The KU/DCYS Truancy Prevention and Diversion Program in Douglas County
Transcription
The KU/DCYS Truancy Prevention and Diversion Program in Douglas County
The KU/DCYS Truancy Prevention and Diversion Program in Douglas County ABSC 694 Practicum in Juvenile Problems Truancy Manual Excerpt for Schools 2013-2014 Jan Sheldon University of Kansas Truancy Program Supervisor Kate Sparnicht Douglas County Youth Services Truancy Supervisor Todd Merritt Austin O’Neal ABSC Graduate Teaching Assistants August 2013 THE KU/DCYS TRUANCY PREVENTION AND DIVERSION PROGRAM IN DOUGLAS COUNTY TRAINING MANUAL Established 1977 by then Douglas County, Kansas Associate District Judge John Mike Elwell Original Training Manual Written and Compiled by Nancy Lignitz and Judith Culley June 1979 Adapted for the Lawrence Office Department of Social and Rehabilitation Services by Donna Flory and Linda Perrier January 1983 Manual Updates and Revisions Completed by: Jan Sheldon Ann Elwell Nancy Haley Jodie Immel Pam Tiemeyer Lori Rice Charlene Knapp Julie Heatwole Susanne George Tammy Caroll-Hernandez Juanita Carlson Heidi Hillman Connie Reiman Keeling Bettina Casas Tara Gunn Rena Reynolds Susan Eakins Justin Leaf Nicole Goodwin Andrea Courtemanche Lori Fuqua Tracie Packard Todd Merritt Kate Sparnicht Pam Weigand Holly Myers Austin O’Neal Robin Rooks Current Contact Persons for the Truancy Diversion program: KU Truancy Program Supervisor Jan Sheldon (785) 864-4840 DCYS Truancy Supervisor Kate Sparnicht (785) 331-1308 330 Industrial Lane Lawrence, KS 66044 This manual is to be used in conjunction with formal training sessions and with ABSC Practicum in Juvenile Problems INDEX Historical Perspective, Description of Program, and Statutory Authority Statement of Program Historical Perspective Description of Program Flow Chart of Truancy Diversion Process Letter from Judge Elwell to First Practicum Class Letter from Judge Kittel Statutes Letter from Attorney General USD 497 (Lawrence) General Information Guidelines for School Staff USD 497 Truancy Policy Explained Administrative Guidelines to Administer Policies JBD and JBE Board Policy Reference JBD: Letter #1, Initial Absence Letter Board Policy Reference JBD: Letter #2, 10 Day Absence Truancy Policy Reference JBD: Letter #3, Truancy Advisory Lawrence (USD 497) Directory of Schools Lawrence Public School Map Lawrence Public School 2012-2013 Calendar Lawrence Public School 2013-2014 Calendar Lawrence Public School 2014-2015 Calendar USD 348 (Baldwin) General Information School Board Policy Baldwin (USD 348) Directory of Schools Baldwin Public School Map Baldwin Public School 2013-2014 Calendar Baldwin Public School 2014-2015 Calendar USD 491 (Eudora) General Information School Board Policy Eudora (USD 491) Directory of Schools Eudora Public School 2013-2014 Calendar USD 343 (Perry-Lecompton) General Information School Board Policy Perry-Lecompton (USD 343) Directory of Schools DCYS Responsibilities DCYS Truancy Supervisor Responsibilities CFS 1066 Form DCYS Waitlist Letter (monitored) DCYS Waitlist Letter (not monitored) Truancy Diversion Contract Pre-Truancy Diversion Contract DCYS Hearing Date Letter School Advocate Consent Form KU Intern Responsibilities 1 1 2 3 4-7 8 9 10 11-17 18-20 21 22 23-32 33-34 35 36 37 38 39 40 41-42 43 44 45-50 51 52 53 54 55 56-57 58 59 60 61-67 68 69 70-71 72-73 74 75 76 77 78 79 80 KU Truancy Intern Responsibilities Working with DCYS Personnel Introduction to Principal/Contact Person Introduction to Parents of Truant Students Introduction to Student Introduction to Parents of Pre-Truants KU Truancy Intern Responsibilities Working With The School Introduction to Teachers: Sample Email Intern Responsibilities Working With Student Intern Responsibilities Working With the District Attorney 2 81 82-83 84-85 86 87 88-90 91 92-94 95 Historical Perspective, Description of Program, and Statutory Authority 1 THE KU/DCYS TRUANCY PREVENTION AND DIVERSION PROGRAM IN DOUGLAS COUNTY Statement of Program Need and Goals THE NEED: A positive, effective way to approach the problem of truancy in lieu of court adjudication whenever possible; a way in which the needs of the children and their families, the schools, and the law may be met without increasing budgets; an opportunity for capable, trained citizen volunteers to participate in improving helping services in their community THE GOALS: (1) To develop responsive, helping procedures for families and their school children whose absences reflect unidentified problems. (2) To prevent truancy by early identification of those children with attendance problems and coordinating services to meet their (defined) needs as they relate to non-attendance. (3) To divert truant students from formal court involvement by providing service alternatives. (4) To establish and maintain contact and communication between the school and court systems. (5) To provide continuity in follow-up from school year to school year. 2 Historical Perspective The Truancy Prevention and Diversion Program in Douglas County was first developed in 1977 by the Juvenile Court Judge Mike Elwell and the Volunteers in Court staff, headed by Nancy Lignitz. After the enactment of the Child in Need of Care Code in 1982, the responsibility for this program was given to the Department of Social and Rehabilitation Services (SRS). The staff at SRS worked with the school system, the District Attorney’s office, and the Department of Applied Behavioral Science (formerly Human Development and Family Life) at the University of Kansas in order to implement the program effectively. In 2011, when state support for SRS involvement with the program was withdrawn, Douglas County Youth Services (DCYS) assumed responsibility for the administration of the program. Most people involved in the program feel that it offers a viable and credible approach to dealing with the problem of truancy since each student’s attendance is carefully monitored and on-going personal contact is made with any student who has a demonstrated problem in this area. 3 Description of KU/DCYS Truancy Prevention and Diversion Program The KU/DCYS Truancy Prevention and Diversion Program is a collaborative effort with the Douglas County schools, Douglas County Youth Services (DCYS), the District Attorney’s (DA) office, and the University of Kansas (KU). The program relies heavily on the use of mentors to work with the truant students and their families. The program in Douglas County utilizes undergraduate students/interns who are majoring in the Department of Applied Behavioral Science to act as mentors. These KU students/interns work closely with DCYS and are actually considered to be DCYS interns (hereinafter referred to as interns). The interns are required to have taken several courses designed to teach them the skills they will need to work with the students and their families as well as a course in juvenile law. During the academic year in which they actually work as interns, the interns enroll in an academic year-long practicum course in which they earn credit that may apply toward fulfillment of their major requirements and toward graduation. Who is Eligible to Participate in the Truancy Prevention and Diversion Program? All Douglas County children and youth who are in violation of the Kansas Compulsory School Attendance law are eligible for the program. (A child or youth is in violation of the Kansas Compulsory School Attendance law if he or she is between the ages of 7 and 18 and has 3 consecutive unexcused absences in one semester, a total of 5 unexcused absences in one semester, or a total of 7 unexcused absences in one school year. Children who begin school prior to the age of 7 come under the Kansas Compulsory School Attendance law and, therefore, could become truant if they have the required number of unexcused absences.) At the beginning of each school year, interns contact each school in Douglas County and inform them of the program and explain how they can refer truant students. When a student is found to have violated the Kansas Compulsory Attendance law, the school is required to notify the parents with a letter that is either personally delivered or mailed to the parents. After this notification, if there is no satisfactory response from the parents, the school refers the student to the state Department for Children and Families (DCF) Protection Reporting Center (or, for youth 16 and over, to the DA). The DCF Protection Reporting Center then refers the student’s case to the local DCF office which then refers the case to DCYS. The DCYS representative then assigns the case to an intern and contacts the parents to set up a meeting to explain the diversion program. The DCYS representative, the intern, the parents, and the student then meet, and written consent to participate in the diversion program is obtained from the student and the parents. This consent must be obtained prior to allowing any contact between the intern and the student. Parents and students who decline to participate in the diversion program are referred directly to the District Attorney’s office under the Child in Need of Care statute. What Are the Components of the Truancy Prevention and Diversion Program? The KU/DCYS Truancy Prevention and Diversion Program is based on the components of monitoring, mentoring, and motivating truant children and youth in order to reduce unexcused absences in school. This program was experimentally evaluated in 1997 as a Masters’ thesis by 4 a University of Kansas Clinical Child Psychology doctoral student, Daniel Wright. Truants who received the program were compared to truants from a different city where the truancy program was not being implemented. Results from this comparison showed that the truancy program produced significant and practical effects in reducing unexcused absences. