[ { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 2, "absolute_page": 44, "title": "Principal's Role in Freshman Success", "concept": "Strategy: Leadership Roles", "content": "Principal Role:\n• Implementation: Reviews and interrogates interim freshman success-related data in light of Success Team goals, and strategizes with team leadership around next steps" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 2, "absolute_page": 44, "title": "Connections to Freshman Success Framework", "concept": "Overview and Framework", "content": "The Freshman Success Framework is the foundation for effective school practice on On-Track and student success. The Network for College Success has seen the greatest and most sustainable gains for freshmen when schools develop high-functioning educator professional learning communities, which we call Success Teams.\n\nThis Tool Set focuses on the below actions of a Success Team stemming from the Freshman Success Framework.\n\nSuccess Team Elements:\n• Setting Conditions: Engages in regular, calendared Success Team meetings to 1) analyze data and 2) develop, monitor, and adjust interventions\n• Implementation: Develops, implements, tracks, and evaluates Tier 2 interventions, making adjustments when appropriate. Refers students to appropriate level of intervention\n• Communication: Engages faculty in frequent communication on student progress and successful strategies" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 4, "absolute_page": 46, "title": "Considerations for Tier 3 Student Referral", "concept": "Strategy: Differentiating Intervention Tiers", "content": "To what degree is attendance playing a role in student performance? To whom do you refer Tier 3 students who have serious attendance issues (inside and outside of the school) so that the Success Team can really concentrate on supporting Tier 2 students?" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 7, "absolute_page": 49, "title": "The Purpose of Intervention Tracking", "concept": "Strategy: Intervention Tracking", "content": "Tracking is necessary to determine the efficacy of an intervention so that adjustments can be made in a timely manner. A tracking tool is more effective when it is in a teacher-friendly format that can be disaggregated to pull data for specific subgroups. For example, if your team is using tutoring as an intervention, and the targeted student group requires tutoring in more than one core class, your tracking tool should be able to disaggregate data to ascertain intervention impact by course. Microsoft Excel and Google Sheets can support the tracking of interventions by disaggregating data and creating graphs." }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 7, "absolute_page": 49, "title": "Features of a Good Intervention Tracking Tool", "concept": "Tool: Intervention Tracking", "content": "Features of Good Intervention Tracking Tools:\n• Name of the intervention and what key performance indicator it addresses (attendance, point-in-time On-Track rates, GPA, behavior metric, etc.)\n• Names of the targeted students\n ° If tracking grades, include each core course's average expressed as a percentage\n• Intervention contacts/implementation evidence\n ° Tutoring attendance\n ° Mentorship contact dates\n ° \"Office hours\" visits\n• Point-in-time progress on the key performance indicator impacted by the intervention\n ° Should include at least 2 checkpoints within a 10-week period\n ° If tracking grades, provide an average expressed as a percentage for each core course\n ° If tracking attendance, provide number of cumulative absences and/or tardies" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 10, "absolute_page": 52, "title": "Limitations of Success Team Interventions", "concept": "Strategy: Root Cause Analysis", "content": "Is the issue one that cannot be addressed by a Success Team intervention?\nExamples:\n• Teacher philosophy\n• Grading policies\n• Chronic truancy\n• Chronic suspensions\n• Curriculum pacing" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 10, "absolute_page": 52, "title": "Troubleshooting Guide: Implementation Fidelity Issues", "concept": "Strategy: Intervention Evaluation", "content": "Is it an implementation fidelity issue?\n• Are there other school programs/initiatives competing with effective implementation?\n• Are teachers/owners aware of implementation procedures?\n• Are teachers compensated when appropriate?\n• Is there sufficient and reasonable time to implement the intervention?\n• Have you implemented the intervention long enough?\n• Is the intervention publicized effectively to appropriate stakeholders?" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 10, "absolute_page": 52, "title": "Troubleshooting Guide: Student Participation Issues", "concept": "Strategy: Intervention Evaluation", "content": "Is it a student participation issue?\n• How are students held accountable for not participating? By whom?\n• Do they see the results of their participation?\n• Are students encouraged by multiple adults to participate?\n• Does the intervention respect student time and effort?\n• Is the intervention viewed as punitive?" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 10, "absolute_page": 52, "title": "Troubleshooting Guide: Mismatch Between Intervention and Need", "concept": "Strategy: Intervention Evaluation", "content": "Is the issue a mismatch between the intervention and student needs?\n• Does the intervention provide supports for students struggling academically?\n• Is the intervention frequent enough to be effective?