principals` guide - Every Student Present

T
E
C
LY N S
ROM BU
NC E
RO N X
E RS A
A RTA
A NSFE
L L EG
P P OR
S C HO
H OOL
A . SC HCA R E E R S BSTS BROOKE M Y H IGH X I M I U S COOL OF SC I E F COM P U T A I F ETZ T RNGUAGE MOOL FOR O Y H IGH SC SC HOOL UM A
I
O
H
E
A LT H S A N D A RT ONA ACA DSC HOOL E DL E SC HO SC HOOL OL J I L L C A RTS & L A H IGH SC H P S H E A D B H E R I TAG E PE R FORM Y
H
D
T
L L I TE N TE S H E E E M Y T H E OL FOR T HGS ACA DE A
R I TE R OOL C RO S I DE H IGH JA M E S M I S ION S H IG H IGH SC HODE M Y FOR
O
E
S S ATE
H
S
E
A
TA
IN
AD
GH SC L DS W E ST D. C H A PP I H E P ROF E E A DDA M S AT TA N AC OL QU E E N RTO C L E MATORY AC N DA RY SC HS HOOL W I S 49R BE R R M
E Y NOGE N E R A L I NG A N D T E NC E JA N U S M A N H DL E SC HO OL ROBE D P R E PA R IGH S ECO ION H IGH . DE W E Y L . DU N B A M
I
L
O
E M Y FOR TE AC H AT H & SC I P L OM A P DE M Y M I D H IGH SC H RON X WOOOL WA DL EA L E DUCAT H A R L E S O S 301 PAU L M M S 571K
QU E
M
A
C
L
D
A R K H S 102M JAC X E D
HOOL HOOL FOR E R AT ION S I N E S S ACAMON D H I L OOL T H E BH IGH SC HOD TEC H N ICL I S 136 K H I T M A N M
M
N
I
6
P
B
C
O
W
H
14
O
T
IC
T
AN
DW
L E S E NC E S L I N N I U M B U I G H R I C H H I G H S C
R E E R T U R E SC HS 246 K WA LL M S 51R E R K W R IGHM E N TE P ST T I E R
A DE M
N
A
I
E
O
E SC I E W M I L L E CAT ION H . WAGN E R DU BOI S AC. GR A DY CA
E
M
H
L
D
V
O
C
R
W
N
H
.
A
W
O
O
C
G
EN
S
S
T
.
U
E
E
CH
NE
N
OOL H N ICA L E D I A SU S A N E N T W. E . B W I L L I A M I S 219X N D PAT TE RN TS POI N TP S 0 91Q R I 13K ROBE R S 18 R JOH NBE RT BOL DP S 6
D
L
P
U
A
S
O
C
L
M
E
N
S
M
LD
TE
S P
GE
N R R ANKLI
OO
H OO 2 9 X ROL X T H E H ST E V E N
E NGA
4
2
PL I E D
ILKIN
H SC H
OK F I E
OL M A
F
S
A L BE
GH SC
OR A P OF C I V ICRV I NG H IG E A LT H H I SOU S A M S WAY M S 42 T H A DDE U 36Q ROY WS 181Q BRO 345 K PAT R E N JA M I N ACT ION M BU
Y
L
H
B
1
1
E
S
I
P
P
O
A
8
I
T
P
S
M
Y
X
I
H
0
N
L
T
A
P
E
5
T
S
C
S
D
R S OC
N PH I
RE
GA N
MUNI
. H YAT
I N GT O
O A. S
E A RT
E PS 5
75 X P
364 K G
WA S HOTA L COM S 142 X JOHC RUZ M S 0 58 X P S 0 ET A . MORNAT H A N D M Y OF T H H R . DR A K A DE M Y FOGY A RT U R H E A LT H CAR S A
E
R
S
C
M
S
O
E
P
T
O
F
P
A
R
J
D
U
FOR I L DE R S E E I S A DE S S R I DDE R S 132 X GA LT P S 154 T H E ACA 4 8 X JOS E OU STON TEC H NOL A DE M Y O FOR W R I T SC H
AC B S 302 X LU H E R M A N FA L L S P A N DE R BI T P S 335 X ORT H P S R L E S H . H NC E A N D RON X AC SC HOOL DE S H IGH NO
S 98 X 1X1 S ETON N E L I U S V BE L MON WOR DSW 332 K C H A AT H , SC I E A DE M Y B X ST U DIO L CA SCA R D A . R E Y
E RO M
Y
R
M
S
A
1
C
MY M
2X
OO
B RO N
A DE M
CA DE WOOD P SE P S 14 R COF S I DE P S 3 8Q W I L L I A ORT P S/ ME M Y FOR M
S SC H
L E DW
I ATE A
4
P
X
L L EG H SC HOOL OF S PORT GH SC HOO E L L I TE ACH SC HOOL
D
R
Y
S
N
W
A
O
U
A
P
E
O
S
C
C
K
N
R
A
K
N
R
Y
B
MI
H IG
184 K
N HI
ANN
H S AT
L H IG
E DE S
S P OO
A ST O
I NE SS
P S 329
S 149 D SC HOOL E W I T H E R R K P S/ M SS A RC H I M SC HOOL R EGIONA OOL BU S T T C L I N TO L FOR SY T L ST U DI E SC N E W TON FO
H
X
L
I
A
A
E
H
O
C
T
A
P
C
N
R
O
G
G
R
O
N
W
A
S
I
E
T
O
A
E
O
H
E
S
PE A
C L A R 97Q FOR E SFOR M I NG M A P LU S H DE M Y BR N I T Y H IGH C HOOL D E H IGH SC OOL FOR L C HOOL I H IGH SC H DL E SC
U
H
ID
IN
P S 4 5Q
YS
CA
LO
HS
NC
ER
PS
C
M
E
M
A
R
P
S
G
A
P
I
T
I
M
V
O
Y
E
N
S
H
D
D
H
I
T
O
T
L
D
REE
M
G
S
N
F
A
CA DE V I SUA L A P I R AT ION COL L EGI AU S H W IC K CE P R E PA R OOD A N D C HOOL H IPE N DE NC EON M . GOL MOT T H A L C K E E CA DE M
M
R
S
T
S
F
A
X
L
B
E
E
.
O
A
A
L
C
N
O
H
I
D
R
S
F
Y
E
O
X
G
L
H
IN
M
RO
XA
EG
OL
AN HI
H SC H
B RO N
ST U DI
R ALP
C HOO
OL B
C A DE
OGY
COL L
Y AC A
B RO N
DE M Y IGH SC HO R GL OB A LE S S H I L L S R ATORY ART H . L E H MTEC H NOLF E R H IGH S VA L L E H IG RT U N I T Y OL SOU T H A S S E M BL RTS
O
A
A
O
H
N
AC E C HOOL F OL C Y P R GE P R E PA E H E R BE TE R S A N D TZ T R A N S GE M A RT FOR OPP IGH SC HO OL U R B A & V I SUA L DE
S
C
E
O
A
E
O
K LY N H IGH SC H I U S COL LL OF SC I E NOF COM P UI L L C H A I F S & L A NGUA H SC HOOLH E A D B AY H
M I NG
E SC H
L D AC
J
S
IG
T
R I TAGH E PE R FORE M Y WORY F U S I S 6 8O
L
P
R
L
H
E
O
OO
E
A
O
H
E
H
O
E
DE M Y OOL E X I M
R
O
E
T
H
C
H
I
S
FO
AD
SC
TH
RE
E
LL
LC
E S
RT
SC H
H SC H E S M I DDLON S H IGHA M S H IGH ACA DE M YE E N S S ATE C L E M E N T ACA DE M YC HOOL FO W I NGS ACBE RTA A . D02 K R A FA EK B A
M
N
I
L
3
U
Y
S
8
O
D
S
A
R
A
S
R
O
9
Q
J
T
S
Y
9
D
T
S
4
O
O
R
E
R
M
A
E
T
L
I
T
E
F
H
S
A
S
P
A
Every
Student,
ND
Y I
P RO
ROB
JA N E
ANHA
O
EDay.
84K M
PA R
NBA R
112 X
IGHEvery
C H OO
D T H E& SC I E NC EM A P LU S MM I DDL E S H SC HOOLWOOD P R E L E IGH S EC CAT ION H E S O. DE WPAU L L . DUS 571K M S 5A RT I E R P S L L I
L
U
G
D
1
X
I
O
O
C
Y
H
R
D
M
0
A
L
C
E
ES
S3
HA
E M D H I L L H H E B RO N OOL W
M AT ION DI P
KHAM
WA R D
AC QU
AN M
N IC A L
36 K C
HAK
AC A D
E R AT BU S I N E S S R IC H MON SC HOOL T H IGH SC HA N D TEC H HOOL I S 1 LT W H I T M DW I N M A RT P S 102M J P S 146 X E D199X T H E S TA
C
S
E
A
I
S
H
H
H
C
R
E
E
M
R
S
P
W
G
G
G
E
M
T
1
B
U
I
I
I
E
E
E
5
I
R
K
N
A
R
H
H
R
6
R
S
D
E
N
E
M S 24
E NTU
GN E R
ARKW
S 346 K
OL M
S AC A
ALE
H ITTI
DY C A
AT ION
CLE M
E DUC U S A N E . WAE . B. DU BOIA M E . GR A 19X N E W VAT TE R SONOI N T SC HO R IC H A R DROBE RTO JOH N G. W BOL DE N PMOT H E R HC HO
2
Q
S
.
I
R
T
S
P
SP
3K
18
0 91
ER
65X A N K E R
D I A M E N T W OL W I L L OOL I S ROL A N D
E
HUNT
S PS 1
L D PS
NS PS
I N PS
N ROB
E LLIT
GAGE IGH SC HO H IGH SC H M S 229X S 424 X T H E E U S STE V EOY W I L K I NBROOK F I EAT ROL M A N F R A N K L A L BE RT S H
G S AT RON X A
R
A
H
I
D
P
H
M
S
U
R
Q
T
N
D
1
M
U
B
K
L
G
O
8
Y
Q
A
5
A
I
O
A
T
IN
OM E E R S B
TH
WA
136 AT T P S 1 TS P S 34 5 X BE N J
PS
HE
. SC H
GATE
I ST S
I A L AC
N PS
R
P S 0 81
PH I L I
NIT Y
M M U 142 X JOH N Z M S 364 K X P S 075 X A . MORGA T H A N D. H Y OF T H E A R R A K E P S 5Y FOR SOC A RT U RO AE A LT H CA S A N D A RT TON
RO
GY M Y OF H W R I T E R
M S S SU S C RU R P S 0 58 GA R R ET 154 JONA CA DE M Y S E PH R . D ACA DE M
E ST
OOL C
E
NOL O
E
R
I S A DEM A N R I DDL S P S 132 X E R BI LT P S 335 X T H E AH P S 4 8 X JO. HOU STON A N D TEC H N X ACA D HOOL FO S H IGH SC HE Y NOL DS WR A L
O
C
D
S
E
R
E
T
S
L
E
H
R
R
P
N
E
D
R
N
A
B
C
.
