Making a difference for At risk students Alejandra Guajardo EDU 644: Child & Family Welfare Dr. Karen Conzett June 8, 2015

A little about me… My name is Alejandra Guajardo I have been working with students since 2011. I am a Resource Teacher at South High School. Purpose of Presentation: To inform about the facts pertaining to at-risk students as it relates to academic success. Good morning! My name is Alejandra Guajardo and I am a Resource Teacher at South High School located in Cheyenne, Wyoming. I started working with students in 2011 as an instructional aid in an elementary school located in sunny California and when we moved to Cheyenne in 2013, I became a Resource Teacher for South High School. I have worked with a diverse group of students from 2011 to now and everyday I am learning and growing as a teacher. I would like to thank every teacher and administrator who is here today for taking a couple of minutes of their own time to listen to what I have prepared about at-risk students. The purpose of this presentation is to inform teachers and administrators at all schools about the facts pertaining to at-risk students as it relates to academic success.

Youth At Risk What does at-risk means in regards to students?  The term at-risk means students/youth who are likely to struggle academically, social-emotionally, and cognitively due to factors that include, but not limited to: socioeconomic status, physical or mental issues, poverty, an unsupportive school culture, disability, and behavioural issues.   Many of us have worked with students who are considered at-risk, however many do not know the characteristics/indicators, behaviors, and outcomes that at risk students display. It is important not only for teachers, but as well for administrators to be able to identify at risk students to help them succeed academically. Let’s start with a big question, “What does at-risk means in regards to students?” The term at-risk means students/youth who are likely to struggle academically, social-emotionally, and cognitively due to factors that include, but not limited to: socioeconomic status, physical or mental issues, poverty, an unsupportive school culture, disability, and behavioural issues.  (Next Slide)

Who are at risk students? Characteristics of at risk students Homeless (NCSE, n.d.). Physical disabilities & learning disabilities (Education Reform, 2013). Lacking social-emotional supports (NCSE, n.d.). Habitual truancy, incarceration history, or adjudicated delinquency (Education Reform, 2013). Stressful family environments (NCSE, n.d.). Drug use by self (NCSE, n.d.). Parental educational attainment, income levels, employment status, or immigration status (Education Reform, 2013). Abused sexually, physically, or emotionally (NCSE, n.d.). Let’s look at some of the characteristics of at risk students. Would you like to share any other characteristics of at-risk students that we did not talk about?

At risk Students: Behaviors Running away from home (NCSE, n.d.) Skipping out on school (Teachnology, n.d.) Drinking under age (NCSE, n.d.) Engaging in sexual behavior (NCSE, n.d.) Fighting at school (Teachnology, n.d.) Bullying others (NCSE, n.d.) Committing acts of vandalism (NCSE, n.d.) In the next two slides we will talk about the behaviors at risk students display and the short/long term implications these behaviors can have on students.

At Risk Students: Short and Long Term Implications Dropping out of school Acquiring low paying jobs or unemployed Adult criminal behavior (NCSE, n.d.). How valuable is a high school diploma? Dropouts bring in just $20, 241 annually (Lynch, 2013). Between the ages of 18 and 24, dropouts are more likely to live in poverty (Breslow, 2012). The unemployment rate for dropouts is generally 4 percentage points higher than the national average (Lynch, 2013). Among dropouts between the ages of 16 and 24, incarceration rates were a whopping 63 times higher than among college graduates (Breslow, 2012). "At-risk youth are often identified after running away, skipping school, drinking under age, engaging in sexual behavior, displaying disruptive behavior, bullying/harassment, fighting, and 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.). How valuable is a high school diploma? “The U.S. Census Bureau estimates that dropouts bring in just $20,241 annually, which is $10,000 less than high school graduates and over $36,000 less than a person holding a bachelor's degree” (Lynch, 2013). Among those between the ages of 18 and 24, dropouts were more than twice as likely as college graduates to live in poverty according to the Department of Education. Dropouts experienced a poverty rate of 30.8 percent, while those with at least a bachelor’s degree had a poverty rate of 13.5 percent (Breslow, 2012). The unemployment rate for dropouts is generally 4 percentage points higher than the national average (Lynch, 2013). Among dropouts between the ages of 16 and 24, incarceration rates were a whopping 63 times higher than among college graduates, according to a study by researchers at Northeastern University (Breslow, 2012).

