Professional Development Series: Assisting Students at Risk

1. Professional Development Series:Assisting Students at Risk

2. Need For the Program Educators encounter a myriad of challenges in the classroom when it comes to assisting students who are at risk. Studies show that students who are Educationally or Economically Disadvantaged are at greater risk of failure: Hence Deemed: At- Risk. Our school consists of 93% Educationally or Economically Disadvantaged Students, as evidenced by numbers of students receiving free or reduced lunch or scoring below grade level on grade equivalency assessments. Most of our students are in need of special assistance, and interventions in the classroom, but more than that, educators need to see that our students need their assistance and understanding in order for them to succeed.

3. Students At-Risk Defined: • Students who are more at risk for failure include those who are Economically Disadvantaged, (experiencing poverty) • Students who come to the school with a basic lack of academic preparation or Educationally Disadvantaged. (scoring below the current grade level on grade-equivalency assessments). • Students who come from another country where English is a Second Language (ESL students) or where war and poverty was their experience. • Students who come from underrepresented minority populations who may be experiencing some kind of group disenfranchisement. • Students who have families where drugs, alcohol, incarceration, health stressors or lack of parenting skills have inhibited their ability to assist their students to be successful • These are a few of the most common ways that students maybe at-risk, but there are many others.

4. At-Risk Students at our School • Most of our students fall into at least one at-risk category, however, many of them are experiencing multiple stressors that can negatively impact their academic success. • Educating teachers about the many at-risk factors that influence our students and how to identify students who are struggling with these issued and how to offer support or refer to appropriate personnel if appropriate is crucial in getting these students the help they need to navigate their difficulties and overcome these at-risk factors in their lives.

5. What we are doing Now: • Students currently have a number of interventions and areas that can assist them if they are referred to help • Our district offers free or reduced lunch and breakfast for our students and is considering implementing free dinners • Our district offers free before and after school tutoring for students and many teachers work on their prep hour to assist students who are in need • We offer sports programs, clubs, events and activities to assist students in feeling like they are a part of the larger school community and to engender a sense of belonging • We offer Youth Assistance where parents can get help and a counselor will come to the home and teach parenting skills and how to manage a student who is difficult or incorrigible

6. Current Programs Continued… • We offer a Truancy Specialist who meet with students and families on a weekly basis who are tardy or absent • We offer in-school counseling for those students experiencing a crisis, conflict or problems at home • We offer free referrals to counseling to various outside agencies if needed for the student or the family • We offer specific reading classes with our reading specialist to assist students • We offer a remedial math class for those 7th grade students who are unable to so well in our 7th grade pre-algebra course • We have a homeless intervention coordinator who helps families obtain resources to make the transition to school easier • There are many other interventions and resources for students, but we need to know who is in need of what services, for that, we rely a great deal on teachers.

7. Assisting Teachers in Recognizing At-Risk Students and Making Appropriate Referrals All Sessions Will be Presented by the Counselor • Session 1: Understanding Stressors At Home • Session 2: Living in Poverty, what Economically Disadvantaged Means for Students • Session 3: Being a Minority in TodaysSociety • Session 4: Recognizing Child Abuse and Neglect • Session 5: Stressed Parents: Drugs and Alcohol Abuse, Incarceration, Health Issues, History of Dysfunction • Session 6: You are a Mandated Reporter • Session 7: Bolstering a Childs’ Self-Esteem • Session 8: Developing the 40 Assets Students Need

8. Session 1: Understanding Stressors at Home • Month: September • Rationale: Teachers need to understand the intensity and the variety of stressors that are placed on students. • Goals: Teachers need to be able to successfully recognize who is experiencing different situations, how to talk to students about these experiences and how to make appropriate referrals depending on the stressor. • Description: This session will cover common stressors like: lack of food, due to poverty, lack of sleep due to transience or homelessness, lack of assistance on homework or projects at home because of absent or uneducated parents, the burden of incarceration, domestic abuse, lack of proper health care or medication, increased exposure to violence, premature death, post-traumatic stress at home or from those coming from abroad, parents who do not speak English, etc… • Relation to NSDC Standards: Context: Supports staff leadership development to be an advocate for students. Process: Increases educator effectiveness and supports professional learning for long term change. Content: The activity provides information that allows teachers to recognize students at risk and advocate on their behalf.

9. Session 2: Living in Poverty, what EconomicallyDisadvantaged Means for Students • Month: October • Rationale: Teachers will learn what the implications of poverty are and how it impacts concentration and learning • Goals: Teachers will learn about the serious consequences of living in poverty, how to recognize the signs of poverty and what they can do to assist these children and families. • Description: This session will cover from lack of adequate nutrition, inability to sleep, violence and lack of safety in the home environment , and parents who may not be present or involved in their students education at all. The far-reaching consequences of poverty will be explored. Teachers will learn how to recognize what factors are a sign of poverty and how they can assist the student and the parents in dealing with an impoverished situation. • Relation to NSDC Standards: Context: Supports staff leadership development to be recognize the signs of poverty and some strategies for assisting these children and families. Process: Increases educator understanding of poverty and supports professional learning for long term change. Content: The activity provides information that allows teachers to recognize students in poverty and advocate on their behalf.

