1 © 2007 clemson university – all rights reserved georgias graduation/ dropout prevention project...

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© 2007 Clemson University – All rights reserved

Georgia’s Graduation/ Georgia’s Graduation/ Dropout Prevention Dropout Prevention

ProjectProjectBuilding Systems to Help Students with Disabilities

GraduateStrategies for Improving Student

AttendanceJanuary, 2008

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Group NormsGroup NormsGroup NormsGroup Norms

• Turn cell phones to vibrate/off• Limit side conversations• Ask questions• Think/Laugh/Cry

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Attendance InterventionAttendance InterventionWhat we will shareWhat we will share

Attendance InterventionAttendance InterventionWhat we will shareWhat we will share

• A Practitioner's Viewpoint- negative forces that impact attendance

• What the research Tells Us about School Attendance and Truancy

• Effective School based strategies • Taking Action at the local level

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Peel Back the OnionPeel Back the OnionPeel Back the OnionPeel Back the Onion

A Practitioner's Viewpoint

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Negative forces that Negative forces that impact attendanceimpact attendance


• Family History– Generational Illiteracy– Negative Attitude– Transient– “Outlaws”– Family Situation

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• Indifference– Loss of social order– Teacher relationships– School Atmosphere/Culture– Size of school– Character of student

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• Employment– Has a job– Needs a job– Gets a job

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• Academic Standing– Retained in Elementary/Middle School– Social Promotion– Age– Early HS struggles– Programs

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• Importance and value of learning in the community– Alumni support– Community support– Business and industry support

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• Other Forces– Drugs– Crime– Economic situation of community

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When You Skip School – When You Skip School – Everybody LosesEverybody Loses

When You Skip School – When You Skip School – Everybody LosesEverybody Loses

• You lose• Your Family

Loses• Your School

Loses• Your

Community Loses

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What Happens to Truant What Happens to Truant Youth?Youth?

What Happens to Truant What Happens to Truant Youth?Youth?

• Educational failure/ Poor achievement

• Dropout • Poor Employability, work stability• Delinquency and adult criminality• Unstable personal relationships• Poverty• Dependence on public assistance

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What Happens in Their What Happens in Their Families?Families?

What Happens in Their What Happens in Their Families?Families?

• Unsupervised children get into trouble

• Parents are called away from work to the school or truancy court

• Family conflict occur due to school absences and lack of academic achievement

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What Happens in Their SchoolsWhat Happens in Their SchoolsWhat Happens in Their SchoolsWhat Happens in Their Schools

• School disruption• School test scores suffer• Operating revenue decreases• Schools do not make AYP-

sanctions occur • Higher dropout rates/ Lower

graduation rates

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What Happens in Their What Happens in Their CommunitiesCommunities

What Happens in Their What Happens in Their CommunitiesCommunities

• Juvenile courts flooded• Daytime crime escalates• Later criminal behavior occur• Impact on labor market• Impact on property values

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Activity 1Activity 1Activity 1Activity 1

Discuss for a few minutes the major factors within your school that affect attendance and may lead to drop out.

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Let’s Talk About ItLet’s Talk About ItLet’s Talk About ItLet’s Talk About It

Share TimeWhat forces are in your school?

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Peeling Back the OnionPeeling Back the OnionPeeling Back the OnionPeeling Back the Onion

What the Research Tells Us

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Pathway to School DropoutPathway to School DropoutPathway to School DropoutPathway to School Dropout

Not an isolated event Elementary years, process begins

Dropouts could be distinguished from graduates with 66% accuracy by the third grade using attendance data; and

Identification of dropouts can be accomplished with reasonable accuracy based on review of school performance (behavior, attendance, academics) during the elementary years (Barrington & Hendricks, 1989) .

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Middle School Predictors of Middle School Predictors of DropoutDropout

(Balfanz & Herzog, 2005; 2006)(Balfanz & Herzog, 2005; 2006)

Middle School Predictors of Middle School Predictors of DropoutDropout

(Balfanz & Herzog, 2005; 2006)(Balfanz & Herzog, 2005; 2006)

1. The four strongest predictors – determined by the end of sixth grade1. Poor attendance2. Poor behavior3. Failing math

4. Failing English 2. Sixth graders who do not attend

school regularly, receive poor behavior marks, or fail math or English 10% chance of graduating on time 20% chance of graduating a year late

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Predictors of DropoutPredictors of Dropout (Balfanz & Herzog, 2006)(Balfanz & Herzog, 2006)

Predictors of DropoutPredictors of Dropout (Balfanz & Herzog, 2006)(Balfanz & Herzog, 2006)

Poor attendance

Failed English

Bad behavior records

Failed math

14% graduated on- time or with one extra year

16% on-time graduation rate



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What Distinguishes Absentees What Distinguishes Absentees from Regular Attendeesfrom Regular Attendees

What Distinguishes Absentees What Distinguishes Absentees from Regular Attendeesfrom Regular Attendees

• Less likely to perceive school favorably

• Perceive parental discipline as lax or inconsistent

• Believe parents are attempting to exert more control over them

• Feel inferior academically• Experience family conflict• Less likely to feel socially competent