S
A
F
O
T
E
N
XH
U DIO
A S C A D WA R D A D E M Y G E E A C H
L IUS V
HARL
R DSW
E T ON
, SC I E ACA DE M YRO
L MON
N X STSC HOOL C YEAR
T
A
11X1 S 14 R COR N E P S 32 X BE L L I A M WO/ M S 332 K C OR M AT HGI A2012-2013
E
L E
B ACADEMIC
T
O
S
L
OR
L F OR
O
T E AC
T
O
H
I
F
S
E
S
R
H SC H S ATE L L IIGH SC HOO SC HOOL FE S
Y E P S U R F S I D P S 4 8 Q W W P O RT P C A D E M Y O R C O L L E I G H S C H O S S O F S P O
G
I
H
E
T
N
C
K
A
H
NEWLY
UPDATED
N
H
L
E
Y
T
E
9
N
O
S
S
S
L
O
D
N
S
2
N
E
T
I
A
E
R
A
3
D
E
I
O
PS
S 184 K RC H I M E D SC HOOL X R EGION HOOL BU SW I T T C L I N HOOL FOGA L ST U DI W TON M I OR T H E SC L N E W
HE RSP
E
F
SC
O
E W I T PA R K P S/ M
NE
RT S A U S H I G H Y B R O N H I G H S C O O L D E
A
F OR L
H IGH
S C HO
H OOL
N IC A
I S A AC
T
OR E S FOR M I NGI P L OM A P LE ACA DE MM M U N I T Y TORY SC H D F I NA NC EGH SC HOOL SC HOOL I N H IGH SC V M I DDL E A N D TEC HL I E D
R
H
T
L
I
R
O
A
E
P
D
E
N
G
A
L
E
T
H
C
R
P
I
I
P
S
A
S
A
E
H
K
G
D
F OR A
FC
H OOL
P R E PA
GOL D
AT ION
E CA R
F OOD
OT T H
OL L E
H W IC
E NC E
A S P I R BRON X C U DI E S BU S L L EGI ATE CA DE M Y A N H IGH SCN DE PE N D L EON M . C HOOL M H R . MC K E ACA DE M YCA DE M Y OTO
L
G
A
I
A
X
S
P
L
O
T
N
M
O
L
C
A
LY
RY
ON
GY H S C H O
HI
GH
EH
H OO L OB A L S
IT Y R
HILLS
TA
R ATO
SE MB
TH BR
LE HI
NOL O
T H. L
S WA S
FOR G C Y P R E S SEGE P R E PAE H E R BE R A N D TEC H N S F E R H IG A RTA VA L OPPORT U NHOOL SOU U R B A N A SI SUA L A RT M Y FOR TO S E
R
M
L
L
C
A
V
C
S
L
R
E
E
S
O
L
R
R
O
N
D
&
O
E
D
T
H
E
E
O
O
O
F
A
L
G
I
G
T
G
I
Z
H
L
C
A
C H I M I U S C L OF S C
RMIN
AY H I
A AC B
OM P U
A I F ET
GE SC
S 30
A NG U
C HOO
RLD A
L E X L E SC HOO HOOL OF C L J I L L C HR A RTS & L I TE H IGH S E P S H E A D BH E H E R I TA T H E PE R FO E M Y WO S I S 6 8 K I S R DE RO M Y
M
D
U
O
E
O
D
L
R
M I D S H IGH SC IGH SC HO DE M Y FO N S S ATE L E N TE S H A DE M Y T HOOL FO I NGS ACA A . DR E Y F A FA E L C AY ACA DE OO
C
W
2 K R M S 9 8 K B B RO N X W K
E RTAForce
S S IONA DDA M S H AT TA N ACAOOL QU E E RTO C L E M ATORY AC N D
A RY S SInteragency
H OOL
Mayor’s
M S 30
Y
X
49R BTask
JA N E U S M A N H I DDL E SC H OOL ROBE D P R E PA RE IGH S ECO ION H IGH DE W E Y I S L . DU N B A R1K M S 584 K I E R P S 112 S 149 DA N N HO
P
L
H
PL
AT onLTruancy,
SC
RT
L Absenteeism
OO
O.
57
D
C
S
A
U
C
E
S
S
S
A
W
N
Chronic
U
A
C
R
E
I
X
H
W
M
P
D
S
A
L
N
G
OM A C A DE M Y M
E
1
E
E
L
L
M
RO
H A R N M S 30
AL
OOL
L HI
J AC QU
A K E SP
R D CO
4 5Q C
RKHA
E S S A MON D H I L OOL T H E B H IGH SC H TEC H N ICL I S 136 K C I T&
A
MSchool
I N M AH T P S 102M146 X E DWA99X T H E S H STA R K P SE M Y P S
Engagement
D
C
H
W
H
O
H
I
N
D
C
W
C
O
A
M
I
S
E
H
1
S
R
R
R
G
D
LT
H
C
S
BE
DE
AREE
M S 51
NTE P
URE S
KWRI
46 K A
E AC A
R H IG
IER P
S AC A
UA L A
6 K WA
AGN E . B. DU BOI . GR A DY CN E W V E N T ON M S 24 T SC HOOL C H A R D A R TO C L E M E G. W H I T T L DE N P S 3 T H E R H A L L FOR V I S X A S
I
E
E
S
O
N
O
R
T W. I L L I A M L I S 219X PAT TE R N TS POI N P S 0 91Q R 3K ROBE S 18 R JOH OBE RT BO P S 6 5 X M E R SC HO M Y BRON HO
D
W
1
U
C
O
K
OOL IGH SC HO 29X ROL A N24 X T H E H S STE V E N SI L K I N S P S OK F I E L D PROL M A N RF R A N K L I N E RT S H A N I TE ACA DEC E H IGH S L FO
H
4
2
O
O
LL
EU
LB
W
AT
PA
IN
S
H
S
O
E
R
S
P
A
D
Y
M
T
M
B
H
O
M
D
K
LT
O
A
N
A
C
R
5
A
J
Q
Y
S
R
S
A
O
4
1
E
H
TI
18
US
WA
6Q
S3
RG
C HO
YN
1T
BE N
XA
L I P SO364 K GATE075 X P S 0 8RGA N P S 13. H YAT T P S H E A RTS PK E P S 55 X SOC I A L AC
OM BUE R S BRON S BROOK L M Y H IGH SI M I
H
C
S
.
T
S
R
E
UZ M P S 0 58 X P S R ET A . MO NAT H A N DDE M Y OF E PH R . DR A DE M Y FO A RT U RO A LT H CA R E N D A RT I STONA ACA D C HOOL E X L E S
A
O
A
A
A
DDE R S 132 X GA RLT P S 154 J 5 X T H E AC P S 4 8 X JOSU STON AC H NOL OGY M Y OF H E W R I TE R S OOL C ROT I DE H IGH S M E S M I DDS ION
L L S PVA N DE R BI ON T P S 33 DSWORT H L E S H . HO E A N D TEC N X ACA DEHOOL FOR H IGH SC H DS W E ST S H A PP I E JA E P ROF E S E A D
L I U S 32 X BE L M L I A M WOR 332 K C H A RH , SC I E NC E M Y BRO T U DIO SC A SCA DE S A . R E Y NOLN E R A L D. C G A N D T HI E NC E JA N U S
C
N
S
L
D
T
DE P S P S 4 8Q W I LORT P S/ M S Y FOR M A I ATE ACA L BRON X S SC HOOL E DWA R D DE M Y GE R TE AC H I M AT H & SC I P L OM A P A DE
L
A
O
G
O
T
R
M
P
F
E
C
N
O
R
O
E
O
N D N E S S AC
L
A
W
L
O
O
H
O
F
D
L
O
E
E
H
O
P
C
I
A
L
O
N
S
T
S
PO
C
O
T
C
I
O
C
S
F
A
K
H
H
A
HO
SC
IG
ER
SO
OR
ELL
GH
ES
USI
MON
184
S/ M S RC H I M E D HOOL A ST GIONA L HL BU S I N E SL I N TON H I R SY T H S AT I E S H IGH M I DDL E SCE NC E S L I B E N N I U M B IGH R IC H IGH
E
H
A
H S C RO N X R H S C H OO E W I T T C
L FO GA L ST U D N E W TON R T H E SC I E W M I L L CAT ION WAGN E R H DU
RT S
D
N
U
.
U S H IG
C
C H OO
.
O
IG
LE
Y B
S A N E E N T W. E . B I L L
M A P L AC A D E M M U N I T Y H Y S C H O O L C E H I G H S O O L F O R H O O L I S A A S C H O O L F E S C H O O L H N I C A L E D
I A SU
GI ATEW IC K COM E PA R ATORA N D F I NA N H IGH SC H E H IGH SC TE I N H IGH L V M I DDLR A N D TECL I E D M E D E NGAGE M SC HOOL WSC H
BU S H EGI ATE P RM Y FOOD H SC HOOL E PE N DE NCM . GOL DS MOT T H A L E E CA R E E Y FOR A PP OF C I V IC I NG H IGH LT H H IGH M
COL L RY ACA DE M A N H IG L OGY I N D OL L EON SC HOOL PH R . MC KX ACA DE MACA DE M Y GTON I RV U N I T Y H E AI L I P SOU S A 4 K
R ATO E RT H . L E HD TEC H NO H IGH SC HOA L L E H IGHU N I T Y R A LU T H BRON S S E M BLY TS WA S H I NA L COM M X JOH N PH RUZ M S 36 0 5
H E R B U TE R S A N R A N S F E R M A RTA V R OPPORT C HOOL SO U R B A N A V I SUA L A R Y FOR TOTS E E M S 142 DE S SU S C I DDE R P S S 1
COM P H A I F ETZ TL A NGUAGEC HOOL FO AY H IGH S E SC HOOL R M I NG & D ACA DE M C BI L DE R 302 X LU I S AH E R M A N RN FA L L S P D
J I L L C R A RTS & I TE H IGH S E P S H E A D BE H E R I TAGT H E PE R FOM Y WOR L I S 6 8 K I S A ADE RO M S Y M S 98 X 11X1 S ETO E L I U S VA N L
M Y FON S S ATE L L E N TE S H E DE M Y T H OOL FOR GS ACA DE DR E Y F U S FA E L COR Y ACA DE M WOOD P S S 14 R COR NE P S 32 X BE I
QU E E RTO C L E M TORY ACAN DA RY SC HHOOL W I NR BE RTA A . S 302 K R A M S 98 K B A12 X BRON XN Y K AY E P K SU R F S I D N P S 4 8Q WP
ROBE P R E PA R A IGH S ECO ON H IGH S W E Y I S 49 DU N B A R M M S 584 K T I E R P S 1 S 149 DA N OL P S 329 T H E R S POOS 184 K N E WE
WOODOL WA DL EL E DUCAT I R L E S O. DE01 PAU L L . M M S 571KCQU E S CA RCOL L I N S PE A R E SC HOR E NC E W I A R K P S/ M A RC H I M
SC HO EC H N ICA S 136 K C H A A N M S 3 N M A R K H AP S 102M JA E DWA R D E S H A K E S P S 45Q C L A FOR E ST P I NG A RTS U S H IGH SCY
L
M
A N D TSC HOOL I A LT W H I T M51R E DW I W R IGH T TE P S 146 XP S 199X T H E STA R K P M Y P S 97Q PE R FOR M
OM A PTE ACA DE C
W
DE
ND
R
AB
EN
RK
K
MS
A
RE
S DI P L
PRINCIPALS’
GUIDE
This guide is dedicated to the thousands of educators who come up with new ways of helping every
student attend school every day.
