61. At-Risk Students Tools for Schools School Reform Models Supported by the National Institute on the Education of Atrisk students,” US Department of Education. http://mtsu32.mtsu.edu:11034/education_for_at-risk_students.htm

To Contact Me: Peck Hall 245 898-5461 carleton@mtsu.edu Spring 2004 Office Hours: MWF 10:00-11:20, 12:10-1:00 TR 11:00-12:30 Politics1-News PipelineMT MTSU Department of Political Science ... GiftedTN “Common sense, backed by research, suggests that at-risk youth and their families have multiple needs that are not successfully addressed by single-response, stand-alone initiatives. There is growing interest in community-based collaboratives focused on the integration of service delivery. Many students need more than just instructional services to succeed in school.” - Education Commission of the States “The assumption here is that all children can learn. The need is for teaching strategies and school organizations that make that possible.” - Linda Darling-Hammond Jump To: ORGANIZATIONS RESEARCH REPORTS ORGANIZATIONS Center for Research on Education, Diversity, and Excellence Communities in Schools Education Commission of the States – At Risk Education Site Education Trust ... Success for All “Our research summary shows that virtually every child can succeed in the early grades in principle . The number who will succeed in fact depends on the resources we are willing to devote to ensuring success for all and to our willingness to reconfigure the resources we already devote to remedial and special education and related services.”

62. Safe Schools And Violence Prevention Office California Department of Education offering a variety of resources on highrisk students, gangs, and after school programs. http://www.cde.ca.gov/spbranch/safety/

63. Archived -- Extending Learning Time For Disadvantaged Students, Volume 2; The Su Helping migrant students compensate for absences and partial credits, stay in school, and obtain a high school diploma. http://www.ed.gov/pubs/Extending/vol2/prof10.html

Extending Learning Time for Disadvantaged Students - Volume 2 Profiles of Promising Practices - 1995 A r c h i v e d I n f o r m a t i o n The Summer Institute for At-Risk Migrant Students Florida Department of Education. Tallahassee, Florida Key Characteristics Residential program Highly individualized Overview The Summer Institute for At-Risk Migrant Students, a residential program sponsored by the Florida Department of Education, provides six weeks of intensive coursework and tutoring for 330 to 350 students. The institute, which evolved from a 1985 pilot project, is held at three Florida universities and targets middle and high school students as well as dropouts. Its goal is to help migrant students compensate for absences and partial credits, stay in school, and obtain a high school diploma. Participants work with guidance counselors to develop individualized goals for the summer, typically focusing on completing a specific credit toward promotion or graduation, or on remediation in reading, math, and other subjects. School Context This statewide program draws students from schools with high concentrations of migrant students. In 1992-93, the 330 participating students came from more than 80 schools and 30 different school districts. The number of participants varies each year, based on available funding. Most (83 percent) of the students are Hispanic; 11 percent are African American, 4 percent are Asian American (primarily Vietnamese), and 2 percent are Anglo. Participants are in grades 6-12, or are dropouts.

64. Success For At-Risk Students Success for Atrisk students Through Computer-Assisted Instruction 2.6.1 students AT risk OF SCHOOL FAILURE ARE PROVIDED PROGRAMS TO HELP THEM SUCCEED. http://www.nwrel.org/scpd/sirs/7/snap27.html

S chool I mprovement R esearch S eries (SIRS) Research You Can Use Snapshot #27 Success for At-Risk Students Through Computer-Assisted Instruction Pensacola High School Pensacola, Florida Kathleen Cotton RESEARCH FINDINGS Of the schooling practices that research has shown to be effective for educating students at risk of school failure, staff of Pensacola High School in Pensacola, Florida make use of many that are appropriate for students in grades 9-12. As expressed in EFFECTIVE SCHOOLING PRACTICES: A RESEARCH SYNTHESIS/1990 UPDATE (Northwest Regional Educational Laboratory, April 1990), key practices include: 1.3.1 STUDENTS ARE CAREFULLY ORIENTED TO LESSONS c. The relationship of a current lesson to previous study is described. Students are reminded of key concepts or skills previously covered. 1.3.2 INSTRUCTION IS CLEAR AND FOCUSED d. Students have plenty of opportunity for guided and independent practice with new concepts and skills. h. Computer-assisted instruction... supplements teacher-directed learning and is integrated with it, rather than supplanting teacher-led activities. 1.3.4 STUDENTS ROUTINELY RECEIVE FEEDBACK AND

