Attendance Collaborative
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Attendance Collaborative

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General presentation of the Attendance Collaborative. It reviews the Guide to Achieving Excellent Attendance, whic is our roadmap for supporting our partner schools in improving their attendance ...

General presentation of the Attendance Collaborative. It reviews the Guide to Achieving Excellent Attendance, whic is our roadmap for supporting our partner schools in improving their attendance strategies.

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  • We are serving as consultants with 23 Pilot Schools to create a comprehensive plan to improve attendance and decrease absenteeism within the school building (this has been created through feedback from Pilot Schools, BBF Partners and community Specific Areas: intention of having specific areas is to enhance information sharing and work to have schools talking the same language
  • We currently have three goals that we work with the schools to achieve.
  • Working with the schools to customize prevention and intervention strategies to address absenteeism In working with our Pilot Schools we have found having a school-based multi-disciplinary team is fundamental to addressing absenteeism and addressing attendance. We encourage the schools to determine if there is a team that already exists.
  • We have found one of our most effective strategies implemented is the enhancement and creation of a multi-disciplinary team at each of our schools. This team serves as the hub of all attendance issues inside the building. We have found it also to be the most impactful when the team is diverse with a with membership such as:
  • The primary functions of the School Engagement and Attendance Team or SEAT for short are: Data Review: This allows for Early identification of students with a history of absenteeism, looking at a student’s attendance from the previous year. It also although for the school to begin to capture and discuss reasons for absences and understand trends specific to their school/community. Finally, it allows for the SEAT to develop prevention and interventions strategies based on where the greatest need is (ex. Highest number of students is between 10-15 days) Gaps In Services: The data review also allows the team to begin to compare and understand where the gaps are in services within their building. Each School has completed an inventory of services within their building. We encourage the teams to review this inventory regularly to maximize community supports in addressing the needs of the students. The schools cannot do this alone. The SEATs have begun to invite community providers to their SEAT meetings to be members and/or share information about their program to establish and understand a referral process. -Student-Staff Advocate Program: This is a program where a student, with a history of absenteeism, is matched with a staff member inside the building who is responsible for making daily contact with the student on a daily basis. The SEAT discusses the impact and progress of this program and makes decisions regarding the additions of students to the program. We are working with the schools on developing strategies to sustain this program and make it a part of the climate and culture. -Climate/Culture: Other ways we work with the schools to addressing and enhancing their climate and culture by establishing an overall school goal, promoting and talking about the importance of attendance, creating recognition opportunities for students and professional development opportunities on Positive Youth Development. Creating a shift in the climate and culture within the building is one of most important strategies for schools to accomplish in order to begin to make an impact related to attendance.
  • As I mentioned, each school has created an inventory of existing services to understand available services and again identify any gaps. “ Examples of services available in the Pilot Schools, but certainly not limited to are: As facilitators and collaborators, one of our primary roles is to also understand what services are available in the community and connect those services to our schools when appropriate.
  • These are the Collaborative partners in the community that are working to address attendance that we are working with the schools to intersect with.
  • We continue to establish partnerships within the community to develop strategies that will -Improve two way communication between schools and these services -Reintegrate youth back into school -Provide Schools with additional resources they can incorporate into their attendance plans