PS 13K Roberto Clemente
IS 68K Isaac Bildersee
PS 081 Thaddeus Stevens
MS 98K Bay Academy
IS 136K Charles O. Dewey
PS 149 Danny Kaye
PS/MS 184K Newport
MS 246K Walt Whitman
MS 302K Rafael Cordero
PS 329K Surfside
PS/MS 332K Charles H. Houston
PS 345K Patrolman Robert Bolden
PS 346K Abe Stark
MS 364K Gateway
Brooklyn School for Global Studies (429K)
High School for Legal Studies (477K)
W.E.B. Dubois Academic High School (489K)
Sheepshead Bay High School (495K)
World Academy for Total Community Health HS (510K)
Leon M. Goldstein HS for the Sciences (535K)
Bushwick Community High School (564K)
MS 571K
MS 584K
William E. Grady Career & Tech. Education HS (620K)
General D. Chappie James MS of Science (634K)
Aspirations Diploma Plus High School (646K)
Cypress Hills Collegiate Preparatory School (659K)
Liberation Diploma Plus (728K)
Roberto Clemente (015M)
PS 102M Jacques Cartier
Food and Finance High School (288M)
Academy for Social Action (367M)
Business of Sports School (393M)
Wadleigh Sec. School for Performing & Visual Arts (415M)
Manhattan Academy for Arts & Language (427M)
Forsyth Satellite Academy (458M)
Washington Irving High School (460M)
Edward A. Reynolds West Side High School (505M)
Marta Valle High School (509M)
Independence High School (544M)
Cascades High School (650M)
The Heritage School (680M)
Isaac Newton MS for Math & Science (825M)
PS 45Q Clarence Witherspoon
PS 48Q William Wordsworth
PS 091Q Richard Arkwright
PS 97Q Forest Park
Albert Shanker School for Visual & Perf. Arts (126Q)
PS 136Q Roy Wilkins
PS 181Q Brookfield
Queens Satellite High School for Opportunity (338Q)
Richmond Hill High School (475Q)
PS 14R Cornelius Vanderbilt
PS 18R John G. Whittier
IS 49R Berta A. Dreyfus
MS 51R Edwin Markham
Susan E. Wagner High School (460R)
Ralph R. McKee Career & Technical Ed. HS (600R)
PS 32X Belmont
PS 48X Joseph R. Drake
PS 55X Benjamin Franklin
PS 058X
PS 65X Mother Hale Academy
PS 075X
MS 98X Herman Ridder
PS 111 Seton Falls
PS 112X Bronxwood
PS 132X Garret A. Morgan
MS 142X John Philip Sousa
PS 146X Edward Collins
PS 154 Jonathan D. Hyatt
PS 199X The Shakespeare School
IS 219X New Venture School
Bronx Collegiate Academy (227X)
MS 229X Roland Patterson
Mott Hall V Middle School (242X)
Eximius College Preparatory Academy (250X)
Bronx Studio School for Writers and Artists (269X)
High School of Computers and Technology (275X)
Bronx Academy of Health Careers (290X)
South Bronx Academy for Applied Media (296X)
Astor Collegiate Academy (299X)
MS 301X Paul L. Dunbar
MS 302X Luisa Dessus Cruz
Crotona Academy High School (321X)
New Millennium Business Academy MS (328X)
PS 335X The Academy of the Arts
Urban Assembly Academy of Civic Engagement (366X)
Archimedes Academy for Math, Science & Tech. (367X)
Jill Chaifetz Transfer High School (379X)
Herbert H. Lehman High School (405X)
MS 424X The Hunts Point School
High School for Teaching and the Professions (433X)
DeWitt Clinton High School (440X)
Arturo A. Schomburg Satellite Academy Bronx (446X)
Bronx Regional High School (480X)
The Bronxwood Preparatory Academy (514X)
Bronx Aerospace High School (545X)
Jane Addams High School (650X)
Wings Academy (684X)
And a thank you to the following city agencies for their work on the Mayor’s Interagency Task Force:
Department of Education
Administration for Children’s Services
Department of Homeless Services
Department of Health and Mental Hygiene
New York City Police Department
Department of Youth & Community Development
NYC Service
Human Resources Administration
NYC Health and Hospitals Corporation
Special appreciation and recognition is extended to the National
Center for Community Schools of the Children’s Aid Society for their
steadfast support to the schools in this pilot and for their good work
in capturing the stories and lessons learned from this extraordinary
experience.
nationalcenterforcommunityschools.org
“Last year, I was absent 41 days because I didn’t like school. Then I started receiving wake up
calls every morning, which made me feel very special knowing that people cared enough to
encourage me to get my education. So wake up and go to school because I care about you!”
WakeUp!NYC Student
Overview
In the summer of 2010, Mayor Bloomberg launched the Interagency Task Force on
Truancy, Chronic Absenteeism and School Engagement – the first-ever interagency
effort to reduce truancy and chronic absenteeism in public schools in NYC. In the fall of
2010, the Task Force initiated the Every Student, Every Day campaign as the nation’s
most comprehensive effort to tackle chronic absenteeism. Over a dozen city agencies
and private partners are mobilized to combat this complex problem.
Now in its third year, Every Student, Every Day calls on all schools to take strategic
actions to reduce the rates of chronic absenteeism. Fifty pilot schools have contributed
both insights and evidence about what works:
1. Use weekly meetings and data to monitor chronic absenteeism.
The Principal leads weekly Student Success Summit meetings with school staff, Success
Mentors and community-based organizations to review school-wide attendance data
and track chronically absent students, diagnose absences, and direct the appropriate
support to the student or family.
2. Organize resources school wide to end chronic absenteeism.
The Principal’s focus on attendance makes the biggest difference for a school in
combating chronic absenteeism, by building a welcoming climate, a supportive culture,
and a system for recognizing and rewarding good and improved attendance.
3. Personalize student interventions—The Success Mentor Corps.
A caring adult or peer mentor provides one-on-one support and encouragement for
chronically absent students, and schools offer programs that address the students’
needs and interests.
4. Draw on community partners to better connect with families.
Schools host Parent Success Summits and use the support of local community-based
organizations to get the message out and connect families to vital services that help
students get back on track.
1
Overall, citywide attendance in New York City has increased from 88% in 2005-06 to
91% today. Still, one in five students is still chronically absent – meaning he or she
misses over a month of school each year.
Surprisingly, missing a full month of school equals an attendance rate of about 90%.
One of the key messages of the Task Force is that 90% attendance is not good enough.
The students who miss 20 days or more are a diverse group – some miss 21 days, some
miss much more. These students miss school for a host of reasons that may include
health problems like asthma, family issues, mobility, lack of interest in school, bullying,
or mental health issues. Many students are absent simply because they don’t think
anyone notices. Since the causes of absenteeism vary, interagency collaboration is the
best way to address the problem.
Chronic Absenteeism is a multi-facetted problem that requires a multiplied effort.
“The power and scale of these Task Force initiatives are profound. It is the first time any
city has attempted to reduce chronic absenteeism and truancy in such a comprehensive,
strategic, and collaborative manner. What is striking is that the Task Force is addressing
the problem on so many fronts simultaneously in its initiatives, recognizing the
complexity and multiple causes of truancy and chronic absenteeism… [It] should serve as
a model for all cities attempting to address this problem.”
Dr. Robert Balfanz, Johns Hopkins University
This first ever multi-agency effort to reduce truancy and chronic absenteeism in public
schools includes:
NYC Success Mentor Corps of caring adults personalizing school for small groups
of students.
Interagency collaborations to support schools, students and their families.
New data tools that give teachers, Principals and community partners needed
information to improve student attendance.
Pilot schools that introduce, test and report on promising practices.
An Ad Council campaign that builds awareness in the most impacted
neighborhoods, and other public announcements.
WakeUp!NYC calls with celebrity messages.
This guide describes how these aspects of the initiative can be applied in your school.
2 Every Student, Every Day Principals’ Guide
This is about an Inquiry Team approach
to addressing attendance.
1
Use weekly meetings and data to monitor chronic absenteeism.
A core component of Every Student, Every Day is data review and weekly Student
Success Summit meetings. The Principal-led meetings convene stakeholders to review
chronic absenteeism data, identify students, and develop and monitor interventions.
Action: Host weekly Principal’s Student Success Summit Meetings.
Every Student, Every Day schools reported that a focus on data reviewed regularly, as a
team, helped the school understand chronic absenteeism patterns and take action.
The meeting, led by the Principal, brings a range of resources and perspectives to the
table and includes: (1) selected school staff, typically guidance counselors, parent
coordinator, school nurse, attendance teacher, and administrators; (2) communitybased organizations working in the school; (3) Success Mentors; and (4) and the
Community Partnership Program (CPP) Liaison matched with the school who represents
other community resources. Together this team looks at data and plans action. Success
stories by Success Mentors about their work with individual students are an important
part of the weekly Summit. (See suggested agenda on page 5.)
PROMISING PRACTICES
 The team looked at “chronic chronics,” those missing six consecutive days or more,
and began to notice siblings. They compared attendance from previous years and
noted similarities. Outreach strategies were raised: contacting Mom, providing a
service, finding out who drops kids off, who else is a resource in the family. And the
team looked at early warning signs like the pattern of days that students miss.
 The school secretary was very helpful prepping for the meetings. She printed daily
attendance, and specific absences and personal information for target students.
Action Plan for Student Success Summit Meetings
What is the best day/time for your team to meet?
Who are the key stakeholders from your school to be included on this team? [Remember to include
a representative from your school’s CBO partners, and consider the skills you will need on your
team to be effective at analyzing data and identifying interventions.]
3
Action: Use attendance data for action plans and assessing interventions.
It is good practice to look at school-level data daily so that big dips in attendance are
recognized right away. School wide data can also be viewed in the aggregate for groups
like grade levels or boys/girls, either weekly or monthly.
Student-level data is the most accurate way to track attendance in a school. Knowing
who is at risk for being chronically absent spurs specific actions: outreach to parents,
plans for re-entry with guidance staff (if consecutive days have been missed),
consultation with classroom teachers to have a plan for re-connecting the student to
current lesson plans, and daily greetings and informal check-ins to be sure attendance
does not slip again when the student returns.
The Student Success Summit team members can use data to see if incentives or other
programs have impacted attendance.
Find supports for making the best use of ATS on the Principals’ Portal Task Force page at
http://intranet.nycboe.net/DOEPortal/Principals/FamSvcs/News/Mayoral+Initiative.htm
PROMISING PRACTICES
 ATS attendance reports were discussed at faculty team meetings to provide the staff
with data for parent conferences and to set an attendance plan of action for
identified students.
 The school used ATS to flag students by advisory and runs RRSA report routinely,
sorted by advisors. Advisors had a lot more access to attendance data for their
students. Ongoing access to data increased faculty involvement in addressing
attendance concerns.
 Trips in June that data showed had compromised attendance were cancelled.
Action: Measure outcomes.
To reduce chronic ansenteeism, it is recommended that everyone knows the goal: What
is your attendance rate and where do you want it to be? Use data to track and report
on your outcomes. Look at the students who missed 20+ days last year, your “Target
List.” Are they missing fewer days this year? Will they end the year missing 0-19 days?
Look at your school’s chronic absenteeism rate last year, the percentage of students in
school last year who missed 20+ days. Will you decrease that rate this year? Share
these data checks with Success Mentors, students and families and celebrate successes.
PROMISING PRACTICES
 There was an attendance chart, posted and color coded, for all the “targeted”
students to follow their progress at a glance. Success Mentors developed a binder
for each mentee, tracking their interactions and student responses.