\n• How was the intervention selected? Based on identified student need? Adult preference? Feasibility?" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 12, "absolute_page": 54, "title": "Some Considerations for Intervention Planning", "concept": "Strategy: Intervention Planning", "content": "• Identifying what students need\n• Ensuring intervention is scheduled at accessible times and with a frequency that makes sense\n• Matching adult expertise with student needs\n• Strategizing how to get targeted students to the intervention\n• Connecting what is happening in the intervention to what is happening in the classroom (relational/academic)" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 16, "absolute_page": 58, "title": "Framework for Intervention Planning and Measurement", "concept": "Strategy: Intervention Planning", "content": "A planning tool for student interventions that includes the identification of baseline data, criteria for success, status checkpoints, and plans for reflection." }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 17, "absolute_page": 59, "title": "Student Success Intervention Plan - Form Template", "concept": "Tool: Student Success Intervention Plan", "content": "Student Success Intervention Plan: Quarter ___\n\nBasic Information:\n• Date: ___\n• School: ___\n• Grade: ___\n\nFocus Areas (check applicable):\n□ Attendance □ Ds/Fs □ GPA □ On-Track Rate □ Behavior □ Other: ___\n\nTarget Group:\n• Number of Students: ___\n• Baseline data used to select target group: ___\n\nIntervention Description:\n• What it is: ___\n• When it takes place (dates/times): ___\n• Where it takes place: ___\n• Description of activities involved: ___\n\nGoals and Success Criteria:\n• Goal of intervention: ___\n• Criteria for success: ___\n\nPersonnel:\n• Owner(s) of intervention: ___\n• Participants in intervention: ___\n\nTimeline of Intervention:\n• Planning and preparation: ___\n• Introduction to staff: ___\n• Introduction to targeted students: ___\n• Introduction to parents and stakeholders: ___\n• Intervention start date: ___\n• Intervention end date: ___\n\nStatus Checkpoints:\n• Checkpoint 1: ___\n• Checkpoint 2: ___\n• Checkpoint 3: ___\n• Checkpoint 4: ___\n\nTracking and Reflection:\n• Summary of action taken after each checkpoint: ___\n• Reflection at end of intervention: ___" }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 18, "absolute_page": 60, "title": "Behavior, Attendance, and Grades (BAG) Report - Overview", "concept": "Tool: BAG Report", "content": "A school-generated tool for educators to interact with students on behavior, attendance, and grades. Ideally, schools will produce these reports every five weeks. BAG Reports use real-time data so students understand where and how they are struggling, and which educators they may need to reach out to for support. They also help students understand their current status in relation to their goals. Schools can use BAG Reports in different ways, including individual conversations with students or holding \"town hall\" meetings for all freshmen to review the data and set next steps." }, { "source_document": "NCS_OTToolkit_2ndEd_October_2017_updated.pdf", "relative_page": 19, "absolute_page": 61, "title": "Example BAG Report for Student 'Keith'", "concept": "Tool: BAG Report (Example)", "content": "Student: Keith\nGrade Level: 9\n8th Period Teacher: Donson\nThe numbers below reflect totals through Semester 1\n\nBEHAVIOR - In what ways do I contribute to a Safe and Respectful school climate?\n• # of Infractions (# of Major Infractions): 5 (1)\n• # of Days of In-School-Suspension (ISS): 10\n• # of Days of Out-of-School-Suspension (OSS): 0\nIf I have any questions regarding my misconducts, I should schedule an appointment with the Dean of Discipline.\n\nATTENDANCE - Do my actions reflect the real me?\n• Days Enrolled: 80\n• Days Present: 73\n• Days Absent: 7\n• My Year-to-Date Attendance Rate is 91%\nIf I have any questions regarding my attendance, I should schedule an appointment with the Attendance Dean.\n\nGRADES - How am I doing academically in my classes? Do my grades represent my true ability?\nPeriod | Courses | Teacher | Grade\nP1 | Algebra 1 | Flint | D\nP2 | English 1 | Lemon | B\nP3 | World Studies | Moeller | C\nP4 | PE I-Health | Spann | A\nP5 | Lunch | | \nP6 | Science | Tyson | D\nP7 | Photography | McCain | B\nP8 | Intro to Comp | Penny | A\n\nMy Estimated GPA is 2.57\n(this estimate does NOT include any previous semesters)\n\nIf I have any questions regarding my grade in a course, I should schedule an appointment with my Teacher." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 2, "absolute_page": 2, "title": "Credit Recovery: Program Structure & Student Support", "concept": "Intervention: Credit Recovery", "content": "1. Offer support classes or after-school courses for credit recovery for students at high risk (e.g., below 2.0 grade point average). Make sure these offerings are flexible enough fit in students' busy schedules.\n2. Make sure your program allows for individualized instruction and has adequate student support." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 2, "absolute_page": 2, "title": "Credit Recovery: Data Monitoring to Support Students", "concept": "Intervention: Credit Recovery", "content": "3. Monitor your student performance data often to ensure students have mastered the material before moving forward in the program and especially before being awarded credit. This will also help you identify who is continuing to struggle on what topics, so you can spend your time on the material and with the students who need it most." