Consider Signs of disengagement that lead to school dropout begin early often as early as elementary school Over 60 of students who eventually dropout of high school failed 25 of their ID: 727846
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Slide1
Increasing Academic EngagementSlide2
Consider . . .
Signs
of disengagement that lead
to school dropout begin early, often as early as elementary school.Over 60% of students who eventually dropout of high school failed ≥ 25% of their course credits in 9th grade.Only about 50% of high school completers have the necessary skills for success in college and work.Slide3
Bottom Line
Credits
Earned =Slide4
Research tells us to remediate academic risks
that lead to dropout prevention, we must . . .
Increase Academic EngagementSlide5
What is Academic
Engagement?
Most visible engagement subtype within the classroom
Includes: attention, academic responding, rotation of attention and academic learning timeFrequently tracked by school personnelIncludes: homework completed, credits earned, grades and time on task Slide6
What the Research Tells Us
High rates of
academic learning time
are positively correlated to academic achievement Three broad categories: Instructional quality and deliverySupplemental support for teachers and studentsClassroom structures to enhance students’ substantive interaction Slide7
Classroom Structures:
What
Effective Teachers DoSlide8
What Effective Teachers Do
Maximize
time on academic tasksMinimize time on non-instructional activitiesManage an organized and efficient learning environmentProvide students with tasks that allow them to be successfulMaximize use of active or direct teaching procedures with groups of students Lewis 2006Slide9
Student performance is enhanced when …
Teachers use research-based strategies
Teachers use instructional time efficiently, while providing multiple means of engagement
Teachers provide frequent reinforcementTeachers provide culturally diverse students with equal opportunities to participateTeachers build positive relationships with studentsTeachers and parents build supportive partnershipsSlide10
Supplemental Supports and
Enrichments
for StudentsSlide11
Provide Academic support and enrichment
Extra learning time and Credit Recovery
Small group
instruction
for
n
ote taking
and
study
skills
Individual support / tutoring
Intensive in school and out of school programsSlide12
Instructional Quality & Delivery
Providing rigorous and relevant instruction Slide13
Think about what rigorous and relevant instruction means
to
you
Share with your team matesFormulate a definition that reflects your shared perspectivesActivity 1- Think Pair ShareSlide14
Provide rigorous and relevant instruction“
First Line of Defense
”Slide15
Potential Roadblocks & Possible Solutions
Resistance to integrating CTE into academic
curricula
Provide professional development on smooth integration of academic content with career-related infoState standards and college admission requirementsDiscourage integration of academic and career and technical educationRelevant career examples and academic courses that cover the expected content can be integrated into traditional course content, titles, and descriptions The aim of integrating academics and CTE is to provide instruction that makes the two complementary rather than
competing
Students lack interest in attending
college
Stress
the connection between academics and professional
success
Have
students visit colleges and interact with their students
&
staffSlide16
Instructional
Design
Effective Teaching
Instructional
DeliverySlide17
Effective Instruction
Includes the creation and implementation of systemic improvement activities that focus efforts on changing teaching and learning
practices
Involves students in activities that promote academic engagement that leads to academic success and the acquisition of useful employment skills Promotes learning through instruction, practice, feedback and encouragementSlide18
Practical Guidelines
Prioritize instruction around critical content
Pre-teach requisite skills to ensure success with new materials
Carefully select and sequence instructional examplesScaffold instruction to promote learner independenceModel and demonstrate instructional tasksProvide frequent and meaningful practice and review optionsUse visual representations of big ideasDeliver timely academic feedback -both corrective and confirmatorySlide19Slide20
Initial Assessment collect historical data
formal standardized assessment
diagnostic assessment
Progress Monitoring determine appropriate starting levelmonitor progress frequentlygraph student scoresevaluate progressdetermine need for instructional modifications
Instructional Design
analyze content for sameness
select range of examples
select language of instruction
sequence language and examples
organize into daily lessons
schedule practice of examples
provide for cumulative review
Instructional Delivery
secure attention
pace briskly
frequent responses
adequate think time
monitor student performance
provide feedback
systematic corrective
specific reinforcementSlide21
Activity 2
Discuss
with your team ways in which your school currently
integrates academic content with career and skills-based themes to make learning more relevant for students. List two strategies for improvement in each area : Professional developmentMultiple college and career pathwaysAwareness and exposure to college and careers Instructional practicesSlide22
