Select School Year

Schoolwide Attendance Plan

School Name

Broward Virtual Franchise (3921)

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

For students who are struggling in one or more classes in the full-time program, it is important that we have a consistent plan and support in place.

  •   Pace chart needs to include holidays. During orientation, students are told they have 18 weeks

  •   Students entering the full-time program after the start of school should not be told they have to catch up to classmates. Build their pace charts based on start date

  •   Permanent zeros are not to be issued unless the student refuses to do the work and the parent is made aware

  •   Follow Non-working students zero placement in the handbook (Copied below from pg.18)

    STUDENT PACING PROCEDURES

    Pace charts drive the student’s progress. Pace charts must have a beginning date and an end date that are determined by the teacher during the welcome call.
    Students may utilize the entire semester to sequence their pace charts. Teachers have the discretion to adjust student pace charts to promote course completion.

    Full-time middle school students will work on a traditional pace unless special circumstances are agreed upon by guidance or administration.

    Resubmissions will be accepted as long as they are turned in before the student progresses to the next module. Course work that is graded with an A is not permitted to be resubmitted.

    Teachers will put 0 in the grade book for assignments that are not turned in according to pace (after the grace period ends), with the exception of DBAs.

    Tiered Support

    Tier 1- Behind 1 week of submission:

    •   Teacher contact both the student and parents

    •   Teacher provide interventions such as review student schedule, extra help,

      review how to submit assessments, zero place holder, set a reasonable time frame to submit missed work

      Tier 2- Behind 2 weeks of submission:

    •   Teacher will refer student to guidance

    •   Utilize the RTI form and include interventions on the form

Tier 3- RTI Meeting:

  •   RTI team will provide recommendations for interventions

  •   Guidance will meet with student and parents set specific time bound goals and

    student contract

  •   Guidance will update the team of teachers

  •   Possible points off for late assignments will be sanctioned by the RTI team only

    and shared with the team of teachers for particular students 

    Broward Virtual School
    RTI Referral
     
     
    Student’s Name_________________       Date_______________
     
    Teacher’s Name:_______________          Subject_____________  
     
    Concerns:            Academic_____                  Behavior_____
                               Pacing_______            Grades_______
    Other:__________________________________________________________________________________________________________________
     
    Please indicate start date and duration of each applicable intervention:
     
    __________________Create modified directions to clarify course assignment
    __________________Provide visual resources such as help slides and videos
    __________________Individualized Tutorial sessions via Blackboard
    __________________Review student schedule, submission of assessments
    __________________Pairing student with Peer Mentor
    __________________Conference with student and parent
    __________________Other

 

 

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

For students who are struggling in one or more classes in the full-time program, it is important that we have a consistent plan and support in place.

  •   Pace chart needs to include holidays. During orientation, students are told they have 18 weeks

  •   Students entering the full-time program after the start of school should not be told they have to catch up to classmates. Build their pace charts based on start date

  •   Permanent zeros are not to be issued unless the student refuses to do the work and the parent is made aware

  •   Follow Non-working students zero placement in the handbook (Copied below from pg.18)

    STUDENT PACING PROCEDURES

    Pace charts drive the student’s progress. Pace charts must have a beginning date and an end date that are determined by the teacher during the welcome call.
    Students may utilize the entire semester to sequence their pace charts. Teachers have the discretion to adjust student pace charts to promote course completion.

    Full-time middle school students will work on a traditional pace unless special circumstances are agreed upon by guidance or administration.

    Resubmissions will be accepted as long as they are turned in before the student progresses to the next module. Course work that is graded with an A is not permitted to be resubmitted.

    Teachers will put 0 in the grade book for assignments that are not turned in according to pace (after the grace period ends), with the exception of DBAs.

    Tiered Support

    Tier 1- Behind 1 week of submission:

    •   Teacher contact both the student and parents

    •   Teacher provide interventions such as review student schedule, extra help,

      review how to submit assessments, zero place holder, set a reasonable time frame to submit missed work

      Tier 2- Behind 2 weeks of submission:

    •   Teacher will refer student to guidance

    •   Utilize the RTI form and include interventions on the form

Tier 3- RTI Meeting:

  •   RTI team will provide recommendations for interventions

  •   Guidance will meet with student and parents set specific time bound goals and

    student contract

  •   Guidance will update the team of teachers

  •   Possible points off for late assignments will be sanctioned by the RTI team only

    and shared with the team of teachers for particular students 

    Broward Virtual School
    RTI Referral
     
     
    Student’s Name_________________       Date_______________
     
    Teacher’s Name:_______________          Subject_____________  
     
    Concerns:            Academic_____                  Behavior_____
                               Pacing_______            Grades_______
    Other:__________________________________________________________________________________________________________________
     
    Please indicate start date and duration of each applicable intervention:
     
    __________________Create modified directions to clarify course assignment
    __________________Provide visual resources such as help slides and videos
    __________________Individualized Tutorial sessions via Blackboard
    __________________Review student schedule, submission of assessments
    __________________Pairing student with Peer Mentor
    __________________Conference with student and parent
    __________________Other

 

 

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

For students who are struggling in one or more classes in the full-time program, it is important that we have a consistent plan and support in place.