(National Center on School Engagement, 2006)

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Factors Impacting TruancyFactors Impacting Truancy((National Center on School Engagement, 2006)National Center on School Engagement, 2006)

Factors Impacting TruancyFactors Impacting Truancy((National Center on School Engagement, 2006)National Center on School Engagement, 2006)

Risk Factors• Fear of harm in

schools or neighborhood

• Abuse in the home• Low academic

achievement• Substance abuse• Lack of parental

involvement in school orhomework

• Health problems

Protective Factors• Self esteem• Positive school

attitudes• School attachment• Activities such as

sports, clubs and volunteer work,

• Sense of purpose in life

• Positive attitudes toward police officers

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In Schools that Make In Schools that Make Gains in AttendanceGains in AttendanceIn Schools that Make In Schools that Make Gains in AttendanceGains in Attendance

• Truancy officers are assigned to students with frequent absences,

• Students are rewarded for improved attendance,

• Parents are provided with an easily accessible school contact,

• Students are referred to a school counselor, • Schools have effective methods of

communicating with parents (especially parents whose first language was not English),

• Workshops and training opportunities are provided to parents , and after-school programs are provided for students.

(National Center on School Engagement, 2006)

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In Schools that Make Gains in In Schools that Make Gains in AttendanceAttendance

In Schools that Make Gains in In Schools that Make Gains in AttendanceAttendance

• Teachers know students well

• Teachers have high expectations for students, which often leads to high expectations within students

• Teachers foster critical judgment and problem-solving skills in their students

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In Schools that Make In Schools that Make Gains in AttendanceGains in AttendanceIn Schools that Make In Schools that Make Gains in AttendanceGains in Attendance

• Teachers use a broad range of strategies to engage their students

• Students report feeling safer in their schools

• Accountability is strengthened among parents, students, and teachers

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Components of Successful Components of Successful ProgramsPrograms


• Include special attention to health and special education needs

• Uses data to drive decision-making

• Involves community and business• Focus on school transition years• Include public awareness activities• Include meaningful parent

involvement

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• Provide a balanced continuum of Incentives and sanctions

• Focus is on prevention• Emphasizes early warning and

intensive intervention• Provides a continuum of strategies• Provides alternative options to

court

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Alternatives to CourtAlternatives to CourtAlternatives to CourtAlternatives to Court

• Youth Court• Mediation• Quasi-judicial proceedings• Truancy workshops• Knock and talks

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Peeling Back the OnionPeeling Back the OnionPeeling Back the OnionPeeling Back the Onion

What the Research Tells Us About School Based Strategies

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School Based StrategiesSchool Based StrategiesSchool Based StrategiesSchool Based Strategies

• Attendance recognition awards• Letters/voice/e- mails to parents• Catch up classrooms or tutoring• Student Attendance Review

Boards (SARBs)• Class letters home

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School Based School Based StrategiesStrategies


• School climate programs (school involvement, anti-bullying, tolerance, activities)

• Attendance specialists or coaches in buildings

• School support programs (psychological services, tutoring, social work services, school based health centers.

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• Check & Connect• Truancy Intervention Program (TIP)• School support programs (psychological

services, tutoring, social work services, school based health centers.

• Good Attendance Campaigns• Increase student engagement in school

activities

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Strategies that HelpStrategies that HelpStrategies that HelpStrategies that Help

• Create Culture which says Attending Everyday Matters

• Every Absence Brings a Response• Positive Social Incentives for Good

Attendance• Data tracking at teacher team level

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• Two or more unexcused absences in a month brings brief daily checks by an adult

• Attendance Team (teacher, counselor, administrator, parents) investigates and problem solves, why student isn’t attending

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• Sustained one on one attention andproblem solving for chronic absenteeism.

• Bring in appropriate social service or community supports as needed.

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Strategies that HelpStrategies that HelpStrategies that HelpStrategies that Help• Engage Parents in Improving Attendance

– Share ideas with parents and make them part of the team without placing blame

– Establish a contact at school for family members to work with (Epstein & Sheldon, 2002).

– Make home visits to chronically absent children. – Provide a home family liaison to identify the root

causes for children not coming to school, and to “initiate discussions about community services that can assist” (Schargel & Smink, 2001, p. 51)

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Strategies that Help: Strategies that Help: Effective Policies & Effective Policies &

ProceduresProcedures

Strategies that Help: Strategies that Help: Effective Policies & Effective Policies &

ProceduresProcedures• Effective Policies:

• Are publicized and understood by all staff and students.

• Clearly distinguishes between the difference between excused and unexcused absences.

• Are aligned with the district's policies and goals.

• Intended to change behavior, not to punish. Reconsider the use of zero tolerance policies such as suspensions for truancy and instead consider less severe consequences such as community service or in-school detentions (Skiba & Knesting, 2001).

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Strategies that Help: Effective Strategies that Help: Effective Policies & ProceduresPolicies & Procedures

Strategies that Help: Effective Strategies that Help: Effective Policies & ProceduresPolicies & Procedures

• Contain effective reporting, recording, and monitoring processes. Investigate the various computerized attendance tracking systems currently available.

