Difference between revisions of "Yonkers Truancy"
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Revision as of 13:08, 23 December 2009
The Yonkers Juvenile Crime Enforcement Coalition (YJCEC) identified truancy as one of the highest-priority local issues and created an ad-hoc workgroup, the Yonkers Truancy Reduction Strategy Group (YTRSG), to develop a plan to reduce truancy using existing resources, which could be supplemented by additional resources when and if those resources become available. The YTRSG includes representatives from the Yonkers Public Schools, Yonkers Police Department, DSS, Family Court, Probation Department, Westchester County Law Department, and the District Attorney’s Office. The YTRSG has held a series of meetings to assess the need, discuss potential strategies, and develop a plan that is outlined below.
Contents
OVERVIEW
The YJCEC’s Truancy Reduction Strategy Group has developed a new procedure that we began implementing in Yonkers in September 2007. Under the new procedure Yonkers school personnel will investigate all cases where students in grades 1-8 have 15+ total unexcused absences in a single school year. School personnel will investigate to determine if there are any extenuating reasons for the absences, e.g. a long trip abroad or an extended illness, and will also review the student’s school records to determine if the absences are having negative academic impacts, as evidenced by low or failing grades, being held back, etc. If the investigation documents a negative academic impact and no extenuating circumstances, school personnel will file a formal Educational Neglect report to the New York State Child Abuse Hotline, which, if accepted by NYS, will be referred back to the Westchester DSS Child Protective Services (CPS) unit for investigation and appropriate action.
The short-term impact of our new policy will be to dramatically increase the number of Educational Neglect reports filed from Yonkers, beginning in October 2007. We estimate that successful implementation of our new policy will result in 363-479 additional Educational Neglect reports from Yonkers during our first year of implementation. This range represents an increase of 71% to 94% over the 508 Educational Neglect reports filed in Yonkers in 2005-2006. We estimate that this increased caseload will require 8-10 new CPS workers in Yonkers to handle the increased caseload. Family Court and Probation would also experience increased caseloads as the new cases make their way through the system.
The potential long-term impacts of our new policy are enormous. If properly implemented, our new procedure could identify and help bring early intervention services to hundreds of high-risk youth in high-risk families who would otherwise in most cases float through the system unaided until they emerged again into public view as teenage delinquents, dropouts, and criminals. The early intervention services provided will not be able to save every student or turn around every dysfunctional family, but they offer our best hope for long-term reductions in school failure, violence, drug abuse, and crime in Yonkers.
UPCOMING EVENTS
NEXT MEETING
Date: January 19, 2010
Time: 9:00am
Notes: This meeting will be followed at 10:00 by a meeting of the Yonkers Truancy Prevention Resource Coordination WorkGroup, and at 11:00 by a Yonkers Drug Free Communities Coalition meeting.
Location: Training Room A on the fourth floor of the Board of Education building.
Driving Directions
FUTURE 2009 MEETING DATES- Integrated into the Yonkers Crime Prevention Consortium
* February 16, 2010 * March 16, 2010 Any changes in meeting dates will be posted on this page.
PREVIOUS MEETINGS
- May 19, 2009
May YTRSG meeting minutes
May YTPRCW meeting minutes
- April 21, 2009
April YTRSG meeting minutes
April YTPRCW meeting minutes
- Truancy status report from April meeting
- School level truancy stats from April meeting
- Point in time truancy data report from April meeting
- List of reasons given by individual schools for not reporting students with 20+ absences
- Revised Yonkers Educational Neglect reporting protocol presented at 4-21-09 meeting of YTRSG
- March 17, 2009
March YTRSG meeting minutes
March YTPRCW meeting minutes
- February 3, 2009
February YTRSG meeting minutes
February YTPRCW meeting minutes- Truancy status report from February meeting
- School level truancy stats from February meeting
- Point in time truancy data report from February meeting
- September to January CPS Ed Neglect stats from 2008-9 school year
- September to January CPS Ed Neglect stats from 2007-8 school year
- CPS stats on causes of truancy
- PINS referral protocol
- December 16, 2008
December YTRSG meeting minutes
December YTPRCW meeting minutes
- November 18, 2008
November YTRSG meeting minutes
November YTPRCW meeting minutes
COMPLETE 2010 MEETING SCHEDULE
YTRSG meetings will be held on the 3rd Tuesday of the month at 9 am, followed by the YTRPCW:
| Month | Day |
|---|---|
| January | 19th |
| February | 16th |
| March | 16th |
| April | 20th |
| May | 18th |
| June | 15th |
| July | 20th |
| August | 17th |
| September | 21th |
| October | 19th |
| November | 16th |
| December | 21th |
OTHER NOTICES
2009 Strengthening Families Program session dates
New sessions of Strengthening Families Program will be available soon, with starting session dates scheduled in January, February and March.
Download the early 2009 calendar for Strengthening Family Program sessions in Yonkers
As predicted, the number of Educational Neglect reports filed by YPS rises significantly
On May 7th of 2007 we predicted: "In the short term, we expect this new policy to significantly increase the number of Educational Neglect reports filed from Yonkers (by 71% to 94%)." As of 2/20/08, compared to the same period during the prior school year, the number of educational neglect reports filed by Yonkers has increased by 89%.
