Goals for the Attendance Plan

1. A school's response for this section should be in SMART format for improving attendance for each category reported in the data tables.
• Specific
• Measurable
• Attainable
• Realistic/Rewarding
• Timely
2. Address early grades at your school level (K & 1, 6th Grade, 9th Grade). Analyze school-wide data to determine needs at grade levels and times of year when challenges occur more often.

School attendance data are provided reporting percent of students with satisfactory attendance, at-risk attendance, chronic absenteeism, and severe chronic absenteeism. The two-year trend allows for comparison of attendance over time and an indication of how strategies implemented to improve attendance are working.

Goal 1: In 2017/18 second semester, our 12^th grade students had the most significant number of students with chronic absences totaling 287.  Of the 287 students, 102 students are identified as exhibiting severe chronic absences. Our goal is to reduce the number of 12^th grade students with chronic absenteeism by 10% (about 30 students) for the 2018/19 school year.

Goal 2: Overall chronic absences in 2017/18 second semester totaled 37% (24% chronic, 13% severe chronic). By the end of the 2018/19 school year, we will reduce overall chronic absences by 7% in all grade levels by approximately 58 students.

Goal 3: According to second-semester data, 9^th graders had the highest satisfactory attendance percentage of 45%. By the end of the 2018/19 school year, we will increase all other grade level's satisfactory attendance for the second semester to 40%.
 
Goal 4: During the 1^st semester of the 2017/18 school year 28% of all our students demonstrated at-risk attendance behavioral patterns. By the end of the second semester of the 2018/19 school year, the percentage of at-risk attendance will decrease by 5% and increase the percent of students with satisfactory attendance.

 

Tier 1 Strategies for Attendance

Tier 1 Strategies for Attendance - Address all five core ingredients. Tier 1 is aimed at 100% of students, parents, school staff, and community stakeholders. This is where you cast a wide net. Strategies are general to reach the largest audiences and include all employees and stakeholders.

Tiered plans will include strategies and interventions for the 5 core ingredients.

• Monitor Data
• Engage Students and Families
• Recognize Good and Improved Attendance
• Provide Personalized Outreach
• Remove Barriers

A. Monitor Data

• The assistant principal responsible for attendance will require all teachers to view the District Brainshark on attendance. This process will be monitored, and all records will be maintained. 
• Teachers use Pinnacle to take daily attendance for every period. Teachers will monitor student absenteeism. This process will be monitored by our attendance clerk utilizing weekly reports. 
• Our attendance clerk runs daily reports after each school day to ensure proper coding and identify any teachers failing to input attendance. All finding will be reported to the assistant principal. 
• The assistant principal will follow up with any identified teachers and remind them of policy and appropriate procedures. 
• A skipping report is circulated to all teachers, they will each follow up with individual students to determine the reason for absence in order to assist our behavior specialist and the attendance clerk with identifying excessive absences. 
• Additional reports will be used to identify chronic absenteeism issues for Tier 2 and Tier 3 at which point further intervention will take place as noted in the following sections.  

• Teachers will contact the parents of students with chronic attendance issues. 
• SAC members will be updated with quarterly attendance data regarding average daily attendance and chronic absenteeism. 
• The attendance clerk will monitor early sign outs within 30 minutes of dismissal. 
• The Attendance Hotline will be cleared daily by the attendance clerk. 

• The assistant principal responsible for attendance will ensure opportunities for students to participate in district attendance award programs. 
• Students with satisfactory attendance will be awarded with quarterly certificates and placed in a drawing for a raffle item. 
• Satisfactory attendance will be a requirement prior to purchasing a parking decal. 

• School will host a transition assembly for incoming 9th graders prior to the beginning of the school year. 
• Students' attendance data will be included on bi weekly progress reports and quarterly report cards. 
• Al attendance policy and procedure will be posted on the school website. 

