THE CREATIVE EDUCATORS’ GUIDE TO REACHING EVERY STUDENT
The Creative Educators’ Guide to Reaching Every StudentTHE CREATIVE EDUCATORS’ GUIDETO REACHINGEVERY STUDENTHow to use technology to address all learning styles1SPONSORED BY:weareteachers.com/reachingeverystudentguide
The Creative Educators’ Guide to Reaching Every StudentDear Educators,We know how difficult it canbe to reach all of your students. We also know howchallenging it can be when studentsfall behind in their studies. It can seemnearly impossible to get them back ontrack with their classmates. There aresolutions, though!In this quick guide, you’ll find creative ideas and resources for reachingall of your students, no matter whatthe challenge. From students who lackmotivation to those who are at riskof not graduating, there are ways toinspire every last one of them.The truth is all students learn atdifferent speeds and in various ways.What works really well for one studentmight not work at all for the next. Thisis where technology and customizedlearning can really make a difference.We will show you how to reacheven the most at-risk student in thisCreative Educators’ Quick Guide,sponsored by Odysseyware. It will giveyou the tools and resources you needto really make a difference!To download additional copies ofthis guide or to share with e.CONTENTS3How toReach theUnreachable3 TeachersShare Their TrueStories6CreditRecovery 10110 FAQs toHelp YourSchool8Top 10Digital Toolsto HelpStrugglingStudents9TechResourcesfor Success10PrintablePoster:Path toGraduationCOVER PHOTO CREDIT: GETTY IMAGES2weareteachers.com/reachingeverystudentguide
The Creative Educators’ Guide to Reaching Every StudentHOW TO REACH THEUNREACHABLE: 3 TEACHERSSHARE THEIR TRUE STORIESNot all students progress at the same pace.The best teachers notonly recognize this but alsoembrace the challenge.Tailoring instruction tomeet the individual needs ofstudents takes time. And forthose at risk of dropping outof school or who have experienced multiple interruptions intheir studies, it may take someadded creativity to figure outhow to engage them. Threeinspiring teachers who haveexcelled at working with hardto-reach students talk abouthow they got those studentsback on the path to success.3Jeff KnightMary Dickerson Juvenile Justice CenterCamdenton, MissouriOn any given day, there are upto a dozen students ages 12 to17 in Jeff Knight’s classroom.Some can only read at a firstgrade level, others at a collegelevel; some are doing trigonometry, while others are strugglingwith basic math concepts. Notonly is the wide range of abilities difficult to accommodate,the environment is also a toughone for learning.“My kids don’t want to behere,” says Knight, who hasworked at a juvenile deten-“It’s about the relationships.”tion facility in Camdenton,Missouri, for nine years. Theteens have been in trouble,come in with shackles onand had to give up their cellphones. Immediately afterbeing placed in the facility,they must start attending class.“They are not thinking aboutschoolwork,” says Knight.Learning the RulesOn the first day, Knight tellskids: “This is your free pass day.Do what you can. Tomorrowwe’re going to buckle down andget to work.” He knows he mustbuild a rapport and trust. “Thisjob has been what teachingshould be about. It’s about therelationships,” says Knight. “Myweareteachers.com/reachingeverystudentguide
The Creative Educators’ Guide to Reaching Every StudentHOW TO REACH THE UNREACHABLEkids are obviously in circumstances that some people justdon’t understand.”His students are waiting fortheir cases to be adjudicatedin court. Some are first-timeoffenders; others have becomefamiliar faces. They may be inthe facility for one day or sixmonths. On average, Knighthas them in his classroom forabout a week.Knight works hard to makeconnections with students.No matter what the length oftheir stay, Knight is committed to helping them continuetheir education. He focuses onlooking beyond the stereotypesand concentrating on theirstrengths.Finding a RoutineWorking with youth in detention, Knight says he tries toprovide a sense of normalcy, aregular routine and a productive learning space. Instructionfocuses on four core areas:English, history, science andmath. Because of the widerange of abilities, Knight talkswith students and developslessons for each individual student. His classroom contains avariety of curriculum materials,a computer and access to anonline curriculum.When Knight started, heworked from binders filledwith lessons divided by subjectand level. He’d hand studentsa folder of work that matchedtheir grade. Now, he uses a digital curriculum, Odysseyware,to customize lessons for eachstudent. He likes this programbecause you can skip or bypasssections so students startassignments at the appropriatelevel.Taking Success HomeBecause the program is anonline credit-recovery curriculum and aligned with thedistrict standards, studentscan return to their traditionalschools after a few days at thedetention center and receivecredit for their work. Knightsays the system is ideal for his4situation because it is flexibleand allows students at differentgrade and ability levels to workindependently.