65. Smoky Hill Education Service Center Offers services to help teachers with staff development, and also offers student services for school dropouts of students at risk of doing so. Serving Salina and Concordia, Kansas. http://www.smokyhill.org/

Smoky Hill Education Service Center 605 E. Crawford 219 W. 7th Salina, Ks 67401 Concordia, Ks 66901 (785) 825-9195 fax (785) 243-4457 fax Site Map Our Library Workshops Volume Purchasing ... KVLP Our Library Services Careers 2004 21st Century Learning Centers Admin Services Baby Think It Over ... ITBS ORDER FORMS Misc. District Offices Documents Graduate Credit Internet Resources ... Herington USD #487 Twin Valley USD #240 Hillcrest USD #455 Waconda USD #272 Jewell USD #279 Washington USD #222 ... White Rock USD #104 North Central USD #221 Elite Members Beloit Juvenile Correctional Facility Southern Cloud USD #334 Logan USD #326 West Smith County USD #238 Northern Valley USD #212 Associate Members Clay Center USD #379 Newton USD #373 ... Phillipsburg USD #325 Inman USD #448 Seventh Day Adventist Schools Lincoln USD #298 Solomon USD #393 McPherson USD #418 ... St. John's Military School

66. Academic Innovations Atrisk students Must Believe They Can Change Their Future. If you can give young people a reason to believe that they can change http://www.academicinnovations.com/believe.html

Home Products Career Choices Order Review Set ... Teacher Resources Hot Links Contact Us E-mail Us Order a Review Set Register for Curriculum Support ... Texas State Adoption At-Risk Students Must Believe They Can Change Their Future "If you can give young people a reason to believe that they can change their future, then it is much easier to deal with violence and substance abuse and teenage pregnancy," Dr. David Satcher, director of the Centers for Disease Control and Prevention, told the New York Times recently. "We've found that those were not the problems; they were the symptoms. When young people don't have any hope for the future, they'll do anything." For at-risk students, the key to success in high school lies in convincing them that a satisfying future is within their grasp, and then showing them how their education relates to their future goals. As Jere Brophy, writing in Educational Leadership , says, "People do not invest effort in tasks that do not lead to valued outcomes even if they know they can perform the task successfully." For the mainstream students in any school, that valued outcome is obvious: to get into college. Those who do not expect to attend college, however, are often confused as to why they should care about getting a good grade in English, or even finishing high school at all.

67. TCRecord Content Collection At-Risk Students Home Diversity Atrisk students. Journals. Join a threaded discussion with other TCRecord members who share an interest in the topic of At-risk students. http://www.tcrecord.org/Collection.asp?CollectionID=42

68. (NCLB) - ABCLearn, Inc Nonprofit agency providing supplmental literacy instruction to at-risk students and recent juvenile releasees. http://www.abclearn.org

ABC-LEARN,INC.™. is supported primarily through private funds, including individual small donations. Our work is accomplished overwhelmingly by volunteers. We work with a number of other organizations and individuals throughout the county in order to accomplish our goals. All donations, whether in kind monetary, or donations of time and work are tax deductible. Sorry, your browser doesn't support Java. We Are A 501(c)(3) As Defined By The IRS. Our Goal: To have literate, productive members of Society who recognize their value as a member of the whole and who are able to achieve their individual goals in a manner that is beneficial to all. We are proud to say we are a State Approved Provider of NO CHILD LEFT BEHIND Supplemental Educational Services ABC-Learn, Inc, Post Office Box 10173, Canoga Park, Ca 91309 Telephone: (818) 347-8092 Fax: (818) 347-8094 email ABCLearn, Inc P.O. Box 300,098, Midwest City, OK 73140 - Tele: (405) 732-3070 - Fax (405) 552-4416 Email: okpburns@sbcglobal.net