Solutions The Role of the school is to… Create partnerships between home and school (NCSE, n.d.). Provide external mental health and behavioral services (DeAngelis, 2012). Make innovative changes to classroom instruction (DeAngelis, 2012). Extras Provide social support (counselors, homeroom teachers, social workers, case managers, etc.). Provide students with after school tutoring (NCSE, n.d.). Maximize use of community resources (DeAngelis, 2012). What is the school’s role in establishing youth development philosophies?

Solutions continued… Integrating the framework Creating partnerships between home and school. This includes offering basic parenting classes, fostering more meetings between parents and teachers and involving families in homework projects, etc (NCSE, n.d.). 2. Providing external mental health and behavioral services. When internal resources aren't enough, schools should be able to refer students and families to mental health and financial assistance services in a timely fashion (DeAngelis, 2012). 3. Make innovative changes to classroom. Bring in support personnel into classroom rather than kicking out student. Revamp teaching and intervention methods (DeAngelis, 2012) Creating partnerships between home and school This includes offering basic parenting classes, fostering more meetings between parents and teachers and involving families in homework projects, field trips and other activities. 2. Providing external mental health and behavioral services When internal resources aren't enough, schools should be able to refer students and families to mental health and financial assistance services in a timely fashion. 3. Make innovative changes to classroom That includes bringing support personnel into the classroom, rather than taking children out of class when their behavior or inattention may have gotten out of control. It also calls for revamping teaching and intervention methods to help teachers handle problems more easily and effectively.

Program ASES Program (California)  ASES provides a safe and engaging environment for its students. The program has an academic and enrichment focus based upon state of California academic content standards. Visit: http://www.cde.ca.gov/ls/ba/as/pgmdescription.asp The benefits of after school programs for students. “After-school programs can supplement academics outside the regular school day and are associated with improved scores on standardized tests. They can also increase students’ social competence and motivation” (Davies & Peltz, 2012). (Share stories about ASES program) Pictures are from the actual program where I worked at in Lompoc, California. ASES PROGRAM: The goal is to support local efforts to improve assistance to students and broaden the base of support for education in a safe, constructive environment. The ASES program involves collaboration among parents, youth, representatives from schools and governmental agencies, such as local law enforcement and local parks and recreation departments, and individuals from community-based organizations and the private sector. Programs are created through partnerships between schools and local community resources to provide literacy, academic enrichment, and safe, constructive alternatives for students in grades K-9.

Engaging Activity 1. Have audience get in groups of 5 2. Each table will have a student that displays different at-risk behaviors. 3. Each table will have to figure out a way in how to help the student at school. 4. When finished they will share the results.

References Breslow, J. (2012, September 21). By the Numbers: Dropping out of School. Retrieved June 8, 2015, from http://www.pbs.org/wgbh/pages/frontline/education/dropout-nation/by-the-numbers-dropping-out-of- high-school/ Davies, S., & Peltz, L. (2012, October 1). At-Risk Students in After-School Programs: Outcomes and Recommendations. Retrieved June 8, 2015, from http://www.nasponline.org/resources/principals/Student_Services_-_Oct_2012.pdf DeAngelis, T. (2012). Helping at-risk students succeed. American Psychological Association, 43(2), 46-46. Retrieved June 8, 2015, from http://www.apa.org/monitor/2012/02/at-risk-students.aspx Education Reform. (2013, August 29). Retrieved June 8, 2015, from http://edglossary.org/at-risk/ Lynch, M. (2013, November 6). High School Dropout Rate: Causes and Costs. Retrieved June 8, 2015, from http://blogs.edweek.org/edweek/education_futures/2013/11/high_school_dropout_rate_causes_and_cos ts.html National Center for School Engagement. (n.d.). Retrieved June 8, 2015, from http://schoolengagement.org/school-engagement-services/at-risk-youth Teachnology. (n.d.). Retrieved June 8, 2015, from http://www.teach-nology.com/edleadership/at_risk/