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E VERY S TUDENT, E VERY D AY.

E VERY S TUDENT, E VERY D AY. MAYOR ’ S INTERAGENCY TASK FORCE ON TRUANCY, CHRONIC ABSENTEEISM AND SCHOOL ENGAGEMENT. The Challenge. MAYOR ’ S INTERAGENCY TASK FORCE | . National Data:

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E VERY S TUDENT, E VERY D AY.

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  1. EVERY STUDENT, EVERY DAY. MAYOR’S INTERAGENCY TASK FORCE ON TRUANCY, CHRONIC ABSENTEEISM AND SCHOOL ENGAGEMENT

  2. The Challenge MAYOR’S INTERAGENCY TASK FORCE |

  3. National Data: Students that are Chronically Absent in Kindergarten & 1st Grade Much Less Likely to Read Proficiently in 3rd Grade % Proficient or Advanced on 3rd Grade ELA Risk Level (According to Kindergarten & 1st Grade Absences) Source: Applied Survey Research & Attendance Works (April 2011) MAYOR’S INTERAGENCY TASK FORCE |

  4. National Data: Chronically Absent Sixth Graders Have Lower Graduation Rates Dropout Rates by Sixth Grade Attendance(Baltimore City Public Schools, 1990-00 Sixth Grade Cohort) Source: Baltimore Education Research Consortium SY 2009-2010 MAYOR’S INTERAGENCY TASK FORCE |

  5. National Data: 9th Grade Attendance is a Better Graduation Predictor than 8th Grade Test Scores Percentage that Graduated in Four Years Days Absent per Semester (Course cutting counted as partial days) Source: Allensworth & Easton, What Matters for Staying On-Track and Graduating in Chicago Public Schools, Consortium on Chicago School Research at U of C, July 2007 MAYOR’S INTERAGENCY TASK FORCE |

  6. The Local NYC Trends: Chronic Absence and Achievement ELA, Grades 3-8 Citywide 2009-10 Proficient or Better (Level 3-4) Math, Grades 3-8 Citywide 2009-10 Proficient or Better (Level 3-4) Good Attendance At-Risk Chronically Absent Good Attendance At-Risk Chronically Absent Good Attendance: Absent 10 or fewer days At-Risk: Absent 11-20 days Chronically Absent: Absent 21 or more days Source: New York City Public School Indicators: Demographics, Resources, OutcomesAnnual Report 2011, New York City Independent Budget Office MAYOR’S INTERAGENCY TASK FORCE |

  7. The Response: Interagency Collaboration COORDINATED STRATEGY HOMELESS SERVICES NYC VOLUNTEERS NYPD CHILDWELFARE MAYOR’S OFFICE YOUTH DEVELOPMENT HOUSING AUTHORITY DOE HEALTH DEPT. HUMANRESOURCES DFTA ACADEMIC PARTNERS PRIVATE PARTNERS COMMUNITY PARTNERS MAYOR’S INTERAGENCY TASK FORCE |

  8. Every Student, Every Day4 Components • Success Mentors matched to Target Students • School-Wide Strategies to promote good attendance • Weekly Principal Student Success Meetings & data analysis to monitor chronic absenteeism • Draw on communities to better connect to families MAYOR’S INTERAGENCY TASK FORCE |

  9. What is a Success Mentor? • Success mentors are caring adults (or peers) who work with chronically absent students to address the barriers keeping them from coming to school each day. MAYOR’S INTERAGENCY TASK FORCE |

  10. Success Mentors: 2 Goals • Personalize and enrich the school experience for mentees so that mentees become more engaged in school. • Identify the underlying causes of absenteeism and begin to address them through interventions and support services for students and their families. MAYOR’S INTERAGENCY TASK FORCE |

  11. What is the role of a Success Mentor? • Morning meet and greet • Phone call home every time student is absent • Meet one-on-one and/or in small groups • Track students’ attendance and improvements • Work with school team to identify appropriate supports and interventions • Reach out to and engage students’ families • Celebrate small successes • 20% whole school focus MAYOR’S INTERAGENCY TASK FORCE |

  12. 3 Success Mentor Models • External • Internal Staff • Peer-to-Peer MAYOR’S INTERAGENCY TASK FORCE |

  13. School Staff as Success Mentors • Cluster Teachers • School Aides • Parent Coordinators • Guidance Counselors • Social Workers • Classroom Teachers • Administrators MAYOR’S INTERAGENCY TASK FORCE |

  14. Principal’s Weekly Student Success Summit MAYOR’S INTERAGENCY TASK FORCE |

  15. New Models for Connecting Schools and Local Resources TUTORING MENTAL HEALTH ASTHMA HOUSING LIBRARIES ACS Community Partnership Program: Schools are linked to a CPP Liaison to connect child/family needs to neighborhood resources MAYOR’S INTERAGENCY TASK FORCE |

  16. The Impact • Chronically absent students with Success Mentors gained over 11,800 daysof attendance, as compared to similar students who did not have mentors. • In the last three years, our pilot elementary, middle, and high schools have out outperformed our comparison schools. • In pilot elementary schools, CA was reduced by more than 25%-- nearlytwicethe reduction in CA than in comparison schools. • In pilot middle schools, CA was reduced by more than 16%-- more than twicethe reduction in CA than in comparison schools. • In pilot high schools, whereas CA increasedin comparison schools, CA was reduced by nearly 3%-- more than two and a half timesbetter than the CA rate in comparison schools. MAYOR’S INTERAGENCY TASK FORCE |

  17. MAYOR’S INTERAGENCY TASK FORCE ON TRUANCY, CHRONIC ABSENTEEISM AND SCHOOL ENGAGEMENT NYC.GOV/EVERYSTUDENT

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