 1 I practice effective time-management skills. Career Skills 3 2 1 I understand how to successfully prepare for and enter postsecondary education. 3 2 1 I understand that the world of work and its expectations for employment. 3 2 1 I explore a variety of postsecondary and employment opportunities. 3 2 1 I form tentative career goals and strategies to achieve them. 3 2 1 I understand how to use labor market information and career search strategies. Personal and Social Skills 3 2 1 I know and can demonstrate ways to protect myself from abuse. 3 2 1 I analyze possible causes of conflict in schools, families and communities. 3 2 1 I access school and community health services for myself and others. 3 2 1 I practice decision-making and problem-solving skills. 3 2 1 I influence and support others in positive health and safety choices. 3 2 1 I communicate effectively with family, peers, and others. 3 2 1 I analyze how information from media, technology and the community effects health and safety behavior.
3 2 1 I communicate care, consideration and respect of others. 3 2 1 I examine how my interpersonal communication affects my relationships. 3 2 1 I practice refusal, negotiation and collaboration skills to avoid harmful situations. Comments: What other skills do you feel you need to develop this year? List these and any additional comments on the back of this page.
10-8 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info GRADUATION SUCCESS PLAN – Oklahoma Higher Learning Access Program (OHLAP)
Student’s Name Date Subject to availability of funds, OHLAP will help pay the college tuition for students. To enroll in the program, students must be (1) an Oklahoma resident; (2) enrolled in the 8th, 9th or 10th grade in an Oklahoma high school; and (3) the child of parents, custodians or guardians who earn less than $50,000 per year. Curriculum requirements are:
4 English: Grammar, Composition, Literature 3 Mathematics: Algebra I, Algebra II, Geometry, Trigonometry, Math Analysis, Calculus, Advanced Placement Statistics 2 Science: Biology, Chemistry, Physics, or any certified lab science; general science with or without a lab may not be used. 3 History and Citizenship Skills: Including one unit of American History and two units from the subjects of History, Government, Geography, Economics, Civics, and/or non- Western Culture. 1 Fine Arts: (Music, Art, Drama) or Speech 2 Foreign Language or Computer Technology: 2 Additional of subjects above TOTAL 17 Units
Requirement 1st Semester 2nd Semester Completed Needed English (4 Units) Unit 1 Unit 2 Unit 3 Unit 4 Math (3 Units) Unit 1 Unit 2 Unit 3 Science (2 Units) Unit 1 Unit 2 History (3 units) Unit 1 Unit 2 Unit 3
10-9 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Requirement 1st Semester 2nd Semester Completed Needed Fine Arts (1 Unit) Unit 1 Foreign Lang or Computer (2 Units) Unit 1 Unit 2 Additional Core (2 Units) Unit 1 Unit 1
Career Tech Course of Study______
______
Careers Explored______
EOI Date Taken Score Retake Date Retake Score Algebra I English II
10-10 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Oklahoma Higher Learning Access Program (OHLAP)
Think about signing up for OHLAP like signing up for a library card… you may not use the card, but you will have it… if and when you want it…
● There is no age requirement ● Students enrolled in the 8th, 9th or 10th grade can sign up ● Students earning credits through competency-based curriculum may pass the “window” to qualify ● Students can opt out later because of grades if necessary ● Sign up your sophomores before May
These links will help you get started:
http://www.okhighered.org/okpromise/
http://www.okhighered.org/okpromise/curriculum-checklist.pdf
http://www.okcollegestart.org/Applications/Oklahoma_Promise/apply.html
Alternative Education is in the business of encouraging our students and sometimes it is the power of positive thinking that gets things done with our alt ed students.
Why not encourage them and help them get signed up for OHLAP!
10-11 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Graduation Checklist - 23 Credits to Graduate from the Achieving Classroom Excellence Act of 2005 (ACE) Name______ID#______College Prep Curriculum _____Standard Curriculum ______OK Promise _____CD highlight courses as completed Foreign Language or English Date Date Date Date Computer Tech (4 Units) Completed Completed Completed Completed (2 Units) 1st semester 2nd semester 1st semester 2nd semester English I English I Yr 1 Foreign Lang. Yr 1 Foreign Lang. English II English II Yr 2 Foreign Lang. Yr 2 Foreign Lang. English III English III Yr 1 Computer Tech Yr 1 Computer Tech English IV English IV Yr 2 Computer Tech Yr 2 Computer Tech Date Date Fine Arts (1 Unit) Completed Completed 1st semester 2nd semester History & Date Date Citizenship Completed Completed (3 Units) Music Music 1st semester 2nd semester Art Art US History US History Drama Drama US Gov Oklahoma Hist Speech Speech Geography Geography Economics Economics Additional from Core Date Date Civics Civics Classes ( 1 Unit) Completed Completed 1st semester 2nd semester
Mathematics Date Date Date Date Electives (6 Units) (3 Units) Completed Completed Completed Completed 1st semester 2nd semester 1st semester 2nd semester Algebra I Algebra I Algebra II Algebra II Geometry Geometry Financial Literacy
Science Date Date Date Date Career Tech (3 Units) Completed Completed Completed Completed 1st semester 2nd semester 1st semester 2nd semester Biology I Biology I Chemistry Chemistry Physics Physics Lab Science Lab Science
End of School Testing Test Date Taken Score Date of Retake Score English II Algebra I English III Algebra II Geometry Biology I US History July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info GRADUATION SUCCESS PLAN – COLLEGE PREP/WORK READY
Student’s Name Date A high school student must demonstrate competency in at least 23 units of credit or sets of competencies in grades 9-12 to be eligible for graduation.