• The school will provide free breakfast to all students daily. 
• Several secure bike racks will be available for all students and they will always be encouraged to use these facilities and secure their bike. 
• During quarterly parent nights, attendance policy and procedure will be presented. 

Tier 2 Strategies and Interventions to Improve Attendance

Tier 2 Strategies and Interventions to Improve Attendance - Address all five core ingredients. Tier 2 identifies students using early warning indicators to make connections with students and families at the onset of the school year or emergence of patterns of non-attendance. Early warning indicators include prior year chronic absenteeism, 3 or more absences in the first 4 weeks of enrollment, more than 10% of school days absent in any time period from the beginning of enrollment.

- Tier 2 represents between 10-20% of students at all schools in Broward County. This is true at individual schools and across the District.

- Chronic Absenteeism: Absent for 10% or more school days. These absences include excused, unexcused, and suspensions as days of instruction missed.

Tiered plans will include strategies and interventions for the 5 core ingredients.

• Monitor Data
• Engage Students and Families
• Recognize Good and Improved Attendance
• Provide Personalized Outreach
• Remove Barriers

A. Monitor Data

• A report is generated through the Plasco Trac system indicating excessive tardiness, and early sign outs further indications of chronic absenteeism. 
• Data gathered through these reports may require additional follow up and will occur on a student to student basis. 
• Repetitive behavioral issues will be sent to the grade level administrator for further action inclusive of consequences such as detention, internal suspension, Saturday school. 

• School counselors will utilize BASIS and school generated absentee reports to identify students and families in need of assistance. 
• School social worker will offer community assistance to families and individuals identified through the process. 
• Family assistance will include services such as connecting families with food pantries, clothing assistance, literacy programs or supplemental transportation. 

• Students will be recognized for improved attendance through certificates. 

• Schools will provide social and emotional assistance to families and individuals and need. 
• Parent teacher conferences will include elements referring to students attendance and punctuality.

• School social worker will involve public agencies to address barriers identified though community meetings such as the school improvement committee and school-based SAC members. 
• The school nurse will be involved as necessary for medical related issues. 

Tier 3 Interventions

Tier 3 Interventions - Address all five core ingredients. Tier 3 is the highest level of intervention and support for students that are absent 20% or more school days during the year.

- At most schools, Tier 3 interventions are utilized for about 5% (or less) of the student population.

Tiered plans will include strategies and interventions for the 5 core ingredients.

• Monitor Data
• Engage Students and Families
• Recognize Good and Improved Attendance
• Provide Personalized Outreach
• Remove Barriers

A. Monitor Data

• Weekly reports will be generated by the attendance clerk listing all students with severely chronic absenteeism or chronic tardiness as reflected by district policy of 20% or more. 
• The report will be shared with grade level administrators and guidance counselors who will contact both the student and the parent(s).
• Repetitive behavior issues will be forwarded to the grade level administrator and behavior specialist. 
• Repetitive emotional issues will be forwarded to the school social worker or family counselor for one-on-one or small group counseling
• Health related issues are referred to the school guidance counselor or 504/ESE contact, who can formulate a specific plan to accommodate the student's unique circumstance. 

• With the assistance of the school staff, the social worker will assess the level of families in need and offer community assistance. 
• Provide information to families and individuals regarding outside supportive agencies.  
• Monitor students that have been flagged by the State division of Highway Safety and Motor Vehicles and/ or received a suspended license due to severe chronic absences. 

• ​Students with this level of absenteeism will be recognized for increased attendance by developing positive relationships with students to link them to the school environment. 

• Continue with positive and consistent feedback with the family and individual personally by email or phone contact. 
• If the student is absent from school, the assigned counselor or social worker will follow up on each absence. 

• Ensure 504 and IEP development for needy students and families. 
• Connect chronically physical or mental health families and individuals with both school and home-based options.
• Refer students to school RTI committee as required for additional assistance 
• Refer students to outside resources and supporting agencies such as Henderson Health or Joe Di Maggio as required.