 Data helped engage families. Parents seemed to be shocked to see their child's
attendance numbers as it appeared on the ATS RISA or RISP reports.
4 Every Student, Every Day Principals’ Guide
The Weekly Student Success Summit Agenda
1.
Principal’s Aggregate Data Presentation (5-10 minutes)
Purpose: to identify school wide attendance and absence patterns in order to better design school
wide interventions and catch any errors in data collection.
Use the RSAL for daily and year-to-date attendance. Select any date range.
Useful to identify dates with particularly low or high attendance rates.
Use the RYIS for number and percent of students in each “attendance interval”
(perfect Attendance, 90-99%, 80-89%, etc.)
2.
Success Mentor Report (20-30 minutes)
Purpose: to get an understanding of how mentored students are doing overall as well as how
individual mentored students are doing, and to design/evaluate interventions for these students.
Use *new* ATS report RAMO and select students with mentor to compare how
they are doing this year with last year.
Have Success Mentors report in on any successes or students with particular
challenges, with whom they need support connecting students/families to
resources.
Focus on Interventions: Select one student for deeper case study for the group.
What’s going on for this student? What interventions have been tried already?
What new interventions can be tried?
3.
Early Warning Action-Needed Report (10-20 minutes)
Purpose: to identify any students who are chronically absent, severely chronically absent or at-risk
(optional) to date so that the team can come up with interventions for these students to get them
back on track.
To identify students in each category, use the RRSA report in ATS. Download
the report and filter in Excel as follows:
i. 81-90% for Chronically Absent students
ii. 0-80% for Severely Chronically Absent students
iii. 91-95% for At-Risk students
4.
Review School-Wide Interventions (5-10 minutes)
Purpose: to review what the school is doing to create a school wide atmosphere that promotes good
attendance for all students.
What is the school doing to engage all students in school?
How are students, families, classroom teachers and Success Mentors being
recognized for their efforts around improving attendance?
What strategies have been tried? What’s working, what isn’t and what else could
be done?
Acknowledge the team’s hard work.
5
1 Use weekly meetings and data to monitor chronic absenteeism.
Planning & Check-in Tool Optional: Recommended as a self-assessment. Over the year, the Task Force will
use this tool as a way to assess what schools are trying and to learn from schools about what works best.
Weekly Student Success Summit Meetings
1.
4.
NA
YES
SOME
NO
NA
YES
SOME
NO
NA
The school has a routine of school-level attendance data reports to
track daily attendance and see chronic absenteeism rates.
The school uses student-level data to monitor students who are
chronically absent and identify patterns of absence.
Data is used at weekly meetings to show if specific interventions or
programs impact chronic absenteeism.
Measure outcomes
5.
NO
Meetings are led by the Principal.
Success Mentors, CPP Liaison, CBO partners attend.
School nurse or health provider attends at least 4 times a year.
The proposed agenda (see page 5) is used.
Chronic Absenteeism data is reviewed, including early warning.
Programs/interventions and successes are reviewed; action
plans discussed.
Use Attendance Data for Action Plans
3.
SOME
Student Success Summit Meetings meet every week.
a.
b.
c.
d.
e.
f.
2.
YES
The school knows, monitors and shares outcome data to measure
reduction in chronic absenteeism.
Resources and “How to . . .” Guides for the Weekly Student Success Meetings
Attendance data reports used to measure and monitor attendance depend on the quality of data
collection practices. For high schools, reports of period attendance and cuts are used in addition to
reports of daily attendance.
Please see the Every Student, Every Day “How To…” available on the Principals’ Portal Task Force page
How to. . . Get Started with Weekly Student Success Summits
How to. . . Re-Focus the Weekly Student Success Summits (Agenda Options)
How to. . . Learn More about What ATS Offers to Track Attendance
How to. . . Evaluate the Success of the Mayor's Initiative at your School
How to. . . Prepare Data to Measure the Success of the Mayor's Initiative
Also recommended are issues of “Present & Accounted for” newsletters available on Principals’ Portal
Issue 5: Monitoring Daily Attendance
Issue 6: Favorite ATS Reports
Issue 10: Attendance Committee Best Practices
Issue 16: Sustain Daily Attendance Practices
Tool on the Portal: Link to the ATS Wiki to search for available reports and get tips from other ATS users.
6 Every Student, Every Day Principals’ Guide
This is about keeping student attendance
part of every school conversation.
2
Organize resources school wide to end chronic absenteeism.
The Principal is at the forefront of the school’s efforts to build and maintain systems that
recognize and reward good and improved attendance. But the whole school must
resound with the message and carry those systems forward.
Action: Create a school culture that promotes good attendance.
In a school that promotes good attendance, everyone knows the goal: what is your
attendance rate and where do you want it to be? The Principal leads with a clear
attendance policy, a commitment to accurate and timely attendance taking, and by
sharing attendance rates daily.
Addressing safety is another key place to start. Not only can clear and consistent
discipline policies help prevent disruptions that take time away from class, but can
ensure that students feel safe and welcomed. The Principal leads with new systems
such as redesigned arrival procedures, adding a dean to the staff, or introducing peer
mediation programs.
Academically, schools promote good attendance by offering rich and engaging learning
activities and meeting students’ needs in class. Students who are not successful in
school may find it easier to be absent than to try to catch up. Schools consider
programs like homework help, credit-recovery for overage students, or flexible
scheduling to help students arrive on time.
PROMISING PRACTICES
 A school changed lunch schedules to have family advisory groups eat together. The
atmosphere became more peaceful and brought about a huge drop in the number of
incidents in the school and an increase in attendance.
 The school put resources behind ensuring that students who arrived late were
marked present as part of a commitment to improved data systems. A Family
Worker kept a log of late arrivals and made sure the attendance was corrected.
Action: Recognize and reward good attendance.
Even with a safe and welcoming environment, some students still need a nudge, a
special reason to attend. Principals can plan a range of possible actions, rewards and
programs to keep students in school, including morning greetings to encourage good
attendance, positive calls home for every absence, and other small incentives.
7
PROMISING PRACTICES
 All teachers posted “100% attendance for the month” placards outside their doors so
everyone could see when they walk by and say “great job!”
 Students were excited to receive raffle tickets for arriving to school early. Students
exchanged the raffle tickets for prizes or for admission to a special school event.
Certificates were handed out to students at ceremonies for improved attendance.
Action: Identify key personnel to lead new efforts throughout the school.
Everyone in the school can acknowledge students with good attendance, take on a few
students to track when they begin to miss school, or begin to build relationships with
students who are chronically absent.
One person is designated as the Point Person for the school, to maximize the school’s
connection to Task Force resources and to continue to contribute to the school’s
promising practices. Also, there are the people who make up the school’s updated
attendance committee, called the Weekly Student Success Summit (described in section
1). They will help plan and direct the initiative.
PROMISING PRACTICES
 The school security agent, as the first person people see, was a great help. She
greeted each child and parent by name, and was supportive. It was a great way to
start the day.
 The parent coordinator called every absent and late student’s family every day (the
school is small enough for this). The school saw results: parents began to call the
school BEFORE the school called when children were out.
 Target students formed a kind of club, “Attendance Achievers,” who met once a
week at lunch period with the dean. Other school staff, like SAPIS and guidance
counselors, rotated in to be part of these lunches and lead workshops for the
students.
Action: Set up new systems and structures.
What system will the school have for holding the meetings? What data reports will be
needed and who will prepare them? Before a school can deal with the most entrenched
absences, there must be an attendance plan in place that both supports students who
come every day and monitors those who start to fall behind.
One school might focus on prevention by targeting strategies for early and transitional
grades – Kindergarten and first grade, sixth and ninth grades. Another school will
respond to data-identified needs, like students with a history of poor attendance, those
who are over-age or holdovers. Aside from the Success Mentor Corps (described in
section 3), appropriate interventions might be connections to extracurricular activities,
after-school programming, school-based health services, morning clubs, counseling, or
other programs.
8 Every Student, Every Day Principals’ Guide
PROMISING PRACTICES
 One high school created a “Student lounge” for students with a 95% attendance for a
month and no tardiness. Students gained access for one week, and could use the
space before school, during lunch, and after school.
 For kindergarten, one of the lowest attending grades, the targeted students went
daily to the parent coordinator’s room and moved popsicle sticks into a pocket chart
to say they were “here.” The charts were encouraging, as the students had a visual
representation of their attendance. Kindergarten attendance last year was barely
91%, and had been in the 80s most years—this school year it was almost 94%.
 Older students worked with the younger students in the breakfast program as well as
in peer tutoring program, motivating buddies to get to school early each morning
and improve their attendance.
Action Plan for School Wide Strategies
Identify school wide strategies that will promote good attendance for all students.
How will you create a culture in which all students are motivated and informed about the
importance of good attendance? What types of incentives/award, or new systems/programs could
you offer to students or, their families?
Select your Task Force (or attendance initiative) point person.
This person will be responsible for supporting the Success Mentors (see section 3), running the
weekly Student Success Summit meeting when the Principal can’t be there and ensuring the data
gets compiled each week for the meeting. Who is central to making this happen? Who is the best
fit for this role?
Plan to introduce your attendance initiative (priorities and new systems) to your school
staff.
When will this introduction take place? How will you create buy-in among your school staff?
9
2 Organize resources school wide to end chronic absenteeism.
Planning & Check-in Tool Optional: Recommended as a self-assessment. Over the year, the Task Force will
use this tool as a way to assess what schools are trying and to learn from schools about what works best.
Culture that Promotes Good Attendance
1.
2.
3.
Recognize and Reward
4.
6.
8.
NO
NA
YES
SOME
NO
NA
YES
SOME
NO
NA
A Point Person is selected to coordinate all efforts for Every
Student, Every Day.
All staff & CBOs in the school have received information about
chronic absenteeism and how they can help improve attendance.
Systems and Structures
7.
SOME
The school has a system for recognizing and rewarding good and
improved attendance.
Personnel
5.
YES
The school’s attendance policy that defines good attendance is
widely distributed.
The school has at least one new practice that promotes a
welcoming environment.
Emphasis on acknowledging and celebrating attendance is evident
(banners, bulletin boards, etc.).
1.
YES
SOME
NO
2.
NA
The School Attendance Plan (OSYD Consolidated Plan) describes
the school’s new actions to reduce chronic absenteeism.
Different activities exist to target early-warning and chronically
absent students.
a. Calls home for every absence.
b. Students enrolled in WakeUp!NYC calls.
c. Before-school activities (breakfast, homework help, sports)
d. Academic interventions (credit recovery, homework help)
e. After-school activities – CBO, clubs, sports
f. Other:
Resources and “How to . . .” Guides for School Wide Actions
Schools are advised to re-visit their Attendance Plans (part of the OSYD Consolidated Plan). The Plan is
organized the way schools are expected to structure their initiatives: school wide, preventing absences,
responded to “early warning,” and interventions for chronically absent students.
Please see the Every Student, Every Day “How To…” available on the Principals’ Portal Task Force page
How to. . . Rethink Student Engagement
How to. . . Adapt Attendance Initiatives to Addressing Lateness
How to. . . Be Creative with Attendance Incentives for K-5
How to. . . Be Creative with Attendance Incentives for Middle School
How to. . . Be Creative with Attendance Incentives for High School
Also recommended are issues of “Present & Accounted for” newsletters available on Principals’ Portal
Issue 11: Attendance Incentives
Issue 12: Travel and Pupil Transportation
Issue 15: Asthma Overview
Issue 16: Sustain Daily Attendance Data Practices
10 Every Student, Every Day Principals’ Guide
3.