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) reported that research indicates that truant behavior may be a pathway for later delinquency and criminal activity (see http://www.ojjdp.ncjrs.org/grants/grantprograms/discr08.html). Howell et al. (1995), in their OJJDP Guide for Implementing the Comprehensive Strategy for Serious Violent, and Chronic Juvenile Offenders, describe research studies in elementary and high schools that indicate that monitoring school attendance in combination with contingent reinforcement of attendance can reduce truancy (p.69). Relationships with caring adults in the community, such as mentors, are often considered to be a protective factor. Howell et al. (1995) examined the issue of mentoring and described research that indicated that “truancy was reduced when mentoring relationships included reinforcement contingent on appropriate behavior, but not when mentoring relationships did not include contingent reinforcement” (p.92). In an OJJDP Juvenile Justice Bulletin, Truancy Reduction: Keeping Students in School, Baker, Sigmon, and Nugent (September, 2001) examined data from the ACT Now truancy program in Pima County, Arizona and also examined features from OJJDP Truancy Reduction Demonstration Programs and concluded that “[s]tudents and families need both the incentive to attend school (the carrot) and meaningful consequences for chronic nonattendance (the stick)” (p.13). This supports what Howell et al. (1995) reported on studies that indicated that motivating youths with consequences is critical for success. Additionally, Baker et al. (2001) suggest that truancy prevention programs that show the most promise have several key components including parental involvement, meaningful sanctions or consequences for truancy, meaningful incentives for school attendance, ongoing school-based truancy reduction programs, and involvement of community resources. In February, 2007, OJJDP published a Tool Kit for Creating Your Own Truancy Reduction Program. Within this publication was an Executive Summary by the National Center for School Engagement (2005) entitled: Truancy Prevention in Action: Best Practices and Model Truancy Programs. As a result of research and assessment work conducted by a variety of agencies, including the Department of Education and OJJDP, a set of critical components of truancy programs were identified that were linked to positive outcomes for children and families. They included the following: collaborative community-based efforts, family involvement, use of a comprehensive approach, use of meaningful incentives and sanctions, development of a supportive context for the program, and evaluation of the program. The authors report that programs “that include each of these components are stronger and more successful.” All of these components are incorporated in to the KU Truancy Prevention and Diversion Program as described below. 5 How Is the Truancy Prevention and Diversion Program Implemented? As previously described, the program utilizes KU undergraduate practicum students/interns, acting as mentors and positive role models, who are assigned to work with approximately two to four students at any one time. If consent is obtained, the intern will work closely with the student and his or her family for a period of at least 45 school days. During this time, the intern meets individually with each student for at least 1.5 hours each week developing a relationship. This is accomplished by spending time with the student and talking about the student’s hobbies or special interests; counseling the student about any school, family, or personal problem he or she might have; and engaging in mutually enjoyable activities such as, for example, attending school athletic events, playing video games, working on homework, going on walks, or getting a soft drink together. During the 45-day program, the intern attempts to act as a good role model for the student. Additionally, the intern gives rationales explaining why it is important to go to school and teaches the student social and problem-solving skills that the student may be lacking but that would be useful to the student at home or in school (e.g., accepting criticism, asking for help, resisting peer pressure, or resolving conflict situations). The intern also sets clear guidelines and expectations for the students and give rationales explaining why it is important to attend school regularly. A behavioral contract is developed for each student which allows the intern to contingently reinforce (motivate with praise and tangible reinforcement) the student for attending school regularly and provides sanctions for unexcused absences. The interns go to the various schools each week to monitor the student’s attendance and meet with school personnel. They also meet with the student’s parents. (Because this program is a cooperative effort with DCYS, if other services for the family are needed, DCYS may refer the student and family to other agencies and programs.) At the end of 45-school days, a review hearing is held with an assistant district attorney. DCYS, school, and KU personnel, along with the student and his or her parent(s), are in attendance. At this review hearing, the intern describes the student’s attendance prior to the program, reviews the student’s performance during the program, and then makes a recommendation, based on the student’s performance in the program, regarding the disposition of the student (e.g., dismissal from the program, placement in another diversion program, or the filing of a petition for formal court proceedings). If the student has no hours of unexcused absences during the program, he or she successfully completes the program; the student, however, may continue to meet with the intern if the family so desires. If the student still has unexcused absences but shows improvement in school attendance, the student normally receives another 45-school-day program. If the student’s attendance shows no improvement or worsens, the assistant district attorney is asked to file a Child in Need of Care petition in juvenile court and ask for a hearing with the juvenile court judge. The assistant district attorney makes the final decision but usually gives great weight to the intern’s recommendation. What Process Is Used for 15-, 16-, and 17-Year Old Students? In the past, any student (age 5 to 18) in Douglas County who was in violation of the Kansas Compulsory School Attendance law could be referred to the KU/DCYS Truancy Prevention and Diversion Program and would be accepted into the program. It was often 6 difficult, however, to work with 16- and 17-year old students because their parents could sign them out of school. To address this difficulty and more effectively serve 16- and 17-year old students, beginning in 2008, the schools in Douglas County began sending referrals for 16- and 17-year old students who are truant directly to the District Attorney’s office. An assistant district attorney then files a Child in Need of Care petition and has a status conference with the student, his or her parents, a school representative, and the Guardian Ad Litem. A new program, the High School Truancy Prevention and Diversion Program (operated by the Shelter, Inc.) has been developed to actively work with the 16- and 17-year old students who are truant. Because of the large number of referrals in recent years, we decided that all high school students would be referred to the District Attorney’s office. Depending on availability of services, youth under the age of 15 will be referred to the KU/DCYS Truancy Prevention and Diversion Program; students 15 and over will be referred to the High School Truancy Prevention and Diversion Program. May “Pre-Truant” Students Participate in the Program? Additionally, interns may work with “pre-truant” students. “Pre-truant students” are students who do not meet the statutory requirements of being legally truant but may be having school attendance problems. Interns meet weekly with pre-truant students in the same manner as with truant students. The main difference is there is not a review hearing with the assistant district attorney for these students. 7 8 Letter from Judge Elwell to First Practicum Class THE SEVENTH JUDICIAL DISTRICT OF KANSAS July 17, 1979 To the Truancy Program Volunteer: As you may or may not be aware, the Truancy Program has been in effect for approximately two years. Prior to this time, there was no coordinated response to the truancy problems in our county. Many stop-gap measures had been attempted without any continuity or long-term follow through which resulted in a feeling on the part of the school system that the court was not concerned or effective in dealing with the truancy problem. From that initial stage, the volunteer program dealing with truancy has established a credible record with the schools as evidenced by the increased number of referrals each year as well as increased personal contacts with the school administrators who now feel that once a referral is made, something will be done. There is always room for improvement; however, the present program is a 1,000% improvement from what we have had in the past. In discussing the problems of truancy with other judges throughout the state, I feel confident that the Douglas County program is far and above the best of any courts in the state. Most courts are still not in a position to devote any time to the problem of truancy from either a lack of interest or a lack of staff personnel to do the necessary follow-up. Other judges have requested information concerning our local program with the hope that they might be able to implement a similar program in their area. In effect, I feel that we have developed a very successful program which other areas are now using as a model for developing their own programs. This method of using volunteers to deal with truancy is not a punitive method; however, it achieves the results hoped for as evidenced by the minimal number of formal hearings that are required in order to enforce the truancy laws. The need remains to continue with the viable program such as this and to encourage the principals to act quickly in making the referrals at the outset of the school year in order not to lose too much ground before we get involved. I feel the coordinator and the volunteers should be complimented for organizing and developing an excellent program which is far better than any other in the state. JOHN MIKE ELWELL Associate District Judge Douglas County, Kansas (Juvenile Judge 1972 to 1983) 9 Letter from Judge Kittel 10 Kansas Statutes 11 38-2202: Definitions. As used in the revised Kansas code for care of children, unless the context otherwise indicates: (a) "Abandon" or "abandonment" means to forsake, desert or, without making appropriate provision for substitute care, cease providing care for the child. (b) "Adult correction facility" means any public or private facility, secure or nonsecure, which is used for the lawful custody of accused or convicted adult criminal offenders. (c) "Aggravated circumstances" means the abandonment, torture, chronic abuse, sexual abuse or chronic, life threatening neglect of a child. (d) "Child in need of care" means a person less than 18 years of age at the time of filing of the petition or issuance of an ex parte protective custody order pursuant to K.S.A. 2009 Supp. 38-2242, and amendments thereto, who: (1) Is without adequate parental care, control or subsistence and the condition is not due solely to the lack of financial means of the child's parents or other custodian; (2) is without the care or control necessary for the child's physical, mental or emotional health; (3) has been physically, mentally or emotionally abused or neglected or sexually abused; (4) has been placed for care or adoption in violation of law; (5) has been abandoned or does not have a known living parent; (6) is not attending school as required by K.S.A. 72-977 or 72-1111, and amendments thereto; 72-977: Compulsory attendance of exceptional children at school for receipt of services; provision of services privately; nonapplicability to gifted children. (a) Except as otherwise provided in this section, it shall be the duty of the parent of each exceptional child to require such child to attend school to receive the special education and related services which are indicated on the child's IEP or to provide for such services privately. (b) The provisions of subsection (a) do not apply to gifted children or to parents of gifted children. History: L. 1974, ch. 290, § 18; L. 1980, ch. 216, § 6; L. 1999, ch. 116, § 25; July 1. 