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 2, "absolute_page": 2, "title": "Credit Recovery: Data Monitoring to Improve Instruction", "concept": "Intervention: Credit Recovery", "content": "7. Continue to review data to help inform traditional classroom instructional decisions that will, over time, reduce the number of students needing credit recovery options." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 2, "absolute_page": 2, "title": "Credit Recovery: Data Monitoring to Improve the Program", "concept": "Intervention: Credit Recovery", "content": "8. Track the performance of the students participating in the program, as well as the program as a whole. You want to make sure you can pin point where the program is working and where the program has room to improve." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 2, "absolute_page": 2, "title": "Credit Recovery: Curriculum & Governance", "concept": "Intervention: Credit Recovery", "content": "4. Make sure you budget for creating/adapting curriculum, or work with a vendor to provide proven, pedagogically sound resources for your students.\n5. Convene a panel of principals and teachers to peer review each credit recovery course to ensure it aligns with your state and district standards. You will also want to make sure the content is engaging and interactive.\n6. Have an approval process for participation in your credit recovery program. This could be as simple as using a small group (school leadership team, school improvement team, grade level team, or other school committee). It is also helpful to include the guidance counselor responsible for the student and a teacher from the appropriate subject area." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 2, "absolute_page": 2, "title": "Credit Recovery: Parental Involvement", "concept": "Intervention: Credit Recovery", "content": "9. Parental involvement is a must; be sure you have a process that engages parents." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 4, "absolute_page": 4, "title": "Student Identification Criteria for Credit Recovery", "concept": "Intervention: Credit Recovery", "content": "How will you define which students will be brought into the online learning program?\n\nMake sure you define a process for these students to be nominated or assigned into the program. Also, make sure you determine the line between students who need credit recovery and students who simply need to retake the class." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 4, "absolute_page": 4, "title": "Setting Program Expectations for Credit Recovery", "concept": "Intervention: Credit Recovery", "content": "Make sure everyone involved in the program (administrators, teachers, learners, and parents) know the expectations of the program. Some programs have found success using student contracts, asking both parents and students to read and sign the program expectations. Follow through with the communicated expectations, requiring everyone to follow the processes determined." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 4, "absolute_page": 4, "title": "Monitor Progress Regularly in Credit Recovery", "concept": "Intervention: Credit Recovery", "content": "Set dates to monitor students' progress. Set up one-on-one time with each student at regularly scheduled intervals. Meet with the team of instructors and administration involved with the online learning program to regularly go over student progress and determine any improvements that should be made the following semester/year." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 4, "absolute_page": 4, "title": "Student Support: Structural and Logistical", "concept": "Strategy: Student Support", "content": "• Provide a consistent time for learners to access content.\n• Have specific content teacher(s) available for content questions via email, through LMS messaging, on site, or at another designated location.\n• Model, post, and teach procedures for common tasks, such as asking for help, logging in, and logging out." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 4, "absolute_page": 4, "title": "Student Support: Engagement and Agency", "concept": "Strategy: Student Support", "content": "• Provide opportunities for student peer support.\n• Create a portfolio for learners to maintain.\n• Create an incentive plan for learners who master specific modules or meet agreed-upon milestones in an appropriate timeframe.\n• Have learners take notes in a dedicated course notebook for future use and for reviewing prior to tests." }, { "source_document": "17-quick-tips-for-your-credit-recovery-program.pdf", "relative_page": 5, "absolute_page": 5, "title": "Allow for Customization", "concept": "Strategy: Program Customization", "content": "Make the program work for your school.\n\n• Rearrange the modules in courses to reflect your school's course syllabus.\n• Consider using the general class discussion board or threaded discussions with your online classes to elicit deeper student conversations around topics; this is a natural extension of learners' use of social media platforms.\n• Import your own documents, links to websites, or slideshow presentations to supplement classroom assignments and expectations." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 2, "absolute_page": 2, "title": "Early Warning Systems - Research Findings", "concept": "Intervention: Early Warning Systems (EWS)", "content": "In one randomized controlled trial of a particular type of EWS, schools that implemented the approach during the first year experienced a statistically significant reduction in chronic absenteeism. In addition, those schools experienced a decrease in the number of students who failed a course during the ninth grade. Students identified through indicators experienced decreased suspensions, increased earned high school credits, and increased high school grade point average; however, these differences did not meet the threshold for statistical significance. In a study of Chicago Public Schools that used the Freshman OnTrack Indicator, which combines course failures and credit accumulation into a single EWI, students who were found to be on track at the end of ninth grade were more likely to graduate on time and be prepared for postsecondary education. An EWI such as the Freshman OnTrack Indicator is part of a broader EWS process and can be used to identify which students need additional attention." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 5, "absolute_page": 5, "title": "Mentoring - Definition and Examples", "concept": "Intervention: Mentoring", "content": "Mentoring programs are developed by schools to provide a range of supports to students and are primarily meant to establish an ongoing positive relationship between a student and a caring adult. Mentors can be individuals working in or with connections to the school, or they can be drawn from the community. Mentors may be older students within the school. Connecting students with mentors has been shown to reduce student chronic absenteeism. Mentoring programs vary in structure and can include individuals both within the school or from the community. One example of a mentoring program that uses mentors from within the school building is LISTEN (Linking Individual Students to Educational Needs). This program worked to establish a positive relationship between students displaying symptoms of risk and caring adults, such as school administrators, teachers, custodians, and others in the same school as the students. The mentoring relationship focused on several areas, including study habits, communication skills, and interpersonal relationships. An example of a mentoring program that included individuals from inside and outside of the school is New York City’s Success Mentors Corps. This program included three types of mentors: adults from outside organizations such as AmeriCorps, trained school staff, and peer mentors, who are high school juniors who mentor their grade 9 peers." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 5, "absolute_page": 5, "title": "Mentoring - Research Findings", "concept": "Intervention: Mentoring", "content": "A study examining the impact of Success Mentors on the attendance of approximately 10,000 students with histories of chronic absenteeism found that these students, on average, gained almost two additional weeks of schooling in the year(s) they had a mentor. The study found that in-school staff (for example, teachers, coaches, noncertified staff) and external community partners (for example, national service corps members, social work students, retired professionals) had similar effects on student attendance. May et al. (2021) examined outcomes of secondary students who received mentorship from adult volunteers providing emotional support, behavioral support, and academic tutoring help two or more days per week at the school site. The authors found positive impacts on attendance and student achievement. Greater gains were shown for students who had a mentor for both middle and high school instead of one or the other. Other research found that mentors reduced chronic absenteeism in students from one year to the next and that having activities focused on attendance reduced the percentage of students who missed at least 20 days of school in a year. Other benefits of mentoring programs include a positive association with grade point average and discipline referrals." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 8, "absolute_page": 8, "title": "Check & Connect - Program Definition", "concept": "Intervention: Check & Connect", "content": "Check & Connect is an intervention that uses a framework of mentoring and case management aimed toward reducing school dropout. The “Check” component is includes frequent monitoring of student performance and progress. The “Connect” component involves program staff giving individualized attention to students while coordinating with other school staff, family members, and community organizations as relevant. Check & Connect aligns with the mentoring section of this handout, as this program matches an adult to check in with a student regularly over time." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 8, "absolute_page": 8, "title": "Check & Connect - Target Population and Goals", "concept": "Intervention: Check & Connect", "content": "However, it includes specific elements that are not always included in a typical mentoring program, including a core focus on the adult and student checking in on and documenting attendance, behaviors, and academic performance. Check & Connect adults serve as check-in partner and case manager, typically with less one-on-one time for students than some mentoring programs. Check & Connect can be used with any K–12 student and has been implemented with students in all demographic groups with an emphasis on students who showed signs of disengagement (for example, lowered attendance and academic achievement). Check & Connect includes practices geared toward improving four “salient and pliable student-level factors” linked to dropout: attendance, academic achievement, engagement, and behavior." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 8, "absolute_page": 8, "title": "Check & Connect - Research Findings", "concept": "Intervention: Check & Connect", "content": "Maynard et al. (2013) evaluated the impact of Check & Connect in a rigorous randomized controlled trial of middle and high school students who already received Communities in Schools (CIS) services. There were positive differences in attendance, academic performance, and behavior for CIS students who also received Check & Connect compared with students who received CIS services only. Two studies examined the effects of Check & Connect on secondary students with disabilities. The studies found that the program increases the likelihood that students will both stay in and progress in school." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 10, "absolute_page": 10, "title": "Nudging and Behavioral Interventions - Definition", "concept": "Intervention: Nudging & Behavioral", "content": "Behavioral interventions are a type of psychosocial intervention, a category that includes cognitive behavioral therapy, social skills training, and other supports to reduce emotional distress, improve prosocial behaviors, and subsequently increase attendance. Nudge theory consists of unobtrusive interventions that are intended to promote a desired behavior." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 10, "absolute_page": 10, "title": "Nudging and Behavioral Interventions - Examples", "concept": "Intervention: Nudging & Behavioral", "content": "Nudging interventions in educational settings often entail some sort of communication (for example, text, postcard) that reminds the recipient of an action that should be taken or provides information that may spur specific behavior. Nudging and other brief behavioral interventions have included students from all grade levels, geographical contexts, and demographic groups. A research review by Maynard et al. (2015) found high-quality studies of psychosocial interventions applied in both elementary and secondary students. Nudging can include sending families a periodic postcard with student attendance records and/or encouragement to strive for consistent attendance to reduce absenteeism, or sending weekly updates on missed assignments or absences." }, { "source_document": "handout-strategies-address-chronic-absenteeism.pdf", "relative_page": 10, "absolute_page": 10, "title": "Nudging and Behavioral Interventions - Research Findings", "concept": "Intervention: Nudging & Behavioral", "content": "Behavioral interventions: Brief and simple interventions aimed at affecting student mindset and self-image are intended to increase school performance. Several rigorous studies showed that middle school students of color who participated in a self-affirming classroom writing exercise had improved academic and attendance outcomes that persisted over years. Cognitive behavioral therapy was found to have significant positive effects on attendance among K–12 students in multiple countries.\nNudging: Low-cost behavioral interventions such as nudges and other simple psychosocial interventions have been found to be effective in improving student attendance. Rogers et al. (2017) conducted a randomized controlled trial and found that a single postcard that encouraged guardians to improve their student’s attendance reduced absences by roughly 2.4 percent. This positive effect was found for elementary and secondary students. Heppen et al. (2020) tested several text messaging strategies with families of 26,000 elementary students, showing that all strategies and message content were effective at reducing the chronic absence rate. For students who were chronically absent in the fall, personal texts directly from the teacher were associated with bigger improvements than automated text messages. Intensified messaging that involved school staff directly texting parents reduced chronic absence rates in the spring more than the other more automated intensified approach, for students with a prior history of high absences." }, { "source_document": "high-quality-tutoring-evidence-based-strategy-tackle-learning-loss.pdf", "relative_page": 2, "absolute_page": 2, "title": "Characteristics of High-Quality Tutoring", "concept": "Intervention: High-Quality Tutoring", "content": "Key takeaways regarding high-quality tutoring include the following:\n\nTutoring is most effective when conducted at school, during school hours, and in three or more sessions per week for at least 30 minutes each.\n\nTutoring is more effective when conducted by teachers or professional tutors who are well trained and supervised rather than by volunteers, peers, or parent tutors.\n\nEarly-grade students (pre-K-1) benefit from 1:1 tutoring; students in grades 2-5 benefit from small groups with a tutor-student ratio of 1:3 or 1:4; secondary students benefit from small groups with a tutor-student ratio of no more than 1:4.