Focus 9 5/11/04
Program for At-Risk Students grade 9
GOAL: to provide support and to empower at-risk students with the skills necessary to succeed in the academic setting in high school graduation.
AREAS OF DEVELOPMENT
| I. | Study Skills | |
| A. | Organizational skills | |
| a. | Keep track of long term and short term assignments using plan books and calendars | |
| b. | Periodically check class notebooks for content/order | |
| c. | Set up intermediate check points for planning projects | |
| d. | Learn different methods of sorting | |
| e. | Learn and practice methods of prioritizing work | |
| B. | Learning styles | |
| a. | Study different learning styles: visual, auditory, and kinetic | |
| b. | Understand and identify which styles work best and when | |
| C. | Time-management | |
| a. | Learn how to schedule time for study, work, and play | |
| b. | Practice scheduling long-term and short-term assignments | |
| D. | Test-taking skills | |
| a. | Study and practice successful ways to take various types of test: true/false, multiple choice, short answer, essay | |
| b. | Practice reading instructions carefully | |
| c. | Read/identify special words like all, some, many, always | |
| d. | Learn and practice using pictures | |
| e. | Practice connecting new information to past knowledge | |
| E. | Note-taking skills | |
| a. | Learn and practice taking notes from lectures, films, and speakers using short-hand/abbreviations, etc. | |
| b. | Learn and practice taking notes and outlining from books | |
| F. | Memorization skills | |
| a. | Study and practice various memorization techniques such as: acronyms, association, visualization, etc | |
| b. | Determine which techniques work best and when | |
| G. | Listening skills | |
| a. | Learn and practice ways to concentrate | |
| b. | Study and practice ways to think with ideas rather than emotions | |
| c. | Learn and practice ways of connecting/joining ideas while listening to lectures, speakers, and films | |
| II. | Behavior Modification | |
| A. | Self-esteem |
| a. | Recognize personal strengths and weaknesses | |
| b. | Overcome fear of learning | |
| c. | Learn how to take pride in accomplishments | |
| B. | Personal responsibility | |
| a. | Learn and practice accepting credit/blame for actions | |
| b. | Learn and practice taking responsibility for solving problems/difficulties | |
| c. | Learn and understand how to avoid giving others power | |
| C. | Appropriate social behavior | |
| a. | Learn and practice proper behavior given various social settings | |
| b. | Learn and practice acceptable language, topics of conversation, and gestures, and learn to monitor bodily functions | |
| c. | Understand the importance of waiting your turn, respect for others, polite behavior, proper dress, body language, etc. | |
| D. | Peer pressure | |
| a. | Learn and understand how to stand up for your beliefs | |
| b. | Learn what comprises cheating and understand the consequences | |
| c. | Learn the f\differences between positive and negative peer pressure | |
| d. | Study peer pressure in terms of sexual experience, drug use, eating disorders, cheating, driving issues, etc. | |
| E. | Coping skills |
| a. | Learn and practice methods of stress relief and tension | |
| b. | Study ways of dealing with external pressure from parents, bosses, teachers, and other in authority positions | |
| c. | Study and develop realistic expectations and methods of dealing with internal pressures | |
| F. | Anger management | |
| a. | Identify and understand triggers for anger | |
| b. | Study and practice alternative behaviors | |
| c. | Learn how to self-monitor feelings and reactions | |
| d. | Understand the importance of and how to keep your own “power” | |
| e. | Learn to accept responsibility for emotions | |
| III. | Goad Preparation | |
| A. | Personal wellness goals | |
| a. | Study how to set realistic goals for change such as smoking, drinking, substance abuse, diet, exercise, treatment of friends, etc. | |
| B. | Curriculum choices | |
| a. | Learn the importance of correct class selection | |
| b. | Develop short and long term plans for class selection | |
| c. | Investigate options in relation to desires and goals | |
| C. | Credit requirements | |
| a. | Learn how school credits are earned | |
| b. | Learn the credit requirements needed to become a Sophomore, Junior, and Senior | |
| c. | Investigate the needs for applying to the Oaks | |
| d. | Understand GPA and class standing | |
| D. | Graduation requirements | |
| a. | Understand the course credits required for high school graduation | |
| b. | Investigate the vocational school entrance and graduation requirements | |
| E. | Career investigation | |
| a. | Identify interests and strengths to determine appropriate directions | |
| b. | Learn how to broaden the base of career possibilities | |
| c. | Explore educational/experience requirements for various careers | |
| d. | Investigate and compare a variety of possible careers in terms of working conditions, salary, future job outlook, and preparation needed | |
| IV. | Standardized Tests Preparation | |
| A. | OGT-Reading, writing, and math | |
| a. | Develop skills needed for OGT testing | |
| b. | Practice taking the OGT tests | |
| B. | ERB, SAT, ACT, etc. | |
| a. | Practice taking standardized tests | |