4.
This is about demonstrating to all students
that their attendance matters.
3
Personalize student interventions—The Success Mentor Corps.
The interest and encouragement of a Success Mentor can bring chronically absent
students back to school. The approach is supported by fifty years of research
documenting that children who have consistent access to caring adults have better
outcomes, including higher education and lower incidents of at-risk behaviors.
Key Action: Identify your “Target Students.”
Use the student indicator or RPYA report to know who missed 20 or more days last year.
Prioritize other students for interventions, for example, incoming ninth graders.
Key Action: Identify “Success Mentors.”
All Every Student, Every Day schools are expected to start an Internal Success Mentor
program. Internal (Staff) Success Mentors are teachers, cluster teachers, guidance
counselors, parent coordinators, and other school staff who become a special go-to
person for a few students. These Mentors “adopt” 3-5 students, depending on their
other role(s) in the school. They use lunch or advisory to connect with mentees.
External Success Mentors come from city interagency partners, youth development
organizations like after school providers or youth counseling programs, and from
colleges that provide Social Work or Guidance interns. External Success Mentors are
expected to have 15-20 mentees. Many Every Student, Every Day schools are connected
to Success Mentor partnerships by the Task Force. Some schools develop their own new
partnerships, or ask existing partners, like United Way GPS, to act as Success Mentors.
Peer-to-Peer Success Mentors are older students who receive training and support from
organizations with experience in service learning or youth counseling. Peer Success
Mentors generally have about 5 mentees.
Action: Be Clear about the Role of the Success Mentor in the School
No matter what “kind” of Success Mentor, it is their responsibility to link students to
school, and students and parents to services that address the causes of the absences:
 Mentors greet students in the morning and call their homes if they are absent.
 In one-on-one or group meetings weekly throughout the school year, Mentors
identify, and in some cases create, activities that appeal to their mentees’ needs
and interests to increase their engagement with school.
 Mentors diagnose the root causes of mentees’ absences and collaborate with
others in the school to intervene with services and resources as necessary.
11
In addition, the Success Mentor role includes:
 Keeping notes about their students’ attendance patterns, needs and
interventions and acting strategically on the data they keep.
 Celebrating attendance improvements.
 Attending (or being represented at) Weekly Student Success Summit meetings
(see section 1) and sharing what works and new challenges.
 Communicating regularly with mentees’ families, connecting them to services as
needed and reinforcing positive messages about school attendance and
academic performance.
PROMISING PRACTICES
 With Success Mentors, the students knew someone else was checking in on them.
The students loved the meetings and the attention. Now, students come to the
Mentors and tell them why they have been absent. The students really want the
Mentors to know they are trying.
 Teachers, initially somewhat hesitant to take on the Success Mentor role, have
become the program’s biggest cheerleaders. Teachers were in the cafeteria early in
the morning so as not to miss meeting and greeting mentees.
 Because of the Success Mentors, students want to get to school. Parents shared that
when a child is eager to go to school “It makes it easier for me in the morning when
it’s so stressful just trying to get everyone dressed and out of the house on time.”
Action: Have Systems to Support your “Success Mentors.”
Success Mentors cannot make the difference on their own. Where the programs
worked best, Success Mentors were introduced to the entire school staff and had a key
staff member as a liaison. Success Mentors knew where to go for space to meet with
students, and had access to computers and a phone, and to data about their students.
It is best to match external Success Mentors to students with attendance of at least
70%, in other words, not with the most entrenched attendance problems. It is best to
plan to sustain the mentor-mentee relationship over the course of the school year.
PROMISING PRACTICES
 Information gathered by Success Mentors was tremendously helpful to the Guidance
Counselor and the Advisors. Parents were often more responsive to Success Mentors
than to school staff. Some teachers and security staff approached Success Mentors
about referring additional students.
 To support Success Mentor, the Attendance Teachers provided data, the secretary
helped with procurement for incentives, and teachers communicated during family
group time/advisories, or other periods when they didn’t have a class.
12 Every Student, Every Day Principals’ Guide
Action: Use the Chronic Absenteeism Data Dashboard.
Every Student, Every Day introduced the Data Dashboard that external Success Mentors
and CBO partners (after signing confidentiality agreements) can use to view student
data on any web-accessed computer without direct access to ATS or ARIS.
Success Mentors can use its log to record interventions and track reasons for students’
absences. These log entries upload to ATS and become part of the student record.
See directions for accessing the Data Dashboard on the Principals’ Portal Task Force page
http://intranet.nycboe.net/DOEPortal/Principals/FamSvcs/News/Mayoral+Initiative.htm
Action Plan for the Success Mentor Corps
Identify your Target Students.
Which students will you target from your list of students with a history of chronic absence? Will
you focus on certain key grades or groups based on what your data tells you and where you feel
you can make the most impact?
Identify your Success Mentors.
Who will serve as your Success Mentors? Will you use internal school staff or might there be a
partner organization that could provide the Mentors? Do you have an existing mentoring program
that can include a focus on attendance?
What are your expectations for your Success Mentors in terms of their responsibilities?
Select and assign target students to your Success Mentors so they are ready to go when
the school year starts.
How will you match target students to Success Mentors (if you are using school staff, you want to
match staff with students they would normally see in the course of their day)? How many target
students will you match to each Mentor?
Select your point person (see page 9)
This person will be responsible for supporting the Success Mentors.
Plan to introduce your team of Success Mentors to your school staff.
When will this introduction take place? How will you create buy-in among your school staff for the
Initiative?
13
3 Personalize student interventions—The Success Mentor Corps.
Planning & Check-in Tool Optional: Recommended as a self-assessment. Over the year, the Task Force will
use this tool as a way to assess what schools are trying and to learn from schools about what works best.
Target Students
1.
2.
3.
Success Mentors
4.
The school has recruited and supports staff members to serve as
Internal Success Mentors.
5.
The school has an additional Success Mentor model in place.
6.
7.
YES
SOME
NO
NA
YES
SOME
NO
NA
YES
SOME
NO
NA
YES
SOME
NO
NA
Students who missed 20+ days last year are identified and
matched to Success Mentors.
During the year, new, early-warning students are identified and
added to Mentor caseloads, as appropriate.
Once matched, the mentor-student match is entered in ATS using
the INTV student indicator.
a. External model. Partner(s) are:
b. Peer-to-Peer model.
The Success Mentors each have a “code” that is used to match
them to their student in ATS (INTV student indicator).
Success Mentors acknowledge their mentees each day and meet at
least once a week for the whole school year.
Success Mentor Supports
8.
The Success Mentors know the school’s Point Person and are
introduced within school during the first 3 weeks.
9. Success Mentors are introduced to their mentees through a special
event or activity.
10. Success Mentors have space and resources (phones, computers,
etc.) and know all staff roles and responsibilities.
11. Success Mentors are included in Parent Summits, Weekly Student
Success Summit meetings, and other school-wide events.
Data Dashboard
12. External Success Mentors have signed Confidentiality Agreements.
13. Success Mentors have and use Data Dashboard log-in accounts.
Resources and “How to . . .” Guides for The Success Mentor Corps
It is important to define a “code” for each Success Mentor (or other activity) and use that code to match
individual students to their Mentors in ATS. For schools, it means easier access to mentor-specific data
reports. For Every Student, Every Day it means the ability to identify data-driven best practices.
Please see the Every Student, Every Day “How To…” available on the Principals’ Portal Task Force page
How to. . . Review your Target List
How to. . . Define Interventions for the Target List
How to. . . Flag Target Students in ATS Using Student Indicator INTV
How to. . . Use the Data Dashboards
Tools on the Portal: Confidentiality Agreements, NYC Success Mentor Guide, and the Data Dashboard.
Also see: How to. . . Plan a Success Mentor Session . . . Know what to Expect of Success Mentors from
Partner Organizations . . . Have School Staff Serve as (Internal) Success Mentors . . .
14 Every Student, Every Day Principals’ Guide
This is about how families and neighbors
become part of the attendance improvement effort.
4
Draw on community partners to better connect with families.
Communicating with families about attendance is critical – 90% attendance isn’t good
enough and attending school regularly boosts achievement.
Schools can engage existing community-based organizations (like after school programs)
and partner with other community centers (like New York City Housing Authority) to
reach families and share the message about student attendance. These partners can be
asked to make specific outreach to chronically absent students and talk about good
attendance with the families they see.
Action: Host the Parent Success Summit & Resource Fair.
The Parent Success Summit and Resource Fair, a key part of the Every Student, Every
Day, takes place during the first eight weeks of school. The first part engages and
informs families about the importance of good attendance (including laws and the link
between attendance and school performance) and the school’s attendance programs.
For a successful summit:
 Have a performance by students or an awards ceremony.
 Make it part of the first Parents Association meeting, Open School Night, or
another school function that parents traditionally attend.
 Have computer(s) set up so parents can log into ARIS ParentLink and see their
student’s profile—including attendance last year and this year.
 Include activities geared toward grandparents who are raising grandchildren.
 Create a personalized folder for each parent, with their child’s attendance data
and a resource list of community resources.
Principals use the second part, the Resource Fair, where organizations provide
information about services such as housing, health care, and other resources, as an
opportunity to connect with local community providers.
PROMISING PRACTICES
 The Parent Summit featured meaningful discussions about student support and best
practices. The parents were excited to know that the Mayor's Office was so involved
in helping support their efforts with their children.
 The summits helped to get parents to be more aware of their children's
attendance/lateness record. The school recognized parents by presenting them with
certificates as well.
15
Action: Communicate with families regularly—and include the positive.
Schools or Success Mentors call home when students are absent everyday. They set
aside enough time to discuss why the child was absent and explore solutions.
Tips for successful morning calls to families of absent students:
 Mention the school is part of the Mayor’s Every Student, Every Day campaign.
 Try to find the “hook” – focusing on the child’s strength or a positive action.
 Connect the family to any needed services and invite them to school activities,
When personal calls are not possible, make the most of “autodial” systems. A message
to inform parents of absences, lateness, or to offer congratulations for attendance
improvement can be recorded by the Principal, guidance counselor, or Success Mentor.
Parents/guardians pay more attention to a message delivered by a person they know.
Every student can receive celebrity wake-up calls through WakeUp!NYC. Instructions
and flyers for students and families are on the Principals’ Portal Task Force page.
How can the attendance message move beyond the phone call, intercom and bulletin
boards? Partners in your school, whether after school providers, School-Based Health
Center, or youth counselors become part of the outreach, addressing attendance issues
with the families they already serve. Other community centers, like New York City
Housing Authority, can be asked to share the message about student attendance. NYC
Libraries are already part of the effort with librarians trained to ask about their student’s
attendance and to assist parents to get onto ARIS ParentLink.
PROMISING PRACTICES
 The Mentor called to make sure the student was getting ready 40 minutes before
school started and greeted him when he arrived. Twice a month, the Mentor sent
the mother a postcard with his weekly attendance. He missed just two days this year.

Through their special relationship, Success Mentors were good at getting updated
telephone and home address information from the students.
 The holiday party with the PTA was held in the neighborhood with the highest
concentration of parents of chronically absent students. These parents were not
coming to the school so the school brought the event to the families’ community.
