SCHOOLBASED EFFORTS A PLAN TO SUPPORT ATRISK YOUTH

SCHOOL-BASED EFFORTS: A PLAN TO SUPPORT AT-RISK YOUTH Celena Sherrell EDU 644: Child & Family Welfare (MTS 1644 A) Instructor: Melissa Johnson November 21, 2016

Introduction Social Service Providers, My name is Celena Sherrell. I am a school counselor for Deerwood Academy Elementary School located in Atlanta Georgia. The purpose of this presentation is to discuss signs of at-risk Youth and behavior associated with being at risk. The goal is to also determine what solutions and role school play in ensuring all students are able to succeed and reach their full potentials.

◦ Homeless or transient ◦ 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 ◦ Emotional Adjustment ◦ School Drop Out 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/schoolengagement-services/at-risk-youth Youth At-Risk

Effects &Implications ◦ Poor parenting styles ◦ Lack of friends ◦ Early antisocial or withdrawn behaviors ◦ High levels of conflict in home/family life ◦ Low achievement expectations ◦ AD/HD or other neurological issues ◦ Unexcused absence ◦ Bullying/harassment, fighting, committing acts of vandalism. National Center for School Engagement. (n. d. ). Serving at-risk youth. Retrieved from http: //schoolengagement. org/school-engagement-services/at-risk-youth

• Truant behavior predicts poor achievement, dropping out, delinquency, and ultimately adult criminality • If they are not in school, they are not learning and consequently fall behind in their studies. • Children, adolescents and adults with learning disabilities tend to score higher on scales of anxiety and depression than do their counterparts who do not have known disabilities 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 atrisk youth. Retrieved from http: //schoolengagement. org/school -engagement-services/at-risk-youth Short & Long Term Implications

Create Framework ◦ A positive school climate is created when all adults consistently demonstrate a strengths-based approach. School staff needs orientation and on-going training to translate the philosophy into their day-to-day practice(NCSE) ◦ Create an environment where all students, parents, and teachers can collaborate, interact, excel, and become change agents in a global community (Deerwood Academy) ◦ Provide children with a safe and nurturing learning environment where children are prepared academically to navigate their world and face the challenges of the future (Deerwood Academy) Deerwood Academy Retrieved from http: //www. atlantapublicschools. us/Domain/493 National Center for School Engagement. (n. d. ). Serving at-risk youth. Retrieved from http: //schoolengagement. org/school-engagement-services/at-risk-youth

Integrate Framework ◦ Schools can encourage parent involvement by having them to visit the parent center located at the child School. ◦ Schools can also appoint a parent liaison to keep parents informed of upcoming school and community events and changes via telephone email Tech the school website as well as social media

Strategy Develop (or Enhance) Class and School Web Pages ◦ School Web sites are the most efficient way to give parents a peek inside the happenings of a classroom or school. Pictures of school activities, plus calendars, enewsletters, examples of student work, and week-by-week listings of course assignments and due dates, are just a few of the ways teachers or principals are using the Internet to share important classroom and school information with parents. ◦ Keep it current, though: An out-of-date Web site is almost worse than no site at all. Assign someone with the time and skills necessary to keep it current and interesting How to Boost Parent Involvement Retrieved from https: //www. edutopia. org/parentinvolvement-participaion-education-tips

Activity (Pick &Pull) ◦ Each attendee will have to pick a topic out of the basket and give feedback on that topic this gives them the opportunity to explain the understanding of the given topic as well as he just strategies that can be used to benefit our youth in and outside of a classroom environment.

Reference Deerwood Academy Retrieved from http: //www. atlantapublicschools. us/Domain/493 How to Boost Parent Involvement Retrieved from https: //www. edutopia. org/parent-involvementparticipaion-education-tips 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