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Tag: Attendance-Improvement

Involving Campus & Community

On a broad scale, it is well accepted that community engagement is critical for school progress and reform and Strategies for Community Engagement in School Turnaround (School Network Reform, 2014) provides us best practices. Attendance Works shows how important it is to Engage Community Stakeholders in Promoting Attendance and provides inspiring examples specific to Attendance Awareness. 

We add United Independent School District (UISD) to those districts worth replicating. UISD shares its successful programs with education leaders at the RaaWee K12 Every Day Matters Summit, November 15, 2019. View this entire best practices session at Involving Campuses & Community for Student Incentives that Work at United ISD – Every Day Matters Summit 11.15.2019.

About UISD

United Independent School District in Laredo, TX – serving the cities of Laredo, El Cenizo and Rio Bravo, and various discrete regions in Webb County – has built a comprehensive program set that draws benefits and success from both by highly engaging the community in the pizza, donuts, and ice cream parties or other “treat-like incentives,” as well as other larger prize opportunities for long-term attendance goals. 

This allows local business leaders to play an active role in the success of their future employees and customers and students to build relationships and confidence outside the classroom.

Developing Attendance Awareness

In support of the fundamental premise that the success of their students is highly dependent on each student’s daily school attendance, UISD has built a powerful model for engaging their community in scalable programs that provide fun incentives for classrooms at all campuses and meaningful grade-appropriate recognition, starting in the early grades and continuing through a power prize opportunity for those students who have met the attendance requirements up to graduation day. The overall program set does a wonderful job of tying short-term rewards and recognition (building good attendance habits early) to long-term opportunities. Their Every Day Counts, Never Be Absent, and Kia in the Klassroom programs are examples of this.

With Every Day Counts, UISD elementary and middle school students, strive to attain perfect attendance by classroom in each of the district’s six week grading periods, making them eligible to win fun prizes at their respective campuses. Awareness for these is built with posters, many made by the students, and rewarded with treats sponsored by local businesses. Check out these examples.

Individual classrooms and students attaining perfect attendance – no excused or unexcused absences up to that point in all classes – at UISD elementary or middle school receive Recognition Certificates and are eligible for the grand prize drawings at their campus. These include:

  • 1st Six Weeks: 4 bikes per campus (Elem/Middle)
  • 2nd & 6th Six Weeks: ChromeBook (Elem/Middle)
  • 3rd & 5th Six Weeks: X-box (Elem/Middle)
  • 4th Six Weeks: 4 bikes per Campus (Elem), Beats Solo Wireless Headphones (Middle)

High school students at UISD qualify for additional perfect attendance incentives, under the Never Be Absent program. Students who have maintained perfect attendance have a chance to be their high school’s winner of an all-expense-paid weekend getaway for a family of four to JW Marriott San Antonio Hill Country Resort & Spa with season passes to Fiesta Texas and movie passes to Santikos Palladium IMAX. 

Special Year-End Attendance Program

The prestigious year-end Sames Kia in the Klassroom program provides one lucky high school student who wins a drawing with a brand new Kia Soul car. Students earn drawing chances by maintaining perfect attendance in each 9-week period. Students can earn up to 4 vouchers/chances at the end of the school year drawing. The Sames Kia in the Klassroom car give-a-way program is made real by the long-time sponsorship of the local Sames Kia Dealership. And to add amazing additional value, Laredo Federal Credit Union pays taxes & license fees and A&K Driving School includes their driving course to complete this comprehensive package for this lucky student with perfect attendance.

Funding The Programs

The key question “How are these programs funded?” arises immediately. For UISD, the answer is by engaging the community, a community that eagerly participates because they understand the importance. Asking for participation and donation – small and large – is a regular activity for UISD. Check out this example of a typical request, they have recently used. This Donation Request Letter represents key elements recommended in two great resources for writing your own – How to Write an Efficient Donation Request Letter – A Research Guide or How-To Write a Donation Request Letter.

For more information on these programs and all that United Independent School District does to reach and maintain their Attendance Goals for each student district-wide, check out our Every Day Matter Summit presentation by Jesse Perusquia Jr., Attendance Specialist for UISD.

