“ Attendance: The Essential Element of Connectedness ” 2 nd Annual Prince William County Public Schools Nontraditional Educational Conference Doreen Dauer, Ed.D.,NCSP Supervisor of Student Assistance and Prevention Programs

Objectives To present a framework for strategies to connect with students To basically improve attendance To offer a model for dealing with attendance issues in a non-traditional setting 2

A Student Must be Present to Learn 3

What is School Connectedness? “Belief by students that adults care about their learning and them as individuals” 4

Connections are especially Important for youth in alternative settings “more risk for isolation” Turn to your neighbor for Activity “Characterizing Connectedness A to Z” 5

1.Create decision-making processes that facilitate student, family, and community engagement, academic achievement, and staff empowerment. 2.Provide education and opportunities to enable families to be actively involved in their children’s academic and school life. 3.Provide students with the academic, emotional, and social skills necessary to be actively engaged in school. 4.Use effective classroom management and teaching methods to foster a positive learning environment. 5.Provide professional development and support for teachers and other school staff to enable them to meet the diverse cognitive, emotional, and social needs of children and adolescents. 6.Create trusting and caring relationships that promote open communication among administrators, teachers, staff, students, families, and communities. “ School Connectedness: Strategies for Increasing Protective Factors in Youth” CDC Strategies to Increase School Connectedness 6

Commitment to Education Healthy school environment Personal investment and act on that belief Supportive psycho-social environment Research indicates that in schools with a harsh and punitive discipline climate, student connectiveness is lower. Mutual respect: students develop sense of safety when there is no threat of being embarrassed or teased. 7

Focus Today Academic, social-emotional skills for success Trusting and caring relationships Positive learning environment Develop leadership skills Family support 8

Trusting Relationships Begin with open communication –Listening skills, active listening, paraphrasing Caring attitude Faith that behaviors can change Connection with stable peer network 9

What do we know about our students? “Resources and Assets Survey” 2007 when our seniors were in middle school 10

11 Why do we need to survey developmental assets? Provide a snapshot of PWC youth in terms of values, skills, and beliefs that youth need to be successful Provide a baseline from which we can plan together to improve outcomes for youth Provide a common language and common goal for all groups

12 Eight Categories of the 40 Developmental Assets ® Internal Support Empowerment Boundaries and Expectations Constructive Use of Time External Commitment to Learning Positive Values Social Competencies Positive Identity

13 Asset Summary: National (2003) vs. PWC (2007)

14 Asset Summary Percent of PWCS Students in Alternative Placements

15 Percentages Family Support School Boundaries Positive Peer Influence Time at Home Religious Community Prince William County (2007) vs. National Norms (2003) Top Five External Assets

16 Percentages Creative Activities Community Values Youth Adult Role Models Caring School Climate Youth as Resources Prince William County (2007) vs. National Norms (2003) Low Five External Assets

17 Percentages Achievement Motivation Positive View of Personal Future Bonding to School Sense of Purpose Integrity Prince William County (2007) vs. National Norms (2003) Top Five Internal Assets

18 Percentages Reading for Pleasure Planning and Decision Making Personal Power Caring Peaceful Conflict Resolution Prince William County (2007) vs. National Norms (2003) Low Five Internal Assets

Six Lowest Assets: What Needs Improving! Overall Group and Alternative Group Caring School Climate Adult Role Models Community Values Youth Reading for Pleasure Creative Activities Youth as Resources 19

Promote 40 Developmental Assets ® Especially relevant today Empower youth to have personal responsibility, sense of purpose, and a positive view of the future Develop social competencies, planning and decision-making, empathy, sensitivity, friendship, cultural competence, resistance skills, peaceful conflict resolution 20

Attendance Officer Role: One Partner Does not have to be punitive Parent link Prevention Safety and necessary advocate Link with court system Part of caring school family Part of interdisciplinary team 21

Strategies How can A.O. do this? Improve climate Increase decision-making Work together to improve plan Developmentally appropriate responsibility Empower students to communicate their needs, feelings, hopes, and dreams Address fears associated with safety, bullying prevention 22

Absent student May be disengaging or not “connecting” May be behind academically and lost hope May be caring for younger siblings May be working May be trafficked May be discouraged May not be healthy 23

Making a connection “Check& Connect” Training through Special Education Department 24

Pilot Prevention Program At New Dominion (prevention of most at risk for absenteeism): contract, student support team meetings; incentive program; face-to face Improve efficiency of communication through SMS Improve communication through initial and periodic visits by all attendance officers 25

Process Attendance contract upon entry or contained in probation contract Attendance committee (monthly) Letters sent by school Remember bi-lingual support Personal calls by counselor Student contact Notify probation officer Require doctor’s note Brochures at back-to-school night Personal letter regarding importance of attendance to all Invite conferences before too late At all conferences mention attendance Remember the IEP implications Refer to base attendance officer who will schedule with an intake officer 26

Student Empowerment at New Directions Student Leadership Opportunities Student Lead Team (community service) Lessons at middle school (peer to peer) 27

Bullying Prevention Model behaviors Consistent consequences School-wide plan Classroom plan includes building community Respect and Caring leads to pride 28

29 Bullying Prevention Empowering students to act The Olweus program aims to address the by-stander mentality by supporting students to stick up for their peers who have been bullied. The Olweus Program gives students the words to use when they encounter bullying. The Olweus program gives teachers the words to use in “on-the-spot” interventions.

Nuts and Bolts What are your needs? What can we offer in Student Services? What can attendance officers do to help you? How do Attendance Officers build developmental assets? 30

Attendance Officer Flowchart 31

Summary and Resources 32