NO CHILD LEFT BEHIND: BEST PRACTICES IN AN URBAN SETTING

1. NO CHILD LEFT BEHIND: BEST PRACTICES IN AN URBAN SETTING ISEC- 2005 AUGUST 1-4, 2005 GLASGOW, SCOTLAND DR. DON MARTIN DR. MAGY MARTIN Youngstown State University Walden University Youngstown, OH Thiel College dmartin@ysu.edu Greensville, PA mmartin@thiel.edu

2. TOPICS • URBAN SPECIAL EDUCATION STUDENTS • ACHIEVEMENT GAPS • CHARACTER EDUCATION

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 • HIGH EXPECTATIONS • PREPARE STUDENTS TO BE COMPETITIVE AND HAVE THE ABILITY TO COMMUNICATE • CHALLENGE TO PERFORM • KNOW HOW TO READ IS THE BASIS OF ALL KNOWLEDGE, SUCCESS AND PLEASURE • RAISE THE EXPECTATIONS OF THE COMMUNITY

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 • While most scores are in the average range, several scales exhibited low scores which indicate underdeveloped emotional and social capacity. Adams student’s showed low subscale scores in the domains of adaptability and general mood, while John White students demonstrated a low score in interpersonal skills in post testing. Between both groups, four subscale scores increased from low to average in post test assessment.

9. BASC MEASUREMENT • The BASC was designed to differentiate the diagnosis and educational classification of a variety of emotional and behavioral disorders of children and to aid in the design of treatment. The BASC provides information about a child from a variety of sources. The composite scales which are used in this report represent behavior dimensions that are distinct but not independent. Problem behavior occurs in concert rather than individually.

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. • Student’s also rate themselves low in personal adjustment. • Student’s believe that it is difficult for them to change and they have accepted the label of “maladjustment”.

16. WHAT’S 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: • Being self-confident • Being responsible, dependable • Being curious, eager to learn • Being independent, self-directing • Being able to work well with other children • Being sensitive to others • Being kind and considerate • Being a hard worker • Getting good grades • Being amiable, good-tempered

19. STATE INDICATORS Williamson Youngstown City SD • Citizenship 56.8% 36.7% • Math 52.3% 36.9% • Reading 65.9% 43.8% • Writing 59.1% 54.7% • Science 59.1% 38.3%

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 student’s 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

21. THE ESSENTIAL 55 • MAKE EYE CONTACT • RESPECT OTHER IDEAS AND OPINIONS • DO NOT SAVE SEATS • SAY THANK YOU WITHIN THREE SECOND OF RECEIVING SOMETHING • WHEN YOU WIN, DO NOT BRAG; WHEN YOU LOSE, DO NOT SHOW ANGER • DO YOUR HOMEWORK EACH AND EVERY NIGHT WITHOUT FAIL • DO NOT TALK IN A MOVIE THEATER • BE THE BEST PERSON YOU CAN BE • ALWAYS BE HONEST • IF YOU ARE ASKED A QUESTION IN CONVERSATION, ASK A QUESTION IN RETURN • PERFORM RANDOM ACTS OF KINDNESS • LEARN THE NAMES OF ALL THE TEACHERS IN THE SCHOOL AND GREET THEM • IF SOMEONE BUMPS INTO YOU, EVEN IF IT WAS NOT YOUR FAULT, SAY EXCUSE ME • STAND UP FOR WHAT YOU BELIEVE IN

22. THOUGHTS AND SUGGESTIONS • Inside of every student is a brilliant child.    -- Marva Collins

23. THANKS I can read with my eyes shut! There are so many things you can learn about.  But...  you'll miss the best things if you keep your eyes shut.  The more that you read,  the more things you will know.  The more places you'll go. --  Dr. Suess