Kansas AtRisk Programs

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Kansas At-Risk Programs

• At-Risk Council
• Dr. Alexa Posny

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Kansas Data
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Kansas Data
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Kansas Data
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Kansas Data
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Kansas Data
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Kansas Data
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Understanding the Learning Gap of Disadvantaged
Students Findings from National Survey Research
Studies

• Includes strategies on how to narrow the gap
• Does not have dramatic breakthrough
  interventions
• Presents a series of straightforward strategies
  schools can and should use to close the gap
• Includes most of the programs already offered in
  Kansas schools
• early learning opportunities
• professional development
• Extended time

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Readiness High quality, academically focused
early childhood education is extended to all
children at risk of school failure.

• Children enter kindergarten without having been
  exposed to
• letters of the alphabet
• letters representing words or
• words in books read from left to right
• Quality early childhood programs that focus on
  academic preparation for school reduces the gap
  sharply
• Quality early childhood program effects last well
  into the schooling process.
• Quality early childhood programs should be
  expanded and improved

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Readiness High quality, academically focused
early childhood education is extended to all
children at risk of school failure.

• Affluent families typically provide preschool
  learning opportunities for their children. This
  advantage must be provided to all children who
  typically under-perform in school.

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Instruction and Curriculum All students are
offered and provided effective instructional
practices and relevant curriculum.

• Lower-achieving children are capable of achieving
  at remarkable levels, regardless of disability or
  economic disadvantage.
• Effective models include
• well designed, highly demanding curriculum
• an instructional program that is continuously
  evaluated,
• a set of highly reliable implementation
  techniques.
• The Southern Regional Educational Board (SREB)
  found four effective teaching practices
• Amount and quality of work needed to earn an A or
  B on assignments was clearly specified.
• High standards for students were expected and
  included help in meeting these standards.
• Subject and content are known well and teachers
  are "always asking about the how's and whys.
• The curriculum prepares learners for the future.

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Expectations All students are held to the same
high expectations and high standards.

• Teachers expectations for students' achievement
  influence the actual achievement of individual
  students, including
• the decision to drop out of school
• Effective examples of high performing schools
• higher expectations for all students
• leaders who listen to what students and teachers
  say about their schools
• raise expectations
• understand how effective instructional practices
  and deeper knowledge of content can improve
  student achievement
• use knowledge of human development and cultural
  norms and traditions, learner-centered practices,
  cultural socialization, and learning styles
• use the unique abilities, skills, talents, and
  strengths of all students to expand and extend
  their learning and achievement
• use culturally appropriate ways in questioning
  strategies, critical thinking, and the
  application of knowledge

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Accountability Success is demanded by holding
both schools and students accountable.

• School accountability includes
• a snapshot of a subgroups or schools percent of
  students at proficient or above at one point in
  time
• a comparison of that percent with an established
  target
• defining ogress by the percentage of students at
  proficient or above
• whether the group met or did not meet the target
  
• Student accountability includes
• tracking the achievement scores of individual
  students or students in the same group
• Looking at changes in one grade level from one
  year to the next or over multiple years
• a comparison of the change in scores to a
  standard of expected growth.

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Accountability Success is demanded by holding
both schools and students accountable.

• The following characteristics are often part of a
  well developed accountability system
• Learner outcomes specified and used as the basis
  for assessment.
• Outcomes consistent with the vision and goals of
  the school.
• Outcomes developed with broad community
  involvement to include the skills needed to
  succeed in college, at work, or other
  post-secondary endeavors.
• Outcomes that include a combination of
  intellectual processes, skills and content
  knowledge.
• Outcomes that are cumulative throughout a child's
  education.

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Leadership Instructional leadership is provided
based on mutually agreed upon goals and
priorities focused on high expectations and
achievement for all students.

• Shares the responsibility
• Holds everyone mutually responsible
• Has a set of common goals for the good of the
  organization
• Enables and sustains organizational change
• Works together with teachers to improve the
  achievement of students in their schools
• Encourages teachers to teach more rigorous
  content
• Maintains a demanding yet supportive environment
  that pushes students to do their best
• Consults with teachers before making decisions
  that affect teaching and learning
• Encourages teachers to experiment with teaching
  practices that engage more students in learning

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Guidance Students are supported throughout
their schooling by being provided close and
respectful relationships between staff members
and students.

• Are developmentally responsive
• Focus on small learning communities
• Form stable, close and respectful relationships
  among staff as well as with students
• Provide comprehensive guidance services
• Ensure students talk with counselors several
  times about classes to take to reach their goals
• Provide teacher mentors to assist in determining
  their goals and plans for high school and beyond

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Teachers All children are taught by able,
well-prepared, experienced teachers.

• The quality of teachers assigned to students may
  be the most powerful influence on their
  achievement.
• Yet minority and disadvantaged students are
  regularly assigned less qualified, less
  experienced teacher than are white or more
  affluent students.
• Some studies suggest that equalizing teacher
  assignment patterns could eliminate nearly all of
  the gap not attributable to poverty and its
  correlates.

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Family Involvement All families are involved in
schools to ensure that education is viewed as a
priority.

• Some ethnic or cultural groups hesitate to talk
  to teachers out of respect for their position
  others may feel intimidated or awkward when
  approaching school staff.
• Parents or guardians of minority children may not
  be invited to involvement activities because
• of unconscious bias on the part of school staff
• staff members are uncomfortable
• of language barriers
• Schools that effectively involve parents
• actively teach parents or guardians how to help
  kids with homework
• provide opportunities for them to learn with
  their children
• encourage them to continue their education
• conduct community education classes in the school
  
• encourage parents to volunteer in the school
• provide examples of families' decision-making
  roles

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Time Gap Time is used as a variable while
students are held to the same high standards.

• For teachers to meet the needs of students who
  enter school without even awareness of letters
  and numbers, they must double what they are to
  teach and do so within the same time frame.
• Time must be the variable and expectations and
  standards the constant.
• Effective practices include such strategies as
• having no grade levels
• students progressing at their own pace
• schools opening at varying times
• graduation based on academic attainment not
  course credit
• longer and varied blocks of instructional time
  and
• transitional years of schooling.
• Extended time strategies include
• providing extended time programs once the
  students are in school--such as before or after
  school time, summer school, or even weekend
  school
• providing preventive programs such as early
  childhood, 4-year old at-risk, preschool or other
  daycare programs that enable each child to enter
  kindergarten literate and ready to learn.

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Summary

• To ensure that high expectations are achieved by
  all and for all to have success in school,
  everyone must
• pay attention to ensuring students are ready to
  learn before they enter the school door
• partner with parents and families
• be accountable for school and student results
• harness the power of challenging curriculum and
  effective instruction
• employ highly qualified teachers and
  instructional leaders and
• use time as a powerful ally.

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Good is the enemy of great!