Interventions for At-Risk Students

Denise Barnes

April 24,2010

Take a Good Look at our Students

What does a student that is not engaged look like?

• What do they do? When do you see them disengaged?

• Subject, time of day, specific teacher

• What do they say?• How do they relate to their peers?• How do they make you feel as a teacher?

Characteristics of At-Risk Students Unaddressed learning problems Undiagnosed disability Neglect (no one at home to provide basic

necessities, abandon by one or both parents) Safety Issues (drugs, gangs, abuse in home) Poor performance in class Repeat offender (multiple Discipline

Complaint Reports)

Data Collection

Be prepared to discuss student behavior and or progress, both positive and negative with parent/guardian.

Prepare a binder with parent contact information, interest inventory, progress and report cards.

Student

Teacher

Parent

Maintain Confidentiality

When providing information about a student, do not use the students name when speaking with another person and or writing informal memos, emails, etc.

Conduct all conversations concerning students privately.

Academic Interventions

Teach with emotion and universalize that every individual has an unique learning style, explore what that style is for every student.

Academic Interventions

Practice and Rehearse all targeted skills

Provide visuals for visual

learners

Whole Brain Teaching

Use humor, music, play, games, puzzles, plays, and cooperative learning activities.

Behavior Interventions

Stay calm with a matter of fact attitude (NEVER YELL OR LOOSE CONTROL)

Allow movement in the class/stretching short breaks

Have students work in small groups to manage productivity and accountability

Develop whole class incentives

Prevention Interventions

Create an atmosphere of mutual respect

Provide clear and consistent boundaries

Discipline in a formal/polite manner

Look for patterns of misbehavior and intervene (antecedent)

Classroom Environment

Clear expectations with consistent and specific classroom rituals and routines.

Teach social skills and allow for rehearsal of these skills.

Know Who You Are

How do you take care of yourself?

Who is your support system?

Can you leave work when you go home?

RecommendationsBe specific in your praise, do not connect it to a reward.

Stress that your students are making choices.

Directions should be phrased as directives not guest ions.

Phrase statements as guesses and let students react to the guess.

Educational Resources

James M. Kaufman, http://www.people.virginia.edu/~jmk9t

Council for Children with Behavioral Disorders http://www.ccbd.net/

Whole Brain Teaching www.youtube.com