TRUANCY AND DROP-OUT PREVENTION RESOURCES
The U.S. Department of Justice’s Office of Juvenile Justice and Delinquency Prevention (OJJDP) published this very detailed and useful “Tool Kit for Creating Your Own Truancy Reduction Program" in 2007.
This three-page excerpt from Yonkers' Juvenile Justice Strategy and Action Plan (as released on 4/8/08) summarizes major research findings on how chronic truancy impacts individuals and communities.
This three-page document summarizes the Yonkers Public Schools' new initiative to reduce chronic truancy through improved educational neglect reporting. This initiative was submitted in July 2008 for possible inclusion in the United States Conference of Mayors' list of best practices for At-Risk Youth and High School Drop-Out Prevention.
This flowchart illustrates the Educational Neglect reporting process being implemented in Yonkers, as proposed on 3/16/07.
This draft protocol, revised on 4/3/09, outlines the 21 specific steps that the Mount Vernon City School District in Mount Vernon, NY is planning to follow in order to replicate the truancy reduction strategy first developed in Yonkers.
This supplemental educational neglect reporting form helps mandated reporters in the schools organize the information needed to file an effective report to the State Central Registry. This version, prepared by the Westchester Task Force on Child Abuse and Neglect, is based upon a form developed by the Yonkers Board of Education, Westchester County Attorney, Westchester County District Attorney, and Westchester County Department of Social Services.
Students who drop out of school don't do so impulsively but instead may fall into a dropout trajectory as early as kindergarten, according to an Arizona State University study to appear in the Journal of Education Research. "Educators may be overlooking important developmental trajectories exhibited by students prior to entering high school," said Gregory Hickman, who directed the undergraduate research. "Dropouts miss an average of 124 days by eighth grade." The Arizona Republic (Phoenix) (2/6/08)
This Powerpoint presentation summarizes the findings of the study referred to above.
This 2007 study, funded by the Annie E. Casey Foundation, compares the average number of days kindergarten and elementary school students were absent across income levels and races/ethnicities, and explores how rates of early absenteeism affect absenteeism in later years as well as academic achievement.
Students who are disengaged from school are at risk for many poor outcomes beyond poor academic achievement. They are at risk of skipping classes, sexual activity, substance use, and ultimately dropping out of school. A new Child Trends brief, Assessing School Engagement: A Guide for Out-Of-School Time Program Practitioners, provides information on why school engagement matters, how out-of-school time programs can affect school engagement, and how to measure engagement. The brief includes specific measures of school engagement from three surveys and a list of additional resources.
Paying attention to early absenteeism provides an invaluable opportunity to identify and address social, emotional, cognitive and familial issues early on. It offers a chance to intervene before children have fallen years behind the academic performance of their peers and lost hope in ever succeeding in school. Using absenteeism as a trigger for early intervention could be especially important for closing the achievement gap for low-income families as well as for children from communities of color. Schools and communities, however, cannot take advantage of this opportunity to take an upstream approach to addressing problems unless chronic absence is tracked and monitored for each student. Ensuring every child has an equal opportunity to reach his or her potential requires making sure every child is present, engaged and accounted for as soon as they begin school.
This NYS Office of Children and Family Services Model Policy on Educational Neglect was released on February 28, 2008.
- In November, 2008 Student Advocacy issued “Strengthening School Attendance Policies/Practices to Address Educational Neglect and Truancy”, to all Westchester and Putnam superintendents, along with a cover letter and the 2/28/08 OCFS policy statement on Educational Neglect.
America's Promise Alliance recently commissioned Grad Nation, a new tool comprising the best evidence-based practices for keeping young people in school paired with suggestions for effectively preparing them for life after high school. With generous support from the Bill & Melinda Gates Foundation, Grad Nation was written by Robert Balfanz, associate professor at Everyone Graduates Center at Johns Hopkins University; and John Bridgeland, president and CEO, Civic Enterprises. It is a guidebook that provides a road map to help communities tackle the dropout crisis. It is designed to help communities develop tailored plans for keeping students on track to graduate from high school, prepared for college, work and life. Grad Nation also includes ready-to-print tools and links to additional online resources, in addition to research-based guidance. It provides information and tools for developing and implementing a customized program that’s right for individual communities.
This brief from the National Middle School Association, drawing on research and field work, illuminates key policy and practice implications of the middle grades playing a stronger role in achieving our national goal of graduating all students from high school prepared for college or career and civic life. The brief is based on more than a decade of research and development work at the Center for the Social Organization of Schools at Johns Hopkins University. It also draws on direct field experience in more than 30 middle schools implementing comprehensive reform and a longstanding collaboration with the Philadelphia Education Fund.
This 60 page, June 2009 report, prepared by John M. Bridgeland, John J. DiIulio, Jr. and Robert Balfanz, presents the perspectives of teachers and principals on the high school dropout problem. A Report by Civic Enterprises in association with Peter D. Hart Research Associates for
the AT&T Foundation and the America’s Promise Alliance.
NY Daily News staff writer Meredith Kolodner reporting on the role played by New York City's underfunded and uncoordinated system of GED preparation programs.
This website provides both an information clearinghouse and a forum to examine the relationship between chronic absence in the early elementary school grades and academic performance. Be sure to follow its link to Ensuring School Success by Addressing Attendance and Chronic Absence in the Early Grades: A Call to Action for State And Local Education Leaders.
