NO CHILD LEFT BEHIND:
BEST PRACTICES IN AN URBAN SETTING
ISEC- 2005
AUGUST 1-4, 2005
GLASGOW, SCOTLAND
DR. DON MARTIN
Youngstown State University
Youngstown, OH
dmartin@ysu.edu
DR. MAGY MARTIN
Walden University
Thiel College
Greensville, PA
mmartin@thiel.edu
TOPICS
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URBAN SPECIAL EDUCATION STUDENTS
ACHIEVEMENT GAPS
CHARACTER EDUCATION
URBAN STUDENT
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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.
YES: WE CAN LEARN!
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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.
21ST CENTURY PROJECT
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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
HOW TO BEGIN
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SCHOOLS THAT KNOW
HOW TO PUT
STANDARDS AND
SUBSTANCE INTO THE
PHRASE “STUDENTCENTERED” ALSO ARE
MORE LIKELY TO
PRODUCE HIGHER
STUDENT
ACHIEVEMENT.
ACHIEVEMENT SCORES
ADAMS/JOHN WHITE PRE/POST COMPARED WITH CURRENT GRADE LEVEL
9
8
7
6
CURRENT GRADE LEVEL
5
POST KTEA READING
4
POST KTEA MATH
POST KTEA SPELLING
3
2
1
0
ADAMS KTEA
JOHN WHITE KTEA
AVERAGE
EMOTIONAL INTELLIGENCE
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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.
BASC MEASUREMENT
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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.
TEACHER SCALES
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Externalizing problems:
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School problems:
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Adaptive scales:
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Behavioral symptoms index:
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)
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)
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)
This composite measures overall
behavior that reflects problem behavior by a child. (T-scores of 60+ need to
observe and 70+ is at risk)
STUDENT SCALES
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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, selfreliance 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. Tscores 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. Tscores of 65 or higher often reflect suicide risk.
BASC TEACHER SCALES
ADAMS/JOHN WHITE BASC TEACHER SCALES
80
70
60
50
EXTERNALIZING
INTERNALIZING
SCHOOL PROBLEMS
BEHAVIORAL SYMPTOMS
ADAPTATION
40
30
20
10
0
ADAMS TEACHER
JW TEACHER
AVERAGE
TEACHER PERCEPTIONS
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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.
BASC SCALES
STUDENT SCALES
ADAMS/JOHN WHITE STUDENT BASC SCALES
60
50
40
SCHOOL MALADJUSTMENT
CLINICAL MALADJUSTMENT
PERSONAL ADJUSTMENT
EMOTIONAL SYMPTOMS
SADNESS
30
20
10
0
ADAMS STUDENT
JW STUDENT
AVERAGE
STUDENT PERCEPTIONS
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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”.
WHAT’S NEXT?
CHARACTER EDUCATION
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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.
STRATEGIES FOR SUCCESS
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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
10 STUDENT
CHARACTERISTICS:
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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
STATE INDICATORS
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Citizenship
Math
Reading
Writing
Williamson
56.8%
52.3%
65.9%
59.1%
Youngstown City SD
36.7%
36.9%
43.8%
54.7%
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Science
59.1%
38.3%
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STUDENT LEADERSHIP
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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
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Red = work harder
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Yellow = you are trying
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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
THE ESSENTIAL 55
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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
THOUGHTS AND
SUGGESTIONS
Inside of every
student is a
brilliant child. -Marva Collins
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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