“This has really opened upa more structured directionfor each individual student,”says Knight. “If they are prettysharp and moving at a rapidpace, they can complete asemester’s worth of work inhalf the time.”Kalli WillsonCedarcrest High SchoolDuvall, WashingtonIn her 10th grade biology classoutside of Seattle, Kalli Willsongets both A students and thosewho need extra support just topass. Passing the biology examis a high school requirement,so Willson needs to reach eachand every student. This canbe a challenge in her generaleducation class, which typicallybest to motivate her students.It starts with getting to knoweach student at the beginningof the year. Willson hands outa personalized questionnaire tofind out what they have beensuccessful in and why, in addition to what their situation is athome and what resources theyhave available.Strategies for BetterLearningWillson also asks students totell her, confidentially, whomthey want to sit near and why.When grouping students forlabs, she tries to mix the abilitylevels of the students so theycan help and learn from oneanother.“I’ve had a number of interesting and eye-opening thingsthat I learn,” says Willson.“Being able to know a littlebit more about the studentshelps guide how I group them.Because I listen to them and“Each class has its ownpersonality and wayof doing things.”has 30 to 32 pupils, and not allstudents enter with the background knowledge necessary tosucceed.While there is “no magicto it,” says Willson, there aresome strategies that she’sfound over the years workthey have a voice, they aremuch more willing and readyto do what I ask them to do.”That communication hasalso prompted her to talk withthe school counselors aboutparticular students and to getextra support. For instance,when one student didn’t wantto sit next to another becauseof hygiene issues, Willson followed up and learned that thestudent was between housingsituations and didn’t have regular access to a shower.Asking QuestionsWhenever she has a concernabout a student who is struggling or acting out, Willson haslearned not to point a finger butto approach them in a compassionate way and ask: “Is theresomething that I can help youwith?” or “What would you likeme to do to help you?”To give students the incentive to work hard, she givessmall rewards to her oftensleep-deprived, busy teenagers. After the students areengaged and have completeda task, Willson sometimesoffers downtime to check theirphones, have a snack or rest abit. She also offers flexibilitywith homework deadlines,which she says gives studentsownership and promotes cooperation.“Each class has its ownpersonality and way of doingthings,” says Willson, who triesto adjust to their needs. “By theend of the year, we are a community.”The bottom line to motivateher class: “Care about thekids,” says “Willson. “Kidsknow which teacher caresand which teacher doesn’t. Beconcerned about your studentsacademically and otherwise.Be willing to treat them withan understanding and a gentleness that they may not get athome.”Sharon ChambersGarza County JuvenileDetention CenterLubbock, TexasEmployed by the PostIndependent School District inTexas, Sharon Chambers worksin the Garza County JuvenileDetention Center with youths(elementary, middle and highweareteachers.com/reachingeverystudentguide
The Creative Educators’ Guide to Reaching Every StudentHOW TO REACH THE UNREACHABLEschool students), many withlimited English-language skills.Chambers teaches 45minute blocks of electives—music, art, business, healthand speech—to students ages10 to 21, while they completetheir sentences. On average,Chambers works with studentsfor nine months, but their stayscan be anywhere from onemonth to two years.Personalizing LearningKeeping up on their progressin school is an incentive, saysChambers. Once studentsrealize Chambers’ classroomis a credit-recovery classroom,“they are off and running,”eager to complete the electivework to help them advancedents with various learningstyles to meet their needs.Last year, one of Chambers’students earned so many credits that he returned to highschool as a senior and plans toenroll in community college—something he had not thoughtpossible. “The program isgiving these kids a little bitof hope that they didn’t havebefore,” she says. “If you arereally trying, then there is noway to fail.”4 Proven Ideas toMotivate StudentsHelp From PeersTailored instruction hasbeen a successful approach inChambers’ classroom. Whenstudents are working on thesame subject, she will havethem sit next to each other for1. Lighten the mood.Music is important to kids. So when Jeff Knightsees kids doing a good job, he rewards them byletting them pick a radio station to listen to in thebackground during class. Or if they need a breakfrom their individual work on computers, sometimes the class does puzzle activities to have funtogether.2. Set reachable goals.A caring teacher can help students, particularlythose who are at risk, set realistic and attainablegoals for school and beyond. Having a clear pathand milestones to achieve along the way canhelp motivate students to succeed.3. Connect with students’ interests.