1. Tiffany Visperas-Chavis EDU 644:Child & Family Welfare Allyson Johnson 17 August 2015 A PLAN TO SUPPORT AT-RISK YOUTH

2. Hello! I am a Social Worker from San Diego. I am here to present to school principals and district administrators to help guide you to support At-Risk Youth. Now let me ask you some questions. What and who do you think is At risk youth? What does yoru school or district do for at risk students? What would you like seen in your school for at risk studnets? Why do you think it is impotnant to help these studnets?

3. What and who is At-Risk? According to National Center for School Engagemnt and LD online these are exaples of youth who are at risk are: 21 years and younger Homelessness Involved in subsance abuse Abused sexually, phsically, or emotionally Mentally ill Neglected at home or ilve in stressfull enviormentst Lacking socal or eotioamal supports Involved in delinquient peers. Learning Disabilities

4. How does it effect these youth? The act of child maltreatment is appalling in itself, but what makes matters worse is its probable long-term consequences psychological disorders cognitive limitations physical injuries including impaired brain development delinquency academic problems substance abuse teen pregnancy, and so on(Rubin, 2011)

5. Factors related to risk and resilience LD online states that these are the risk and resilience for individuals at risk: Emotional problems- anxiety, depression Family adaption-behavior problems, stress School dropout- school attendance, discipline problems, reading ability, socioeconomic stays, family intactness, suspensions, expelled Juvenile delinquency-fail school, negative self image, school drop out, involvement in delinquent activity Substance abuse-self esteem, neurological problems, alcohol in family history

6. What can we do as a school? Positive school climate The impact collaboration between students, parents, and teachers have are important to have a successful educational experience and student. The student feels valued and secure that it allows them to want to cooperate instead of compete between students. Every student in this program needs same goals. To graduate with good grades and to be able to use the knowledge in the future. The students, parents, and teachers help each other to achieve this goal. (NCSE, n.d.). Safety and healthy environment Support- motivation, emotional and static supports Opportunity- Give chances to learn how to act in school and the real world Quality service-provide services school as education, health, safe environment, learning programs, and relevant instruction and information (Virginia department of education. N.d)

7. How to achieve this? Partnership Collaboration between student, teacher, and families to make and achieve a goal (Edutopia, 2003). Provide access to learning opportunities Enrichment programs, resource, and activities Balance among all activities (The Federation for Community Schools, n.d.) A successful program that exist today is called Biotech Academy. This program supports and challenges youth at risk. They collaborated with student, teachers, and families to have the best education experience they need.

8. Groups Lets break into groups of four! Each person will assume the role of An at risk student who has been truant and failing A parent who is not involved but wants to be A teacher who is willing to help A principal who wants to find the best solution Discuss how each person will help the student In 10 minutes we will discuss what we can up with

9. Group discussion What solutions were made for the student? How will the parents be involved? What role does the teacher and principal play in the studnets education? Would this be helpful in your school or district? How would collaboration help your school? What other idea were brought up to help students at risk?

10. Resources [Edutopia.] (October 1, 2003). Biotech Academy: A acatalyst for change. Retrieve from http://www.edutopia.org/biotech-academy-school-career-video. The Federation For Community Schools. N.d. Community School Transformation: A Guide for Schools, Districts, Parents, and Community Members. Retrieved from http://www.communityschools.org/assets/1/AssetManager/WkshpI_GregHall_ GuideCS_Transformation.pdf. Morrison, G., & Cosden, M. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, 43-60. Retrieved from http://www.ldonline.org/article/6174/ National Center for School Engagement. (n.d.). Serving at-risk youth. Retrieved from http://schoolengagement.org/school-engagement-services/at- risk-youth Rubin, A. (2012). Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Hoboken, NJ: Wiley and Sons. Virginia department of education. N.d. Collaborative family-school relationships for children's learning. Retrieved from http://www.doe.virginia.gov/support/student_family/family- school_relationships/collaborative_family-school_relationships.pdf