Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h9HDPNV02385; Fri, 17 Oct 2003 09:25:23 -0400 (EDT) Date: Fri, 17 Oct 2003 09:25:23 -0400 (EDT) Message-Id: <633437.1066381936@1234cumminjo> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: John Comings <comingjo@gse.harvard.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:804] RE: Youth in ABE X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; format=flowed X-Mailer: Mulberry/3.0.3.1 (Win32) Status: O Content-Length: 5593 Lines: 159 I've heard that some high schools in Texas have a GED program in the school for school-age students. Is this true and does this happen in other states? --On Friday, October 17, 2003 7:48 AM -0400 Barbara Garner <barbara_garner@worlded.org> wrote: > Nixon, > Do you have all students, regardless of age, sign the responsibility > form? > Barb Garner > >>>> tarv@chemeketa.edu 10/16/03 12:06PM >>> > Nixon > We too have a student responsibility and attendance form. All > students > sign it no matter what their age. We developed it primarily as a > consequence of so many youth in attendance though. > Va > > -----Original Message----- > From: Nixon S. Griffis [mailto:ngriffis@bellsouth.net] > Sent: Thursday, October 16, 2003 06:54 > To: Multiple recipients of list > Subject: [NIFL-FOBASICS:796] RE: Youth in ABE > > > The teacher needs some extra tools when dealng with disruptive teens. > I > offer two. > > One is that the the teacher needs to delivery the idea that > these teens need to use a different persona in different life > situations. There is a street persona that is needed to function > outside > the classroom. That set of respones, when brought into the classroom, > is > destructive to the relationship that needs to be created between > tweacher and student. The message and moulding of behavior from the > teacher can underline the fact that the new behavior that needs to be > learned can benefit that teen not only in class but in the job world. > This template introduces new responses in a non-threatening, positive > way in the guise as a tool to be used in life. It also gives the > teacher > a springboard from which to start to communicated with the student on > this subject. > > The second tool I use is a contract between the student and > myself. I ask them to read the contract. We go over it. Do they > understand it? Do they disagree with anything therein? The contract > creates an understanding between the teacher and the student that the > following behaviors are agreed upon and the following consequences are > recognized. This template gives the teacher some structure to follow > when those trying times of teen disruption come up. > > The following is a copy of our contract with disrutive teen students: > > INLET GROVE ADULT EDUCATION PROGRAM > STUDENT AGREEMENT > > > DATE__________________ > > > I, _________________________________, with the assistance of my > teacher(s) and other school staff, agree to attend class, take part in > class activities, and execute class assignments in the following > class: > > ABE AND GED PREPARATION > > I understand that it is a right of each student to participate in an > atmosphere that promotes learning, and I agree that it is my > responsibility to help make this so. I also agree not to be absent or > tardy without an excuse as defined in the School Board Policy 5.18 for > 3 > (three) consecutive or 5 (five) cumulative school days in a nine-week > period. This is effective from the date of this agreement. I > understand > that if any emergency arises which prevents me from attending class; > it > is my responsibility to inform the school as directed. > > I understand that if I receive a total of three outs I will have to > leave the Program for a period of four school days; that if I receive > six outs I will have to leave the program for eight school days; and > that if I receive nine outs I will be dropped from the program. > > I understand that I will receive an out for breaking my agreement > concerning the following behaviors: > > > 1. I agree to attend a week. > 2. I agree to be in class at 6 p.m. and to stay in class until 9 > p.m. > 3. I agree to take 15 min rest breaks at . > 4. I agree to take my rests on time and return from my rests on > time. > 5. I agree to the assigned team member seat policy or to study > where the > teacher requests. > 6. I agree to be on task while I am in the classroom. "On task" > means > working on my curriculum and nothing more. > 7. I agree to respect other pupil's rights to study in a quiet > classroom. > 8. I agree to be respectful and courteous to the teacher. > 9. I agree to follow the teacher's directions. (Talk to the > teacher > after > class or request a meeting if you disagree with the teacher's > directions.) > 10. I agree to keep a notebook and take notes in class. > > > I understand that the school agrees to assist me in providing: > > COUNSELING SESSIONS UPON REQUEST > A REVIEW OF MY COURSE SCHEDULE AND CHANGE IF APPROPRIATE ASSIGNMENT TO > A > TUTOR IF AVAILABLE RECOMMENDATIONS FOR ALTERNATIVE PROGRAMS THAT MAY > BE > AVAILABLE TO ME OTHER (SPECIFY) > > I further understand that if I don't comply with the rules above, I > will > be withdrawn from Inlet Grove's Adult Education Program. > > Do you presently have a job? YES NO > Would you like information to create job opportunities for yourself? > YES NO > > STUDENT SIGNATURE ______________________________________ > > > TEACHER SIGNATURE ___________________________________ > > > NOTES: > Contract will last for 90 school days at which time a new, more > lenient > contract can be implemented. The teacher has the choice to draw up a > new > contract with the student at any time. The teacher has authority of > last > decision. > > > John Comings National Center for the Study of Adult Learning and Literacy Harvard Graduate School of Education 7 Appian Way Cambridge MA 02138 (617) 496-0516 john_comings@harvard.edu http://ncsall.gse.harvard.edu
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