69. Supporting At-Risk Students No. 9 (2004) Supporting Atrisk students A Step-by-Step Guide to Helping At-risk students Succeed Academically and Emotionally. http://www.psinnovation.org/PSI/BTFT/book9.html

70. 4GL School Solutions Provides solutions for managing special populations, including special education, English language learners, and atrisk students. http://www.4glschools.com/

71. Teaching At-Risk Students To Read Designed as a resource and learning tool about both atrisk students and effective reading programs. Teaching At-risk students to Read by E. Haley Stone http://curry.edschool.virginia.edu/go/edis771/spring99webquests/prof/phaleystone

Teaching At-Risk Students to Read by E. Haley Stone Introduction Task Resources Process ... back to the top Introduction You've just attended a faculty meeting. One of the hot topics of the meeting involved the development of a reading program for at-risk students at your school. The debate involved multiple issues including the best format for instruction, skill and drill vs. authentic tasks, and the different and/or similar needs of at-risk and not at-risk students. Title I, Reading Recovery, and Success for All were discussed. The discussion is going to be continued at a meeting next week involving the grade level leaders. You're the head teacher for your grade and want to be well informed for the meeting. How will you possibly find the resources to learn what you need to learn? back to the top The Task Working with a group of teachers (your grade level team?), your task is use the information provided in the following resources to become informed about at-risk students and various reading programs. Decide what is the most effective structure for a reading program for at-risk students. Create either a Powerpoint or HyperStudio presentation to share your findings at the next meeting of grade level leaders. back to the top Resources Helpful hints for reading these resources Online resources: To find a precise definition of "at risk," click here

72. Alternative Center For Education ACE is a very well respected alternative school with a good curriculum for highrisk students. http://www.parkway.k12.pa.us

Open house at ACE will be held Monday November 3rd, from 6:30 to 8:30 PM. WEATHER AT A.C.E. Congratulations Students Watershed Winners Staff YOU ARE VISITOR TO THE ALTERNATIVE CENTER Congrats to our Seniors!!! 2001 Laurel Caverns Field Trip Adam V. surveys Chartiers Creek Marbeth and Kim test Chartiers Creek for pollutants. Katie, Missy, Tom, and Dee enjoy the skating trip at Airport Ice Arena Welcome to A.C.E. Background and Structure 1st Quarter Course Offerings Students and Courses Student Advisory Group ... Classroom Connect Calendar Revision Date: April 9, 2003 1:08 PM Background and Structure The Alternative Center for Education is a small learning community designed for approximately 70-100 students in grades nine through twelve. It opened in August of 1988 on the campus of Parkway West Area Vocational-Technical School. It was established as an option for students having difficulty succeeding in a traditional high school. One of its major goals is to help students develop a sense of responsibility for their own learning. Pennsylvania certified secondary teachers acting as advisors help students define and work toward goals. Parents are expected to support the school's efforts to help their child. As students acquire enough credits to meet high school graduation requirements, they will be eligible to receive diplomas from their home schools. Students who do not attain a diploma are encouraged to obtain a General Education Development (G.E.D.) certificate.