About the Presenter

Jesse Perusquia Jr., Attendance Specialist, United ISD, TX

Jesse Perusquia Jr. is an Attendance Specialist at United Independent School District (UISD), where he is dedicated to promoting student attendance and engagement. With a focus on fostering positive relationships between students, families, and the school community, Jesse works diligently to implement strategies that improve attendance rates and support student success.

In his role, Jesse collaborates with educators and administrators to identify challenges affecting attendance and develop effective interventions. His commitment to creating a supportive educational environment helps ensure that all students have the opportunity to thrive.

For inquiries, Jesse can be reached at 956-473-6281 or via email at jperusquia@uisd.net.

Posted in BlogsTagged Attendance, Attendance-Awareness, Attendance-Improvement, Chronic-Absenteeism, Community, MTSS, RaaWee-K12, RaaWeeK12, Student-Attendance, Students, Truancy, United-ISDLeave a Comment on Effective Attendance Awareness Programs that Engage Campuses & Community

Attendance Awareness Communications

How to Use Social Media to Improve District Communications (Finalsite.com, 2018) tells us that “Social media has quickly earned itself at the top of the list for necessary communication tools … to improve their school-to-home communications.” The attendance improvement best practices and strategies they share for each social network are valuable for those districts just getting started and existing district users alike. These recommendations include which types of social media are better at reaching which audiences. 

Beaumont USD, CA logo

About Beaumont USD

Beaumont Unified School District (BUSD) does a great job in their use of social media, and their activities reflect real-time examples of these recommendations. Beaumont USD is situated in the San Gorgonio Pass, in Riverside County, California within a growing city of nearly 45,000 residents. BUSD operates seven elementary, two middle, and two high schools and serves 10,829 K-12 students and their families.

Beaumont USD shared its district strategies, including the successful social media outreach at the RaaWee K12 Every Day Matters Summit, on November 15, 2019. View the entire event at Applying the “Mind in Boat” Teamwork & Focus to Attendance Improvement at Beaumont USD – Every Day Matters Summit 11.15.2019.

Beaumont USD uses Social Media for Successful Outreach

BUSD has applied a comprehensive communication social media strategy to improve the attendance at their schools. Through these tools, they share the great things happening at Beaumont USD on a daily basis. And it serves as cornerstone media in their attendance awareness campaigns. 
The social media tools narrate student success stories, employee recognitions and achievements, parent resources, school programs, services, and various opportunities, school board policies, and conventions; these are subjects of great interest that it shares with its community.
 
District and Community News are communicated through a variety means that include the BUSD website and social media accounts.
The District social media accounts include both district-wide Facebook – BeaumontUSD – and Twitter – @Beaumont_SD – accounts. They also make use of Parent Square and Peach Jar which are their School-Home communication platforms. 
 
Although BUSD does not use Instagram, Snapchat or other accounts, these are also great opportunities to reach specific groups within the community. Check out best practice detail as previously referenced in How to Use Social Media to Improve District Communications (Finalsite.com, 2018) for additional ideas on audience-specific outreach.

They found that both Facebook and Twitter serve them well, but in different ways. They have more parents on their Facebook account and they find that the parents share the flyers and other information amongst one another. Twitter is great because the staff and school sites share their progress, awards, trophies, etc. Everyone appreciates visible recognition.

Consistent Meaningful Attendance Content is Key

The District creates an annual calendar with the contributions of parents, teachers, classified workers and administrators who serve on a calendar committee and use organized community meetings to solicit and incorporate user feedback. 
The posted content comes from flyers and other print materials that are provided to the BUSD Communications Officer for posting in both English and Spanish. Don’t forget the importance of addressing community diversity when reaching out using these newer media.
And a final best practice from the Beaumont USD team is the consistency in their social media use. They are committed to and consistent in keeping these accounts are up-to-date and the place to look for information. This keeps everyone involved and communications successful.

For more information on Beaumont Unified  School District and all they are doing to reach and maintain their Attendance Goals for each student district-wide, check out our Every Day Matter Summit presentation by Christina Martinez at BUSD.

