Title

Authentic Alternatives: Engaging Ideas

Location

Harborside Center East and West

Strand #1

Academic Achievement & School Leadership

Relevance

(Alternative schools- Academic instruction (reading, writing, mathematics, or science) for students at risk of failure). This presentation offers help to the alternative teacher that is trying to reach their students and actively engage them and create a path to mastery.

Brief Program Description

In the alternative setting, too often we receive students who were failing and continue this path while in the alternative setting. Through teaching alternative educators authentic lessons, lessons that are nontraditional and engaging, students become facilitators of learning and grasp those concepts necessary to mastery of standards, and the amazing thing is, they are not aware.

Summary

Educators will be engaged in a classroom setting and gain the hands on experience of a lifetime. They will be exposed to authentic resources that enhance each lesson, while helping the student to engage with rigorous activities. a. Authentic classroom management (prerequisite to it all) b. graphic organizers c. importance of code switching (formal vs. informal). d. philosophical chair relevance e. reading comprehension (text analysis) f. homework contracts (STP- Student Teacher Parent engagement) g. hip-hop honors (teaching through hip-hop lyrics) h. literature circles

Evidence

Through extracting and analyzing End-of-Grade (EOG) and MAP assessments data, along with self-assessment and students assessment of lessons, it has been shown that my authentic lessons are more appealing to my students. This was proven with raised scores while under my instruction.

Format

Poster Presentation

Biographical Sketch

Laquesha Wilkins, M. Ed.

Laquesha Wilkins is a Middle School Teacher (Language Arts). I serve as Lead Teacher, MSLA Department Chair, on the School Leadership Team (SLT), Professional Development Correlate Co-Chair, and am currently completing my research to receive an Ed. D. in Instructional and Organizational Leadership at Grand Canyon University; my research which has the focus of parental involvement and its correlation with academic success with middle school students. I possess an extensive background in the special needs arena, where I have passionately served in the deaf and blind culture, special needs, and early intervention fields. I have obtained an Associate’s degree in the General Technology of Early Childhood Development-Special Needs, Bachelor of Arts in Elementary Education, Master of Arts in Elementary Education, and Middle School Language Arts licensure. I have been in the special needs classroom as a residential and respite caregiver, paraprofessional, and a teacher, for a combined 17 years. For 3 years, I have been in the alternative classroom. Daily we lose students to prison, violence, and academics; but for every one lost, there is one gained through support, guidance, relevance, and dedication. I created and am presently directing a nonprofit organization geared toward and developed to support at-risk youth and provide an outlet to negative behavior and engagement in violent behavior.

Keyword Descriptors

at-risk, authentic lessons, alternative education, rigor, reading comprehension, graphic organizers, student facilitation, academic achievement, parent-teacher engagement, collaboration

Presentation Year

2015

Start Date

3-3-2015 4:00 PM

End Date

3-3-2015 5:30 PM

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Mar 3rd, 4:00 PM Mar 3rd, 5:30 PM

Authentic Alternatives: Engaging Ideas

Harborside Center East and West

In the alternative setting, too often we receive students who were failing and continue this path while in the alternative setting. Through teaching alternative educators authentic lessons, lessons that are nontraditional and engaging, students become facilitators of learning and grasp those concepts necessary to mastery of standards, and the amazing thing is, they are not aware.