1. It is not just Truancy! Presentation to the Education, Truancy, Dropout & Literacy Committee Jonathan T. Brice Chief Officer Special Services Duval County Public Schools

2. Presentation Format 1. At-Risk Students 2. Problem Statement 3. National Data 4. District Data 5. Causation 6. Truancy 7. Recommended Solutions

3. At Risk Students Students At-Risk of academic failure present the following symptoms: Low Achievement Low Achievement Overage for Grade (Retention) Overage for Grade (Retention) Truant Truant Disciplinary Offenses Disciplinary Offenses Dropout. Dropout.

4. Problem Statement Student truancy and the drop-out problem cannot be attributed to distinct variables but rather should be linked to four broad categories; community-based, school-based, family-based, and individual-based variables.

5. Problem Statement Continued: Infinite Variables Infinite variables within each category contribute to an on-going process of school disengagement and truancy that culminates in students dropping out of school.

6. Problem Statement Continued: Solutions Solving truancy and the drop out problem requires a complex understanding of the educational, societal, and cultural phenomena that support or hinder student truancy and dropping out of school.

7. National Data Of Every 100 Students (25-29) (Education Trust, 2008) White African American Latino American Indian H.S.Graduate94896271 Some College 66513130 Bachelor’s Degree 34181012

8. National Data Continued. 9 Seconds (Nat. Dropout Prevention Ctr.) 9 Seconds (Nat. Dropout Prevention Ctr.) 3.5 million dropouts 16-25 3.5 million dropouts 16-25 $192 Billion or 1.6% GDP $192 Billion or 1.6% GDP (The Last Dropout-CIS)

9. District Data (DCPS, Research and Evaluation) Over 17,700 students absent 20+ days Over 17,700 students absent 20+ days 17 out of 22 high schools have dropout rates above the state average of 3.5%. DCPS dropout is 6.6% 17 out of 22 high schools have dropout rates above the state average of 3.5%. DCPS dropout is 6.6% 11,349 students two+ years overage (9% of student enrollment) 11,349 students two+ years overage (9% of student enrollment)

10. District Data (DCPS, Research and Evaluation) E.S.School M.S. School H.S.School Enrollment610672783933309 Students w/ 20+ absences 6900(11%)4700(16.8%)4900(14.7%) 2+yrs overage 1734(2.8%)4769(17.1%)4846(14.5%)

11. Causation There is no single cause for At-Risk students but multiple variables including: Community Community Schools Schools Family Family Individual Students. Individual Students.

12. Community Community-based variables leading to increased truancy can include dysfunctional home environments that cause or support student disengagement, peer affiliations that encourage skipping school, and numerous other issues.

13. School School-based variables leading to increased truancy include poor instructional programs fostering student disengagement, ineffective use or the absence of attendance monitoring systems, inhospitable adult school culture, and numerous other issues.

14. Family Family-based variables leading to increased truancy include dysfunctional family structures that inhibit or impact regular student attendance.

15. Individual Individual-based variables leading to increased truancy include peer culture, disciplinary problems, and academic disengagement.

16. Truancy Defined Florida law defines "habitual truant" as a student who has 15 or more unexcused absences within 90 calendar days with or without the knowledge or consent of the student's parent or guardian, and who is subject to compulsory school attendance.

17. 2007-2008 Truancy Efforts Three pronged strategy 1. Reorganization of staff assignments 2. Attendance Matrix 3. Use of truancy centers

18. Attendance Services Staffing Staff Placement 2006-20072007-2008 District Wide (159 Schools) 10 Staff avg.15.9schools 18 Staff avg. 9 schools Priority Schools (7 Schools) 13 Staff avg. 2 per school 6 Staff avg. 2 schools Truancy Centers (4 sites) 11 Staff avg. 3 staff per site 7 Staff avg. 2 staff per site

19. Attendance Matrix Provides clear direction for schools and district support to schools Provides clear direction for schools and district support to schools Focuses both on unexcused and excused absences Focuses both on unexcused and excused absences Requires earlier intervention Requires earlier intervention See handout See handout

20. Truancy Centers 4 sites 4 sites Geographically located Geographically located Students “collected” by JSO and DCPS truancy personnel. Students “collected” by JSO and DCPS truancy personnel.

21. Recommended Solutions Three pronged approach: Three pronged approach: 1. Create Multiple Pathways for students to graduate. 2. Hire more attendance social workers. 3. Place a graduation coach in each high school and middle school.

22. Multiple Pathways Develop additional pathways for students to graduate. Students should be able to select from a broad cross-section of opportunities including liberals arts education, math and science education, technical education, skilled craft training, and GED.

23. Attendance Social Workers Reducing the number of schools served by each attendance social worker will enable them to more effectively pursue truant students, document their social history, and then refer students and parents to a school or community- based service provider.

24. Graduation Coaches A program in Georgia has placed one graduation coach in each high school. The coaches are responsible for identifying students at risk for not graduating-those who have failed course, state exit assessments, etc. The graduation coaches also facilitate business speakers, internships for students, and provide post-secondary counseling support to students. DCPS should add a graduation coach to each high school.

25. Last Thoughts One-size fits all programming will not address the needs of all students. One-size fits all programming will not address the needs of all students. Varied solutions serving niche markets of students will work. Varied solutions serving niche markets of students will work. Serving niche markets of students is costly but so is our current approach of one-size fits all schooling. Serving niche markets of students is costly but so is our current approach of one-size fits all schooling.

26. Websites and Contact Information Education Trust Education Trust http://www2.edtrust.org/edtrust/ http://www2.edtrust.org/edtrust/ http://www2.edtrust.org/edtrust/ National Dropout Prevention Center/Clemson University National Dropout Prevention Center/Clemson University http://www.dropoutprevention.org/ http://www.dropoutprevention.org/ http://www.dropoutprevention.org/ bricej@educationcentral.org bricej@educationcentral.org