Breaking Down the Breaking Down the WallsWalls

for Children at Risk:for Children at Risk:The Need for Targeted The Need for Targeted

InterventionsInterventions

Presented by:Steven VittoPresented by:Steven Vitto

What Places Children at Risk?What Places Children at Risk?

A risk factor approach is based on the A risk factor approach is based on the belief that significant exposure to key risk belief that significant exposure to key risk factors is associated with negative, long-factors is associated with negative, long-term life outcomes term life outcomes

“Students who have a high probability of failing to acquire minimal academic skills necessary for success in the adult world.”

Characteristics of Students At Risk

•Low socioeconomic status familiesLow socioeconomic status families•Minority ethnic groupsMinority ethnic groups•Linguistic minority backgroundLinguistic minority background•History of academic failureHistory of academic failure•Older in age than classmatesOlder in age than classmates•Emotional and behavior problemsEmotional and behavior problems•Lack of psychological attachment Lack of psychological attachment to schoolto school•List your most at-risk students--- List your most at-risk students--- these are the ones we want YOU to these are the ones we want YOU to focus on—the ones who need focus on—the ones who need YOUR help the most!YOUR help the most!

(Ormrod, 2006)

A child from a low-income family A child from a low-income family enters kindergarten with a listening enters kindergarten with a listening vocabulary of 3,000 words, while a vocabulary of 3,000 words, while a child of a middle-income family enters child of a middle-income family enters with a listening vocabulary of 20,000 with a listening vocabulary of 20,000 words (Hart & Risley, 2005).words (Hart & Risley, 2005).

Forty million adults in the U.S. can’t read Forty million adults in the U.S. can’t read well enough to read a simple story to a well enough to read a simple story to a child (NCES, 2005).child (NCES, 2005).

There are many children who begin their There are many children who begin their lives in poverty and without a secure lives in poverty and without a secure

attachmentattachment

2010 census bureau

From 1983 to 2006, over 10 million From 1983 to 2006, over 10 million Americans reached the 12th grade without Americans reached the 12th grade without having learned to read at a basic level. In the having learned to read at a basic level. In the same period, over 6 million Americans same period, over 6 million Americans dropped out of high school (U.S. Department dropped out of high school (U.S. Department of Education, 2007)of Education, 2007)

During the summer break, low-income students lose During the summer break, low-income students lose more than two months of reading achievement.more than two months of reading achievement.

By the end of fifth grade, low-income By the end of fifth grade, low-income children fall more than two years children fall more than two years behind their middle-income peers in behind their middle-income peers in verbal achievement as a result of verbal achievement as a result of summer learning differences summer learning differences 2010 census

bureau

The correlation between preschool-age The correlation between preschool-age aggression and aggression at age 10 is higher aggression and aggression at age 10 is higher

than that for IQ.than that for IQ. (Kazdin, 2006)(Kazdin, 2006)

Nearly a billion people entered the 21st Nearly a billion people entered the 21st century unable to read a book or sign century unable to read a book or sign their namestheir names

Poverty Places Children at RiskPoverty Places Children at Risk

Number of children in the world living in Number of children in the world living in poverty = 2.2 billionpoverty = 2.2 billion

Every second a child is born into povertyEvery second a child is born into poverty

U.S. Children Living in U.S. Children Living in PovertyPoverty

The official number of poor in the US in 2008 The official number of poor in the US in 2008 is 39.1 million people. More than half are is 39.1 million people. More than half are children.children.

The data is in and the numbers tell a troubling story: The data is in and the numbers tell a troubling story: 44 percent of American children grow up in families 44 percent of American children grow up in families that face serious struggles to make ends meetthat face serious struggles to make ends meet

2010 census bureau

Two-thirds of American classrooms have Two-thirds of American classrooms have fewer than 50 children’s books, and fewer than 50 children’s books, and almost 60 percent of childcare centers almost 60 percent of childcare centers buy fewer than one book per child a buy fewer than one book per child a year (Neuman et. al, 2007). year (Neuman et. al, 2007). 

The rate of children living in poverty this The rate of children living in poverty this year will climb to nearly 22%, the highest year will climb to nearly 22%, the highest rate in two decades.rate in two decades.

2010 census bureau

Up to 500,000 children may be homeless this year, living either in shelters or places not meant for habitation.

2010 census bureau

One out of every two children in the United One out of every two children in the United States will live in a single-parent States will live in a single-parent familyfamily at at some time before they reach age 18. some time before they reach age 18. According the United States Census Bureau, According the United States Census Bureau, in 2007in 2007

About 20 million children live in a About 20 million children live in a household with only their mother or household with only their mother or their father. This is more than one-their father. This is more than one-fourth of all children in the United fourth of all children in the United States.States.

