ࡱ> 7 QbjbjUU  7|7|MLl 8 ,J L@ $MTo,Q@S@S@S@S@S@S@$B Ew@ @Mw@G@Q@Q@R=<? / "1=?4@0@O=EE?Arizona Department of Education AIMS Intervention and Dropout Prevention Program Toolkit Research Articles Article Title: Fifteen Effective Strategies for Improving Attendance and Truancy Prevention Article Citation: Smink, J. & Reimer, M.S. (2005). Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention. National Dropout Prevention Center, Clemson University. Clemson, SC. Themes Cited in this Article: Alternative School Structures Attendance Community Service/Service Learning Continuity of Support Across Grade Levels Credit Recovery Life Skills Model Programs Overall theme Placement in Jobs Student Responsibility for Learning Technology Overall theme Introduction/ Abstract: This article presents model programs that use the nationally identified successful strategies for dropout prevention. We have selected programs that address specific themes.  Life Skills: The research-based MicroSociety program has been adopted by more than 250 schools in 40 states and has received national recognition as a comprehensive school reform model. It is an innovative school design where children create a microcosm of the real world inside the schoolhouse. Each student has a role in running their world. Typically, students attend classes in the morning and apply what they learn on the job for one hour in the afternoon. The program has helped to solve problems with student learning and achievement, motivation, attendance, behavior, and climate. Contact: Carolynn King, President and CEO; MicroSociety; 13 S. 3rd Street, Suite 500; Philadelphia, PA 19106-2801; telephone: 215-922-4006; fax 215-922-3303; email:  HYPERLINK "mailto:info@microsociety.org" info@microsociety.org  HYPERLINK "http://www.microsociety.org" http://www.microsociety.org (p. 5) Options AcademyWokini is operated by Butler Technology and Career Development Schools in partnership with Lakota Local School District. Students receive an academic assessment and core academic instruction in math, science, English, and social studies through an electronic delivery system with direct teacher support. They participate in a Discovery class that teaches life skills and learning habits; work-based learning experiences at apprenticeship sites; and service-learning activities. Students remain connected to their home school and are eligible to participate in extracurricular and social activities. Contact: Harold Niehaus, Vice-President of Educational Options; Butler Technology and Career Development Schools; Educational Resource Center; 3603 Hamilton-Middletown Road; Fairfield Township, OH 45011; telephone: 513-868-1911, ext 4104; fax: 513-868-9348; email:  HYPERLINK "mailto:niehaush@butlertech.org" niehaush@butlertech.org (p. 19)  Attendance: Pablo Elementary School (K-5) made increasing attendance one of the goals of their comprehensive school reform. In 1998, attendance was 78%; attendance is now at 92% with a goal of increasing it to 95%. Attendance is celebrated school-wide every month, and students who meet the 95% attendance goal are rewarded. Family activities are held for those students reaching their goal. If a student is absent, a teacher contacts the family by phone or by writing a note. When students are absent for several days, the teacher talks to the families and stresses the importance of attending school. Families are also offered assistance in solving problems such as transportation. Contact: Andrea Johnson, Principal; Pablo Elementary School; 608 4th Avenue; Ronan, MT 59855; telephone 406-676-3390 ext. 3700; email  HYPERLINK "mailto:ajohnson@ronan.k12.edu" ajohnson@ronan.k12.edu (p. 5-6) Project Respect (PR) began in January of 2000 with 15 caseworkers known as Community Advocates. Each Advocate serves 10 to 12 families at a time. The Advocates make phone calls or visits to the home of every child in the school who has a specified number of absences to prevent a pattern of truancy developing. Students in the program cut their absences by 50%. All the high school students improved their standardized state test scores. Sixty-one percent of the students with identified behavior concerns