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NO CHILD LEFT BEHIND: BEST PRACTICES IN AN URBAN SETTING

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Title: NO CHILD LEFT BEHIND: BEST PRACTICES IN AN URBAN SETTING

1
NO CHILD LEFT BEHIND BEST PRACTICES IN AN URBAN
SETTING

2
TOPICS

3
URBAN STUDENT

I feel we have to approach education with the
determination to affect each and every one of our
students. The mentality of achieving "success"
after reaching one child isn't enough.

4
YES WE CAN LEARN!

I think it is critical for us to understand that
most young people, if introduced to reading at a
very young age, can indeed learn.
We all have an obligation to raise our
expectations not to lower standards, not to look
for reasons why children in inner-city
communities cannot learn. Rather, we must
challenge them to learn.

5
21ST CENTURY PROJECT

6
HOW TO BEGIN

SCHOOLS THAT KNOW HOW TO PUT STANDARDS AND
SUBSTANCE INTO THE PHRASE STUDENT-CENTERED ALSO
ARE MORE LIKELY TO PRODUCE HIGHER STUDENT
ACHIEVEMENT.

7
ACHIEVEMENT SCORES
8
EMOTIONAL INTELLIGENCE

9
BASC MEASUREMENT

10
TEACHER SCALES

Externalizing problems Internalizing problems
This composite consists of the anxiety,
depression and somatization scales. These
children are typically not disruptive and may be
very compliant. (T-scores of 60 need to observe
and 70 is at risk)
School problems This composite consists of
attention and learning problems. It reflects
academic difficulties including problems of
motivation, attention, learning and cognition.
(T-scores of 60 need to observe and 70 is at
risk)
Adaptive scales This composite consists of
adaptability, social skills, leadership and study
skills. These skills are often oppositional to
behavior problems. (T-scores of 60 need to
observe and 70 is at risk)
Behavioral symptoms index This composite
measures overall behavior that reflects problem
behavior by a child. (T-scores of 60 need to
observe and 70 is at risk)

11
STUDENT SCALES

Clinical maladjustment This composite is
composed of the anxiety, atypicality, locus of
control, simple stress and somatization skills.
It reflects a broad index of distress and
clinical problems the child may be experiencing.
( t-scores of 60 deserve careful consideration
and scores of 70 indicate the presence of
substantial problems.
School maladjustment This composite consists of
attitude to school, attitude to teachers and
sensation seeking. It is a broad measure of
adaptation to school. T-scores of 60 should be
noted while scores of 70 are typically
associated with severe problems within the school
environment.
Personal adjustment This composite consists of
relationships with parents, self-reliance and
self-esteem scales. High scores indicate
positive levels of adjustment, T-scores 40
suggest problems with interpersonal
relationships. While scores of 30 or below
indicate insufficient coping skills.
Emotional symptoms index This composite is the
most global indicator of serious emotional
disturbance. Particularly internalized disorders
such as depression or anxiety. T-scores above 65
denote clear evasive distress, while scores of
70 will always indicate a serious emotional
disorder.
SAD triad This composite refers to social
stress, anxiety and depression scales. T-scores
of 65 or higher often reflect suicide risk.

12
BASC TEACHER SCALES
13
TEACHER PERCEPTIONS

Teachers perceive students as demonstrating a
number of significant behavioral problems without
understanding the meaning of their behaviors.
Teachers believe that students do not adapt or
change easily even when given feedback.

14
BASC SCALES STUDENT SCALES
15
STUDENT PERCEPTIONS

The students rate themselves as high in both
clinical and school maladjustment.
Students also rate themselves low in personal
adjustment.
Students believe that it is difficult for them
to change and they have accepted the label of
maladjustment.

16
WHATS NEXT? CHARACTER EDUCATION

POOR ACADEMIC PERFORMACE IS DIRECTLY LINKED TO
THEIR FAILURE OF CHARACTER THAT IS, TO THEIR
LACK OF STRONG PERSONAL HABITS, SUCH AS TAKING
RESPONSIBILITY FOR COMPLETING THEIR ACADEMIC
CHORES, AND HAVING PERSISTENCE TO TACKLING THE
HARD BUSINESS OF LEARNING.
RESPONSIBILITY OF THE SCHOOL IS TO HELP STUDENTS
GAIN A MORAL COMPASS AND FORM THE GOOD HABITS
THEY WILL NEED FOR A SUCCESSFUL LIFE.

17
STRATEGIES FOR SUCCESS

EXPECTATIONS FOR RESPECT, MANNERS AND AN
APPRECIATION OF OTHERS.
SHOW HOW TO ENJOY LIFE, TAKE ADVANTAGE OF
OPPORTUNITIES AND LIVE EVERY MOMENT TO THE
FULLEST.
PREPARATION AND CONFIDENCE OUTSIDE THE CLASSROOM
(POLISHED)
RECEPTIVE TO LEARNING AND EAGER TO EXPERIENCE
LIFE
ACHIEVING SUCCESS WITH ONE STUDENT IS NOT ENOUGH,
BUT MAKING A DIFFERENCE IN EACH STUDENT IN THE
CLASSROOM

18
10 STUDENT CHARACTERISTICS

19
STATE INDICATORS

20
STUDENT LEADERSHIP

Three ring binder for individual accountability
Monthly goal sheet for reading, math,
citizenship, science and writing (proficiency
skill areas)
Individual calendar to document attendance and
behavior
Behavior is recorded by a color chart in the
front of the room
Each day the students check to see what color
they are according to their behavior
Students will record the color on their
individual monthly calendars
Red work harder
Yellow you are trying
Green good day
The goal sheet, attendance and behavior sheets
are collected by the teacher and graphed each
month to be posted in the hallway