12 K.S.A. 72-1111 72-1111. Compulsory school attendance; exemptions (a) Subject to the other provisions of this section, every parent or person acting as parent in the state of Kansas, who has control over or charge of any child who has reached the age of seven years and is under the age of 18 years and has not attained a high school diploma or a general educational development (GED) credential, shall require such child to be regularly enrolled in and attend continuously each school year (1) a public school for the duration of the school term provided for in K.S.A. 72-1106, and amendments thereto; or (2) a private, denominational or parochial school taught by a competent instructor for a period of time which is substantially equivalent to the period of time public school is maintained in the school district in which the private, denominational or parochial school is located. If the child is 16 or 17 years of age, the parent or person acting as parent, by written consent, or the court, pursuant to a court order, may allow the child to be exempt from the compulsory attendance requirements of this section. (b) If the child is 16 or 17 years of age, the child shall be exempt from the compulsory attendance requirements of this section if: (1) The child is regularly enrolled in and attending a program recognized by the local board of education as an approved alternative educational program; (2) the child and the parent or person acting as parent attend a final counseling session conducted by the school during which a disclaimer to encourage the child to remain in school or to pursue educational alternatives is presented to and signed by the child and the parent or person acting as parent. The disclaimer shall include information regarding the academic skills that the child has not yet achieved, the difference in future earning power between a high school graduate and a high school drop out, and a listing of educational alternatives that are available for the child; or (3) the child is regularly enrolled in a school as required by subsection (a) and is concurrently enrolled in a postsecondary educational institution, as defined by K.S.A. 74-3201b, and amendments thereto. The provisions of this clause (3) shall be applicable to children from and after July 1, 1997, and shall relate back to such date. (c) Any child who is under the age of seven years, but who is enrolled in school, is subject to the compulsory attendance requirements of this section. Any such child may be withdrawn from enrollment in school at any time by a parent or person acting as parent of the child and thereupon the child shall be exempt from the compulsory attendance requirements of this section until the child reaches the age of seven years or is re-enrolled in school. (d) Any child who is determined to be an exceptional child, except for an exceptional child who is determined to be a gifted child, under the provisions of the special education for exceptional children act is subject to the compulsory attendance requirements of such act and is exempt from the compulsory attendance requirements of this section. (e) Any child who has been admitted to, and is attending, the Kansas academy of mathematics and science, as provided in K.S.A. 72-9711 et seq., and amendments thereto, is exempt from the compulsory attendance requirements of this section. (f) No child attending public school in this state shall be required to participate in any activity which is contrary to the religious teachings of the child if a written statement signed by one of the parents or a person acting as parent of the child is filed with the proper authorities of the school attended requesting that the child not be required to participate in such activities and stating the reason for the request. (g) When a recognized church or religious denomination that objects to a regular public high school education provides, offers and teaches, either individually or in cooperation with another recognized church or religious denomination, a regularly supervised program of instruction, 13 which is approved by the state board of education, for children of compulsory school attendance age who have successfully completed the eighth grade, participation in such a program of instruction by any such children whose parents or persons acting as parents are members of the sponsoring church or religious denomination shall be regarded as acceptable school attendance within the meaning of this act. Approval of such programs shall be granted by the state board of education, for two-year periods, upon application from recognized churches and religious denominations, under the following conditions: (1) Each participating child shall be engaged, during each day on which attendance is legally required in the public schools in the school district in which the child resides, in at least five hours of learning activities appropriate to the adult occupation that the child is likely to assume in later years; (2) acceptable learning activities, for the purposes of this subsection, shall include parent (or person acting as parent) supervised projects in agriculture and homemaking, work-study programs in cooperation with local business and industry, and correspondence courses from schools accredited by the national home study council, recognized by the United States office of education as the competent accrediting agency for private home study schools; (3) at least 15 hours per week of classroom work under the supervision of an instructor shall be provided, at which time students shall be required to file written reports of the learning activities they have pursued since the time of the last class meeting, indicating the length of time spent on each one, and the instructor shall examine and evaluate such reports, approve plans for further learning activities, and provide necessary assignments and instruction; (4) regular attendance reports shall be filed as required by law, and students shall be reported as absent for each school day on which they have not completed the prescribed minimum of five hours of learning activities; (5) the instructor shall keep complete records concerning instruction provided, assignments made, and work pursued by the students, and these records shall be filed on the first day of each month with the state board of education and the board of education of the school district in which the child resides; (6) the instructor shall be capable of performing competently the functions entrusted thereto; and (7) in applying for approval under this subsection a recognized church or religious denomination shall certify its objection to a regular public high school education and shall specify, in such detail as the state board of education may reasonably require, the program of instruction that it intends to provide and no such program shall be approved unless it fully complies with standards therefor which shall be specified by the state board of education. If the sponsors of an instructional program approved under this subsection fail to comply at any time with the provisions of this subsection, the state board of education shall rescind, after a written warning has been served and a period of three weeks allowed for compliance, approval of the programs, even though the two-year approval period has not elapsed, and thereupon children attending such program shall be admitted to a high school of the school district. (h) As used in this section: (1) “Educational alternatives” means an alternative learning plan for the student that identifies educational programs that are located in the area where the student resides, and are designed to aid the student in obtaining a high school diploma, general educational development credential or other certification of completion, such as a career technical education industry certification. Such alternative learning plans may include extended learning opportunities such as independent 14 study, private instruction, performing groups, internships, community service, apprenticeships and online coursework. (2) “Parent” and “person acting as parent” have the meanings respectively ascribed thereto in K.S.A. 72-1046, and amendments thereto. (3) “Regularly enrolled” means enrolled in five or more hours of instruction each school day. For the purposes of subsection (b)(3), hours of instruction received at a postsecondary educational institution shall be counted. Credits Laws 1874, ch. 123, § 1; Laws 1903, ch. 423, § 1; Laws 1919, ch. 272, § 1; Laws 1923, ch. 182, § 1; Laws 1965, ch. 409, § 1; Laws 1968, ch. 356, § 1; Laws 1969, ch. 316, § 1; Laws 1976, ch. 310, § 1; Laws 1980, ch. 217, § 3; Laws 1984, ch. 263, § 1; Laws 1996, ch. 229, § 121; Laws 1997, ch. 157, § 1; Laws 2004, ch. 185, § 1; Laws 2008, ch. 118, § 1, eff. July 1, 2008; Laws 2012, ch. 76, § 1, eff. July 1, 2012. K.S.A. 72-1113 72-1113. Same; noncompliance; duties of boards of education, secretary of social and rehabilitation services, county and district attorneys; agreements between secretary and county or district attorneys, duties; notification of absence to parents (a) Each board of education shall designate one or more employees who shall report to the secretary of social and rehabilitation services, or a designee thereof, or to the appropriate county or district attorney pursuant to an agreement as provided in this section, all cases of children who are less than 13 years of age and are not attending school as required by law, and to the appropriate county or district attorney, or a designee thereof, all cases of children who are 13 or more years of age but less than 18 years of age and are not attending school as required by law. The designation shall be made no later than September 1 of each school year and shall be certified no later than 10 days thereafter by the board of education to the secretary of social and rehabilitation services, or the designee thereof, to the county or district attorney, or the designee thereof, and to the commissioner of education. The commissioner of education shall compile and maintain a list of the designated employees of each board of education. The local area office of the department of social and rehabilitation services may enter into an agreement with the appropriate county or district attorney to provide that the designated employees of such board of education shall make the report as provided in this section for all cases of children who are less than 13 years of age and are not attending school as provided by law to the county or district attorney in lieu of the secretary, or the secretary's designee. If such agreement is made, the county or district attorney shall carry out all duties as otherwise provided by this subsection conferred on the secretary or the secretary's designee. A copy of such agreement shall be provided to the director of such area office of the department of social and rehabilitation services and to the school districts affected by the agreement. (b) Whenever a child is required by law to attend school, and the child is not enrolled in a public or nonpublic school, the child shall be considered to be not attending school as required by law 15 and a report