Instructional Practices
Instructional practice
should be informed by high quality research,
when available, and by the best professional judgment and experience of accomplished classroom teachers.Slide23
Roles Schools Play
Schools
play
a key role in guiding early preparation for postsecondary life: Foster academic preparation and achievementSupport parent involvementProvide college and career planning informationHelp students through the many steps in postsecondary planningSlide24
Improving Instructional Content and Delivery
Use academic
departments and small learning communities as key venues for academic
improvementUse teacher meetings as an additional opportunity to focus on improving instructional practices Provide professional development activities that involve teachers working together to:align curricula with standardsreview assignments for rigordiscuss ways of making classroom activities more engaging Slide25
Assisting Students Who Enter High School with Poor Academic Skills
Develop/adopt programs that teach youth learning
strategies, such as:
Demonstration of competence in content area coursesImproving students’ attention and memoryProvide support for students below basic in reading and math, especially those students at greatest risk for dropping out of schoolTutoringCredit recoverySlide26
Providing Reading Instruction at Secondary Levels
More and more schools are screening 9
th
graders entering high school for reading problems/deficitsStudents identified with reading problems/deficits are placed in structured corrective reading programs designed for adolescents struggling to readExample programs include :Corrective Reading-Scientific Reading Associates, Language! and Sopris WestNOTE: 75% of students with reading problems in 3rd grade exhibit reading problems in 9th gradeTIME
is not an effective intervention!!!!!Slide27
Reading Instruction at Secondary Levels
Teach
strategies for vocabulary and reading comprehension
Fluency strategies Study guide strategies (teachers develop study guides that students use to help them identify and understand key concepts in content area reading) Reciprocal reading strategies Text mapping strategies Word analysis strategiesSlide28
Enhancing Core Math Instruction
Regular
use
of teacher modeling and demonstrationsVisual representations of math ideasFrequent opportunities for student practiceInstructional scaffoldingSlide29
Helping Students to Address Problems that Interfere With Learning
Provide or assist students in obtaining social, health, and other personal resources to meet their emergent basic
needs
Personalize programs to address individual student needs and improve post-school outcomesCreate multiple pathways for career and college accessSlide30
Find
the right school setting
Regular
School
Magnet School
Charter School
Career Academy
GED Program
etc
.Slide31
Support Student Engagement
Work Based LearningSlide32
From Research to Practice
Teacher focused
strategies
on increasing academic engagementSlide33
In the Classroom
Examples of Universal
Strategies:
Provide multiple opportunities for learning new conceptsExpand student content learning areas into application Provide opportunities for tutoring academic enrichment, and scaffolding for students with marginalized skillsUse principles of effective instruction (e.g. direct instruction, scaffolding, guided practice, informed feedback, pacing of lessons)Increase time on task and substantive interaction through cooperative learning, whole class, or group instruction and peer assisted learning strategiesExamples of Targeted Strategies: Utilize after school programs (tutoring, homework help) Help parents to understand and set expectationsSlide34
From Research to Practice
Guiding Questions -
Moving ForwardSlide35
Guiding Questions:
Focus
on Effective Design and Delivery of
Instruction Are teachers using research based effective teaching principles and strategies that improve student performance consistently?Modeling and guided practiceFeedback and error correctionDifferentiated instructionGuided notes, timed trials, visual imageryProgress monitoring data to adjust instructionSlide36
2) Are students at risk for dropping out of school being instructed in the core reading, writing, and math programs that will lead to a regular diploma?
3) Are students provided appropriate scaffolds, extended learning programs and targeted interventions to master content?
Guiding Questions:
Focus on Effective Design and Delivery of Instruction, Standards and CurriculumSlide37
Best Practices
Exhibit enthusiasm
Display
awareness of what is happening in the classroomUse wait time after questioning (Cook,Tankersley, & Harjusola-Webb, 2008)Review previous instructionMonitor student performanceCirculate and scan the instructional environmentRecognize appropriate behavior (Cook, Tankersley, & Harjusola-Webb, 2008).
Effective
teaching techniques
combined with
the use of an EBP provide the opportunity to maximize
student outcomesSlide38
Questions to Consider at Team Time
What changes in teacher practice could reduce extent of failure?
What obstacles (individualistic practice, entrenched beliefs, unwillingness to change) might need to be addressed?
What interventions might need to be set in place to reduce extent of course failure?What steps would need to be taken to put these interventions into place?Slide39
Additional Information
Contact:
phomberg@k12.wv.us
sbeck@k12.wv.usdlharless@k12.wv.ussbaker@k12.wv.uslbost8@uncc.edu