improved their behavior, as evidenced by reduced suspensions and office referrals. Grades improved for 139 (41%) of PR students by an average of 12% in reading, 9% in math, and 12% in language arts. These figures translate into over one letter grade improvement for most students. Attendance improved for 77% of PR students, and there was a 75% rate of success. Contact: Terri Martinez-McGraw; Public School District 60; Pueblo, CO 81003; telephone: 719-549-7380;  HYPERLINK "http://www.pueblo60.k12.co.us" http://www.pueblo60.k12.co.us (p. 6) The YWCA Tates Creek Elementary Truancy Prevention Program incorporates concepts of delinquency prevention by increasing school attachment and decreasing academic failure. Due to its efforts, the program reduces unexcused absences by 29% and unexcused tardies by 14%. The key to the programs success is the strong partnership between the YWCA and Tates Creek Elementary School, and the case management component, which provides consistent service delivery to youth and families. Major program components are home visits, parenting and life skills, daily monitoring of attendance, monitoring of school grades, additional academic assistance during the school day and after-school, family activities, and after-school activities. The theoretical framework is based on Hawkins and Catalanos Communities That Care Model (CTC). Contact: Angie Tedder, Site Coordinator; YWCA; 1060 Cross Keys Road; Lexington, KY 40504; telephone: 859-276-4457, ext. 226; fax: 859-276-2008; email:  HYPERLINK "mailto:mikalinany@aol.com" mikalinany@aol.com (p. 16)  Alternative School Structure: Lowell Middlesex Academy Charter School (LMACS), founded in 1994 as a dropout prevention program, serves 145 students. Many are over 18 and work full-time in addition to going to school. An estimated 52% come from economically disadvantaged backgrounds and many are parents of young children. Approximately 25% do not speak English at home, and 6% receive special education services. Through a specially designed social support curriculum, teachers help students break down negative habits and attitudes, build constructive coping skills, and build positive, trusting relationships with adults. There is required coursework in Life Skills, an emphasis on school-to-career transitions, conflict resolution, and peer mediation. LMACS students have outperformed state averages for three years running on the Massachusetts Comprehensive Assessment System (MCAS). The school has received an Edgerly School Leadership Award, and been designated a Vanguard School by Mass Insight Education. Contact: John Roberts, Assistant Director; Lowell Middlesex Academy; 33 Kearney Square; Lowell, MA 01852; telephone: 978-656-3165; fax: 978-459-0456; email:  HYPERLINK "mailto:robertsj@middlesex.cc.ma.us" robertsj@middlesex.cc.ma.us (p. 7) The Graduation Enhancement Program is a school-within-a-school model located at eight high schools in the district. Five objectives are to be measured: academic/vocational program activities, counseling services, parent education, community involvement, and staff development. Identified at-risk students use Computer Curriculum Corporations basic skills lab and performance-based academic/vocational learning activity packets; receive intensive individual, group and parent counseling; engage in cooperative work experience; attend summer school; and have flexibly scheduled program hours to enable all participants to complete the requirements for a high school diploma. The student/teacher ratio never exceeds 15:1. Students may earn up to nine Carnegie units within a calendar year. Enrichment activities such as field trips are included in the program. A program counselor facilitates counseling activities and serves as advocate/liaison for the students. Contact: John Robinson; Horry County School District; 1605 Horry St.; P.O. Box 260005; Conway, SC 29528; telephone: 843-488-6700; fax: 843-488-6722. (p. 17) Southtowns Academy of Erie 1 BOCES, Hamburg, NY, serves ten component school districts in Western New York. Participating school districts have the choice of referring their students to three different programs that are tailored to the