1. TARA BURR CHILD & FAMILY WELFARE EDU 644 INSTRUCTOR JOHNSON APRIL 23, 2015 School-Based Efforts: A Plan to Support At-Risk Youth

2. Introduction Welcome school administrators, teachers, principals, and community members! My name is Ms. Burr and I am a high school counselor at Escondido High School. The purpose of this presentation is to raise awareness about the at-risk population of students we serve, and to explain how each of us can make a positive impact in the life of an at- risk child.

3. What Does At-Risk Mean? “The term at-risk refers to children who are likely to fail in school or in life because of their life’s social circumstances” (Teachnology, n.d., p. 1).

4. Examples of Youth-At-Risk 1. Students with learning disabilities 2. Students from low income families 3. Students with a mental illness 4. Students who have been abused or neglected 5. Students living in dangerous neighborhoods 6. Students from migrant families 7. Students who use drugs or alcohol 8. Students from families with little or no education

5. Youth At-Risk

6. Behaviors Associated with Being At-Risk Delayed learning or language development Irregular school attendance Socially withdrawn Violent or aggressive behaviors Substance abuse Bullying/fighting Sexual behavior (National Center for School Engagement (NCSE), n.d., p. 1).

7. Effects and Implications

8. Implications of These Behaviors Failure to graduate Becoming unemployed or obtaining low paying jobs Violent/Criminal behavior Teen pregnancy Substance abuse Low IQ Homelessness (National Center for School Engagement (NCSE), n.d., p. 1).

9. Solutions: Create a Framework

10. Establishing Youth Development Philosophies The Circle of Courage Philosophy  Focusing on the “four universal growth needs of all children: belonging, mastery, independence, and generosity” (Circle of Courage, n.d., p. 1). The 4-H Youth Development Philosophy  Focusing on “identifying community needs and research-based information that can be integrated into activities that build one success at a time (Urban Programs Resource Network, 2015, p. 1). Positive Youth Development Philosophy  Focusing on creating positive youth development and transitions into adulthood through collaboration with community agencies, physicians, and educators. Providing at-risk youth with the ability to believe in themselves and their abilities (Positive Human Development, n.d.).

11. Creating a Positive School Climate Encouraging healthy relationships between youth and adults Encouraging healthy relationships between youth and their peers Encouraging healthy relationships between youth and the community Recognizing risk factors Providing resources Educating and supporting “Teaching skills for dealing with strong emotions” (Ruben, 2012, p. 147). Implementing evidence-based practices (Ruben, 2012). Modeling positive behaviors

12. Solutions: Integrating a Framework

13. Solutions for Change Re-engage students by teaching to their strengths Meet the needs of students and families by providing referrals to services such as treatment, therapy, and support groups Transform change with positivity Set high expectations and standards Provide opportunities for personal growth and development Teach resilience (Bernard & ERIC Clearinghouse on Urban Education, 1997)

14. Successful Programs Escondido Education Compact  Committed to providing youth with “work readiness training and linkage to employment” (Escondido Education Compact, 2012, p. 1). Care Youth Project  Strengthening partnerships between youths, families, and communities by providing safe school environments, violence and substance abuse prevention activities, behavioral and mental health support, health services, and learning programs (CARE, 2014, p. 1). California MAP to Inclusion & Belonging  Providing high quality programs and developmentally appropriate learning for students with disabilities (California MAP to Inclusion & Belonging, n.d.).

15. Participant Activity

16. C.A.R.E Activity Using the letters C.A.R.E write down one word for each letter that relates to your role in supporting the school’s efforts to engage students at risk.  For example my role is to:  C = Communicate effectively  A= Act as a liaison between the school, family, and community  R=Respect cultural differences  E= Educate others about the at-risk population of students we serve

17. Potential Solutions Next, put your C.A.R.E list to work by writing down ideas for potential solutions to help you implement each of the ideas on your list. Consider the ideas on your list that you cannot achieve on your own and why?  Do you need the help of community members?  Do you need the support of your principal or other teachers?  Do you need the involvement of parents?

18. Now lets Share our Ideas In groups of 4 share your ideas with one another. Note any duplicate ideas or ideas that are unique. Now, compile a master C.A.R.E list for your group. Present your groups C.A.R.E list to the audience. Remember to highlight any ideas on your list that require collaborative efforts from other school administrators, families, or community members.

19. Conclusion

20. Questions? Comments? Concerns?

21. References 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 http://eric.ed.gov/?id=ED412309. http://eric.ed.gov/?id=ED412309 California MAP to Inclusion & Belonging. (n.d.). It’s all about belonging. Retrieved from http://www.cainclusion.org/camap/ CARE Youth Project. (2014). Welcome! Retrieved from http://www.careyouth.org/ http://www.careyouth.org/ Circle of Courage. (n.d.). The circle of courage philosophy. Retrieved from http://circleofcouragenz.org/ourphilosophy.htm

22. References Escondido Education Compact. (2012). Welcome to compact. Retrieved from http://www.educationcompact.org/ National Center for School Engagement (NCSE). n.d. Serving at-risk youth. Retrieved from http://schoolengagement.org/school- engagement-services/at-risk-youthhttp://schoolengagement.org/school- Positive Human Development. (n.d). Positive youth development. Retrieved from http://www.positivehumandevelopment.com/positive-youth- development.html http://www.positivehumandevelopment.com/positive-youth-

23. References Teachology. (n.d.). The effects of poverty on teaching and learning. Retrieved from http://www.teach- nology.com/tutorials/teaching/poverty/ Ruben, A. (2012). Clinician's guide to evidence-based practice: Programs and interventions for maltreated children and families at-risk. Hoboken, NJ: Wiley and Sons. Urban Programs Resource Network. (2015). Youth development/youth at-risk. Retrieved from http://urbanext.illinois.edu/programareas/prog-youthdev.html