1. copyright (c) 2003 Allyn & Bacon Chapter 11 Teaching Students Who are At Risk and Students Who are Gifted and Talented This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. copyright (c) 2003 Allyn & Bacon Students At Risk (Slavain, Karweit & Madden, 1989) Remediation Retention Dropping Out Substandard Basic Skills

3. copyright (c) 2003 Allyn & Bacon Conditions that Place Students At Risk Family Conditions Poverty Instability Risks to health and safety At-Risk Schools Alienate students and teachers Provide low standards Lower expectations Unresponsive to students High truancy/discipline problems

4. copyright (c) 2003 Allyn & Bacon Prevalence of Students At-Risk Fourth Graders 31% below basic level in math 37% below basic level in reading More than ½ urban high school students have been retained National dropout rate— 11% Half the adults in U.S. have substandard basic skills 23 million adults are functionally illiterate

5. copyright (c) 2003 Allyn & Bacon Identifying Students At Risk Poor academic performance Counterproductive attitudes and behavior Excessive absenteeism

6. copyright (c) 2003 Allyn & Bacon Programs for Students At-Risk Compensatory Education Title I Pull-Out Programs In Class Programs Add-on Programs Schoolwide Programs Tracking

7. copyright (c) 2003 Allyn & Bacon Giftedness—Basic Definition General intellectual ability Specific academic aptitude Creative or productive thinking Leadership ability Visual or performing arts

8. copyright (c) 2003 Allyn & Bacon Gifted Behavior (Renzulli & Delcourt, 1986) Interaction among ABILITY CREATIVITY TASK COMMITMENT

9. copyright (c) 2003 Allyn & Bacon Other Characteristics Intellectually gifted – Convergent thinkers – Divergent thinkers Creatively gifted – Express ideas through various forms of communication Invisible gifted: Minorities Disabled Females

10. copyright (c) 2003 Allyn & Bacon Suggestions When Identifying Students Who are Gifted and Talented Realize teachers are on the front line Understand state and school district criteria Document student behavior Go beyond academic performance Listen to parents Understand the politics

11. copyright (c) 2003 Allyn & Bacon Content Instruction Acceleration Enrichment Administrative arrangements Resource Programs Self-Contained Programs Inclusion Programs – Cluster grouping – Schoolwide Enrichment Model

12. copyright (c) 2003 Allyn & Bacon Instructional Guidelines Communicate high expectations Create a positive classroom climate Enhance motivation Use Authentic learning tasks Assess prior knowledge Promote inquiry and independent learning Teach thinking skills

13. copyright (c) 2003 Allyn & Bacon Positive Classroom Climate Minimal disruptions Pacing of instruction appropriate for topic and students Consistent classroom routines Regular systems for giving feedback Keeping students accountable Planning appropriate to students’ level of learning

14. copyright (c) 2003 Allyn & Bacon Effective Motivation PRAISE For a specific accomplishment To help students appreciate task-related behavior To focus on difficult tasks

15. copyright (c) 2003 Allyn & Bacon Authentic Learning Construct meaning by connecting new information Recognize value of what students are learning Connect what they learn to “real world” – Higher Order thinking – Depth of knowledge – Connectedness to world beyond classroom

16. copyright (c) 2003 Allyn & Bacon Promoting Inquiry and Independent Learning Self-paced assignmentsUngraded enrichment activities Alternative assessmentsReal-life problem solving Create new productsInvolve students in creative activities

17. copyright (c) 2003 Allyn & Bacon Involving Other Adults Parent Involvement Volunteer Programs Mentoring Programs