individual students needs. The Alternative Learning Program is a full-time academic setting. The Occupational Skills Program combines alternative education and a work-study experience. The FINISH Program allows pregnant teens and young single mothers the opportunity to complete their diploma requirements on time with their proper cohort. All three programs feature small class sizes, individualized and interdisciplinary instruction, learning styles based classroom settings, and various methods of academic and behavioral intervention. Contact: Gary Braun, Principal; South-towns Academy; 4540 Southwestern Blvd.; Hamburg, NY 14075; telephone: 716-312-0940; fax: 716-312-0947; email:  HYPERLINK "mailto:gbraun@erie1.wnyric.org" gbraun@erie1.wnyric.org (p. 19-20)  Community Service/ Service Learning The American Institute for Learning, located in downtown Austin, is a national award-winning Service Learning Model School offering both the GED (through the Certificate of Mastery Program {COM}) and a high school diploma (through an accelerated diploma program). Most students attend 4 1/4 hours a day Monday through Friday year-round to complete their course work. The COM consists of three components: (1) self-paced study leading to a GED; (2) career preparation training; and (3) experience in project-based areas such as Cultural Warriors (theater), Personal Computer Training, Health Resource Center (health careers), MultiMedia, Environmental Corps (AmeriCorps program) and Casa Verde Builders (AmeriCorps program). Students in the diploma program earn the majority of their academic credits through interdisciplinary PODs, which integrate multiple content areas, project-based education, job-readiness and service learning. Other credits are earned through seminars with a low student-teacher ratio. Both AmeriCorps programs, EnvironmentalCorps (Ecorps) and Casa Verde consist of several crews of 8-12 members each. The crews work in the community from 8:00 am to approximately 2:00 pm. When they return from the field, the crewmembers work on academics to earn either a GED or high school diploma. The Ecorps participants perform jobs in the natural environment such as trail building, cave maintenance, and park maintenance. They are also involved in watershed education for the community. Casa Verde crews build resource and energy-efficient housing in East Austin. The homes they build are sold to various members of the community who are in need of affordable housing. Together, these AmeriCorps programs have won the prestigious Texas 2000 Award for Environmental Excellence. The AIL campus also includes a counseling team, a health clinic and a career, college and job placement center. The American Institute for Learning has an 80% success rate that includes completion of a GED, high school diploma, employment, and/or the AmeriCorps Program. Contact: Rebecca Benz, Program Director; American Institute for Learning Charter School; 216 E. 4th Street; Austin, Texas 78701; telephone: 800-472-8220; fax: 512-472-8220; email: moreinfo@ail.org.  HYPERLINK "http://www.ail.org" http://www.ail.org (p. 14)  Continuity of Support Across Grade Levels The Ninth Grade Learning Community Academy is a joint initiative between Blanche Ely High School and Broward Community College. Its purpose is to provide a supportive transition from eighth into ninth grade. The focus is on academic and life skills to prepare students for success in tenth grade. Eleventh and twelfth graders who meet the rigorous eligibility requirements will have the opportunity to reconnect with Broward Community College for dual enrollment classes. During the twelfth grade, successful LCA students will be afforded the opportunity to complete their freshman year of college at Broward Community College free of charge while still enrolled in high school. Ninth grade students who meet eligibility criteria are housed on the community college campus where they experience a different academic environment. Contact: Kris J. Black; Blanche Ely High School; 1201 NW 6 Avenue; Pompano Beach, FL 33060; telephone: 954-786-3607; fax: 954-786-3608; email:  HYPERLINK "mailto:pendelfin@aol.cim" pendelfin@aol.cim (p. 15)  Student Responsibility for Learning The High/Scope Approach is an activity-based, academic learning model for youth between the ages of 14 and 17. It is a youth-centered, developmentally responsive framework for working with adolescents that includes meaningful choice, active learning, plan-do-review, choice, cooperative learning, and leadership development. This framework prepares teachers to share responsibility for learning objectives with students. Teachers provide opportunities for students to make meaningful choices in planning their own projects to meet learning objectives. The High/Scope Approach was developed and research-validated at the Institute for IDEASa four-week summer program for educational enrichment and leadership development. Studies demonstrated that students who attended the institute for IDEAS were more likely to complete high school and subsequently pursue postsecondary education than were those who did not attend the Institute. The approach is now used in numerous youth-servicing programs and has been most comprehensively implemented at Lakewood Educational Alternative Program (LEAP), a small alternative education high school in Lake Odessa, Michigan. Contact: High/Scope Educational Research Foundation; 600 North River Street; Ypsilanti, MI 48198; telephone: 734-485-2000 ext. 266; fax: 734-485-0704; email: info@highscope.org  HYPERLINK "http://www.highscope.org" http://www.highscope.org (p. 18)  Credit Recovery Alee Academy: A Progressive Alternative Education Charter School, Lake County School District, in Southside Shopping Center, Umatilla, Florida, challenges students to fulfill their academic and personal potential. The purpose of Alee Academy is to provide at-risk students, adjudicated youth, and former dropout students the opportunity to develop vocational skills, gain employment, and earn a high school diploma through credit recovery and the GED Exit Option Program in a nontraditional learning environment. Instructional methods include direct teacher instruction, one-on-one tutoring, computer-assisted learning, field trips, individualized instruction, collaborative learning, and work site training. A martial arts curriculum provides an effective means for enhancing the motivational climate of the educational experience. Other unique programs are the sandwich shop, the ropes course, and the boat-building program. Through partnerships with local businesses, the students are aware of and utilize resources that exist beyond the school setting. Graduation rates and test scores have increased each year that Alee has been in existence. Crystal Star Award of Excellence in Dropout Recovery, Intervention, and Prevention, 2002 winner. Contact: Jennings Neeld, Director; Alee Academy; P.O. Box 2481; 755 South Central Avenue; Umatilla, FL 32784; telephone: 352-669-1280; fax: 352-669-1282; email: AleeAcademy@lake.k12.fl.us.  HYPERLINK "http://aleeacademy.org/" http://aleeacademy.org/ (p. 18) Academic Alternatives is multifaceted, and provides students who are three or more credits behind an opportunity to exceed the normal six credits earned per academic year. The Foundations Program allows students who are 16 and in seventh, eighth, or ninth grade to enter a pre-GED Exit Program. After-School Opportunity Grade Forgiveness is offered at each high school by the Adult Education Department. The Unified Youth Services program is offered at each high school for 25 students who have two or more barriers to graduating from high school. The district offers four special diplomas for students with disabilities. Other opportunities include: The Gateway Alternative School, the Flex Project for eighth grade at-risk students, and a program for at-risk students in the third grade. Computer reports are used to identify at-risk students. The graduation rate in Putnam County has risen from 49.51% in 1995 to 79.5% in 2003. The dropout rate has gone from being the highest in the state at 7.93% in 1995 to one of the lowest at 1.5%. Crystal Star Award of Excellence in Dropout Recovery, Intervention, and Prevention, 2004 winner. Contact: Grace Smith, Director; Career, Technical, Adult Education Management Information