73. Edinburgh Evening News - UK - Mumps-risk Students To Be Given MMR Needle c.moreover.com/click/here.pl?x157460631 Retention Activities for Distance Learning High risk studentsRetention Activities for Distance Learning High risk students. VOLUME 1 September, 1998. In the spring of 1998, several distance learning http://c.moreover.com/click/here.pl?r157460631

74. Ed Reforms And Students At Risk: Ch 10b - Steps For Overcoming Barriers Education Reforms and students at risk A Review of the Current State of the Art http://www.ed.gov/pubs/EdReformStudies/EdReforms/chap10b.html

A r c h i v e d I n f o r m a t i o n Education Reforms and Students at Risk: A Review of the Current State of the Art - January 1994 Steps for Overcoming Barriers Specify the problems . I believe that one of the greatest barriers to improving the academic lot of children at risk is a reticence on the parts of educators to describe the problems educators face at various levels. Regardless of justification, this lack of specificity leads to an endless searching for something or someone out there to blame. Parents blame schools; teachers blame parents and administrators; administrators blame teachers, unions, colleges, and voters; affluent taxpayers blame all of the above and move to suburbs that have reputations for good schools. Generic blaming of others will only continue the current gridlock and perpetuate current problems. Teachers and schools provide two examples of the fallacy of generic statements of the problem. Teachers : Some of the world's most remarkable people are teachers. Some of these people provide extraordinarily high quality instruction under almost unbelievably trying circumstances. And yet, some who are paid to be teachers sit behind their desks, hand out ditto sheets, make assignments, and criticize young people for not being attentive. Brophy (1988) notes that the teacher-effects literature best differentiates the top 75 percent of teachers from the remaining 25 percent. Education is a long-term proposition. From kindergarten through middle school, most students have at least a dozen teachers. We need to not generalize about the goodness of teachers. Some are wonderful, and others, as in the example provided by Fine (in press), criticize "Those

75. Untitled Document , Synthesis of research......Helping Atrisk students Meet Standards A Synthesis of Evidence-Based Classroom Practices. Product http://www.mcrel.org/topics/productDetail.asp?topicsID=3&productID=116

76. Jeffrey B. Teitler - Theatre/Video Education This playwright and Artistic Director of Theatre and Video at Lawrence Academy offers his professional resume and a look at at his video projects for atrisk students, and institutions. http://www.angelfire.com/art2/jefft99/

Jeffrey B. Teitler Video Grant Proposal Professional Resume Current Productions Writing Samples WEBSITE HAS MOVED TO: WWW.JEFFT.ORG If you are not redirected in 10 seconds, please click the link IF ONLY by Jeffrey Teitler Yale School Jeffrey B. Teitler is the Artistic Director of Theatre and Video at Lawrence Academy . He holds a B.F.A. from Tisch School of the Arts and an M.F.A. from the Yale School of Drama. His plays have been workshopped and or performed through Theatre, Yale School of Drama, etc. Links A CHORUS LINE Directed by Jeffrey B. Teitler Yale Summer Cabaret Yale Repertory Theatre/Reading Series Ensemble Studio Theatre Lawrence ... Writing Samples For more info: Jteitler@lacademy.edu Downloadable Films Click and stream link A CHORUS LINE This is a short film I produced which documents the production process of A CHORUS LINE at Lawrence Academy DIRECTING VIDEO This film documents a course I instructed which features clips filmed by at-risk students attending a secondary school. FRINGE VIDEO A short promotional video I produced supporting the Lawrence Academy Dancers who are attending the Fringe Festival in Scotland this summer.

77. At-Risk Students. ERIC Digest Eugene OR. Atrisk students. ERIC Digest Series Number 21. Nationally reform. WHAT ARE THE CHARACTERISTICS OF AT-risk students? At-risk http://www.ericdigests.org/pre-928/risk.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Donnelly, Margarita Source: ERIC Clearinghouse on Educational Management Eugene OR. At-Risk Students. ERIC Digest Series Number 21. Nationally over 25 percent of the potential high school graduates drop out before graduation. In some major cities the rate is 40 percent. Higher standards in the public schools have affected millions of minority and disadvantaged students who are "at-risk." Educational reform has changed the rules before the system has had a chance to accommodate to an increasing number of students who are dropping out and becoming a burden to society. The identification of at-risk students and the development of programs to prevent their failure are necessary components of ducational reform. WHAT ARE THE CHARACTERISTICS OF AT-RISK STUDENTS? At-risk students are students who are not experiencing success in school and are potential dropouts. They are usually low academic achievers who exhibit low self-esteem. Disproportionate numbers of them are males and minorities. Generally they are from low socioeconomic status families. Students who are both low income and minority status are at higher risk; their parents may have low educational backgrounds and may not have high educational expectations for their children. At-risk students tend not to participate in school activities and have a minimal identification with the school. They have disciplinary and truancy problems that lead to credit problems. They exhibit impulsive behavior and their peer relationships are problematic. Family problems, drug addictions, pregnancies, and other problems prevent them from participating successfully in school. As they experience failure and fall behind their peers, school becomes a negative environment that reinforces their low self-esteem.