thereof shall be made in accordance with the provisions of subsection (a) by a designated employee of the board of education of the school district in which the child resides. The provisions of this subsection are subject to the provisions of subsection (d). (c)(1) Whenever a child is required by law to attend school and is enrolled in school, and the child is inexcusably absent therefrom on either three consecutive school days or five school days in any semester or seven school days in any school year, whichever of the foregoing occurs first, the child shall be considered to be not attending school as required by law. A child is inexcusably absent from school if the child is absent therefrom all or a significant part of a school day without a valid excuse acceptable to the school employee designated by the board of education to have responsibility for the school attendance of such child. (2) Each board of education shall adopt rules for determination of valid excuse for absence from school and for determination of what shall constitute a “significant part of a school day” for the purpose of this section. (3) Each board of education shall designate one or more employees, who shall each be responsible for determining the acceptability and validity of offered excuses for absence from school of specified children, so that a designee is responsible for making such determination for each child enrolled in school. (4) Whenever a determination is made in accordance with the provisions of this subsection that a child is not attending school as required by law, the designated employee who is responsible for such determination shall make a report thereof in accordance with the provisions of subsection (a). (5) The provisions of this subsection are subject to the provisions of subsection (d). (d)(1) Prior to making any report under this section that a child is not attending school as required by law, the designated employee of the board of education shall serve written notice thereof, by personal delivery or by first class mail, upon a parent or person acting as parent of the child. The notice shall inform the parent or person acting as parent that continued failure of the child to attend school without a valid excuse will result in a report being made to the secretary of social and rehabilitation services or to the county or district attorney. Upon failure, on the school day next succeeding personal delivery of the notice or within three school days after the notice was mailed, of attendance at school by the child or of an acceptable response, as determined by the designated employee, to the notice by a parent or person acting as parent of the child, the designated employee shall make a report thereof in accordance with the provisions of subsection (a). The designated employee shall submit with the report a certificate verifying the manner in which notice was provided to the parent or person acting as parent. (2) Whenever a law enforcement officer assumes temporary custody of a child who is found away from home or school without a valid excuse during the hours school is actually in session, and the law enforcement officer delivers the child to the school in which the child is enrolled or to a location designated by the school in which the child is enrolled to address truancy issues, the designated employee of the board of education shall serve notice thereof upon a parent or person acting as parent of the child. The notice may be oral or written and shall inform the parent or person acting as parent of the child that the child was absent from school without a valid excuse and was delivered to school by a law enforcement officer. (e) Whenever the secretary of social and rehabilitation services receives a report required under this section, the secretary shall investigate the matter. If, during the investigation, the secretary determines that the reported child is not attending school as required by law, the secretary shall institute proceedings under the revised Kansas code for care of children. If, during the 16 investigation, the secretary determines that a criminal prosecution should be considered, the secretary shall make a report of the case to the appropriate law enforcement agency. (f) Whenever a county or district attorney receives a report required under this section, the county or district attorney shall investigate the matter. If, during the investigation, the county or district attorney determines that the reported child is not attending school as required by law, the county or district attorney shall prepare and file a petition alleging that the child is a child in need of care. If, during the investigation, the county or district attorney determines that a criminal prosecution is necessary, the county or district attorney shall commence such action. (g) As used in this section, “board of education” means the board of education of a school district or the governing authority of a nonpublic school. The provisions of this act shall apply to both public and nonpublic schools. Credits Laws 1969, ch. 316, § 2; Laws 1972, ch. 254, § 1; Laws 1973, ch. 279, § 1; Laws 1976, ch. 145, § 231; Laws 1982, ch. 182, § 141; Laws 1986, ch. 158, § 3; Laws 1989, ch. 215, § 1; Laws 1991, ch. 221, § 1; Laws 1995, ch. 29, § 3; Laws 1996, ch. 229, § 122; Laws 1997, ch. 157, § 2; Laws 2000, ch. 150, § 32; Laws 2006, ch. 200, § 113. 17 18 19 20 USD 497 General Information (Lawrence) 21 GUIDELINES FOR SCHOOL STAFF As mandated by Kansas Law, a designated staff person from each board of education is required to report truancy to DA/DCF. The designated staff person’s name should be sent to DA/DCF as soon as possible in the beginning of the school year. The form, CFS-1006, and a copy of the letter explaining the truancy problem that is sent to the family constitutes the required paperwork to initiate the formal truancy reporting process. Copies of these are in the appendix section of this manual. At the time of receipt of these two items, DCYS will offer the diversion program to the youth and family. Please refer to the flow chart at the beginning to get a sense of the process followed in the formal diversion program. School personnel may also want to review the truancy intern’s tasks and sections of this manual for the specific requirements the KU/DCYS truancy interns are to follow. 22 USD #497 TRUANCY POLICY EXPLAINED Absences and Excuses (Policy JBD) When a student is absent from school, an attempt shall be made to contact the parent to determine the reason for the absence. The principal shall determine the acceptability and validity of excuses presented by the parent or the student. Examples of legitimate excuses include sickness of a student, severe affliction in the family, exposure to infectious or contagious diseases, observances of religious holidays or extremely inclement weather (See IKD). Procedures for notifying parents on the day of a student's absence shall be published in the student handbook. Makeup Work It is the student's responsibility to obtain make-up assignments from teachers following an excused or unexcused absence. If the assignment is completed the student shall be given credit for that work according to the procedures in the school's handbook. Truancy (Policy JBE) In order to maximize opportunities for learning, students are expected to be in attendance at school every day and for all classes in which they are enrolled. District and building administrators will aggressively enforce truancy statutes to insure that students are in attendance at all times. Each school principal shall designate a person to report students who have unexcused absences that constitute a truancy to the appropriate authority. Truancy is defined as any three consecutive unexcused absences, any five unexcused absences in a semester or seven unexcused absences in a school year, whichever occurs first. Students who are absent without excuse for one or more class period(s) at the secondary level or one or more hours at the elementary level shall have that time counted as unexcused. The school year means the period from July 1 to June 30. When a student becomes truant, the principal shall send a letter to the student's parent notifying him/her that the student's continued failure to attend school without a valid excuse shall result in the student being reported to the appropriate authority. This letter shall be sent before reporting the truancy to either Social and Rehabilitation Services (S.R.S.), if the student is less than 13 years of age, or the county or district attorney, if the student is 13 or more years of age but less than 18 years of age. Involvement of Law Enforcement Law enforcement officers may return truant children to the school where the child is enrolled, to the child's parent or to another location designated by the board. Reporting to Parents If a truant child is returned to school by a law enforcement official, the principal shall notify 23 the parent. Waiver of Compulsory Attendance Requirements Students 16 or 17 years of age may be exempted from compulsory attendance regulations: * if a parent attends the counseling session required by law and signs the appropriate consent and waiver form. * if the student earns a GED. * if the student is exempted from compulsory attendance requirements pursuant to a court order. Dual Enrollment Students (See IDCE) Students who are enrolled in a dual enrollment program approved by the administration shall not be considered truant for the hours during the school day they attend classes at a Regent's university, Washburn University, community college, technical college, vocational educational school or other accredited post-secondary institutions approved by the administration. Suspension and Expulsion Procedures (Policy JDD) A student may be suspended or expelled, for reasons set forth in Kansas law, by the following certified personnel: superintendent, principal, or assistant principal. Any student who is suspended or expelled shall receive a copy of the current suspension and expulsion law and this policy. Expulsion hearings shall be conducted by the superintendent or other certified employee, or committee of certified employees of the school in which the student is enrolled, or a hearing officer appointed by the board. The superintendent shall conduct expulsion hearings for weapons possession. (See JCDBB) Students identified under section 504 of the Rehabilitation Act of 1973 or special education students with an Individualized Education Plan (IEP) under the terms of Individual with a Disability Education Act (IDEA) may be subject to other regulations when long-term suspension or expulsion is considered. Reasons for Suspension or Expulsion Students may be suspended or expelled for one or more of the following reasons: Willful violation of any published, adopted student conduct rule; Conduct which substantially disrupts, impedes, or interferes with school operation; Conduct which endangers the safety or substantially impinges on or invades the rights of others; 24 Conduct which could be considered a commission of a misdemeanor or felony; Disobedience of an order of a school authority if the disobedience results in disorder, disruption, or interference with school operation; and Possession of a weapon at school, on school property, or at a school- sponsored event. (See JCDBB) Short-term Suspension Except in an emergency, a short-term suspension (not exceeding ten school days) must be preceded by oral or written notice of the charges to the student and an informal hearing. If a hearing is not held prior to the suspension, an informal hearing shall be provided no later than 72 hours after imposition of a short-term suspension. Notification of any short-term suspension shall be provided to the student’s parent within 24 hours after the suspension has been imposed. Short-term suspension hearings may be conducted by those persons designated in this policy to suspend. At the informal suspension hearing, the student shall have the right to be present and notified of: • The charges; • The basis for the accusation; and • The right to make statements in his/her defense. A short term suspension cannot be appealed. Long-Term Suspension or Expulsion Before a student is subject to long-term suspension (not to exceed 90 school days) or expulsion (not to exceed 186 school days), a hearing shall be conducted by a hearing officer who has authority to suspend or expel. The superintendent/principal shall designate a hearing officer authorized by the board. Formal hearings shall be conducted according to procedures outlined in current Kansas law and: • The student and parents shall be given written notice of the time, date and place of the hearing. • The notice shall include copies of the suspension/expulsion law, and appropriate board policies, regulations and handbooks. 