Systems and Media; Putnam County District Schools; 200 South 7th Street; Palatka, FL 32977; telephone: 386-329-0536; fax: 386-329-0535; email:  HYPERLINK "mailto:smith_g@firn.edu" smith_g@firn.edu (p. 19) Kids in New Directions (K.I.N.D.) Alternative Learning Program has four separate elements: K.I.N.D Middle School (grades 6-8), Lawrence Opportunity Program (grades 9-12), Senior Save Saturday (students who attend the traditional school full-time, but are short on credits), and Diploma Recovery Program (students 18 and older) operating simultaneously to meet the needs of each student. Services are provided for 500 students, many are special education students, age 11 to 59. Students use the same textbooks and are exposed to the same coursework as in the traditional school, but individualized instruction, experiential methods, and enriching activities allow previously unsuccessful students to achieve. All of the programs use computer-assisted instruction. An extended schedule, 6 days a week from 7:30 a.m. to 7:00 p.m., helps students to attend school around barriers such as childcare, employment, and family situations. The staff meets on Friday as a Professional Learning Community. Recognized as an Exemplary Program by the Indiana Department of Education in 2003. Contact: Sherry Henson, Program Administrator; Metropolitan School District Lawrence Township; 9425 East 59th Street; Indianapolis, IN 46216; telephone 317-568-4815; email:  HYPERLINK "mailto:sherryhenson@msdlt.k12.in.us" sherryhenson@msdlt.k12.in.us (p.19)  Placement in Jobs School-Based Enterprise for At-Risk Students introduces and integrates work experience directly into schools as part of students overall educational experience. Referred to as school-based enterprises, these activities are designed to give students the opportunity to produce something for sale to the general public. These activities are for school in the sense that through this work, the students earn credits toward graduation, but in a larger sense, they take the students out of school through their efforts to sell their products directly to local community members. An example of entrepreneurial education in action is Go-Hawk Graphics, a screen-printing business run by the faculty and students at Greenview High School, the alternative school in Waverly. According to both students and teachers, the introduction of this productive, community-directed work to the school curriculum has been extraordinarily beneficial for the students involved, sometimes in unanticipated ways. They report that the students are learning solid and transferable work skills, developing better social skills through contact with the public and gain in self-confidence. Contact: Jean Klunder; Greenview High School; 106 16th Street, SW; Waverly, IA 50677; telephone: 319-352-9273; e-mail:  HYPERLINK "mailto:klunderj@waverly-shellrock.k12.ia.us" klunderj@waverly-shellrock.k12.ia.us (p. 20)   HYPERLINK "toolkit.doc" Return to Key Themes Page ADE, AIMS Intervention and Dropout Prevention Program Toolkit July 2007 [mnopX" $ % |r|jc| OJQJaJ H*OJQJaJ 5OJQJ\aJ OJQJaJ OJQJaJ6OJQJ] OJQJaJOJQJ5CJOJQJ\aJ5OJQJ\aJ5OJQJ\5CJOJQJ\^J5OJQJ\^J5B*OJQJ\^Jph5B* OJQJ\^Jph!jB* CJUmHnHphu#"K[mnopPi$$Ifl0|#p0`'4 la$If$a$QQ8HTs $7$8$H$Ifi$$Ifl0|#p0`'4 la$If (uDkb d$If $If^ $7$8$H$If$7$8$H$If^$Ifi$$Ifl0|#p0`'4 la    5 CDE[\hy67bcd_`jOJQJUaJjOJQJUaJ OJQJaJ 5OJQJ\OJQJjOJQJUaJ5OJQJ\aJjOJQJUaJ0JOJQJaJjOJQJUaJ OJQJaJjOJQJUaJ2  ghx/oo d$Ifi$$Ifl0|#p0`'4 la $If^$If d$If^ `>?opq# $''''''''''((6(001 1 111'1(1)1T1U11"5#5I5J5K5jOJQJUaJjOJQJUaJjOJQJUaJjOJQJUaJ5OJQJ\aJ5OJQJ\OJQJ0JOJQJaJjOJQJUaJjOJQJUaJ OJQJaJ5##'''5|o|o$ d$If^ d$If$Ifi$$Ifl0|#p0`'4 la $If^ ''(('1(1)1*1T1U1g5h5i5j555i$$Ifl0|#p0`'4 la $If^$IfK5\5]5g5h5i5555::::: ; ;;;;*;+;l;@@@@@AAAA)AnFoFFFFFFFFKKKKKKKKKKLL4L QQGQjU OJQJUaJjv OJQJUaJj OJQJUaJj OJQJUaJ5OJQJ\aJ5OJQJ\OJQJ OJQJaJjOJQJUaJ0JOJQJaJ85;;;;*;+;?AAFdCwnw d$If d$7$8$H$Ifi$$Ifl0|#p0`'4 la $If^$If FFKKKKLLxQyQzQ{QQs sqqi$$Ifl0|#p0`'4 la $If^$Ifd$7$8$H$If^ GQHQIQmQnQxQyQ{Q|QQQQQQQQQCJ0JjU jUOJQJ OJQJaJ0JOJQJaJjOJQJUaJjd OJQJUaJQQQQQ$a$$1h/ =!p"#$%FGX_ ZZq~6I|WJFIFLEAD Technologies Inc. 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