Select School Year

Schoolwide Attendance Plan

School Name

Deerfield Beach HS (1711)

School Year

2018 - 2019

 


 

Data for 2017 - 2018 (Last year)

 

Population

Chronic Absenteeism
(10% or More Days)

Excessive Absences
(21 Days or More)

Grade Level

Total Number

Number

%

Number

%

 

Purpose of Plan

  1. Describe where the school is currently, using quantitative data. Include other data if needed, cite the source of the data, (e.g. Data Warehouse)

  2. Describe where the school wants to be (use precise data points), be specific and simply state what you plan to do, using the SMART guidelines in writing your goal statement.

 

Strategies To Be Implemented

Describe each strategy and include benchmarks/data points per quarter.

2: Goals for the Attendance Plan

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.

Attendance CategoryPercent of days missedLevels of strategies and Interventions
Satisfactory Attendance0 - 4.99Tier 1
At-Risk Attendance5.0 - 9.99Tier 1 and 2
Chronic Absenteeism10.0 - 19.99Tier 1, 2, and 3
Severe Chronic Absenteeism20.0% or higherTier 1, 2, and 3

The two year data trend (41% in 2017 to 38.67 in 2018) indicates that our overall satisfactory attendance has decreased.   The 2018 data clearly indicates that all grade levels  showed a decline in the Satisfactory Attendance Rate from the first semester to the second:  9th Grade: 53.29 to 42.86, 10th Grade: 46.80 to 40.74, 11th Grade: 46.46  to 38.29, and 12th Grade 31.11  to 20.62. 

By the end of this academic school year (2018-2019), our school's goal is to improve school wide Satsfactory attendance from 38.67 to 39.83. 

Our two year goal is to increase overall Satisfactory Attendance by 5%, from 38.67 to 40.60 by the end of the 2019-2020 academic school year.  

 

 

2: Tier 1 Strategies for 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

In order to improve Satifactory Attendance, the following Tier 1 components will be adopted:
 
Monitor Data: Mr. May (AP in charge of attendance) and Ms. DaSilva (Attendance Clerk), and the newly created Task Team will be monitor absenteeism through pinnacle. Together they will analysis strenghs and challenges (by using quantitative and qualitative data)  around school climate and attendance practices.  Teachers will alert School Counselors when a student has missed more than 3 days.  When a student skips 3 classes, an attendance referral will be written by the teacher. Administrators will refer any student who misses more than 5 whole days to the RTI Team.
Engage Students and Families:  Parents will be notified by the attendance line of all unexcused absences.  All interactions with parents will be warm and inviting.  From the front office and especially when teachers are required to personally call parents. Teachers will provide engaging curriculum and promote a school climate where students feel respected.  The Leadership Team will ensure that the school is clean, safe, and clear of health hazards that contribute to astma and other health concerns.  In order to promote the importance of attendance, parents will be encouraged to attend Parent Nights and informed of all school functions through Robot Calls and via the school's website. Information about attendance is easily assesTsable through the school's website. The school climate supports attendance by providing extracurricular activities and clubs to attract our various diverse populations such as: ports, Poetry Clubs, Book Club, LBGTQ, Video Gaming Club, Drama Club, Mentoring Tomorrow's Leaders, Investing in Women’s' Future, Ukulele Club, Band, Dance, and many more.
Recognize Good and Improved Attendance:  During Grade Level Assemblies, students with perfect attendance and improved attendance will be honored with a certificate and a small prize.
Provide Personalized Outreach: Students with past attendance problems will be assigned a personal mentor at the beginning of the academic school year.
Removal Barriers:  The school Social Worker, Ms. Moxie, will reach out to "At Risk" families to ensure that its needs are met and to ensure that families are aware of all social services available.
To maintain satisfactory attedance, the following componets of the plan will be implemented:
Monitor Data: Mr. May (AP in charge of attendance) and Ms. DaSilva (Attenance Clerk) will be monitor absentism through pinnacle.  Teachers will alert School Counselors  when a student has missed more than 3 days.  When a student skips 3 classes, an attendance referral will be written by the teacher. Admistrators will refer any student who misses more than 5 whole days to the RTI Team.
Engage Students and Families:Parents will be notified by the attendance line of all unexcused absences.  After a student's second and fourth unexcused absence, teachers are required to personally call parents. Teachers will document the phone calls. In order to promote the importance of attendance, parents will be encouraged to attend Parent Nights and informed of all school functions through Robot Calls and via the school's website. Information about attendance is easily assessible through the school's website. The school climate supports attendance by providing extracurricular activities and clubs to attract our various diverse populations such as: Sports, Poetry Clubs, Book Club, LBGTQ, Video Gaming Club, Drama Club, Mentoring Tomorrow's Leaders, Investing in Womens' Future, Ukalie Club, Band, Dance, and many more.
Recognize Good and Improved Attendance:  During Grade Level Assemblies, students with perfect attandance and improved attendance will be honored with a certificate and a small prize. Community stakeholders will be recruited for funding for the prizes.
Provide Personalized Outreach: Students with past attendace problems will be assigned a personal mentor at the beginning of the academic school year.
Removal Barriers:  The school Social Worker, Ms. Moxie, will reach out to "At Risk" families to ensure that its needs are met and to ensure that families are aware of all social services available.