10. Session 3: Being a Minority in Todays Society • Month: November • Rationale: Teachers need to understand the inherent inequity in society and how this plays in students self-esteem and sense of self-efficacy. • Goals: Assist teachers in developing a sense of empathy and understanding for people who may have been historically oppressed, discuss feeling of oppression, differences and racism in our society. • Description: This session will cover some of the stessors that students often face because they are a minority in society. Examples of current discriminatory practices will be discussed, with a focus on developing a sense of empathy and understanding for those who may have been historically oppressed. Race in society and discrimination will be discussed. • Relation to NSDC Standards: Context: Supports staff leadership development to be an advocate for minority students. Process: Increases educator effectiveness in understanding different perspectives and supports professional learning for long term change. Content: The activity provides information that allows teachers to recognize students the stressors and difficulties inherent in simply being a minority in today’s society. Encourages educators to advocate on their behalf.

11. Session 4: Recognizing Child Abuse and Neglect • Month: December • Rationale: Teachers need to understand the signs and symptoms of child abuse and neglect in order to fulfill duties as mandated reporters. • Goals: To assist educators in recognizing the signs and symptoms of child abuse and neglect, to prepare teachers for next session in which they learn the requirements of being a mandated reporter. • Description: This session will cover common signs and symptoms of child abuse and neglect. Teachers will learn when to talk to students, the counselor and the principal as well as when to make a report to Protective Services. All educators should be able to recognize abuse or neglect at the conclusion of this session and will know how to proceed given the circumstances. • Relation to NSDC Standards: Context: Supports staff leadership development to recognize abuse and neglect and be an advocate for students. Process: Increases educator effectiveness in recognizing abuse and neglect, includes professional learning for long term change. Content: The activity provides information that allows teachers to recognize students who are victims of abuse and neglect and advocate on their behalf.

12. Session 5: Stressed Parents: Drugs and Alcohol Abuse, Incarceration, Health Issues, History of Dysfunction • Month: January • Rationale: Teachers need to understand the intensity and the variety of stressors that are in the home due to difficulties that parents are facing. • Goals: Teachers need to be able to successfully recognize who is experiencing difficult situations, how to talk to students about these experiences and how to make appropriate referrals depending on the stressor. • Description: This session will cover common stressors such as drug use, alcoholism, parental incarceration and the stress of reentering the family, family health issues and lack of medical care and treatment and a variety of dysfuntional family situations that cause stress and lack of focus for students in school… • Relation to NSDC Standards: Context: Supports staff leadership development to the signs of a stressful household and how to be an advocate for students. Process: Increases educator effectiveness in recognizing a stressful living environment, includes professional learning for long term change. Content: The activity provides information that allows teachers to recognize students who are in stressed homes and the process of advocacy.

13. Session 6: You are a Mandated Reporter • Month: February • Rationale: Teachers need to understand their duties as mandated reporters and how to recognize when a report should be made and how to go about doing that. • Goals: Teachers need to be able to successfully recognize signs of physical abuse, emotional abuse and neglect and at what point a Protective Services report needs to be filed. • Description: This session will cover the signs of abuse, neglect, emotional abuse and the “when in doubt, report” policy. Educators will be understand their reporting duties and when to consult with a counselor on these issues … • Relation to NSDC Standards: Context: Supports staff leadership development to recognize abuse and neglect and be an advocate for students. Process: Increases educator effectiveness in recognizing abuse and neglect, includes professional learning for long term change. Content: The activity provides information that allows teachers to recognize students who are victims of emotional and physical abuse and neglect and advocate on their behalf.

14. Session 7: Bolstering a Childs’ Self-Esteem • Month: March • Rationale: Teachers need to understand the importance of bolstering positive self-esteem of students. • Goals: Teachers need to be able to successfully understand the factors that contribute to high self-esteem and how small successes in the classroom can be built upon to develop a students sense of competency and self-efficacy. • Description: This session will cover successful ways to raise student self-esteem and how positive self-esteem can impact academic performance. Teachers will learn tangible and easy ways to be encouraging in their classroom and create an environment of support and positive achievement. • Relation to NSDC Standards: Context: Supports staff leadership development to be an advocate for students and encourage positive self-esteem. Process: Increases educator effectiveness and supports professional learning for long term change in the classroom, creating a climate that is positive and encouraging. Content: The activity provides information that allows teachers to recognize students that may have low self-esteem and advocate on their behalf.

15. Session 8: Developing the 40 Assets Students Need • Month: April • Rationale: Teachers can benefit greatly from learning the 40 Developmental Assets that students need to be successful in school and in life. • Goals: Teachers need to be able to reinforce the 40 Developmental Assets and how to implement them in the class in order to bolster student success and learning. • Description: This session will cover the 40 assets including assets in categories such as Support, Empowerment, Boundaries and Expectations, Constructive Use of Time, Commitment to Learning, Positive Values and Identity and Social Competencies… • Relation to NSDC Standards: Context: Supports staff leadership development to encourage students to gain positive developmental assets. Process: Increases educator effectiveness and supports positive reinforcment of Developmental Assets. Content: The activity provides information that allows teachers to recognize to assist and advocate for students at risk.

16. Helpful Online Resources: http://www.cbv.ns.ca/sstudies/links/learn/1914.html Reviews some easy strategies for building self-esteem http://www.search-institute.org/assets Reviews and summarizes the Developmental Asset Program and lists for families and educators. http://learningforward.org/standards/standards-list# This site discusses the Learning Standards for the International Non-profit Association of Learning Educators. It is used in the presentation to site the Context, Process and Content guidelines for the NSDC.