\n\nReading tutoring tends to be relatively more effective for students in grades pre-K-1, whereas math tutoring tends to be more effective for students in grades 2-5." }, { "source_document": "wwc_checkconnect_050515.pdf", "relative_page": 1, "absolute_page": 1, "title": "Check & Connect - Program Description", "concept": "Intervention: Check & Connect", "content": "Check & Connect is an intervention to reduce dropping out of school. It is based on monitoring of school performance, mentoring, case management, and other supports. The 'Check' component is designed to continually monitor student performance and progress. The 'Connect' component involves program staff giving individualized attention to students in partnership with other school staff, family members, and community service organizations. Students enrolled in Check & Connect are assigned a 'monitor' who regularly reviews information on attendance, behavior, or academic problems and intervenes when problems are identified. The monitor also advocates for students, coordinates services, provides ongoing feedback and encouragement, and emphasizes the importance of staying in school." }, { "source_document": "wwc_checkconnect_050515.pdf", "relative_page": 3, "absolute_page": 3, "title": "Check & Connect: Implementation Cost and Caseload", "concept": "Intervention: Check & Connect (Implementation Details)", "content": "Program developers report that implementing Check & Connect in secondary schools cost about $1,400 a student per year in the 2001–02 school year. More recent cost information was not available at the time of this report... In this study, monitors worked 20 hours a week and maintained an average caseload of 25 students." }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 14, "absolute_page": 14, "title": "Three High Leverage Strategies for Tier 1 Universal Prevention", "concept": "Strategy: Tier 1 Interventions", "content": "1. Warm and welcoming School Climate\n2. Positive Relationships with Families and Students\n3. Clear expectations and communication about attendance" }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-strategies-v3.pdf", "relative_page": 37, "absolute_page": 37, "title": "Early Intervention Warning Indicators (Tier 2)", "concept": "Strategy: Tier 2 Interventions", "content": "Suggested Criteria for activating early outreach:\n- Missing 10-19% of school in the prior school year\n- Missing 10% of learning opportunities during the current year\n- Not checking in or completing work in distance learning\n- Lost contact with student/family (requires immediate action)\nResponders can include: Attendance staff, Counselors, Nurses, Community partners, Teachers, etc." }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 39, "absolute_page": 39, "title": "School Response Plan for Levels of Absence", "concept": "Strategy: Tiered Response Plan", "table_data": [ { "Number of Absences": "0", "Action(s)": "Welcome Letter, Welcome Video on website", "People Responsible": "School secretary, Principal and person who updates the school website" }, { "Number of Absences": "1-2", "Action(s)": "Call Home", "People Responsible": "Teacher" }, { "Number of Absences": "3-4", "Action(s)": "Call Home", "People Responsible": "School Counselor or Social Worker" }, { "Number of Absences": "5", "Action(s)": "Family Meeting", "People Responsible": "Principal or other School Administrator" } ] }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 49, "absolute_page": 49, "title": "Root Causes of Absence: Barriers", "concept": "Strategy: Root Cause Analysis", "content": "- Barriers: Chronic illness, family responsibilities, trauma, poor transportation, housing insecurity, etc." }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 49, "absolute_page": 49, "title": "Root Causes of Absence: Aversion", "concept": "Strategy: Root Cause Analysis", "content": "- Aversion: Struggling academically, unwelcoming school climate, peer challenges, biased discipline, etc." }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 49, "absolute_page": 49, "title": "Root Causes of Absence: Disengagement", "concept": "Strategy: Root Cause Analysis", "content": "- Disengagement: Lack of challenging instruction, boredom, no meaningful relationships with adults, etc." }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 49, "absolute_page": 49, "title": "Root Causes of Absence: Misconceptions", "concept": "Strategy: Root Cause Analysis", "content": "- Misconceptions: Believing only unexcused absences matter, that sporadic absences aren't a problem, etc." }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 56, "absolute_page": 56, "title": "Tier 2: Core Concept of Personalized Early Outreach", "concept": "Strategy: Tier 2 Interventions", "content": "Tier 2 strategies focus on Personalized Early Outreach" }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 56, "absolute_page": 56, "title": "Tier 2: Example Early Intervention Strategies", "concept": "Strategy: Tier 2 Interventions", "content": "and can include:\n- Assign caring mentors\n- Student Attendance Success Plan\n- Expanded learning opportunities\n- Small group supports\n- Attendance goals and supports added to IEP\nResources like the 'Attendance Playbook' provide guidance on these strategies." }, { "source_document": "Session-2-GROUP-3-NATIONAL-Early-Intervention-Strategies-v3.pdf", "relative_page": 57, "absolute_page": 57, "title": "Aligning Interventions to Reasons for Absences", "concept": "Strategy: Intervention Planning", "content": "Matching interventions to the root cause of absence is key.\n- For Anxiety About In-Person School: Enlist trusted messengers (e.g., doctors), review health protocols, hold a virtual open house.\n- For Not understanding the impact of absences: Create an education campaign, explore families' hopes for their child.\n- For Schedules Out-of-Sync: Offer before or after school programming, organize a walking school bus, provide a modified schedule.\n- For Transportation Barriers: Share ideas and solutions." } ]