78. Reading And Writing Consultants Inc., Edmonton, AB Provides assessment and tutoring for atrisk students, as well as workshops for teachers and parents. Qualified screening for Irlen reading disorders. http://www.readingandwriting.ab.ca/

is a private company in the city of Edmonton offering educational services to individuals and groups. We are also the Irlen Center-Alberta , providing screening and lens assesments for Irlen/Scotopic Sensitivity Syndrome. For more information, phone (780) 439-8120, fax (780) 492-8457 or email reading@telusplanet.net Inservices and workshops for schools, parents and pre-school care givers Inservices are available to schools and school districts. The programs available include: Early Reading Intervention Reading Intervention For the Middle Grades Peer-Assisted Learning Stategies - Grade 1 Peer-Assisted Learning Strategies - Grade 2-6 Classroom Implications of Irlen Syndrome Phonological Awareness Reading/Writing Workshop: Classroom Implementation and Organization Teaching Reading and Writing in Kindergarten and Grade 1 Steps to Success for the Reluctant Writer Promoting Growth in Reading Promoting Growth in Writing Promoting Growth in Spelling Enhanced Reading/Writing Instruction for Children Needing Extra Assistance More About These Workshops Book Level Guide An evaluation of the appropriate grade level for thousands of children's books.

79. "High Risk" Students And Higher Education: Future Trends. ERIC Digest. ARE HIGHrisk students AND NONTRADITIONAL students THE SAME? ARE HIGH-risk students TREATED DIFFERENTLY IN ELEMENTARY AND SECONDARY SCHOOLS? http://www.ericdigests.org/pre-9217/high.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Jones, Dionne J. - Watson, Betty Collier Source: "High Risk" Students and Higher Education: Future Trends. ERIC Digest. Attrition is a major problem for American colleges and universities, and efforts to retain students are stymied and made complex because an increasing number of enrollees fit the socioeconomic and demographic profile of "high-risk" students. This issue is critical for the nation as a whole, because the increasing enrollment of high-risk studentsminorities, females, low-income, and disabled individualsis expected to continue into the 21st century. High-risk students have a major impact on both institutions of higher education and society in general. Specifically, attrition affects patterns of funding, planning for facilities, and the long-term academic curricula of institutions of higher education. Attrition affects the future labor market, because students are unprepared for the required roles and responsibilities. What causes attrition and risk? The answer to this seemingly simple question is rather complex. Indeed, a number of academic, nonacademic, and related factors are associated with attrition and risk. Academically, it appears that all students do not receive equal preparation in elementary and secondary schools. Moreover, the instructional approaches used by teachers of high-risk students tend to be inefficient. On the other hand, nonacademic factors associated with attrition and risk are generated by both teachers and students. For instance, teachers' negative attitudes affect students' self-esteem. Thus, many high-risk students develop low self-esteem and begin to cooperate with systemic forces resulting in pregnancy, dropping out, and delinquency.

80. Penn State Educational Partnership Program Afterschool enhancement program in 3 inner city schools in Erie, Pennsylvania for students at risk of not reaching their academic and career potential. Structured setting with teachers, tutors, and community mentors. http://www.pserie.psu.edu/pepp/peppindx.htm

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