  •   Pace chart needs to include holidays. During orientation, students are told they have 18 weeks

  •   Students entering the full-time program after the start of school should not be told they have to catch up to classmates. Build their pace charts based on start date

  •   Permanent zeros are not to be issued unless the student refuses to do the work and the parent is made aware

  •   Follow Non-working students zero placement in the handbook (Copied below from pg.18)

    STUDENT PACING PROCEDURES

    Pace charts drive the student’s progress. Pace charts must have a beginning date and an end date that are determined by the teacher during the welcome call.
    Students may utilize the entire semester to sequence their pace charts. Teachers have the discretion to adjust student pace charts to promote course completion.

    Full-time middle school students will work on a traditional pace unless special circumstances are agreed upon by guidance or administration.

    Resubmissions will be accepted as long as they are turned in before the student progresses to the next module. Course work that is graded with an A is not permitted to be resubmitted.

    Teachers will put 0 in the grade book for assignments that are not turned in according to pace (after the grace period ends), with the exception of DBAs.

    Tiered Support

    Tier 1- Behind 1 week of submission:

    •   Teacher contact both the student and parents

    •   Teacher provide interventions such as review student schedule, extra help,

      review how to submit assessments, zero place holder, set a reasonable time frame to submit missed work

      Tier 2- Behind 2 weeks of submission:

    •   Teacher will refer student to guidance

    •   Utilize the RTI form and include interventions on the form

Tier 3- RTI Meeting:

  •   RTI team will provide recommendations for interventions

  •   Guidance will meet with student and parents set specific time bound goals and

    student contract

  •   Guidance will update the team of teachers

  •   Possible points off for late assignments will be sanctioned by the RTI team only

    and shared with the team of teachers for particular students 

    Broward Virtual School
    RTI Referral
     
     
    Student’s Name_________________       Date_______________
     
    Teacher’s Name:_______________          Subject_____________  
     
    Concerns:            Academic_____                  Behavior_____
                               Pacing_______            Grades_______
    Other:__________________________________________________________________________________________________________________
     
    Please indicate start date and duration of each applicable intervention:
     
    __________________Create modified directions to clarify course assignment
    __________________Provide visual resources such as help slides and videos
    __________________Individualized Tutorial sessions via Blackboard
    __________________Review student schedule, submission of assessments
    __________________Pairing student with Peer Mentor
    __________________Conference with student and parent
    __________________Other

 

 

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

For students who are struggling in one or more classes in the full-time program, it is important that we have a consistent plan and support in place.

  •   Pace chart needs to include holidays. During orientation, students are told they have 18 weeks

  •   Students entering the full-time program after the start of school should not be told they have to catch up to classmates. Build their pace charts based on start date

  •   Permanent zeros are not to be issued unless the student refuses to do the work and the parent is made aware

  •   Follow Non-working students zero placement in the handbook (Copied below from pg.18)

    STUDENT PACING PROCEDURES

    Pace charts drive the student’s progress. Pace charts must have a beginning date and an end date that are determined by the teacher during the welcome call.
    Students may utilize the entire semester to sequence their pace charts. Teachers have the discretion to adjust student pace charts to promote course completion.

    Full-time middle school students will work on a traditional pace unless special circumstances are agreed upon by guidance or administration.

    Resubmissions will be accepted as long as they are turned in before the student progresses to the next module. Course work that is graded with an A is not permitted to be resubmitted.

    Teachers will put 0 in the grade book for assignments that are not turned in according to pace (after the grace period ends), with the exception of DBAs.

    Tiered Support

    Tier 1- Behind 1 week of submission:

    •   Teacher contact both the student and parents

    •   Teacher provide interventions such as review student schedule, extra help,

      review how to submit assessments, zero place holder, set a reasonable time frame to submit missed work

      Tier 2- Behind 2 weeks of submission:

    •   Teacher will refer student to guidance

    •   Utilize the RTI form and include interventions on the form

Tier 3- RTI Meeting:

  •   RTI team will provide recommendations for interventions

  •   Guidance will meet with student and parents set specific time bound goals and

    student contract

  •   Guidance will update the team of teachers

  •   Possible points off for late assignments will be sanctioned by the RTI team only

    and shared with the team of teachers for particular students 

    Broward Virtual School
    RTI Referral
     
     
    Student’s Name_________________       Date_______________
     
    Teacher’s Name:_______________          Subject_____________  
     
    Concerns:            Academic_____                  Behavior_____
                               Pacing_______            Grades_______
    Other:__________________________________________________________________________________________________________________
     
    Please indicate start date and duration of each applicable intervention:
     
    __________________Create modified directions to clarify course assignment
    __________________Provide visual resources such as help slides and videos
    __________________Individualized Tutorial sessions via Blackboard
    __________________Review student schedule, submission of assessments
    __________________Pairing student with Peer Mentor
    __________________Conference with student and parent
    __________________Other