DON’T WRITE THEM OFF Give At-Risk Students A Chance To Succeed In 2009 the U.S. had 3,004,600 dropouts. ( Laura Brown EDU 644 Child & Family Welfare Instructor: Tamara Carter

INTRODUCTION HI COMMUNITY MEMBERS, I SPEAK TO YOU TODAY AS A CONCERNED HIGH SCHOOL TEACHER WHO WANTS TO HELP AT-RISK STUDENTS SUCCEED. The Purpose of This Presentation: In order to bring about community awareness in how to serve our at-risk student population better, and ensuring they graduate from high school and have the skills they need to go on to college or enter into today’s workforce.

TODAY'S CHILDREN AND YOUTH ARE FACED WITH MANY CHALLENGES, INCLUDING CHANGING FAMILY CONSTELLATIONS, ECONOMIC HARDSHIP, EXPOSURE TO VIOLENCE, AVAILABILITY OF DRUGS AND ALCOHOL, AND A GENERAL LOOSENING OF COMMUNITY BONDS. “Have You Even Considered What Children Face On A Daily Basis?” Morrison, G., & Cosden, M. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, Retrieved from resilience, and adjustment of individuals with learning disabilities

WHO’S AT-RISK ?  Homeless or transient  Involved in drugs or alcohol  Abused sexually, physically or emotionally  Mentally ill  Neglected at home or live in stressful family environments  Lacking social or emotional supports  Involved with delinquent peers  Students with learning disabilities org/school-engagement-services/at-risk-youth

THESE ARE THE BEHAVIORS AT-RISKS STUDENTS MAY DISPLAY running away skipping school drinking under age engaging in sexual behavior displaying disruptive behavior bullying/harassment fighting committing acts of vandalism. These behaviors can be precursors to dropping out of school, acquiring low paying jobs and/or unemployment, and adult criminal behavior. National Center for School Engagement. (n.d.). Serving at-risk youth. Retrieved from

GRADUATION RATES HAVE IMPROVED FOR EVERY SINGLE DEMOGRAPHIC SINCE 1993, AND LATINO STUDENTS IN PARTICULAR HAVE MADE SIGNIFICANT GAINS OVER THE PAST TWO DECADES. (U.S. CENSUS BUREAU) Some Progress Has Been Made

DID YOU KNOW? School dropouts were significantly higher in youth with learning disabilities. Research exploring the extent of dropout by students with learning disabilities has found that rates of 33% to 47% are common. Without interventions there will be poor quality of life. Individuals who have learning disabilities and who have dropped out of school are at particular risk for extended economic and social disadvantage. (Morrison, G., & Cosden, M. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, Retrieved from resilience, and adjustment of individuals with learning disabilities

SOLUTIONS: WHAT CAN TEACHERS DO AND WHAT CAN STUDENTS DO ? Change the teachers to be more student- centered  Build student/teacher/parent relationships  Be nurturing  Caring  Be positive  Culturally competent  Innovative  Good listeners  Goal setters  Motivators  Challenge students  Counselors  Problem solvers  Collaborators  Provide different opportunities to learn Students should  Attend school  Listen to your instructor  Actively participate in class  Be productive  Be cooperative  Be Responsible  Be a good collaborator  Be a good problem solver  Be goal oriented

PROVIDE GROWTH OPPORTUNITIES FOR STUDENTS, LIKE LETTING STUDENTS ASK QUESTIONS THAT ENCOURAGE SELF-REFLECTION, CRITICAL THINKING AND CONSCIOUSNESS, AND DIALOGUE (ESPECIALLY AROUND SALIENT SOCIAL AND PERSONAL ISSUES); MAKING LEARNING MORE EXPERIENTIAL, AS IN SERVICE LEARNING; PROVIDING OPPORTUNITIES FOR CREATIVE EXPRESSION IN ART, MUSIC, WRITING, THEATER, VIDEO PRODUCTION, AND FOR HELPING OTHERS (COMMUNITY SERVICE, PEER HELPING, COOPERATIVE LEARNING); INVOLVING STUDENTS IN CURRICULUM PLANNING AND CHOOSING LEARNING EXPERIENCES; USING PARTICIPATORY EVALUATION STRATEGIES; AND INVOLVING STUDENTS IN CREATING THE GOVERNING RULES OF THE CLASSROOM. What Can The School Do? Bernard, B., & ERIC Clearinghouse on Urban Education, N.Y. (1997). Turning it around for all youth: From risk to resilience. ERIC/CUE Digest, Number 126. Retrieved from it around for all youth: From risk to resilience

WHAT CAN PARENTS DO? Getting parents involved within a student's academic life is an important part of helping a student to be successful. According to Hjalmarson (2011), there are parents that encourage their children, which results in positive behavior from students. These same parents purposely think up different ways to help improve their children's academic and school success. (Hjalmarson, F. (2011). Differentiated parent support: Engaging parents in unique ways to increase their involvement in School. San Diego, CA: TurnAround Schools Publishing.)

A PARENT INVOLVEMENT CHECKLIST CAN BE VERY HELPFUL WITH HELPING TO IMPROVE THE PARTNERSHIP BETWEEN THE PARENT AND THE SCHOOL WHEN IT COMES TO HELPING STUDENTS  Organize an Open House at the beginning of the school year  Parent Involvement Pledge - A pledge will help a parent to understand what is expected of them as well as help the school to know what parent has promised to do what and when.  Provide parents with frequent reports on how each student is developing in school so that parents are always aware of where their child stands  Courses - Set up courses or workshops in order to help parents that are willing to help their children, but may be lost as to the best way to help  Break Communication Barrier  Have one-on-one conferences between a parent and teacher  Parents should be allowed to not only volunteer within the school (Project Appleseed. (n.d.). Parent Involvement Checklist. Retrieved from

( RATES-AT-AN-ALL-TIME-HIGH/382494/) It Can Change Lily Eskelsen García, president of the National Education Association says, "All of a sudden there's a two-way communication that didn't exist before and we know that graduation rates go up when parents are part of that school community and kids come to school more often," she said. "That is a key factor in improving achievement and improving graduation rates."