 Mentors developed a “walking school bus” program. Data showed that students
who missed school had younger siblings. The school called the parents/guardians,
and asked if it would help to have folks walk their kids to school. They arranged for a
meeting place. Parents got kids to that spot, rather than all the way to school.
Action: Learn ways to address the causes of absenteeism.
*NEW* New York City now has a Truancy and Absenteeism Help Center to connect
families with the resources they need to get all children to school every day. It is an
interactive web site available at nyc.gov/everystudent (or text “SCHOOL” to 30364).
16 Every Student, Every Day Principals’ Guide
Community Partnership Program (CPP) liaisons are connected to Every Student, Every
Day schools as a partnership with the Administration for Children’s Services (ACS).
CPPs host meetings in targeted neighborhoods with local agencies to coordinate
supports to families. Schools can send a staff person to attend one of these meetings.
The CPP liaison can also meet periodically with the Principal and:
 Attend Parent Success Summits and resource fairs.
 Assist with family needs and help schools refer families to preventive services.
In many other ways, schools can connect chronically absent students and their families
to CBOs that offer critical services. Of course, they can be part of the Parent Success
Summit and are invited to the Weekly Student Success Summits (see section 1). They
bring information for immigrant families, about day care and other services, and about
supports for foster care families. Schools reported that the Every Student, Every Day
message made it easier to outreach; a focus on attendance was a good way to start the
conversation with CBOs in their neighborhoods and to local businesses, too.
Because asthma is one of the top reasons for student absenteeism, through the Asthma
Ambassadors project, schools invite a Department of Health and Mental Hygiene
(DOHMH) representative to their Parent Summit and Resource Fairs and also to train
staff on how to support students with asthma and their families.
PROMISING PRACTICES
 Schools that worked closely with their CPP liaisons found that they had more options
and support from the community in reducing chronic absenteeism.
 A Success Mentor created a Resources Guide of local services, including recreational
and health care, that was distributed to families at the Parent Summit.
Action Plan for Family and Community Engagement
Select date and time for the Parent Success Summit & Resource Fair (in first 8 weeks)
Date & Time
Who are the community partners you want to invite to your Parent Summit? Who from your staff
will be the point person for the Summit, taking responsibility for inviting community resources
and organizing the event?
Identify resources in your community (CBOs, ACS, CPP, etc) with potential for
collaboration.
Where are there opportunities for strategic partnerships? If you have an afterschool program or
other programs/services at your school run by partner organizations, how can you engage them in
the fight against chronic absences? Could they target chronically absent students for their
programs? Help spread the message about good attendance?
17
4 Draw on community partners to better connect with families.
Planning & Check-in Tool Optional: Recommended as a self-assessment. Over the year, the Task Force will
use this tool as a way to assess what schools are trying and to learn from schools about what works best.
Parent Success Summit
1.
2.
Communication with families
3.
4.
6.
7.
8.
9.
SOME
NO
NA
YES
SOME
NO
NA
YES
SOME
NO
NA
Parents/families of absent students are called every day.
a. Positive news is shared in every call.
b. Autodial messages are personalized.
c. Reasons for absences are solicited for action planning.
At least one neighborhood organization is a partner with the
school in promoting good attendance to families.
Learn ways to address the causes of absenteeism
5.
YES
At least one Parent Summit & Resource Fair was held (with one
held during the first 8 weeks of school).
The Summit was planned with CBO partners, CPP Liaison, city
agencies and Success Mentors.
The Community Partnership Program (CPP) Liaison is identified and
is invited/attends the weekly Student Success Summit meetings.
A school staff person has attended at least one neighborhood CPP
meeting to connect local resources to the school.
CBO partners in the school contribute to weekly Student Success
Summit meetings.
School has at least one new practice to better connect families to
resources (health, social, etc.).
School promotes ARIS ParentLink and the web-based
“Absenteeism Help Center” (see page 17).
10. School has selected an Asthma Ambassador.
Resources and “How to . . .” Guides for Connecting to Families and Communities
Schools will be notified with contact information for their ACS CPP Liaison.
NYC Student Success Map (nyc.gov/studentsuccessmap) is an interactive directory tailored for Every
Student, Every Day pilot schools pinpointing vital local resources, including public libraries and recreation
centers and, where available, CPP Liaisons.
Please see the Every Student, Every Day “How To…” available on the Principals’ Portal Task Force page
How to. . . Host a Parent Success Summit & Resource Fair
How to. . . Make the Most of Morning Calls to Families
How to. . . Personalize Auto-Dial Attendance Outreach Phone Calls
Tools on the Portal: WakeUp!NYC sign up flyers, Ad Council “School Every Day” Public Service
Announcements, and a special message schools can use for outreach in the community “A Call to Action.”
Also recommended are issues of “Present & Accounted for” newsletters available on Principals’ Portal
Issue 15: Asthma Overview
Issue 18: ACS and Attendance
Issue 19: Supporting the Attendance of Students in Temporary Housing
Issue 22: Current Contact Info in ATS: Phone Numbers (Parts I & II)
18 Every Student, Every Day Principals’ Guide
Resources
Our Websites
Mayor’s Website on Every Student, Every Day: nyc.gov/everystudent
Every Student, Every Day Email: [email protected]
NYCDOE Principals’ Portal Mayor’s Task Force page:
http://intranet.nycboe.net/DOEPortal/Principals/FamSvcs/News/Mayoral+Initiative.htm
Attendance Works: attendanceworks.org
A national and state initiative that promotes awareness of the important role that school
attendance plays in achieving academic success. The website gives users access to tools for
monitoring, understanding and addressing chronic absence, starting in the early grades,
including a Tool Kit for engaging parents. Sign up for AttendanceWorks email updates.
Special thanks to Hedy Chang and AttendanceWorks for contributions to this guide, especially
the Planning and Check-in Tool.
Selected Interagency Supports
nyc.gov/studentsuccessmap is an interactive directory tailored for Every Student, Every Day pilot
schools pinpointing vital local resources, including public libraries and recreation centers.
ACS Family Resources: nyc.gov/html/acs/html/staff/resources_preventive.shtml “Resources for
Provider Agencies” can help front-line staff locate services.
DYDC (Department of Youth & Community Development) has a “Find a Program” service at:
http://www.nyc.gov/html/dycd/html/afterschool/search.shtml
Community Center Directory from New York Public Housing Authority (NYCHA):
nyc.gov/html/nycha/html/ccschtml/communitycenters.shtml
Listing of Family Mental Health Resource Centers: nyc.gov/html/doh/html/dmh/cas.shtml
DOE Student in Temporary Housing (STH) Content Experts connect schools to STH resources.
See list of Content Experts and other important information:
schools.nyc.gov/StudentSupport/NonAcademicSupport/StudentsinTemporaryHousing
DOE Office of School Health: schools.nyc.gov/Offices/Health
Key Reports
Strengthening Schools by Strengthening Families: Community Strategies to Reverse Chronic
Absenteeism in the Early Grades and Improve Supports for Children and Families by Kim Nauer,
Andrew White and Rajeev Yerneni, October 2008
(nytimes.com/packages/pdf/nyregion/20081021_ATTEND.pdf)
Chang, H., & Romero, M. (2008, September). Present, Engaged, and Accounted For: The Critical
Importance of Addressing Chronic Absence in the Early Grades, p.8. Retrieved from:
http://www.nccp.org/publications/pdf/text_837.pdf
Sheldon, S. & Epstein, J. (2004). Getting students to school: Using family and community
involvement to reduce chronic absenteeism. School and Community Journal, 4(2), 39-56.
Retrieved from: http://www.adi.org/journal/fw04/Sheldon%20&%20Epstein.pdf
19
Planning & Check-in Tool Overview Optional: Recommended as a self-assessment. Over the year, the Task
Force will use this tool as a way to assess what schools are trying and to learn from schools about what works best.
4 Families and Community
3 Success Mentors
2 School wide
1 Weekly Meetings
YES
Student Success Summits meet every week.
The school has a routine of school-level attendance data reports
to track daily attendance and see chronic absenteeism rates.
The school uses student-level data to monitor students who are
chronically absent and identify patterns of absence.
Data is used to show if programs impact chronic absenteeism.
The school knows, monitors and shares outcome data to
measure reduction in chronic absenteeism.
School’s attendance policy is widely distributed.
School has one new practice to promote a welcoming environment.
Emphasis on celebrating attendance is evident.
School has a system to reward good and improved attendance.
A Point Person is selected to coordinate all efforts.
All staff & CBOs have received information about chronic
absenteeism and how they can help improve attendance.
The School Attendance Plan (OSYD Consolidated Plan) describes
the school’s new actions to reduce chronic absenteeism.
Different activities target early-warning /chronically absent students.
Students who missed 20+ days last year are identified and
matched to Success Mentors.
During the year, new, early-warning students are identified and
added to Mentor caseloads, as appropriate.
The mentor-student match is entered in ATS using INTV.
The school has an Internal Success Mentor program.
The school has another Success Mentor program.
The Success Mentors know the school’s Point Person and are
introduced within school and to their mentees.
Success Mentors acknowledge their mentees each day and meet
at least once a week for the whole school year.
Success Mentors have space and resources (phones, computers,
etc.) and know all staff roles and responsibilities.
Success Mentors are included in Parent Summits, Student
Success Summits, and other school wide events.
External Success Mentors have signed Confidentiality Agreements.
Success Mentors have and use Data Dashboard log-in accounts.
At least one Parent Summit and Resource Fair was held.
The Summit was planned with CBO partners, CPP Liaison, city
agencies and Success Mentors.
Parent(s)/families of absent students are called every day.
At least one neighborhood organization is a partner with the
school in promoting good attendance to families.
The Community Partnership Program (CPP) Liaison is
invited/attends the weekly Student Success Summit meetings..
A school staff person has attended at least one CPP meeting.
School CBO partners contribute to weekly Summit meetings.
School has at least one new practice to better connect families
to resources (health, social, etc.).
School promotes ARIS ParentLink / “Absenteeism Help Center.”.
School has selected an Asthma Ambassador.
20 Every Student, Every Day Principals’ Guide
SOME
NO
NA
1.
2.
3.
4.
Every Student, Every Day
Starting Strong: The First 8 Weeks
Key Objectives for the Start of the School Year
Before School Begins
Review school attendance policies and the Attendance Plan (OSYD Consolidated Plan).
Set school wide goals.
Identify the Point Person for the Task Force initiatives. Email that information to your
Task Force buddy or [email protected].
Know the “Target List” students and plan for Success Mentor matches (and other
targeted interventions).
Schedule your Parent Success Summit.
Week 1 or 2
Meet with your Success Mentors to explain the program and their roles.
Introduce Success Mentors and other attendance initiatives to the school staff.
Match Success Mentors to students (mentees), and facilitate a special activity for
introductions.
Contact the CPP (ACS Community Partnership liaison) and introduce yourself. Invite
him/her to your weekly Student Success Summit meeting or other event.
Promote your Parent Success Summit to families and local service providers.
Week 2 or 3
Start your weekly Student Success Summit (Attendance Team) meetings.
Reach out to your after-school programs or other community partners in the school,
and suggest ways they can be part of attendance initiatives.
Enter student-Success Mentor matches in ATS using the student indicator INTV.
Weeks 3-8
Parent Success Summit and Resource Fair held.
Principal leads weekly Student Success Summit meetings (at set time each week) with
a regular review of school-level and student-level data.