25 • The hearing may be conducted by either a certified employee or committee of certified employees authorized by the board, the chief administrative officer, or other certified employee of the district in which student is enrolled, or by an officer appointed by board. • Expulsion hearings for weapons violations shall be conducted in compliance with Kansas law by persons appointed by the board. • Findings required by law shall be prepared by the person or committee conducting the hearing. • A record of the hearing shall be available to students and parents or guardians according to Kansas law. • Written notice of the result of the hearing shall be given to the student and to parents within 24 hours after determination of such result. Rules Which Apply in all Cases When a Student May be Suspended or Expelled • Refusal or failure of the student and/or the student’s parents to attend the hearing shall result in a waiver of the student’s opportunity for the hearing. • A student suspended for more than ten school days or expelled from school shall be provided with information concerning services to improve the student’s attitude and behavior. • A student who has been suspended or expelled shall be notified of the day the student can return to school. • If the suspension or expulsion is not related to a weapons violation, the principal may establish appropriate requirements relating to the student’s future behavior at school and may place the student on probation. (See JDC) • If the expulsion is related to a weapons violation the superintendent may establish appropriate requirements relating to the student’s future behavior at school and may place the student on probation. (See EBC, JCDBB and JDC) • The days a student is suspended or expelled are not subject to the compulsory attendance law. During the time a student is suspended or expelled from school, the student may not: • Be on school property or in any school building without the permission of the principal. • Attend any school activity as a spectator, participant or observer. 26 Students who are suspended for more than ten days or expelled from school may appeal to the board within ten calendar days of receiving written notice of the hearing results. When a suspension is imposed during the school day, the student shall not be removed from school until a parent has been notified. If a parent cannot be notified during regular school hours, the student shall either remain at school or be in the custody of proper authorities until the regular dismissal time. Student Rights During a Long-Term Suspension/Expulsion Hearing The student shall have the right: • to counsel of his/her own choice; • to have a parent or guardian present; • to hear or read a full report of testimony of witnesses; • to confront and cross-examine witnesses who appear in person at the hearing; • to present his or her own witnesses; • to testify in his or her own behalf and to give reasons for his or her conduct; • to an orderly hearing; and • to a fair and impartial decision based on substantial evidence. Appeal to the Board The following conditions shall apply if a student age 18 or older or the student’s parent or guardian files a written appeal of a long term suspension or expulsion: • Written notice of the appeal shall be filed with the clerk of the board within ten calendar days of the notice of receipt of the findings of the initial hearing. • The board will schedule an appeal hearing with the board or with one or more hearing officer(s) appointed by the board within twenty calendar days. • The student and the student’s parent shall be notified in writing of the time and place of the appeal at least ten calendar days before the hearing. • The hearing will be conducted as a formal hearing using the same rules described earlier for expulsion hearings. • The board will record the hearing. 27 • If the appeal is scheduled with the board, the board shall render a final decision not later than five calendar days after the conclusion of the appeal hearing. • If the appeal is scheduled with one or more hearing officers appointed by the board, the board shall render its decision after receiving the written report of the appointed hearing officer(s), but not later than the next regularly scheduled meeting of the board following the date of the conclusion of the hearing of the appeal by the hearing officer(s). 28 Board Policy Reference JBE Truancy 1. A student is truant if: a. He/she is subject to the compulsory attendance law, but is not enrolled in a public or nonpublic school, does not have a court order, and does not have a Compulsory School Attendance Disclaimer and a School Attendance Exemption on file, or b. He/she is subject to the compulsory attendance law and enrolled in school, but is inexcusably absent, as defined by board policy, for either three consecutive days or five or more days in any semester. “A significant part of the day” shall be interpreted as students who are absent without excuse for one or more class period(s) at the secondary level or one or more hours at the elementary level shall have that time counted as unexcused. 2. When a teacher becomes concerned about a student’s attendance, the teacher should try to resolve the problem by working directly with the student and, if unsuccessful in correcting the problem, seek assistance from the student’s parents or guardian and finally with the school administrative and support staff. 3. If a student is inexcusably absent for either three consecutive days, five or more days in any semester, or seven days in a school year, the employee responsible for reporting will send a registered letter to the parent or guardian of the student explaining the unexcused absence(s) and the consequences of further such absence(s). 4. If the poor attendance continues, the designated attendance officer will file a Report of Unexcused School Absences with the appropriate agency/office. 5. Students will not be suspended out-of-school for nonattendance. Only in-school suspension and/or detentions will be used as consequences for truancy or unexcused absence. 6. Out-of-school suspensions will not be reported as instances of truancy. 29 Board Policy Reference IHEA; IKD; JBD; JBE Suggested Procedures for Absences/Truancy Principals have requested standardized procedures for handling absences and tardies. The following information summarizes the most frequently reported scenarios. Unless mandatory reporting is indicated, the procedures and letters provided herein are optional and included for your convenience. If a student is absent from school: Parent(s)/guardian(s) must contact the school no later than 30 minutes after classes begin if the student will be absent or tardy. If no call is received, an attempt shall be made to contact the parent(s) to determine the reason for the absence. A student must attend for a minimum of fifty percent of the school day in order to be counted for a full day of attendance. Principal will make determination whether absence is recorded as excused of unexcused. Absences are considered excusable when they result from the following: o Illness verified by parent(s) contact, either oral or written; o Dental or medical appointments verified by parent(s) contact either oral or written or appointment card; o Severe affliction in the family; o Observances of obligatory religious holidays; o Extremely inclement weather; or o Other reasonable and justified parental requests made either orally or in written form. Scenario A: Student has been absent three consecutive days or five days in a semester, and mom calls in every day to excuse. Principal or designee may: Call parent(s) to explain board policy on absences and excuses School personnel may request information from the appropriate professional office verifying reasons for excused absences when a student is absent more than three consecutive days or more than five days in any semester. Send Letter #1 (initial Absence Letter) to the home Refer student to Student Improvement Team (SIT) for monitoring Meet with parent(s) to discuss possible ways to work together to solve the problem Required action by the school: None 30 Scenario B: Student has accumulated ten excused absences. Principal or designee may: Enlist the help of school nurses, counselors, and/or school workers to investigate the reasons for the absences Call parent(s) to explain board policy on absences and excuses Refer student to Student Improvement Team (SIT) for intervention Meet with parent(s) to discuss possible ways to work together to solve the problem Required action by the school: Send Letter #2 (10 day Absence Letter) to home Scenario C: Student has been absent unexcused for three consecutive days, five days in a semester, or seven days in a year. According to Board Policy JBE, truancy is defined as: Three consecutive unexcused absences, Five unexcused absences in a semester, or Seven unexcused absences in a school year (the period from July 1 to June 30) Principal or designee may: Meet with parent(s) to discuss possible ways to work together to solve the problem Required action by the school: Notify parent(s) of unexcused absences with Letter #3 (Truancy Advisory) o If notice is mailed, it is expect that the parent(s) will meet with school officials within three days to develop an appropriate plan and the student will be in attendance o If notice is delivered personally, it is expected that the parent(s) will meet with the school officials the following day to develop and appropriate plan and the student will be in attendance If appropriate response is not received, send copy of Truancy Report (1006) with Letter #3 (Truancy Advisory to DA/SRS). NOTE: -Whether or not an absence is excused or unexcused, Board Policy IHEA-Make-up Opportunities states, all teachers shall supply make-up work assignments when requested. 