A PRESENTATION REVIEWING THE INFLUENCES AND CORRELATES THAT CAN PLACE A CHILD AT RISK, AND INTRODUCING SOME EVIDENCED BASED STRATEGIES FOR SUPPORTING THESE STUDENTS. FOR FURTHER QUESTIONS CONTACT SVITTO@MUSKEGONISD.ORG

1. Breaking Down the WallsBreaking Down the Walls
for Children at Risk:for Children at Risk:
The Need for TargetedThe Need for Targeted
InterventionsInterventions
Presented by:Steven VittoPresented by:Steven Vitto

2. What Places Children at Risk?What Places Children at Risk?

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

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

5. 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 attachmentLack 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 tothese are the ones we want YOU to
focus on—the ones who needfocus on—the ones who need
YOUR help the most!YOUR help the most!
(Ormrod, 2006)

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

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

8. There are many children who begin theirThere are many children who begin their
lives in poverty and without a securelives in poverty and without a secure
attachmentattachment
2010 census
bureau

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

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

12. By the end of fifth grade, low-incomeBy the end of fifth grade, low-income
children fall more than two yearschildren fall more than two years
behind their middle-income peers inbehind their middle-income peers in
verbal achievement as a result ofverbal achievement as a result of
summer learning differencessummer learning differences 2010 census
bureau

13. The correlation between preschool-ageThe correlation between preschool-age
aggression and aggression at age 10 is higheraggression and aggression at age 10 is higher
than that for IQ.than that for IQ. (Kazdin, 2006)(Kazdin, 2006)

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

15. Poverty Places Children at RiskPoverty Places Children at Risk
Number of children in the world living inNumber 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

16. U.S. Children Living inU.S. Children Living in
PovertyPoverty
 The official number of poor in the US in 2008The official number of poor in the US in 2008
is 39.1 million people. More than half areis 39.1 million people. More than half are
children.children.

17. 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 families44 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

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

19. The rate of children living in poverty thisThe rate of children living in poverty this
year will climb to nearly 22%, the highestyear will climb to nearly 22%, the highest
rate in two decades.rate in two decades.
2010 census
bureau

20. Up to 500,000 children may be
homeless this year, living either in
shelters or places not meant for
habitation. 2010 census
bureau

22. One out of every two children in the UnitedOne out of every two children in the United
States will live in a single-parentStates will live in a single-parent familyfamily atat
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

23. About 20 million children live in aAbout 20 million children live in a
household with only their mother orhousehold 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 Unitedfourth of all children in the United
States.States.
27% of custodial single mothers and their children live in poverty

24. Children in poverty often have less verbalChildren in poverty often have less verbal
interaction with their parents, resulting ininteraction with their parents, resulting in
significantly lower vocabularies at thesignificantly lower vocabularies at the
time they enter schooltime they enter school
2010 census
bureau

25. A number of school-age children (5 to 17) speak aA number of school-age children (5 to 17) speak a
language other than English at home. These childrenlanguage other than English at home. These children
make up nearly 1-in-5 in this age group. Most ofmake 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.

26. Children’s homes andChildren’s homes and
families constitute onefamilies constitute one
of the earliestof the earliest
indicators of potentialindicators of potential
academic failure.academic failure.
Research hasResearch has
demonstrated ademonstrated a
connection betweenconnection between
poverty and schoolpoverty and school
dropout for bothdropout for both
regular and specialregular and special
education students.education students.
2010 census
bureau

27. In addition to poverty, students at risk often comeIn addition to poverty, students at risk often come
from families where academic skills such as readingfrom families where academic skills such as reading
are not modeled, and where multiple family stressorsare 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).

28. Each week, child protective services (CPS)Each week, child protective services (CPS)
agencies throughout the United Statesagencies throughout the United States
receive more than 50,000 reports ofreceive more than 50,000 reports of
suspected child abuse or neglect.suspected child abuse or neglect.
2010 census
bureau

29. 1.7 million (about 2.3 percent) of all1.7 million (about 2.3 percent) of all
American children have a parent inAmerican children have a parent in
prison.prison.
2010 census
bureau

30. Early academic failures are second only to poverty in
predicting school failure.
2010 census
bureau

31. 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.

32. 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

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

34. 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).

35. Ninety percent of homeless and runaway
children are from fatherless homes.*
2010 census

36. Eight five percent of all youths sitting in prisons
grew up in a fatherless home.*

37. 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 )

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

39. We have toWe have to
look forlook for
solutionssolutions
when awhen a
studentstudent
strugglesstruggles
behaviorallybehaviorally

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

41. Teachers EncouragingTeachers Encouraging
At Risk StudentsAt Risk Students
 Make the curriculumMake the curriculum
relevant to student torelevant to student to
students’ lives andstudents’ lives and
needsneeds
 Use students’Use students’
strengths to promotestrengths to promote
high self-esteemhigh self-esteem
 Communicate highCommunicate high
expectations forexpectations for
students’ performancestudents’ performance
 Encourage andEncourage and
facilitate schoolfacilitate school
involvement andinvolvement and
extracurricularextracurricular
activitiesactivities
 How can you do thisHow can you do this
with the students youwith the students you
listed???listed???
(Ormrod, 2006)(Ormrod, 2006)

42. 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:

43. Targeted StrategiesTargeted Strategies
 Showcasing Student’s talents
 Positive Peer Reporting
 Peer Tutoring
 Pre-teach Key Concepts
 Homework Club
 Wrap Around

44. The Impact of a PositiveThe Impact of a Positive
Relationship…Relationship…
Can Change a LifeCan Change a Life

45. So let’s begin…So let’s begin…