Success Mentors acknowledge the attendance of their students daily, call home when
students are absent and meet individually or as a group at least once a week.
School wide strategies have begun (celebrations, incentives, new systems).
Ongoing
Use the “Planning & Check-in Tool” (page 20) every few weeks to review progress and
re-assess Task Force initiatives in your school.
Share what you are learning (stories, questions, sample handouts, plans or agendas)
with your Task Force buddy or to [email protected].
Measure outcomes and celebrate successes.
T
E
C
LY N S
ROM BU
NC E
RO N X
E RS A
A RTA
A NSFE
L L EG
P P OR
S C HO
H OOL
A . SC HCA R E E R S BSTS BROOKE M Y H IGH X I M I U S COOL OF SC I E F COM P U T A I F ETZ T RNGUAGE MOOL FOR O Y H IGH SC SC HOOL UM A
I
O
H
E
A LT H S A N D A RT ONA ACA DSC HOOL E DL E SC HO SC HOOL OL J I L L C A RTS & L A H IGH SC H P S H E A D B H E R I TAG E PE R FORM Y
H
D
T
L L I TE N TE S H E E E M Y T H E OL FOR T HGS ACA DE A
R I TE R OOL C RO S I DE H IGH JA M E S M I S ION S H IG H IGH SC HODE M Y FOR
O
E
S S ATE
H
S
E
A
TA
IN
AD
GH SC L DS W E ST D. C H A PP I H E P ROF E E A DDA M S AT TA N AC OL QU E E N RTO C L E MATORY AC N DA RY SC HS HOOL W I S 49R BE R R M
E Y NOGE N E R A L I NG A N D T E NC E JA N U S M A N H DL E SC HO OL ROBE D P R E PA R IGH S ECO ION H IGH . DE W E Y L . DU N B A M
I
L
O
E M Y FOR TE AC H AT H & SC I P L OM A P DE M Y M I D H IGH SC H RON X WOOOL WA DL EA L E DUCAT H A R L E S O S 301 PAU L M M S 571K
QU E
M
A
C
L
D
A R K H S 102M JAC X E D
HOOL HOOL FOR E R AT ION S I N E S S ACAMON D H I L OOL T H E BH IGH SC HOD TEC H N ICL I S 136 K H I T M A N M
M
N
I
6
P
B
C
O
W
H
14
O
T
IC
T
AN
DW
L E S E NC E S L I N N I U M B U I G H R I C H H I G H S C
R E E R T U R E SC HS 246 K WA LL M S 51R E R K W R IGHM E N TE P ST T I E R
A DE M
N
A
I
E
O
E SC I E W M I L L E CAT ION H . WAGN E R DU BOI S AC. GR A DY CA
E
M
H
L
D
V
O
C
R
W
N
H
.
A
W
O
O
C
G
EN
S
S
T
.
U
E
E
CH
NE
N
OOL H N ICA L E D I A SU S A N E N T W. E . B W I L L I A M I S 219X N D PAT TE RN TS POI N TP S 0 91Q R I 13K ROBE R S 18 R JOH NBE RT BOL DP S 6
D
L
P
U
A
S
O
C
L
M
E
N
S
M
LD
TE
S P
GE
N R R ANKLI
OO
H OO 2 9 X ROL X T H E H ST E V E N
E NGA
4
2
PL I E D
ILKIN
H SC H
OK F I E
OL M A
F
S
A L BE
GH SC
OR A P OF C I V ICRV I NG H IG E A LT H H I SOU S A M S WAY M S 42 T H A DDE U 36Q ROY WS 181Q BRO 345 K PAT R E N JA M I N ACT ION M BU
Y
L
H
B
1
1
E
S
I
P
P
O
A
8
I
T
P
S
M
Y
X
I
H
0
N
L
T
A
P
E
5
T
S
C
S
D
R S OC
N PH I
RE
GA N
MUNI
. H YAT
I N GT O
O A. S
E A RT
E PS 5
75 X P
364 K G
WA S HOTA L COM S 142 X JOHC RUZ M S 0 58 X P S 0 ET A . MORNAT H A N D M Y OF T H H R . DR A K A DE M Y FOGY A RT U R H E A LT H CAR S A
E
R
S
C
M
S
O
E
P
T
O
F
P
A
R
J
D
U
FOR I L DE R S E E I S A DE S S R I DDE R S 132 X GA LT P S 154 T H E ACA 4 8 X JOS E OU STON TEC H NOL A DE M Y O FOR W R I T SC H
AC B S 302 X LU H E R M A N FA L L S P A N DE R BI T P S 335 X ORT H P S R L E S H . H NC E A N D RON X AC SC HOOL DE S H IGH NO
S 98 X 1X1 S ETON N E L I U S V BE L MON WOR DSW 332 K C H A AT H , SC I E A DE M Y B X ST U DIO L CA SCA R D A . R E Y
E RO M
Y
R
M
S
A
1
C
MY M
2X
OO
B RO N
A DE M
CA DE WOOD P SE P S 14 R COF S I DE P S 3 8Q W I L L I A ORT P S/ ME M Y FOR M
S SC H
L E DW
I ATE A
4
P
X
L L EG H SC HOOL OF S PORT GH SC HOO E L L I TE ACH SC HOOL
D
R
Y
S
N
W
A
O
U
A
P
E
O
S
C
C
K
N
R
A
K
N
R
Y
B
MI
H IG
184 K
N HI
ANN
H S AT
L H IG
E DE S
S P OO
A ST O
I NE SS
P S 329
S 149 D SC HOOL E W I T H E R R K P S/ M SS A RC H I M SC HOOL R EGIONA OOL BU S T T C L I N TO L FOR SY T L ST U DI E SC N E W TON FO
H
X
L
I
A
A
E
H
O
C
T
A
P
C
N
R
O
G
G
R
O
N
W
A
S
I
E
T
O
A
E
O
H
E
S
PE A
C L A R 97Q FOR E SFOR M I NG M A P LU S H DE M Y BR N I T Y H IGH C HOOL D E H IGH SC OOL FOR L C HOOL I H IGH SC H DL E SC
U
H
ID
IN
P S 4 5Q
YS
CA
LO
HS
NC
ER
PS
C
M
E
M
A
R
P
S
G
A
P
I
T
I
M
V
O
Y
E
N
S
H
D
D
H
I
T
O
T
L
D
REE
M
G
S
N
F
A
CA DE V I SUA L A P I R AT ION COL L EGI AU S H W IC K CE P R E PA R OOD A N D C HOOL H IPE N DE NC EON M . GOL MOT T H A L C K E E CA DE M
M
R
S
T
S
F
A
X
L
B
E
E
.
O
A
A
L
C
N
O
H
I
D
R
S
F
Y
E
O
X
G
L
H
IN
M
RO
XA
EG
OL
AN HI
H SC H
B RO N
ST U DI
R ALP
C HOO
OL B
C A DE
OGY
COL L
Y AC A
B RO N
DE M Y IGH SC HO R GL OB A LE S S H I L L S R ATORY ART H . L E H MTEC H NOLF E R H IGH S VA L L E H IG RT U N I T Y OL SOU T H A S S E M BL RTS
O
A
A
O
H
N
AC E C HOOL F OL C Y P R GE P R E PA E H E R BE TE R S A N D TZ T R A N S GE M A RT FOR OPP IGH SC HO OL U R B A & V I SUA L DE
S
C
E
O
A
E
O
K LY N H IGH SC H I U S COL LL OF SC I E NOF COM P UI L L C H A I F S & L A NGUA H SC HOOLH E A D B AY H
M I NG
E SC H
L D AC
J
S
IG
T
R I TAGH E PE R FORE M Y WORY F U S I S 6 8O
L
P
R
L
H
E
O
OO
E
A
O
H
E
H
O
E
DE M Y OOL E X I M
R
O
E
T
H
C
H
I
S
FO
AD
SC
TH
RE
E
LL
LC
E S
RT
SC H
H SC H E S M I DDLON S H IGHA M S H IGH ACA DE M YE E N S S ATE C L E M E N T ACA DE M YC HOOL FO W I NGS ACBE RTA A . D02 K R A FA EK B A
M
N
I
L
3
U
Y
S
8
O
D
S
A
R
A
S
R
O
9
Q
J
T
S
Y
9
D
T
S
4
O
O
R
E
R
M
A
E
T
L
I
T
E
F
H
S
A
P
P RO
ROB
JA N E
ANHA
ON D
EY I
84K M
PA R A
NBA R
112 X
IGH S
C H OO
D T H E& SC I E NC EM A P LU S MM I DDL E S H SC HOOLWOOD P R E L E IGH S EC CAT ION H E S O. DE WPAU L L . DUS 571K M S 5A RT I E R P S L L I
L
U
G
D
1
X
I
O
O
C
Y
H
R
D
M
0
A
L
C
E
ES
S3
HA
E M D H I L L H H E B RO N OOL W
M AT ION DI P
KHAM
WA R D
AC QU
AN M
N IC A L
36 K C
HAK
AC A D
E R AT BU S I N E S S R IC H MON SC HOOL T H IGH SC HA N D TEC H HOOL I S 1 LT W H I T M DW I N M A RT P S 102M J P S 146 X E D199X T H E S TA
C
S
E
A
I
S
H
H
H
C
R
E
E
M
R
S
P
W
G
G
G
E
M
T
1
B
U
I
I
I
E
E
E
5
I
R
K
N
A
R
H
H
R
6
R
S
D
E
N
E
M S 24
E NTU
GN E R
ARKW
S 346 K
OL M
S AC A
ALE
H ITTI
DY C A
AT ION
CLE M
E DUC U S A N E . WAE . B. DU BOIA M E . GR A 19X N E W VAT TE R SONOI N T SC HO R IC H A R DROBE RTO JOH N G. W BOL DE N PMOT H E R HC HO
2
Q
S
.
I
R
T
S
P
SP
3K
18
0 91
ER
65X A N K E R
D I A M E N T W OL W I L L OOL I S ROL A N D
E
HUNT
S PS 1
L D PS
NS PS
I N PS
N ROB
E LLIT
GAGE IGH SC HO H IGH SC H M S 229X S 424 X T H E E U S STE V EOY W I L K I NBROOK F I EAT ROL M A N F R A N K L A L BE RT S H
G S AT RON X A
R
A
H
I
D
P
H
M
S
U
R
Q
T
N
D
1
M
U
B
K
L
G
O
8
Y
Q
A
5
A
I
O
A
T
IN
OM E E R S B
TH
WA
136 AT T P S 1 TS P S 34 5 X BE N J
PS
HE
. SC H
GATE
I ST S
I A L AC
N PS
R
P S 0 81
PH I L I
NIT Y
M M U 142 X JOH N Z M S 364 K X P S 075 X A . MORGA T H A N D. H Y OF T H E A R R A K E P S 5Y FOR SOC A RT U RO AE A LT H CA S A N D A RT TON
RO
GY M Y OF H W R I T E R
M S S SU S C RU R P S 0 58 GA R R ET 154 JONA CA DE M Y S E PH R . D ACA DE M
E ST
OOL C
E
NOL O
E
R
I S A DEM A N R I DDL S P S 132 X E R BI LT P S 335 X T H E AH P S 4 8 X JO. HOU STON A N D TEC H N X ACA D HOOL FO S H IGH SC HE Y NOL DS WR A L
O
C
D
S
E
R
E
T
S
L
E
H
R
R
P
N
E
D
R
N
A
B
C
.