31 Board Policy Reference IHEA; IKD; JBD; JBE Board Policy JBD- Absences and Excuses states, it is the student’s responsibility to obtain make-up assignments from teachers following an excused or an unexcused absence. If the assignment is completed, the student shall be given credit for that work according to the procedures in the school’s handbook. Suspensions are recorded as excused absences. Students will be given reasonable opportunities to complete assignments missed due to excused or unexcused absences or suspensions. o The time allowed for make-up work will be determined by the length and nature of the absence. 32 Attendance Clarification Approved by SAT 11/27/07 Students who are absent without excuse from one or more class period(s) at the secondary level or one or more hours at the elementary level shall have that time counted as unexcused. (JBE) At the elementary level, absences can only be entered in Skyward by the half day. If a student is absence with or without excuse for an hour or more they are counted absent for a half day. The principal shall determine the acceptability and validity of excuses presented by the parent or student. Examples of legitimate excuses for nonattendance or tardiness include sickness of student, severe affliction in the family, exposure to infectious or contagious diseases, observations of religious holidays, or extremely inclement weather. (JBD) Parents can request absences be excused (in advance) by filling out a Parental Request for Student Absence form. It is the principal’s discretion as to whether the absence(s) will be counted as excused. If a principal determines that the absence will be UNEXCUSED, they must follow the Truancy Guidelines and file Truancy once the student has had unexcused absences that total 3 consecutive absences, 5 accumulated absences in a semester, or 7 accumulated in a year. It is important to know that Skyward has a Truancy tracking system. Students automatically enroll into this system when they have accumulated absences as described above. Students absent for a “significant part of the school day” (USD 497 defines this as one or more class period(s) at the secondary level or one or more hours at the elementary level) without a valid excuse will be counted as unexcused and be allotted one absence toward truant status. **Truancy is defined by absences, not half days versus full days.** Dropping Students from Enrollment When students say they are moving, you must keep them enrolled in your school until you have heard from the enrolling school. If you have not heard from the other school in 2 weeks, you can drop them from your enrollment, but you must file truancy. It is important to know that they are never claimed at another school and you have not filed truancy, they will be counted toward your AYP. If a student is leaving on an extended trip and will be absent from school for at least 2 weeks, you can/may drop them from your enrollment and re-enroll them when they return. It is the principal’s discretion whether to drop the student and re-enroll them when they return or keep them enrolled and mark the absences as excused or unexcused (you may want to do this if you have a student with a history of absences and filing truancy is warranted). Teaching and Learning 11/2007 33 Administrative Guidelines to Administer Policies JBD and JBE LAWRENCE PUBLIC SCHOOLS PARENTAL REQUEST FOR STUDENT ABSENCE School Year 2012-2013 School officials realize that business and personal interests sometimes require families to be away from home for short periods of time. When a parent or guardian believes that there is a valid reason for a student to be absent, school officials will endeavor to honor the absence. Such absences, when approved, will be considered excused absences. Depending upon the course, students may be expected to make up time and/or work because of such absences. STUDENT’S NAME _______________________________________________ GRADE ______ REASON FOR REQUESTED ABSENCE: _____________________________________________________________________________________________ _____________________________________________________________________________________________ ________________________________________________________________________ DATES STUDENT WILL BE ABSENT: _________________________________________________ PLEASE RETURN FORM WITH PARENT AND TEACHER(S) SIGNATURES TO THE MAIN OFFICE PRIOR TO STUDENT’S DEPARTURE FOR EXCUSED ABSENCE ______________________________________________________ Signature of parent/guardian ____________________ Date (For use at elementary level) SIGNATURE OF CLASSROOM TEACHER ________________________________________________ (For use a secondary level) TEACHERS’ SIGNATURES Date work should be completed Alternate day classes (physical education) 1st hour 2nd hour 3rd hour 4th hour 5th hour 6th hour 7th hour 8th hour For office use: Date form returned __________________________ Received by ________________ (initials) 34 Date work should be completed Board Policy Reference JBD Letter #1, Initial Absence Letter Date Parents’ Name Address City, State Zip Re: Student’s Name Dear Parent: Your child, _________________, has been inexcusably absent from school more than three consecutive days, five days in a semester, or seven days during the school year. In our school’s handbook that you received in August, it included the Board of Education Policy and our administrative guidelines regarding absences. Though you have provided excusable reasons for your child’s absences, we are concerned that eventually this pattern will result in diminished learning. I am writing to inform you that future absences may require verification from the appropriate professional office in order to be classified as an excused absence. I want to assure you that our primary concern is your child’s opportunity to learn and to make continuous progress. We want to continue to work together so that you child receives the optimal benefit from the school experience. Please contact ____________ if you have any questions about this or would like to visit further. Respectfully, (Principal) 35 Board Policy Reference JBD Letter #2, 10 Day Absence Date Parents’ Name Address City, State Zip Re: Student’s Name Dear Parent: Your child, _______________________ has been absent from school over ten days thus far in the school year. We are concerned about this attendance pattern because of the difficulty that students often have in learning when they are absent so frequently. Our staff has been in communication with you to express our concerns about this and to enlist your support in making sure that your child is in attendance regularly. In our school’s handbook that you received in August, it included the Board of Education Policy and our administrative guidelines regarding absences. Though you have provided excusable reasons for your child’s absences, we are concerned that eventually this pattern will result in diminished learning. I am writing to inform you that future absences may require verification from the appropriate professional office in order to be classified as an excused absence. I want to assure you that our primary concern is your child’s opportunity to learn and to make continuous progress. We want to continue to work together so that you child receives the optimal benefit from the school experience. Please contact ____________ if you have any questions about this or would like to visit further. Respectfully, (Principal) 36 Policy Board Reference JBE Letter #3, Truancy Advisory TRUANCY ADVISORY Date Name Address Re: Student: ID#: Dear______________: School officials are required by Kansas law (KSA 72-1113) to send a truancy report to the Secretary of Kansas Social and Rehabilitation Services (SRS) or to the District Attorney if a student has been absent from school without a valid excuse for three days in a row, or five days within a semester, or seven days within a school year. According to our records, ___________________ has had _______ unexcused absences from school during the current school year. This letter serves as your notice that the matter will be referred to the Secretary of SRS or the District Attorney unless you provide a valid reason why the child was absent. The principal is responsible for determining whether the absence is excused or unexcused. Please contact the principal within three school days from the date of this letter to discuss the reasons for the unexcused absences. If based upon information provided in that discussion, the absences remain unexcused or if you fail to respond to this notice within the time limit indicated, the matter will be referred to the Secretary of SRS or the District Attorney with request that a “Child in Need of Care” Petition be filed. Sincerely, 37 38 Lawrence Catholic Schools Directory School Address Phone/Fax Principal Lawrence Catholic School Campuses Corpus Christi 6001 Bob Billings Pkwy Lawrence, 66049 331-3374 Mary Mattern Lawrence Catholic School Campuses Saint John 1208 Kentucky Lawrence, 66044 843-9511 Patricia Newton Please see BlackBoard for an electronic and zoom-able version of this map. 39 40 41 42 43 USD 348 General Information (Baldwin) 44 JBD Absences and Excuses (See JBE and JDD) When a student is absent from school an attempt shall be made to contact the parent or guardian to determine the reason for the absence. The principal has been designated to determine the acceptability and validity of excuses presented by the parent(s) or the student. JBD-R JBD-R Absences and Excuses (Amended 2/2010) Procedures for notifying parents on the day of a student's absence shall be published in the student handbook. Significant Part of a School Day Grades K – 5 A student who is not present for 30 minutes or more of the school day has missed a significant part of the school day and will be considered absent. Grades 6 – 12 A student who is not present for one or more class periods of the school day has missed a significant part of the school day and will be considered absent. Excused/Unexcused Absences The office will record absences as either excused or unexcused. The following reasons will be allowed as excused absences: 1. Illness 2. Doctor/Dentist/Counselor Appointment 3. Doctor’s certified excuse is recommended for an illness in excess of five consecutive days or absences required by a Doctor’s appointment during the school day 4. Court Proceeding 5. Funerals/Bereavement 6. Religious observances requested by parents/guardians in advance 7. Travel/family vacations that have been pre-approved by the Principal. (Family vacations during time that school is in session are, ordinarily, detrimental to the academic progress of the student and are discouraged.) 