“The program is givingthese kids a little bit of hopethat they didn’t have before.”toward a diploma.She offers an individualized,online curriculum that cantranslate the material into adifferent language and readaloud passages. Other studentsdo better with workbooks andpencils alongside the computers, adds Chambers. Providingoptional materials is key toconnecting with at-risk stu5peer tutoring or to help eachother out.“They enjoy coming to myroom. We had more studentspass the end-of-school-yeartest. I think they are gettingmore of what they need,”Chamber says. “They are notrepeating what they alreadyknow. They are learning whatthey need to be able to pass thetest. It’s very individualized.” “I think building relationships is important in allaspects of life,” says Knight. “I try to figure outwhat students like and start a conversation aboutthat, or relate it to a lesson.”4. Engage with the broader community.Create opportunities for students to work asa team, contribute what they learn for a purpose and receive positive recognition for theiraccomplishments. For students who are fromdisadvantaged backgrounds, a feeling of prideand belonging may be especially important uide
The Creative Educators’ Guide to Reaching Every StudentCREDIT RECOVERY 10110 FAQS TO HELPYOUR SCHOOLCredit recovery caninclude a variety ofstrategies and programs.However, all are aimed at helping high school students whohave failed a class redo coursework in an alternative way andearn academic credit. We askedKay Davenport, president of theNational Alternative EducationAssociation and principalat Smyrna West AlternativeSchool in Smyrna, Tennessee,to address some common questions about the topic.Q: Who is creditrecovery designedto help?A: It is a way for students whoare lacking credit—no matterwhat the reason—to catch upand graduate. It allows them tocomplete schoolwork at theirown pace. In our setting, it isavailable to high school6“Technology offers some of the bestopportunities yet for delivering instructionand engaging students in authentic learning.”students in all grades.Sometimes students may knowthe material but have hadattendance issues. Others mayhave just been overwhelmedone semester and fallenbehind. Credit recovery canalso be used to accelerate progress toward early graduation.Q: How does itwork as a dropoutprevention strategy?A: If students get too farbehind, they can feel overwhelmed with the prospect ofretaking the same courses orrepeating grades. This is a wayof saying, “You can do this,”and for students to regain theirstatus and continue. It preventsa short mishap from deterringthem from graduation. On theother hand, students may haveexternal pressures, such asproviding for a family, and inthose cases acceleration provides the only alternative todropping out. Often the coursework through credit-recoverycourses is presented differentlythan the student has seen itpresented in the past and canbe more engaging.Q: When and wherecan credit-recoveryprograms take place?A: During school, after school,in the summer—in or out ofthe school building. Somecredit recovery is designed forweareteachers.com/reachingeverystudentguide
The Creative Educators’ Guide to Reaching Every StudentCREDIT RECOVERY 101students who are still in highschool, while the county ordistrict will offer other adulteducation programs. Manyprograms are computer-basedso that students can completecoursework on their own.Q: Who can teachor administer creditrecovery programs?A: Most of the time, we wantstudents to be under an accredited source. If a course is notwithin the district, studentshave to come in to take a comprehensive test after they havecompleted the courses.Q: Are there extra feesinvolved for studentsin credit recovery?A: In most cases, the districtpicks up the cost. But for thosegetting credits to graduateearly, there may be a cost.Q: How has creditrecovery changed inrecent years withtechnology?A: Technology offers someof the best opportunities yetfor delivering instruction andengaging students in authentic7“It gives students a secondchance . The statistics areclear: If you have a high schooldiploma, you will have somany advantages.”learning. Computer-basedcredit recovery can includevideos and adapt to students’different learning styles. Thiscan really help students andteachers. Instead of taking anentire course again, studentscan pretest to pinpoint theskills that are missing andget individualized lessons toaddress those gaps. In mostcases, a blended approach isbest: Students work online andalso have an adult to supplement and provide supervision.Nothing takes the place ofhuman interaction, especiallywith education, where kidsthrive on attention.Q: How successful areprograms in gettingstudents to completea diploma?A: Success totally depends onthe student’s attitude, motivation and the support that theyget. It also helps to have someone monitor their