S
O
A
A
F
E
O
T
E
N
XH
CA SC
ST U DI
ARD A
L IUS V
CH
HARL
MY G
R DSW
E T ON
DE M Y
, SC I E
L MON
11X1 S 14 R COR N E P S 32 X BE L L I A M WO/ M S 332 K C OR M AT HGI ATE ACA OL BRON XTS SC HOOLHOOL E DWI TE ACA DE L FOR TE AFOR
I
F
O
S
E
S
R
L
L
C
O
L
S
O
H
E
O
C
H
T
Y E P S U R F S I D P S 4 8 Q W W P O RT P C A D E M Y O R C O L L E I G H S C H O S S O F S P O
S
A
H
N H IG
CE S
K
A
H
N
H IGH
L E SC
E
Y TH S
T
P S 329 H E R S POO M S 184 K N EH I M E DE S HOOL A S EGIONA L OL BU S I N T T C L I N TO OL FOR S L ST U DI E S TON M I DD T H E SC I E N E W
T
R
O
C
C
N
/
I
O
I
A
R
S
H
S
W
R
A
H
NX
CH
Ever
y SStudent,
Every
Day.
E G A AC N E
FO
SC
OL
E W PA R K P
DE W
A RT S
F OR L
H IGH
S C HO
U S H IG
Y B RO
H OOL
H IGH
N IC A
IS
OOL
T
OR E S FOR M I NGI P L OM A P LE ACA DE MM M U N I T Y TORY SC H D F I NA NC EGH SC HOOL SC HOOL I N H IGH SC V M I DDL E A N D TEC HL I E D
R
H
T
L
I
R
O
A
E
P
D
E
N
G
A
L
E
T
H
C
R
P
I
I
P
S
A
S
A
E
A
K
G
D
R
H
D
D
OOL
NC E HForce
P R E PA Mayor’s
AT ION
OL L E
H W IC
. GOL
E E CA DE M Y FORE M Y OF C
MO T T
Y F OO
H SC HDE PE N DETask
A S P I R BRON X C U DI E S BU S L L EGI ATE CA DE M
A
D
H IGInteragency
E ON M S C HOOL L P H R . M C K
C
A
L
N
A
TO
C
N
A
L
A
I
A
X
L
O
T
M
O
C
OAbsenteeism
RY
E H on O
RA
BLY
IGH
RO N
S H I NG
H OO L OB A L S
Chronic
L OGY I G
HILLS
R ATO
H SC H V
N Truancy,
T H. L
L L E H RT U N I T Y L SOU T H B A N A S S E ML A RTS WA OR TOTA
A
H
R
A
FOR G C Y P R E S SEGE P R E PAE H E R BE R A N D TEC H N S F&
O
E School
RT
RSE
M AEngagement
L
L URB
C H OO
A
V I S UA
C
S
L
R OP P
EMY F
C HOOI M I U S COLL OF SC I E N OM P U TE R A I F ETZ T R A NGUAGE C HOOL FOB AY H IGH S GE SC HOO R M I NG & R L D ACA D A AC BI L DES 30
O
S
A
C
L
S
H
I
F
O
X
M
O
D
T
K
W
O
ER
L E L E S C H O H O O L O F L J I L L C R A RT S & I T E H I G H E P S H E A H E H E R I
Y
EMY
S IS 68
R DE R
TH E P
E S H E A DE M Y T HOOL FOR I NGS ACA DA . DR E Y F U A FA E L COAY ACA DE MOO
M I DD S H IGH SC IGH SC HOO DE M Y FO N S S ATE L L www.nyc.gov/EveryStudent
T
N
E
A
R
W
N
A
M
C
E
B
C
H
W
C
T
S
E
A
X
E
K
O
S
K
A
I
2
R
L
U
N
Y
L
8
Y
S
0
M
S
MS 9
MS 3
YK
S H OO
RT O C
ATOR
N DA R
X B RO
49R BE
OOL Q
AT TA N
A D DA
JA N E U S M A N H I DDL E SC H OOL ROBE D P R E PA RE IGH S ECO ION H IGH DE W E Y I S L . DU N B A R1K M S 584 K I E R P S 112 S 149 DA N N HO
L
T
T
O
.
C
P
L
H
7
P
A
S
R
L
M
O
O
5
D
C
OM A CA DE M Y L L H IGH S BRON X W HOOL WA CA L E DUC C H A R L E S S 301 PAU H A M M S CQU E S CA COL L I N S E S PE A R E Q C L
NI
36 K I T M A N M I N M A R K S 102M JA E DWA R D T H E S H A K R K P S 45 P S
E S S A MON D H I OOL T H E H I G H S C
TECH
L IS 1
R IC H H IGH SC H CA DE M IC R E E R A N DR E SC HOO WA LT W H S 51R E DW W R IGH T P TE P S 146 X R P S 199X 6 K A BE STA ACA DE M Y L A
A
M
N
U
K
4
E
R
IE
SA
UA
6K
AGN E . B. DU BOI . GR A DY CN E W V E N T ON M S 24 T SC HOOL C H A R D A R TO C L E M E G. W H I T T L DE N P S 3 T H E R H A L L FOR V I S X A S
T W. E I L L I A M E L I S 219X PAT TE R S N TS POI N P S 0 91Q R I 3K ROBE R S 18 R JOH N OBE RT BO P S 6 5 X MO E R SC HOO M Y BRON HO
D
W
1
U
C
O
K
OOL IGH SC HO 29X ROL A N24 X T H E H S STE V E N SI L K I N S P S OK F I E L D PROL M A N RF R A N K L I N E RT S H A N I TE ACA DEC E H IGH S L FO
H
4
2
O
O
LL
EU
LB
W
AT
PA
IN
S
H
S
O
E
R
S
P
A
D
Y
M
T
M
B
H
O
M
D
K
LT
O
A
N
A
C
R
5
A
J
Q
Y
S
R
S
A
O
4
1
E
H
TI
18
US
WA
6Q
S3
RG
C HO
YN
1T
BE N
XA
L I P SO364 K GATE075 X P S 0 8RGA N P S 13. H YAT T P S H E A RTS PK E P S 55 X SOC I A L AC
OM BUE R S BRON S BROOK L M Y H IGH SI M I
H
C
S
.
T
S
R
E
UZ M P S 0 58 X P S R ET A . MO NAT H A N DDE M Y OF E PH R . DR A DE M Y FO A RT U RO A LT H CA R E N D A RT I STONA ACA D C HOOL E X L E S
A
O
A
A
A
DDE R S 132 X GA RLT P S 154 J 5 X T H E AC P S 4 8 X JOSU STON AC H NOL OGY M Y OF H E W R I TE R S OOL C ROT I DE H IGH S M E S M I DDS ION
L L S PVA N DE R BI ON T P S 33 DSWORT H L E S H . HO E A N D TEC N X ACA DEHOOL FOR H IGH SC H DS W E ST S H A PP I E JA E P ROF E S E A D
L I U S 32 X BE L M L I A M WOR 332 K C H A RH , SC I E NC E M Y BRO T U DIO SC A SCA DE S A . R E Y NOLN E R A L D. C G A N D T HI E NC E JA N U S
C
N
S
L
D
T
DE P S P S 4 8Q W I LORT P S/ M S Y FOR M A I ATE ACA L BRON X S SC HOOL E DWA R D DE M Y GE R TE AC H I M AT H & SC I P L OM A P A DE
L
A
O
G
O
T
R
M
P
F
E
C
N
O
R
O
E
O
N D N E S S AC
L
A
W
L
O
O
H
O
F
D
L
O
E
E
H
O
P
C
I
A
L
O
N
S
T
S
PO
C
O
T
C
I
O
C
S
F
A
K
H
H
A
HO
SC
IG
ER
SO
OR
ELL
GH
ES
USI
MON
184
S/ M S RC H I M E D HOOL A ST GIONA L HL BU S I N E SL I N TON H I R SY T H S AT I E S H IGH M I DDL E SCE NC E S L I B E N N I U M B IGH R IC H IGH
E
H
A
H S C RO N X R H S C H OO E W I T T C
L FO GA L ST U D N E W TON R T H E SC I E W M I L L CAT ION WAGN E R H DU
RT S
D
N
U
.
U S H IG
C
C H OO
.
O
IG
LE
Y B
S A N E E N T W. E . B I L L
M A P L AC A D E M M U N I T Y H Y S C H O O L C E H I G H S O O L F O R H O O L I S A A S C H O O L F E S C H O O L H N I C A L E D
I A SU
GI ATEW IC K COM E PA R ATORA N D F I NA N H IGH SC H E H IGH SC TE I N H IGH L V M I DDLR A N D TECL I E D M E D E NGAGE M SC HOOL WSC H
BU S H EGI ATE P RM Y FOOD H SC HOOL E PE N DE NCM . GOL DS MOT T H A L E E CA R E E Y FOR A PP OF C I V IC I NG H IGH LT H H IGH M
COL L RY ACA DE M A N H IG L OGY I N D OL L EON SC HOOL PH R . MC KX ACA DE MACA DE M Y GTON I RV U N I T Y H E AI L I P SOU S A 4 K
R ATO E RT H . L E HD TEC H NO H IGH SC HOA L L E H IGHU N I T Y R A LU T H BRON S S E M BLY TS WA S H I NA L COM M X JOH N PH RUZ M S 36 0 5
H E R B U TE R S A N R A N S F E R M A RTA V R OPPORT C HOOL SO U R B A N A V I SUA L A R Y FOR TOTS E E M S 142 DE S SU S C I DDE R P S S 1
COM P H A I F ETZ TL A NGUAGEC HOOL FO AY H IGH S E SC HOOL R M I NG & D ACA DE M C BI L DE R 302 X LU I S AH E R M A N RN FA L L S P D
J I L L C R A RTS & I TE H IGH S E P S H E A D BE H E R I TAGT H E PE R FOM Y WOR L I S 6 8 K I S A ADE RO M S Y M S 98 X 11X1 S ETO E L I U S VA N L
M Y FON S S ATE L L E N TE S H E DE M Y T H OOL FOR GS ACA DE DR E Y F U S FA E L COR Y ACA DE M WOOD P S S 14 R COR NE P S 32 X BE I
QU E E RTO C L E M TORY ACAN DA RY SC HHOOL W I NR BE RTA A . S 302 K R A M S 98 K B A12 X BRON XN Y K AY E P K SU R F S I D N P S 4 8Q WP
ROBE P R E PA R A IGH S ECO ON H IGH S W E Y I S 49 DU N B A R M M S 584 K T I E R P S 1 S 149 DA N OL P S 329 T H E R S POOS 184 K N E WE
WOODOL WA DL EL E DUCAT I R L E S O. DE01 PAU L L . M M S 571KCQU E S CA RCOL L I N S PE A R E SC HOR E NC E W I A R K P S/ M A RC H I M
SC HO EC H N ICA S 136 K C H A A N M S 3 N M A R K H AP S 102M JA E DWA R D E S H A K E S P S 45Q C L A FOR E ST P I NG A RTS U S H IGH SCY
L
M
A N D TSC HOOL I A LT W H I T M51R E DW I W R IGH T TE P S 146 XP S 199X T H E STA R K P M Y P S 97Q PE R FOR M
OM A PTE ACA DE C
W
DE
ND
R
AB
EN
RK
K
MS
A
RE
S DI P L