 

 

2: Tier 2 Strategies and Interventions to Improve Attendance

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

To address students and families with at-risk attendance and a history of chronic absenteeism, the following Tier 2 Strategies will be adopted:
Monitoring of Data:  In addition to referring chronically absent students to RTI, Mr. May will conduct a weekly review of the non-attending report with all administrators. They will look into health concerns and other factors of chronic absences. They will determne if Tier 3 strategies should be implemented.
Engaging Students and Families:  Teachers will call or send a letter to student families missing 10-19% of school days. Ms. Moxie, our school’s social worker, will reach out to the families to provide information, identify needs, and maintain positive contact with the families. She will also help parents to understand and aoid legal consequences of extreme chronic absence. Attendance goals will then be set for the students and family. If a student has a medical concern, the school nurse will be asked to reach out to the family.  If necessary, a 504 plan can be developed.
Recognize Good and Improve Attendance: Administrators will give a certificate and small prize for students who have made improvement in attendance.
Provide Personalized Outreach: A special Task-Force (Ms. Smith, Ms. Eade and the School’s Social Worker) was created to monitor At-Risk students’ attendance, meet with parents, and create an Attendance contract. Teachers are asked to call parents when a student is chronically absent.  The School’s Social worker will reach out to the student and family to provide counseling and other interventions.
Remove Barriers:   Parents will be referred to CINS/FINS for case management services and monitoring referral support (community agencies).
 

 

 

2: Tier 3 Interventions

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

To address the attendance concerns of students with chronic or severe absenteeism (Tier 3), the following interventions will be adopted:
Monitoring Data: Mr. May, Attendance Clerk, Administrators, RTI Team and the Task force will monitor the attendance of any student with a history of 20% more absences during the previous and current academic school year. They will identify the causes of absenteeism such as homelessness, child welfare, or juvenile justice. They will also determine if an agency should be involved and if necessary, coordinate services. Teachers will be made aware of that report and encouraged to make parent contact whenever the student is not in class.
Engagement of Student and Families: If a Tier 3 student is absent during the first two weeks of school, the task force will reach out to the family.  Families will be encouraged to come to a meeting to outline a plan for increased school attendance. Previously identified students will also be assigned a mentor at the beginning of the school year.  In order to improve student’s engagement in school, the mentor will schedule regular “lunch dates” and activities of interest with the Tier 3 student.
Recognize Good and Improved Attendance:  Tier 3 students will be rewarded by his or her mentor (once a week) with a small token of recognition and with his or her Grade Level peers (once a quarter) with a certificate and a small prize. Prizes will be provided by a community stakeholder.
Remove Barriers: Early intervention from the Special Task force will quickly identify family needs and need for social programs and early communication/referral to CINS/FINS will also assist with our Tier 3 students. The families and students school will work with families to avoid legal consequences to the extent possible; however-if necessary, leverage the power of the courts to involve families and students in needed services and interventions.