Posted in BlogsTagged Attendance, Attendance-Improvement, Chronic-Absenteeism, Communication, Community, RaaWee-K12, RaaWeeK12, School, Social-Media, Student-Attendance, Students, TruancyLeave a Comment on Using Social Media for Successful Home & Community Communications

The Longstanding Problem of Chronic Absenteeism

Since the start of compulsory education in the US, absenteeism has been a problem, one that educators recognize as among the most persistent and critical challenges schools experience in the country (Gottfried & Hutt, 2019). However, it was not until 2016 that the US Department of Education published a report that created awareness of chronic absenteeism as a critical issue (U.S. Department of Education, 2016). 

All over the US, over 8 million students are chronically absent from schools and hence are academically at-risk. Chronic absence implies missing 10 percent or more of school days by students due to excused, unexcused absences and suspensions, and transformed themselves into third-graders who are unable to master reading; the sixth-graders failing in subjects and the ninth-graders dropping out from high schools. Research has shown that chronic absenteeism can impact academic performance in later grades and is a key early warning sign that the students are more likely to drop out of high school (Balfanz & Byrnes, 2012).

Detailing California’s Approach

The RaaWee K12  EVERY DAY MATTERS SUMMIT, February 20, 2020, welcomed David Kopperud, Education Program Consultant at the CA Department of Education for a discussion of California’s Approach to Reducing Chronic Absenteeism & Dropout Rates. At this event, he shared the California strategies with 100 education leaders from more than 50 public school districts nationwide. View the entire conversation at California’s Approach to Reducing Chronic Absenteeism & Dropout Rates – Every Day Matters Summit – 2.20.2020. 

Watch Video Event

According to David Kopperud on chronic absenteeism, “You have kids with health problems and mental health problems; you have young children who are missing school for no fault of their own.” He further stated: Schools with high poverty levels tend to have higher rates of chronic absenteeism, and “one of the best ways we can address poverty is by figuring out what can we do to help these students get to school despite lack of transportation, health issues, trauma, and anxiety.”

The data released by education officials in California in 2017 showed that 10% of students in the state were chronically absent. As a result of the findings, California dramatically shifted its approach to school-absence away from punishing absenteeism, or unexcused absences, towards the identification of the rationales for all absences and offering support. This approach has been defined in a three-tier strategy for Prevention, Early Intervention, and Intensive Intervention.

The data also shows that 25% of foster children were chronically absent in the same year, in addition20% of students were of Native Americans and African-American origin. Mr. Kopperud emphasized their obvious need to monitor and address chronic absenteeism by Sub-Group, using more targeted services and resources. 

Three Tiers (MTSS) to Reduce Chronic Absenteeism in California

 
  • Prevention – Tier 1 focuses on ongoing Recognition/Reinforcement, broad Awareness, diligent Monitoring, and positive welcoming School Climate. It is intended to improve overall attendance and prevent chronic absence. 
  • Early Intervention – Tier 2, designed to address the needs of students missing 10% or more of school days, begin notifications, meetings, and services to students and guardians.
  • Missing 20% or more of school days triggers Intensive Intervention – Tier 3. These interventions target repeat offenders with the expertise, services, and resources of all SARB collaborative stakeholders and their respective agencies. 

Check out more information on California’s approach to: 

  • Chronic Absenteeism – Attendance Improvement (CA Dept of Education)
  • Dropout Prevention – Attendance Improvement (CA Dept of Education)

California SARB (School Attendance Review Board)

The School Attendance Review Board (SARB) is key to the California approach to reducing chronic absenteeism. Mandated by legislation, SARBs are comprised of stakeholders representing the various district and community services and resources for the chronically absent student and their family. School Attendance Review Board Handbook provides additional detail.

In California, SARBs are district-level teams that are composed of school and community members who meet regularly to diagnose and resolve persistent school attendance or behavior problems. The Model SARB Program identifies outstanding results-based school attendance improvement programs that provide comprehensive services to high-risk youth with school attendance or school behavior problems.

The State SARB makes recommendations to the State Superintendent for reducing chronic absenteeism rates and dropout rates in the state’s public schools. As part of its mandate, the State SARB makes annual recommendations regarding the needs of high-risk youth. The most recent recommendations include the following four improvements:

  1. Develop Local Control Accountability Plan (LCAP) strategies for Groups with higher Chronic Absenteeism rates – again emphasizing the unique needs and resources by Sub-Group.
  2. Mandate small districts to obtain certification for their supervisors of attendance. This has not been previously required of smaller districts with personnel often “wearing many hats” within their district but has proven necessary for broader success.
  3. Mandate kindergarten attendance starting at enrollment.
  4. Advocate for the inclusion of grades 9-12 on the California School Dashboard, which is currently focused on elementary and middle grades.

