1. School-Based Efforts: A Plan to Support At-Risk Youth Dee Lamb EDU 644 Child & Family Welfare Instructor Allyson Johnson 07/06/2015

2. INTRODUCTION Hello everyone! Welcome to my presentation regarding youth attendance at school. I would first like to tell you a little about what I do. My name is Ms. Lamb and I am the chief advisor of Lamb-Chop Academy. My mission is to focus on keeping students enrolled in school and to talk with parents, school staff, the board of education, and communities as a whole in order to inform them of the importance of student education. Another important topic I would like to discuss with all of you today is at-risk behaviors. It is important that I advise you of these behaviors so that each of you have a better understanding of what at-risk behaviors are and how to help should the students begin showing signs. Some of the signs of at-risk behavior is showing disinterest in school, cutting classes, not turning in assignments, and simply just not showing up to school at all. I cannot stress enough how important education is for our students success. In this presentation I will be speaking about indicators of youth at-risk, behaviors associated with being at-risk, solutions that help create positive relationships between students and school staff, and I will also be providing a participant activity for the audience to provide feedback on. With that being said, shall we begin?

3. Youth At-Risk According to the National Center for School Engagement, (n.d.), the following factors are indicators of youth at-risk:  “Students who have been or are being abused sexually, emotionally, or physically.  Students who have drug and alcohol problems.  Students who are lacking in social and emotional support.  Students who have learning disabilities.  Students who are homeless.  Students who have mental illness.  Students that are suffering from neglect or are having a stressful home environment.  Students who are involved with delinquent peers.

4. Effects and Implications Behaviors associated being at-risk There are many behaviors associated with being at-risk. Some of these behaviors include:  Truancy  Running away from home  Withdrawing from activities one would normally do with their peers  Dropping out of school  Leading a life of crime  Beginning to live their lives in a unhealthy manner  Having emotional complications Short & Long Term Implications There are some short term as well as long term implications which could be problematic for students when it comes to student success.  Short Term- Having a student that would normally be involved with their peers on a daily basis to all of the sudden being less and less involved could be detrimental to their learning as well as their socialization with students in their grade level.  Students who have short term implications may also begin to see that their grades have tremendously decreased due to their at-risk behaviors they are showing.

5. Short & Long Term Implications Cont. Long Term Implications- If a student were to just drop out of school, this would definitely hinder their academic success because dropping out of school will keep the student from advancing to a higher level of education. Another long term implication is if a student is constantly truant from school. Being truant will cause the student to miss out on the importance of learning and information they are required to have in order to successfully pass mandatory testing such as OAA or OGT tests in order to graduate.

6. Solutions Develop caring relationships between both students and families Use the school as a community center providing a wide range of educational and retraining opportunities Give students the opportunity to participate and share their own thoughts and ideas References: Everson, C. (1994). Local governments and schools: Sharing support services [(Management Information Service Report, 26(5)]. Washington, DC: International City/County Management Association Solutions With the training that has been designed by NCSE, the school will be able to incorporate a training program that is to utilize a Truancy Program. NCSE has provided lessons to understand truancy and how to go about reducing this and they have provided evaluations to help understand truancy. A program that is going to be implemented will consist of a 2 day program which is going to be able to answer questions related to truancy and to describe the effectiveness the program will ultimately have once it is implemented. Reference: National Center for School Engagement. (n.d.). Serving at-risk youth. Retrieved from http://schoolengagement.org/school- engagement-services/at-risk-youthServing at-risk youth

7. Solutions: Integrating a Framework Develop a philosophy that is on the same lines as the mission of focusing on keeping students enrolled in school and continuing to keep parents, staff, and the Board of Education informed on the status of the program being implanted. The framework needs to focus on the students and should include these very important parts: i. Primary reason or purpose for working with students ii. Basic values for each of the students iii. Goals for the students that attend your program as well as their success References National Coalition for Youth. (2012, September 11). A shared vision for youth: Common outcomes and indicators. Retrieved from http://www.collab4youth.org/documents/NCYCommonOutcomes.pdf A shared vision for youth: Common outcomes and indicators National Center for School Engagement. (n.d.). Parental involvement in schools. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Parental%20Involvement%20in%20Schools http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Parental%20Involvement%20in%20Schools National Center for School Engagement. (n.d.). Youth development. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Youth%20Development

8. Participant Activity During presentation make eye contact with audience at all time Smile – Create humor throughout the presentation to keep the audience attention Have audience ask questions pertaining to the presentation As the presenter…ask the audience two specific questions 1) Can you tell me one thing you are good at? 2) Can you tell me one thing you are not good at? Turn the questions into a game where the audience can have time to interact with one another allowing them to share thoughts and ideas with each and everyone in the group. Pair each person up with another person and give them a time limit to answer the 2 questions. At the end of the game, each person should present their findings of the 2 questions to the whole class as participation. Ask audience for thoughts pertaining to the presentation

9. REFERENCES Center for Parent Information and Resources, (2015). Behavior at School. Retrieved from http://www.parentcenterhub.org/repository/behavior-atschool http://www.parentcenterhub.org/repository/behavior-atschool Convissor, K (n.d.). Why Kids Drop Out of School. Retrieved from http://www.eduguide.org/aticle/why-kids-drop-out- of-schoolhttp://www.eduguide.org/aticle/why-kids-drop-out- of-school Everson, C. (1994). Local governments and schools: Sharing support services [(Management Information Service Report, 26(5)]. Washington, DC: International City/County Management Association National Coalition for Youth. (2012, September 11). A shared vision for youth: Common outcomes and indicators. Retrieved from http://www.collab4youth.org/documents/NCYCommonOutcomes.pdf A shared vision for youth: Common outcomes and indicators National Center for School Engagement. (n.d.). Parental involvement in schools. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Parental%20Involvement%20in%20Schools http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Parental%20Involvement%20in%20Schools National Center for School Engagement. (n.d.). Youth development. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Youth%20Development