Attendance Collaborative Attendance Collaborative Presentation Transcript

  • 1
  • Attendance CollaborativeA Partnership of University of Nebraska Omaha/Building Bright Futures 2 2
  •  Involve families and communities in meaningful ways Develop culturally responsive programs that build on the strengths of youth, families, and communities Focus on quality so every program is of the highest caliber Provide professional development so that professionals working with children – teachers, counselors, mentors, and others – receive the training and support they need to be successfulBuilding Bright FuturesGuiding Principles 3 3 View slide
  •  Emphasize early identification of developmental academic delays or difficulties so children can benefit from effective early intervention Connect every child in the metro area with a highly trained, caring, and competent professional (e.g., academic counselor or social worker) who provides advice, support, and referrals to services as needed Create a robust infrastructure that emphasizes sharing information across programs to ensure coordinated services for children and youthBuilding Bright FuturesGuiding Principles 4 4 View slide
  •  Improve academic achievement Increase the number of students who graduate from high school prepared for work or postsecondary education Provide postsecondary educational opportunities to every economically disadvantaged high school graduate in the two-county area Increase civic participation and community responsibilityBBF Pipeline to Success 5 5
  • BBF is working to maximize opportunities for every child so they will:  Be ready to enter Kindergarten.  Be on grade level in math and reading at 4th grade.  Be on grade level in math and reading at 6th grade.  Be on grade level in math and reading at 8th grade.  Attend school 95% of the time.  Maintain a 2.5 GPA or above.  Earn core credits in 9th grade.  Graduate from high school.  Be career and college ready.  Demonstrate civic participation and community responsibility.BBF Pillars of Success 6 6
  • 106,687 45,606 Total Free & Reduced Lunch Douglas & Sarpy County School Districts EnrollmentBBF Target Population 7 7
  • Directors ◦ Sharif Liwaru - Elementary Schools ◦ Sarah Moore - Middle Schools ◦ Nikole Roach - High SchoolsFacilitators & Collaborators 23 Pilot Schools ◦ (9) Elementary: Kellom, Kennedy, Fontenelle, Franklin, Indian Hill, Spring Lake, Belvedere, Liberty, Mockingbird ◦ (8) Middle: Nathan Hale, McMillan, King Science, Monroe, Norris, Marrs, Ralston Middle, Millard Middle Alternative ◦ (7) High: North, Northwest, South, Benson, Blackburn, Ralston High, Millard HorizonAttendance Collaborative 8 8
  • Achievement & Attendance •Exceeds the standards: 135-200 •Meets the standards: 85- 134 •Below the standards: 0-84 9 9
  • 2009 – 2010 282,984 Students 82,241 Missed more than 10 days (29%) 40,627 Missed more than 15 days (14%) 21,965 Missed more than 20 days (8%) NeSA-R Performance • Grade 11 absent less than 20 days had NeSA-R Score of 102 • Grade 11 absent more than 20 days had NeSA-R Score of 72Achievement & Attendance 10 10
  • Achievement & AttendanceAchievement Mentoring: Midlands Mentoring Partnership BEST Afterschool: Middle School Learning Center Initiative PRACTICES Engagement: Assets & Strengths/Relationships Service Learning: Relevancy Academic Supports: School- School/ Community- tutor.com Based Strategies Community Based Partnerships Strategies Math Teacher Assistant Nebraska Career Connections Re-Engagement: Directions & Diploma CenterAttendance Development of a Best Practices Framework 11 11
  •  Enhance the positive school climate/culture around attendance & academic achievement Support internal capacity in the school building to provide efficient & effective school-based strategies and interventions that address individual barriers to attendance Advance collaborative efforts between school and community to address barriers inhibiting school attendanceGoals 12 12
  • School/ School- Community- Community Based Based Partnerships Strategies StrategiesAchieving Excellent Attendance 13
  •  Prioritize attendance as a part of the school improvement process with a focus on students with 20 days or less of absences Establish preventions and interventions inside school and customize strategies at each pilot school to improve attendance and decrease absenteeism Implement school-based problem-solving teams: School Engagement and Attendance Team (SEAT) Review existing procedures and processes at individual school level Enhance procedures and processes to ensure strength- based approach (Climate/Culture)School-Based Strategies 14 14
  • School-Based StrategiesSchool Engagement & Attendance TeamMembership ◦ Principal/Vice Principal ◦ Dean of Students or other appropriate school staff ◦ Attendance Secretary ◦ Counselors ◦ Social Worker ◦ Teachers ◦ Community Providers ◦ Student Personnel Assistant 15 15
  •  Functions of SEAT: ◦ Data ◦ Identify Gaps in Services ◦ Student-Staff Advocate Program ◦ Early Interventions ◦ Community Partners ◦ Parent Engagement ◦ Climate/CultureSchool-Based Strategies 16 16
  • School/CommunityPartnerships Process: ◦ Program Inventory ◦ Provider Partners  BBF Pipeline  Early Childhood Services School- School/ Community-  Healthy Futures Based Community Based Strategies Partnerships Strategies  Mentoring  After School  Academic Supports & Re-engagement  Youth Attendance Navigator  Omaha Housing Authority 17 17
  • Collaborative Partners: Douglas/Sarpy County Attorneys Collective For Youth – Completely Kids; YMCA; Urban League; Boys & Girls Club Juvenile Justice Providers Forum Communities In Schools Truancy Court – Norris & Monroe Metropolitan Child Advocacy Coalition Midlands Mentoring Partnership School- School/ Community- Based Community Based Strategies Partnerships StrategiesPartnerships 18 18
  • Develop Strategies to Improve Communication:  Schools  Families  Community Diversion Programs  Court  Probation  Health and Human ServicesCommunity-Based Strategies 19 19
  •  Nikole Roach, High Schools Director ◦ nroach@unomaha.edu Sarah Moore, Middle Schools Director ◦ sarahmoore@unomaha.eduSharif Liwaru, Elementary Schools Director ◦ sliwaru@unomaha.eduAttendance Collaborative 20 20