8. College Visit/Job Shadow Days 9. Military Duty 10. Other emergencies or circumstances to be determined as the case requires Excused absences are based on the honesty and integrity of the parent or legal guardian. Parents/guardians are asked to call the school the day of the student’s absence to report the nature of the absence. An absence will be recorded UNEXCUSED until the parent/guardian 45 contacts the Attendance Office providing a reason for the absence. The Principal has the final decision as to whether an absence or tardy is excused or unexcused. Make-Up Work It is the student's and/or guardians responsibility to obtain make-up assignments from teachers following an excused or unexcused absence. JBE Truancy (Amended 7/12) (See AEB, IDCE, JBD, and JQ) The building principal shall report students who are inexcusably absent from school to the appropriate authority. Truancy is defined as any three consecutive unexcused absences, any five unexcused absences in a semester or seven unexcused absences in a school year, whichever comes first. School year means the period from July 1 to June 30. Students who are absent without a valid excuse for a significant part of any school day shall be considered truant. Prior to reporting to either S.R.S. (if the student is under 13) or the county or district attorney (if the student is 13 or more years of age but less than 18 years of age), a letter shall be sent to the student’s parent(s) or guardian notifying them that the student’s failure to attend school without a valid excuse shall result in the student being reported truant. Waiver of Compulsory Attendance Requirements Students 16 or 17 years of age may be exempt from compulsory attendance regulations if the parent(s) or person acting as parent attend(s) the counseling session required by law and signs the appropriate consent and waiver form; if the student earns a GED; or if the student is exempt from compulsory attendance requirements pursuant to a court order. Involvement of Law Enforcement Law enforcement officers may return truant children to the school where the child is enrolled, to the child’s parent or guardian or to another location designated by the board to address truancy issues. Reporting to Parents If a truant child is returned to school by a law enforcement official, the principal shall notify the parent or guardian. Dual Enrollment Students 46 Eligible students who are enrolled in a board-approved dual enrollment program shall not be considered truant for the hours during the school day they attend classes at a Regent’s university, community college, technical college, vocational educational school or Washburn University. Approved: KASB Recommendation – 7/96; 8/98; 7/02; 6/04; 6/06; 4/07; 6/10; 6/12 JDD Suspension and Expulsion of Pupils (Amended July 2009) Grounds for suspension or expulsion; who may suspend or expel. The board of education of any school district may suspend or expel, or by regulation authorize any certificated employee or committee of certificated employees to suspend or expel, any pupil guilty of any of the following: (a) Willful violation of any published regulation for student conduct adopted or approved by the board of education; (b) conduct which substantially disrupts, impedes or interferes with the operation of any public school; (c) conduct which endangers the safety of others or which substantially impinges upon or invades the rights of others at school, on school property, or at a school supervised activity; (d) conduct which, if the pupil is an adult, constitutes the commission of a felony or, if the pupil is a juvenile, would constitute the commission of a felony if committed by an adult; (e) conduct at school, on school property, or at a school supervised activity which, if the pupil is an adult, constitutes the commission of a misdemeanor or, if the pupil is a juvenile, would constitute the commission of a misdemeanor if committed by an adult; or (f) disobedience of an order of a teacher, peace officer, school security officer or other school authority when such disobedience can reasonably be anticipated to result in disorder, disruption or interference with the operation of any public school or substantial and material impingement upon or invasion of the rights of others. Suspension and Expulsion Procedures Duration of suspension or expulsion; notice; hearings, opportunity afforded, waiver, time, who may conduct. (a) A suspension may be for a short term not exceeding 10 school days, or for an extended term not exceeding 90 school days. An expulsion may be for a term not exceeding 186 school days. If a suspension or expulsion is for a term exceeding the number of school days remaining in the school year, any remaining part of the term of the suspension or expulsion may be applied to the succeeding school year. (b) (1) Except as authorized in provision (2), no suspension for a short term shall be imposed upon a pupil without giving the pupil notice of the charges and affording the pupil an opportunity for a hearing thereon. The notice may be oral or written and the hearing may be held immediately after the notice is given. The hearing may be conducted informally but shall include the following procedural due process requirements: (a) The right of the pupil to be present at the hearing; (b) the right of the pupil to be informed of the charges; 47 (c) the right of the pupil to be informed of the basis for the accusation; and (d) the right of the pupil to make statements in defense or mitigation of the charges or accusations. Refusal of a pupil to be present at the hearing will constitute a waiver of the pupil's opportunity for a hearing. (2) A short-term suspension may be imposed upon a pupil forthwith, and without affording the pupil a hearing if the presence of the pupil endangers other persons or property or substantially disrupts, impedes or interferes with the operation of the school. (c) A written notice of any short-term suspension and the reason therefor shall be given to the pupil involved and to the pupil's parent or guardian within 24 hours after the suspension has been imposed and, in the event the pupil has not been afforded a hearing prior to any short-term suspension, an opportunity for an informal hearing shall be afforded the pupil as soon thereafter as practicable but in no event later than 72 hours after such short-term suspension has been imposed. Any notice of the imposition of a short-term suspension that provides an opportunity for an informal hearing after such suspension has been imposed shall state that failure of the pupil to attend the hearing will result in a waiver of the pupil's opportunity for the hearing. (d) No suspension for an extended term and no expulsion shall be imposed upon a pupil until an opportunity for a formal hearing thereon is afforded the pupil. A written notice of any proposal to suspend for an extended term or to expel from school, and the charges upon which the proposal is based shall be given to the pupil proposed to be suspended or expelled from school, and to the pupil's parent or guardian. Any notice of a proposal to suspend for an extended term or to expel from school shall state the time, date and place that the pupil will be afforded an opportunity for a formal hearing, and that failure of the pupil and the pupil's parent or guardian to attend the hearing will result in a waiver of the pupil's opportunity for the hearing. The hearing shall be held not later than 10 days after the date of the notice. The notice shall be accompanied by a copy of this act and the regulations of the board of education adopted under K.S.A. 72-8903, and amendments thereto. (e) Whenever any written notice is required under this act to be given to a pupil or to a pupil's parent or guardian, it shall be sufficient if the notice is mailed to the address on file in the school records of the pupil. In lieu of mailing the written notice, the notice may be personally delivered. (f) A formal hearing on a suspension or expulsion may be conducted by any person or committee of persons authorized by the board of education to conduct the hearing. Procedural due process requirements; record of appeal, costs; report of findings and result of hearing; information regarding behavior improvement programs. (a) The formal hearing provided for in K.S.A. 72-8902, and amendments thereto, shall be conducted in accordance with regulations relating thereto adopted by the board of education. Such regulations shall afford procedural due process including, but not limited to, the following: (1) The right of the pupil to have counsel of the pupil's own choice present and to receive the advice of such counsel or other person whom the pupil may select; (2) the right of the parents or guardians of the pupil to be present at the hearing; (3) the right of the pupil and the pupil's counsel or advisor to hear or read a full report of testimony of witnesses against the pupil; (4) the right of the pupil and the pupil's counsel to confront and cross-examine witnesses who appear in person at the hearing, either voluntarily or as a result of the issuance of a subpoena; 48 (5) the right of the pupil to present the pupil's own witnesses in person or their testimony by affidavit; (6) the right of the pupil to testify in the pupil's own behalf and give reasons for the pupil's conduct; (7) the right of the pupil to have an orderly hearing; and (8) the right of the pupil to a fair and impartial decision based on substantial evidence. (b) In all extended-term suspension and expulsion from school cases, there shall be made a record of the hearing of an appeal of the suspension or expulsion, whichever is applicable, by mechanical or electronic recording or by an official court reporter, and the costs thereof shall be paid by the school district. (c) At the conclusion of a formal hearing which results in a suspension for an extended term or an expulsion, the person or committee conducting the hearing shall make a written report of the findings and results of the hearing. The report shall be directed to the board of education of the school district and shall be open to the inspection of the pupil who is suspended or expelled and, if the pupil is a juvenile, to the parents or guardians and counsel or other advisor of the pupil. If the pupil is an adult, the report shall be open to the inspection of the parents or guardians and counsel or other advisor of the pupil only upon written consent of the pupil. Whenever a formal hearing results in suspension for an extended term or expulsion, the person or committee conducting the hearing may make a finding that return to school by the pupil, pending appeal or during the period allowed for notice of appeal, is not reasonably anticipated to endanger the safety of others, to cause continuing repeated material disorder, disruption or interference with the operation of school, or to substantially or materially impinge upon or invade the rights of others, in which case the pupil may return to school until the period for filing a notice of appeal has expired with no notice filed, or until the determination of any appeal if a notice of appeal is filed. Whenever the person or committee conducting a hearing fails to make the findings specified above, the report of the hearing shall provide that the suspension or expulsion of the pupil shall continue until appeal therefrom is determined or until the period of suspension or