At-risk children benefit from access to specific programs that support their success in a school environment. By providing opportunities that students can connect with, the probability of them staying in school and matriculating to a two- or four-year college or university will increase. Biotech Academy in San Jose, California is an interdisciplinary program that focuses on bioscience. The program and its faculty, however, provide supports for at-risk students that go far beyond academics. To prepare for this discussion, watch the nearly 10-minute video Biotech Academy: A catalyst for change. Note that this video can also inform your completion of the Week Four Assignment.
Initial Post: Create an initial post that addresses the following:
Share a minimum of three things you observed showing how teachers at Biotech Academy instigate and maintain student support and success. Be sure to consider what characteristics they have to have and what behaviors and practices they need to present to their students.
Describe the impact collaboration between teachers, parents, and students has on student success as well as having a spirit of cooperation instead of competition between students.
Discuss two to three observations you made that show relevancy between Biotech Academy instruction & supports and what students need in post-secondary education and employment. Be sure to address how having such relevancy for student learning impacts their ultimate success.
Discuss how traditional school environments might learn from Biotech Academy and employ in their school culture so as to potentially increase graduation rates and matriculation to post-secondary education and employment for at-risk students.
School District and School Building Supports
There are many risk indicators impacting not only a student’s ability to succeed in a school environment, but also the ability for a school and/or district to make progress and meet the achievement expectations at state or federal levels. To prepare for this discussion, beyond reviewing the Week Four Instructor Guidance, you will investigate general at-risk groups and behaviors, as well as information pertaining to students with disabilities.
Begin by investigating the National Center for School Engagement website to gain insight as to various risk indicators commonly observed in at-risk youth in school environments. This resource also provides strategies for re-engagement that support the building of student resilience including parental involvement, truancy, youth development philosophies & approaches, and reengagement supports or strategies. Next, access your state’s Department of Education website, specifically for their special education link (which may also be titled something similar to Exceptional Student Services). Read the mission statements; notice that your state’s website may have a far-reaching statement as well as specific missions for funding, programming, and resources. Investigate some of the programs and resources available from your state and review the methods the state uses to provide assistance to schools.
Now, investigate a school district website in your local community or state. Look for information similar to what you observed in the National Center for School Engagement that describes supports for a variety of at-risk groups. In most cases, district-based websites include direct links to the individual schools located in the district. Therefore, you may find a special program or intervention model offered at a specific school that would help inform your response to this discussion. Additionally, look for information pertaining to special education. You may find this information under a link titled “Departments” or something similar. Read the mission of the school district. Look specifically for programs and approaches offered for students with disabilities.
Initial Post: Create an initial post that addresses the following:
Cite the website for the school district you evaluated.
Describe at least one school- or district-level program, model, or approach showcased regarding parental involvement, truancy, reengagement supports or strategies, or youth development.
Discuss how the school district’s special education mission statement either supports or differs from what was observed from the state’s special education mission.
Share an example of a program or policy from the district or a particular school that supports what was stated in the state’s website and explain how the program or policy aligns with that of the state’s positions or policies.
Describe your impressions of the types and levels of supports offered in the school district, sharing something that impressed or surprised you as well as anything you found to be lacking from the supports offered.
School-Based Efforts: A Plan to Support At-Risk Youth
This assignment is an opportunity for you to apply what you learned from this week’s discussions in a relevant way based on your own preferred area of focus. In this assignment, you will look through the lens of a particular professional role that you either have related experience in or intend to take in an anticipated professional practice. The roles to select from relate to one or more professions that are integral to assisting children and families at risk. Assuming the role of the professional you have identified, your task in this assignment is to prepare a professional presentation for a diverse group of professionals, such as school principals or district administrators, social service providers or community outreach providers, medical professionals, and other related service providers.
Using the information gleaned from the two discussions this week and the National Center for School Engagement website, as well as the three articles listed under Required Resources as supporting research, you will prepare a professional presentation with the purpose of informing participants of facts pertaining to youth at risk as it relates to student academic success. Additionally, your goal is to not only bring awareness to the forefront regarding truancy, parental involvement, special education and more, but to show the relationship each group of professionals has to the subject of academic success for students at risk—the role they play in contributing to that success. Moreover, the presentation offers an opportunity for the various professionals to collaborate in an effort to problem-solve or devise potential solutions to any of the specific areas identified as being problematic. Your presentation will be included in the Week Six Final Project and should include enhancements based on the feedback gained from its evaluation during Week Four.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Four Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, this assignment will be added to your website.
Use the presentation software of your choice or consider one of the recommendations in the Recommended Resources for Week Four. Submit your presentation for evaluation to the Week Four Assignment location and upload it as an attachment or link to your Students at Risk page in your website.
Introduction (1 points): Create an introduction that states the role you have assumed, the audience your presentation is for, and the purpose of the presentation.