• Include full family involvement, with parent notification and frequent home-school contact.

• Clearly specifies how reward or incentive program will be used.

• Develop two-way contracts among students, administrators, teachers, and families that delineate standards of performance for the student, services the school will provide, or changes the school will make.

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Local Action: Where Do We Start? Local Action: Where Do We Start? Local Action: Where Do We Start? Local Action: Where Do We Start?

• Know your attendance laws, local policies & their inconsistencies

• Develop a strategic plan across agencies• Adopt promising practices that “fit”

locally • Focus on attendance and engagement

notjust truancy

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Local Action: Where Do We start?Local Action: Where Do We start?Local Action: Where Do We start?Local Action: Where Do We start?

• Create both incentives and graduatedsanctions

• Involve students and parents in planning programs to improve attendance and engagement

• Take baselines and track progress• Avoid Killer policies

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Getting Our FocusGetting Our FocusGetting Our FocusGetting Our Focus

Essential Question:Now, how do we determine the most

important group to focus on at our school?

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IdentificationIdentificationIdentificationIdentification

• Research of student records– Transcripts/school records can be

reviewed for information• Absences• Grades• Test scores • Discipline• Teacher information

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Identification con’tIdentification con’tIdentification con’tIdentification con’t

• Teacher information• Middle School – High School Grad

Coach communication• Grad Coach – School Counselor

communication

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Identification, con’tIdentification, con’tIdentification, con’tIdentification, con’t

• High School – Upcoming ninth

graders – Over aged Fresh-

mores – GHSGT failures– Poor attendance in

middle School– Credit needs– ODRs

• Middle School– upcoming sixth

graders– retained sixth

graders– CRCT failures– K-5 poor

attendance– K-5 poor academic

progress– ODRs

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Individual/Share TimeIndividual/Share TimeIndividual/Share TimeIndividual/Share Time

Think about your students/school and what it’s priorities may be.

Discuss as to who your focus group might be at your school and why.

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Getting the FocusGetting the FocusGetting the FocusGetting the Focus

• Now you talk to your Principal and get their thoughts and SUPPORT, plus AP’s and counselors on what is the focus of the school.

• Meet with that group of teachers and the Principal to discuss target group and their ideas

• Consider student needs and teacher skills to get a good instructional match.

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Find a focus that can provide Find a focus that can provide success.success.

Find a focus that can provide Find a focus that can provide success.success.

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Taking ActionTaking ActionTaking ActionTaking Action

Once you have a focus, what are the Once you have a focus, what are the ideas to improve attendance and ideas to improve attendance and

decrease drop-outsdecrease drop-outs

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Good test analysis is important. Subject grades and EOCT can be used

to determine the future of the student’s success.

For any attendance issues, 6 – 12, check days out, but be aware of “late

arrivals & check outs.”

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Taking ActionTaking ActionTaking ActionTaking Action8th

Create an ongoing yearly program of meeting with upcoming freshmen.

6th - 7thHave MS teams to give a sense of

belonging to the student as they enter 6th grade and help transition to

7th grade. These teams should help you develop

small focus groups.

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9th grade Create small groups and talk about

how they are succeeding in... (their particular situation that is

affecting their attendance and attitude as discussed earlier)

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One of the best things to do is to find an activity for these students to become a part of early in

middle/high school.Clubs, band, chorus, athletics, anything to get them

involved in something that is sponsored by a good caring individual that supports academics, communicates with teachers and fills their time many afternoons, evenings, and on weekends.

It will also give them a sense of accomplishment and purpose, plus a good support group.

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Fresh-moresIdentify how and why the student lost

credit due to attendance, discipline, etc.

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10th

Identify those who are passing but STRUGGLE.

As they realize it gets harder and harder, they will get discouraged

and attendance will become a factor.

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11th

Identify those who have best opportunity of passing GHSGT , but

need help and make sure they attend school via regular monitoring and

maintain solid grades.

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It is important that a ‘credit check’ is done to make sure these students in

10th to 11th transition have the appropriate academic credits in

preparation for GHSGT.

Do Not Wait Too Late!!!

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12th

Monitor attendance carefully.

Know what classes they must have to graduate and monitor

grades.

If you are on Block schedule, make sure they understand 1st term

is as is important as 2nd term

Be careful of May disinterest!!.

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SummarySummarySummarySummary

• Understand the many forces and influences that affect a child’s interest or regard for school and that so many of them cannot be controlled or changed by the student.

• Work with the teachers and administration on a few, specific goals.

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Contact Information:Contact Information:

Loujeania Williams Bost, [email protected]

NDPC-SDNDPC-SD209 Martin Street209 Martin Street

Clemson, SC 29640Clemson, SC 29640864-656-6976864-656-6976

www.ndpc-sd.orgwww.ndpc-sd.org© 2007 Clemson University – All rights reserved

mailto:[email protected]

http://www.ndpc-sd.org/

1 © 2007 clemson university – all rights reserved georgias graduation/ dropout prevention project...

Documents

school attendance

school dropout

school engagement

school programs

school absences

job slide

school counselor

poor attendance