Difference between revisions of "MV Truancy"

Revision as of 13:44, 4 June 2009

The Mt. Vernon Truancy Reduction Strategy Group (MVTRSG)is developing a plan to reduce truancy in Mt. Vernon. The MVTRSG includes representatives from the Mt. Vernon Public Schools, Mt. Vernon Police Department, DSS, Family Court, Probation Department, Westchester County Law Department, and the District Attorney’s Office. The MVTRSG has held a series of meetings to implement efforts to reduce truancy beginning in September 2009.

OVERVIEW

The Mt. Vernon Truancy Reduction Strategy Group efforts are based on an existing project put in place by the Yonkers Truancy Reduction Strategy Group begun in Yonkers in September 2007. Under that procedure school personnel investigate all cases where students in grades 1-8 have 20+ total unexcused absences in a single school year to determine if there are any extenuating reasons for the absences 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 file a formal Educational Neglect report to the New York State Child Abuse Hotline, which, if accepted by NYS, is 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 Mt. Vernon, beginning in October 2009. We estimate that successful implementation of our new policy will result approximately 300 additional Educational Neglect reports from Mt. Vernon during our first year of implementation. This range represents an increase of almost 600%. We estimate that this increased caseload will require 8-10 new CPS workers in Mt. Vernon 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 Mt. Vernon.

UPCOMING EVENTS

NEXT MEETING
Date: Wednesday, May 27, 2009
Time: 12:30pm
Location: Mt. Vernon City Hall, Memorial Room

FUTURE 2009 MEETING DATES

 *  June 24, 2009
 Any changes in meeting dates will be posted on this page.

PREVIOUS MEETINGS

• May 27, 2009
  May MVTRSG meeting minutes
  
• April 24, 2009
  April MVTRSG meeting minutes
  
• March 13, 2009
  March MVTRSG meeting minutes
  
  • Possible Anti-Truancy flyer distributed at March 13 meeting

OTHER NOTICES

Chronic truancy reduced in Yonkers by 18.7% from 2007 to 2008!

The number of chronic truants in the focus grade levels of the YTRSG (grades 1 to 8) fell from 2,063 in the 2006-07 school year to 1,677 in the 2007-08 school year. This is a reduction of 18.7%. The number of chronic truants in grades 1 to 8 had actually risen by 3.1% the year prior, before YTRSG policies were implemented.

Overall chronic truancy in the Yonkers Public School system from grades pre-kindergarten to 12 fell by 5.7% from 2006-07 to 2007-08, from 3,766 to 3,553.

TRUANCY RESOURCES

• Why go to School? Value of Education Calculator from the NYS Dept. of Labor

• Other Educational Resources

• Assessing School Engagement: A Guide for Out-Of-School Time Program Practitioners‎
  

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.

• Present, Engaged and Accounted For
  

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.

• The Impact of Chronic Truancy on Individuals and Communities‎
  

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.

• Best Practices of the Yonkers Public Schools: Reducing Chronic Truancy Through Educational Neglect Reporting‎
  

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.

• Tool Kit For Creating Your Own Truancy Reduction Program, OJJDP,2007
  

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.

• Flowchart of Yonkers' Proposed Educational Neglect Reporting Process for Chronic Truants
  

This flowchart illustrates the Educational Neglect reporting process being implemented in Yonkers, as proposed on 3/16/07.

• Supplemental Educational Neglect Reporting Form
  

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.

• Study: Dropouts' interest in school may start waning early on]
  

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)

• Dropout Study: Differential Trajectories of High School Dropouts & Graduates]
  

This Powerpoint presentation summarizes the findings of the study referred to above.

• National Center for Children in Poverty: A National Portrait of Chronic Absenteeism in the Early Grades
  

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.

• NYS OCFS Model Policy on Educational Neglect
  

This NYS Office of Children and Family Services Model Policy on Educational Neglect was released on February 28, 2008.