Youth At Risk (3 points): Present at least eight indicators (examples) of youth at risk, such as those shared by SchoolEngagement.org,LDonline.org, those listed as Recommended Resources, or others discussed during Weeks One thru Four of this course, citing the National Center for School Engagement website and at least one additional scholarly source. Students with learning disabilities must be included as one of the eight indicators.
Effects and Implications (2 point): Present seven-to-eight behaviors associated with being at-risk and three potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cite the National Center for School Engagement website and at least one additional scholarly source.
Solutions – Create a Framework (2 points): Present three points related to the school’s role in establishing youth development philosophies, such as approaches for creating a positive school climate that encouraging positive relationships between adults and youth and professional to professional. Cite the National Center for School Engagement website and at least one additional scholarly source.
Solutions: Integrating a Framework (2 points): Present what schools can do specifically to integrate the framework with staff, community, and parental support/involvement. Include a successful program, model, strategy, or approach to serve as an example of a potential solution. Cite theNational Center for School Engagement website, the source of your example, and at least one additional scholarly source.
Participant Activity (2 points): Construct an engaging activity that encourages the audience for the presentation to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk, that encourages ideas for potential solutions, and states how participants will interact, collaborate, and share ideas to all in attendance.
Slide Design (1 points): Seven-to-ten slides that use relevant graphics, sound, and/or animation that assist in presenting the overall main point. Slides have a consistent theme, format, and font that augment the readability of the presentation.
Written Communication Instructions
Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Source Requirement (1 points): Utilize at least two additional scholarly sources in addition to the National Center for School Engagement website and required articles. All sources on the references page need to be used and cited correctly within the body of the assignment.
· 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.
· Chapter 6: The Coping power program: Child welfare applications
· Chapter 16: Using 1-2-3 magic in child welfare
· Anthony, E.K., Alter, C.F., & Jenson, J.M. (2009). Development of a risk and resilience-based out-of-school time program for children and youths. Social Work, 54 (1), 45-55. doi:10.1093/sw/54.1.45
· This article is located in the Ashford library and supports the Week four Assignment. The authors discuss Out-of-school time (OST) programs that offer unique opportunities to provide educational supports to students and children at high risk. The application of risk and resilience indicators to the development and evaluation of an OST are described as an approach to service delivery.
· 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 the ERIC database.
· This article is located in the Ashford library and supports the Week Four Assignment. This digest briefly describes how educators and schools can foster resiliency in all youth. The starting point for building on students’ capacities is the belief by all the adults in their lives, particularly those in their schools, that every youth has innate resilience and the power to change and that teachers and schools have the power to transform lives.
· Education World. (2011). School mission statements: Where is your school going? Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtml
· This website offers a variety of resources for educators and school administrators including help with lesson plans, technology resources, and professional development. The page used to support a response for Week Four Discussion Two includes practical steps for and examples of school mission statements.
· 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/
· This article uses the concepts of risk and resiliency to frame an understanding of how having a learning disability affects nonacademic outcomes. Implications for the development of proactive interventions and areas for future research are discussed. Reference this article in support of the Week Four Assignment.
· [Edutopia.] (October 1, 2003). Biotech academy: A catalyst for change [Video file]. Retrieved from http://www.edutopia.org/biotech-academy-school-career-video
· This insightful video presented by Edutopia supports your response to Week Four Discussion One and Assignment. The faculty and students share the vision and mission of Biotech Academy as well as the challenges of supporting youth at risk. Success stories are shared as well as statistics pertaining to student success.
· National Center for School Engagement. (n.d.). Serving at-risk youth. Retrieved from http://schoolengagement.org/school-engagement-services/at-risk-youth
· This website offers information regarding children and youth at risk in educational environments as well as practical approaches and resources for educators or those in related fields. This resource will inform your response to Week Four Discussion Two and Assignment.
· 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
· This document presents an outcome framework by the National Collaboration for Youth Research Group designed to enhance organizations’ individual and collective ability to define, communicate about, and document the purpose of youth development organizations and to showcase how school, child care , afterschool programs and other community resources can positively impact youth development. This resource may support the Week Four Assignment.
· Reiserer, R. (n.d.). Tips for developing professional quality PowerPoint slides.Retrieved from http://www.presentation-magic.com/powerpoint-tips.html
· This website offers tips for crafting cutting edge presentations. This resource may support the Week Four Assignment.
· Center for School Change. (n.d.). Vision and mission. Retrieved from http://centerforschoolchange.org/publications/minnesota-charter-school-handbook/vision-and-mission/
· This website offers guidance for constructing a school vision and mission statement and provides examples of each. This resource supports Week Four Discussion Two.
· Emaze (http://www.emaze.com/lp/ppc/en-v3)
· GoogleSites.com (https://sites.google.com)
· Haiku Deck (https://www.haikudeck.com)