English 4 Units Science: 3 Units Mathematics: 3 Units History and Citizenship Skills: 3 Units (must include United States History, United States Government and Oklahoma History) Fine Arts: 1 Unit or Sets of Competencies Foreign Language or Computer Technology: 2 Units Additional: 1 Unit from Core areas TOTAL minimum Core Curriculum: 17 Units Electives: 6 Units TOTAL minimum graduation requirements: 23 Units
Requirement 1st Semester 2nd Semester Completed Needed English (4 Units) Unit 1 Unit 2 Unit 3 Unit 4 Science (3 Units) Unit 1 Unit 2 Unit 3 Math (3 Units) Unit 1 Unit 2 Unit 3 History (3 units) Unit 1 Unit 2 Unit 3 Fine Arts (1 Unit) Unit 1
10-13 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Requirement 1st Semester 2nd Semester Completed Needed Foreign Lang or Computer (2 Units) Unit 1 Unit 2 Additional Core (1 Unit) Unit 1 Electives (6 Units) Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Career Tech Course of Study______
______
Careers Explored______
CRT Date Taken Score Retake Date Retake Score
EOI Date Taken Score Retake Date Retake Score
10-14 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
GRADUATION SUCCESS PLAN – Core Curriculum – OPT OUT
Student’s Name Date A high school student must demonstrate competency in at least 23 units of credit or sets of competencies in grades 9-12 to be eligible for graduation.
Language Arts: 4 Units or Sets of Competencies [1 Grammar and Composition / 3 other areas of Language Arts] Science: 3 Units or Sets of Competencies [1 Biology I / 2 other areas of Science] Mathematics: 3 Units or Sets of competencies [1 Algebra I / 2 other areas of Math] Social Studies: 3 Units or Sets of Competencies [1 United States History / ½ to 1 United States Government ½ Oklahoma History / ½ to 1 other area of Social Studies] The Arts: 2 Units or Sets of Competencies TOTAL minimum Core Curriculum: 15 units or sets of competencies Electives: 8 Units TOTAL minimum graduation requirements: 23 Units or Sets of Competencies Requirement 1st Semester 2nd Semester Completed Needed Language Arts (4 Units) Unit 1 Unit 2 Unit 3 Unit 4 Science (3 Units) Unit 1 Unit 2 Unit 3 Math (3 Units) Unit 1 Unit 2 Unit 3 Social Studies (3 Units) Unit 1 Unit 2 Unit 3
10-15 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Requirement 1st Semester 2nd Semester Completed Needed The Arts (2 Units) Unit 1 Unit 2 Electives (8 Units) Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Career Tech Course of Study______
______
Careers Explored______
EOI Date Taken Score Retake Date Retake Score Algebra I English II
10-16 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Things a Parent Can Do to Prepare a Student for Graduation
Grade 9 □ Develop a four-to-six-year plan fits his/her interests. □ Know child’s teachers and school counselor. □ Discuss career plans/options with my child using Oklahoma Career Search and/or other assessment information. □ Review and understand the necessary requirements for high school graduation. □ Review, change, and approve my child’s 10th grade plan of study. □ Know opportunities for career and technology education, Tech Prep, and cooperative/concurrent enrollment with higher education. □ Know availability of career and technology student organizations and other leadership development clubs. □ Stress the necessity of staying in school and getting a high school diploma. □ Know homework hotline number. □ Know grading periods and when to expect report cards and progress reports. □ Understand different types of high school diplomas available and their requirements. □ Understand/become familiar with community resources and special service providers.
Tentative Career Choice______
Grade 10 □ Review my child’s test results and how they relate to the four-to-six year plan of study. □ Check my place of employment for employer-related scholarship information and financial aid resources. □ Attend career fairs and college fairs with my child. □ Schedule a tour of the technology center. □ Know degrees available at community colleges. □ Know about articulation agreements between technology centers and community colleges. □ Clarify and reinforce with my child the necessity to make a commitment to post-high school plans. □ Know requirements to technology center, college, military, and apprenticeship admission. □ Know dates to apply for financial aid. □ Revise, clarify, change, and /or approve my child’s 11th grade plan of study. □ Know child’s teachers and school counselor. □ Know homework hotline number. □ Request a career interest inventory be done for career planning. □ Ask about the availability of career aptitude tests for career planning. □ Know requirements to quality for special services through local and state service providers.
Tentative Career Choice______
10-17
July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info
Grade 11 □ Check on college entrance test dates and registration (PSAT, ACT, SAT, SCAT). □ Review four-to-six-year plan of study and other information with my child. □ Review information related to long-term career plans. □ Review with my child specific entrance requirements for postsecondary training programs that my child may wish to attend (technology centers, apprenticeship programs, and/or colleges and universities). □ Review graduation requirements and be certain the appropriate credits are being obtained. □ Check on financial aid and scholarship opportunities. □ Know dates for financial aid application. □ Review, clarify, and/or change by child’s 12th grade plan of study. □ Know child’s teachers and school counselor. □ Know requirements for military academy admission. □ Know requirements for military enlistment programs. □ Apply for special services through appropriate local and state service providers.
Tentative Career Choice______
Grade 12 □ Check due dates on scholarships and other sources of financial aid. Recheck graduation requirements. □ Pick up various forms related to obtaining financial aid (scholarships, student loans, grants, etc.) by November. □ Attend presentations related to scholarships and financial aids offered by the school. □ Know child’s teachers and school counselor. □ Complete all financial aid forms as soon as possible. □ Complete necessary applications as soon as a decision has been reached relative to which postsecondary institution my child will be attending. □ Check child’s completed applications, resume development, and interviewing skills. □ If your child has special needs, involve appropriate service providers in the transition planning process.
Career Choice______
10-18 July 2009 Update Oklahoma Technical Assistance Center / 123 East Broadway / Cushing, OK 74023 / 800.687.5730 / www.otac.info