27% of custodial single mothers and their children live in poverty

Children in poverty often have less verbal Children in poverty often have less verbal interaction with their parents, resulting in interaction with their parents, resulting in

significantly lower vocabularies at the significantly lower vocabularies at the time they enter schooltime they enter school

2010 census bureau

A number of school-age children (5 to 17) speak a A number of school-age children (5 to 17) speak a language other than English at home. These children language other than English at home. These children make up nearly 1-in-5 in this age group. Most of make up nearly 1-in-5 in this age group. Most of them (7.1 million) speak Spanish at home.them (7.1 million) speak Spanish at home.

Children’s homes and Children’s homes and families constitute one families constitute one of the earliest of the earliest indicators of potential indicators of potential academic failure. academic failure. Research has Research has demonstrated a demonstrated a connection between connection between poverty and school poverty and school dropout for both dropout for both regular and special regular and special education students. education students.

2010 census bureau

In addition to poverty, students at risk often come In addition to poverty, students at risk often come from families where academic skills such as reading from families where academic skills such as reading are not modeled, and where multiple family stressors are not modeled, and where multiple family stressors are present (e.g., alcohol and other drug abuse, are present (e.g., alcohol and other drug abuse, divorce, child maltreatment). divorce, child maltreatment).

Each week, child protective services (CPS) Each week, child protective services (CPS) agencies throughout the United States agencies throughout the United States receive more than 50,000 reports of receive more than 50,000 reports of suspected child abuse or neglect.suspected child abuse or neglect.

2010 census bureau

1.7 million (about 2.3 percent) of all 1.7 million (about 2.3 percent) of all American children have a parent in American children have a parent in prison.prison.

2010 census bureau

Early academic failures are second only to poverty in predicting school failure.

2010 census bureau

Students whose behaviors identify them as academically or behaviorally deficient are more likely to be exposed to negative interaction and punishment in the classroom and are less likely to be engaged in instructional time with their teachers.

The justice and welfare systems overwhelmingly serve individuals who have poorly developed academic skills and have experienced school failure. Lower levels of literacy are strongly associated with higher rates of delinquency and incarceration.

2010 census bureau

Fatherless children are Fatherless children are twicetwiceas likely to drop out of school.*as likely to drop out of school.*Fatherless children are Fatherless children are twicetwice

as likely to drop out of school.*as likely to drop out of school.*

Early problem behavior is highly related to successful school experiences (Gresham, Lane, & Lambros, 2000; Lyman, 2002). Children who evidence problem behavior at school are likely to struggle early, often, and throughout their school careers (Patterson, 1992; Walker, Colvin, & Ramsey, 2005).

Ninety percent of homeless and runaway children are from fatherless homes.*

2010 census bureau

Eight five percent of all youths sitting in prisonsgrew up in a fatherless home.*

Most prevention efforts begin in school because it is the place where professionals have the greatest, and typically the earliest, access to children. School-wide efforts to prevent student failure can be organized under a system of positive behavioral interventions and support that involves the entire school. (Sugai et al., 2005 )

When a student struggles academically, we When a student struggles academically, we look for instructional solutionslook for instructional solutions

We have to We have to look for look for

solutions solutions when a when a student student

struggles struggles behaviorallybehaviorally

For children who are at risk, the sooner we can provide support the better chance they have of succeeding.

Teachers Encouraging Teachers Encouraging At Risk Students At Risk Students

Make the curriculum Make the curriculum relevant to student to relevant to student to students’ lives and students’ lives and needsneeds

Use students’ strengths Use students’ strengths to promote high self-to promote high self-esteemesteem

Communicate high Communicate high expectations for expectations for students’ performancestudents’ performance

Encourage and facilitate Encourage and facilitate school involvement and school involvement and extracurricular activitiesextracurricular activities

How can you do this How can you do this with the students you with the students you listed???listed???

(Ormrod, 2006)(Ormrod, 2006)

Positive Behavior SupportsPositive Behavior Supports

Check-in, CheckoutCheck-in, Checkout

Social skills trainingSocial skills training

MentoringMentoring

Teach Organizational skillsTeach Organizational skills

Self-monitoringSelf-monitoring

New Comers ClubNew Comers Club

There are things that schools can to support children who are at risk:

Targeted StrategiesTargeted Strategies Showcasing Student’s talents

Positive Peer Reporting

Peer Tutoring

Pre-teach Key Concepts

Homework Club

Wrap Around

The Impact of a Positive The Impact of a Positive Relationship…Relationship…

Can Change a LifeCan Change a Life

So let’s begin…So let’s begin…