The California Model SARB Recognition Program identifies and recognizes innovative results-based school attendance improvement programs at different levels. The programs serve as models for other SARBs across the state of California. The goal of California SARB is to reduce chronic absenteeism rate by 1% annually. Get full detail on the California Model SARB Recognition Program.

CADOE
David Kopperud Education Programs Consultant, CDE

About the Presenter

As the education programs consultant for Child Welfare and Attendance at California Department of Education (CDE), David Kopperud is the chairperson of the State School Attendance Review Board (State SARB) and the director of the CDE’s Model SARB Recognition Program.

A former English teacher, he first became interested in child welfare and attendance after noticing a large number of students who were not attending his classes. After working as coordinator of Child Welfare and Attendance in the Hemet Unified School District, he served as Child Welfare and Attendance Administrator and Director of Personnel and Pupil Services at Washington Unified School District before coming to work at the CDE.

David Kopperud, Education Programs Consultant
California Dept of Education
916.323.1028
cwa@cde.ca.gov

References

Balfanz, R., & Byrnes, V. (2012). Chronic Absenteeism: Summarizing What We Know From Nationally Available Data. Baltimore; Johns Hopkins University Center for Social Organization of Schools), 9. http://new.every1graduates.org/wp-content/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf 

Gottfried, M.A., & Hutt, E.L. (Eds.) (2019). Introduction to Absent from School: Understanding and Addressing Student Absenteeism. Cambridge, MA: Harvard Education Press. https://www.hepg.org/hep-home/books/absent-from-school

U.S. Department of Education (2016). Chronic Absenteeism in the Nation’s Schools: A Hidden Educational Crisis. Washington, DC. https://www2.ed.gov/datastory/chronicabsenteeism.html

Posted in BlogsTagged Attendance, Attendance-Improvement, CADOE, Chronic-Absenteeism, Dropout-Rates, MTSS, RaaWee-K12, RaaWeeK12, School, Student-Attendance, Students, TruancyLeave a Comment on California’s Approach to Reducing Chronic Absenteeism & Dropout Rates

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Dr. Carolyn Gentle-Genitty

Dr. Carolyn Gentle-Genitty, founder, lead consultant, and Chief Education Officer for Pivot Attendance Solutions, has inspired many administrators, educators, students, and school social workers as a past chair of the school’s concentration Masters Curriculum, tenured professor, and Director of the Bachelors for Social Work Program. Having worked closely with Indiana Department of Education to assist school counselors in acquiring a school counselor license and coordinating curriculum mapping and application, she knows the intricacies of working with school-community partnerships. She has been a forerunner in responding to school absenteeism, truancy, and social bonding. She has over 30 years in youth development, 20 years in dropout and truancy and more specifically she brings over 12 years studying, researching, presenting, and writing about absenteeism locally, nationally, and internationally. In the US she is a leader in absenteeism and understanding school attendance problems and translating such into practice models for implementation. She is forging partnerships in colleges to establish the area as a formal field of study.

Dr. Kim Wallace

Dr. Kim Wallace, professional education consultant with Process Makes Perfect, and author of Leading the Launch, published by Solution Tree in September 2021, outlines a field-tested ten-stage process for successfully vetting and sustaining new initiatives in schools and districts. Dr. Wallace’s book shares a developed structure to regulate programs, protocols, and adoptions districtwide. This process was the result of her career in public education of almost three decades, starting as a high school teacher and instructional coach before moving into site administration. After earning her doctorate from UC Davis in 2012, Kim was promoted to Director of Instructional Technology in Davis, CA and then Assistant Superintendent of Instruction in Fremont, CA. In 2017, she became the superintendent of Fremont Unified—one of the top twenty largest districts in California—where Kim discovered a true passion for creating systems to navigate organizational progress. A deft strategist and expert who has served in four diverse districts, Dr. Wallace believes that her “personal and professional purpose is helping educators (re)claim their power to positively transform our schools and districts from the inside out.”

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