work andcheer them on.Q: Is all creditrecovery online?A: No. There are many waysto use credit-recovery courses.Some teachers prepare folderswith material for students tomake up work. They may usecontracts where students andparents commit to puttingin more effort to earning thecredit that was not completed.But students today are verycomfortable with technology,and computer-based creditrecovery is expanding.Q: How do programsensure that creditrecovery offers thesame quality instruction students get in theclassroom—and alsothat it results in thesame quality workfrom students?A: It is very important forstates and districts to choosesoftware that is proven to alignto the district’s standards andthat assessments represent students’ work and are aligned tostandards as well.Q: Why is creditrecovery expanding?A: It gives students a secondchance. I don’t think anyonewould say that they don’t wantto see every person in Americahave a diploma. The statisticsare clear: If you have a highschool diploma, you will haveso many advantages. weareteachers.com/reachingeverystudentguide
The Creative Educators’ Guide to Reaching Every StudentTOP 10 DIGITAL TOOLSTO HELP STRUGGLINGSTUDENTSWhen it comes toadvancing education, especially forstudents who are struggling,digital tools can help by leapsand bounds. Matt Renwick isan elementary school principalin Wisconsin who also runs awebsite about literacy, leadership and technology. (You canlearn more on his website atmattrenwick.com.) He recentlysat down with us to recommend digital tools that schoolscan implement easily and without a lot of time or money.Renwick believes in lookingat technology with a criticaleye. He also encourages schoolsto look at all their options andfigure out how to best integratethem for their specific needs.“Technology is great,” hesays, “and we have some greattools, but we need to look athow we use them. Technologydoesn’t replace teachers. Therelationships between theteacher and the students haveto come first.”Want easy ideas for doingthis? Here are 10 examples ofRenwick’s favorite tools andwhy they work so well for highschool students.81 Google MapsWith this free online tool,students can explore the worldvirtually. Geography justbecame a lot more engaging.2SkypeWant to talk to a scientistin Alaska? Or chat with anotherclassroom in Turkey? Thesethings are possible with theease and magic of Skype, making the learning environmentmore authentic and flexiblethan ever.3 Game-basedlearningFor all ages, learning throughplay is an effective tool. “Thereis research that says kids whouse video games can read sixlevels above their averagelevel,” Renwick says. He addsthat games can be especiallygood to try with students whoaren’t motivated by school.4SmartphonesWith thousands of appsat our fingertips, smartphonesare really opening doors whenit comes to mixing technologywith learning. Want to studythe constellations or practicehard division? There’s an appfor that. Renwick believes moderation is the key, though. “Youhave these mini-computersin your pockets, but you don’tneed to pull them out all thetime,” he says.5Credit-recoveryprogramsLet’s face it, not all students areon the traditional path. Everyyear, students can experiencean interruption in their studiesdue to illness, detention, movesor other unexpected events.Credit recovery offers a lifelinefor students who are trying toget back on track for graduation.6Digital audio booksAnything that can getkids reading is a good thing.Digital audio books are anexcellent way for students tostay engaged, especially in subjects that they struggle with.Dictation software is also ahandy tool.7 YouTubeThis online video powerhouse is a goldmine for greatcontent. We’ve found valuablescience content, including TalkNerdy to Me and The BrainScoop from the Field Museumin Chicago.8 FacebookThis social media tooloffers a lot more than being“friends” with people you usedto know in high school. It’s alsoa great resource for connectingwith educational sites, fellowteachers and even hosting yourown private group that you canconnect and share ideas with.9 Digital portfoliosThis can be a wonderfuland exciting way for students toshare their work. It really givesthem a sense of pride to have itall gathered in one place. Checkout Renwick’s website sectionabout digital portfolios and howto make them work for you.10 Google DriveIt seems like everyone isusing this tool these days, andfor good reason. It’s excellentfor sharing documents, files,etc. You can have a documentopen and edit it while 10 othersare looking on simultaneouslyand remotely. weareteachers.com/reachingeverystudentguide
The Creative Educators’ Guide to Reaching Ev
ital curriculum, Odysseyware, to customize lessons for each student. He likes this program because you can skip or bypass sections so students start assignments at the appropriate level. Taking Success Home Because the program is an online credit-recovery cur-riculum and aligned with the district standards, students can return to their traditional
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