expulsion has expired, whichever occurs sooner. Any such pupil shall be provided with information concerning services or programs offered by public and private agencies that work toward improving those aspects of the pupil's attitudes and behavior that contributed to the conduct upon which the suspension or expulsion was based. If the pupil is a juvenile, the information shall also be provided to the parents or guardians of the pupil. Notice of hearing results; appeal to board of education; hearing officers; procedure. (a)Written notice of the result of any hearing imposing an extended-term suspension or an expulsion from school shall be given to the pupil suspended or expelled from school, and to the parents or guardians of the pupil within 24 hours after determination of such result. (b) Any pupil, age 18 or older, who has been suspended for an extended term or expelled, or one of the pupil's parents or guardians of a pupil under age 18, may appeal such suspension or expulsion to the board of education of the school district by filing a written notice of appeal with the clerk of the board of education not later than 10 calendar days after receiving the written notice. Any such appeal shall be heard by the board of education, or by a hearing officer appointed by such board, not later than 20 calendar days after such notice of appeal is filed. The pupil and the pupil's parents or guardians shall be notified in writing of the time and place of the appeal hearing at least five days prior thereto. Such appeal shall be conducted under rules 49 which are consonant with K.S.A. 72-8903, and amendments thereto. Except as provided by subsection (c), the decision on any such appeal shall be rendered not later than five days after the conclusion of the appeal hearing. (c) For the purpose of hearing an appeal of an extended-term suspension or an expulsion, the board of education may appoint one or more hearing officers. Any such hearing officer shall be a member of the board of education, a certificated employee of the school district, or an attorney admitted to the practice of law in this state. Any such appointment shall apply to a particular hearing or to a set or class of hearings as specified by the board of education in making the appointment. Whenever a hearing officer appointed under authority of this section hears any appeal, the hearing officer shall prepare a written report thereon to the board of education. After receiving any such report, the board of education shall determine the matter with or without additional hearing. If a hearing officer is appointed to hear an appeal, the board shall render its decision not later than the next regularly-scheduled meeting of the board following the date of the conclusion of the hearing of the appeal by the hearing officer. Any matter determined by the board of education in accordance with this subsection shall be valid to the same extent as if the matter were fully heard by the board of education without a hearing officer. Nonapplication of compulsory attendance law. The provisions of K.S.A. 72-1111, and amendments thereto, shall not apply to any pupil while subject to suspension or expulsion from school pursuant to the provisions of this act. 50 Baldwin Schools Directory School Baldwin Elementary School Primary Center Baldwin Elementary School Intermediate Center Baldwin Junior High School Baldwin High School Address Phone/Fax 500 Lawrence St Baldwin 66006 100 Bullpup Dr Baldwin 66006 400 Eisenhower Baldwin 66006 415 Eisenhower Baldwin 66006 594-2444 Deb Ehling-Gwin 594-2446 Dan Wallsmith 594-2448 Joe Sample & Tammy Thomasson Rob McKim 594-2725 51 Principal 52 53 54 USD 491 General Information (Eudora) 55 Attendance Policy Students are allowed 15 days of absences during the school year. A day’s absence is equal to seven (7) hours of class. Partial absences will be counted as a total number of hours and will accumulate. If a student is 10 minutes or more tardy to a class, it counts as one hour absent. We will be strictly enforcing the attendance policy as listed: • The primary purpose of sick leave is for personal illness or death and emergency within the family. Absences for other reasons must have advance approval. • Within the 15 days, seniors may use up to two days to visit colleges or career centers of their choice with advance approval of their parents, the counselor, and the principal. Days absent for college visits will not count against perfect attendance or the final exam exemption policy. College visits in May will not be approved. Exceptions to this must be approved by administration. • With special request from your parents, this time may be used as vacation time with the family but it must have your principal’s advance approval. Vacations are discouraged during the school year. • After a student misses 15 days, every absence (whether excused or unexcused) will result in makeup sessions. Parental approval of an absence does not necessarily make the absence an excused absence. Any absence not verified by a parent within 48 hours will be unexcused. It is the student’s responsibility to have a parent verify the absence. For approval of an advance absence, the student must visit with administration prior to the absence. A form will need to be signed by the student’s teachers then returned to the office. Once a student has reached the maximum of 15 absences, the following policy will be applied: 1. Students will make up time whether the absence is excused or unexcused. 2. Unexcused absences will accumulate until the student is considered truant. Information on truant students will be sent to the district attorney. 3. Time missed will be made up before school and/or on Saturday morning immediately following their return. The attendance secretary will determine the make-up days and times. 4. If a student skips the make-up time, they will be assigned additional time and points will be assigned from the disciplinary point system. If a student misses two consecutive detentions or more than three detentions in the school year they will be required to serve an ISS in addition to making up their assigned detentions. 5. If a student misses Saturday School they will be required to serve an ISS when they return to school and will be assigned an additional Saturday School. Extensions Extensions may be granted by the administration for the following reasons: • A student is absent for seven or more consecutive school days for the same medical reason. A doctor must verify the diagnosis. 56 • A student is absent for 10 or more days for the same medical problem or condition (i.e. surgeries, repeated hospitalization, etc.) • A student is absent 7 or more consecutive days for a family emergency. The parent and administration will discuss the emergency and the administration will have the final decision on the validity of the reason. All extensions and the length of those extensions are contingent upon the judgment of the administration. Allowance of one day’s time for each day of work missed is generally recognized. If a student is absent from school on a sponsored activity and does not return to school during the regular school hours, he will be allowed one extra day to do assigned work on the day following the school activity. Students absent from school for more than half a day (for reasons other than school sponsored or school approved activities) should not attend or participate in any school activities which occur on that day. This includes late afternoon and evening events. If a student has irregular attendance, parents will be called for a conference. If satisfactory arrangements cannot be made, the student may be suspended or expelled. Tardy Policy Students who are tardy to school should obtain an admit slip in the main office. Tardies are considered unexcused and will accumulate. Beginning with the fourth tardy each class each semester, the student will be given a detention. Any tardy later than 10 minutes into the class, if it is not excused, will be considered an unexcused absence for that class and the time will be made up on Saturday. Tardies due to inclement weather will be excused only if the school buses are also running late. Unexcused Absences Saturday School is for students who have an unexcused absence during one or more hours of school. A student will be given one hour of Saturday School for every hour of an unexcused absence. Saturday School begins at 8:00 a.m. and dismisses at 12:00 noon. Students should meet at the front office doors at 7:55 a.m. The same rules apply as those for afternoon detentions. A no-show will result in double the detention time and four points on the discipline scale. Truancy Truancy will be handled as provided by K.S.A. 72-1113. The act of truancy is defined as follows: (b) Whenever a child is required by law to attend school and such child is not enrolled in a public or nonpublic school, such child is a truant. Reports of cases of truancy under this subsection shall be made by designees of boards of education of public school districts under subsection (a) of this section. (c) Whenever a child is required by law to attend school and such child is inexcusably absent there from on either three (3) consecutive days or five (5) or more days in any semester, such child is a truant. A child is inexcusably absent from school if he is absent from all or a significant part of a day without a valid excuse acceptable to the school employee designated by the Board of Education to have responsibility for the school attendance of such child. Homebound In case of serious illness, homebound instruction will be used. 57 Eudora Schools Directory School Eudora Elementary School Eudora Middle School Eudora High School Address Phone/Fax 801 East 10th St Eudora 66025 2635 Church St Eudora 66025 2203 Church St Eudora 66025 58 Principal 542-4940 Jan Irby 542-4960 Denise Kendall 542-4980 G.A. Buie 59 USD 343 General Information (Perry-Lecompton) 60 61 62 63 64 65 66 67 Perry-Lecompton Schools Directory School Address Phone/Fax Principal Lecompton Elementary School 626 Whitfield St Lecompton, KS 66050 887-6343 Connie Thorton Perry Elementary School 405 Cedar St. Perry, KS 66073 597-5156 Connie Thorton Perry Lecompton Middle School 408 Lecompton Rd Perry KS 66073 404 Lecompton Rd Perry, Ks 66073 597-5159 Josh Woodward 597-5124 J.B. Elliot Perry Lecompton High School 68 DCYS Responsibilities 69 DCYS TRUANCY SUPERVISOR RESPONSIBILITIES 1. Meet with all junior high, high school administrators, and the truancy interns at the beginning of the school year. 2. Assist in training truancy interns. 3. Assist in assigning truancy interns to schools. 4. Review DCYS paperwork with interns. 5. Assist in assigning referrals to truancy interns. a. Insure validity of Truancy Report Form (has student accumulated unexcused absences equaling 3 consecutive or 5 in a semester, each of which is at least on hour a day). Do not count suspensions as unexcused absences. b. Schedule an appointment to meet with the family and explain the choice between going to court and the diversion program. c. If the family chooses the program, the DCYS truancy supervisor will have the parent and student sign 3 copies of the Diversion Agreement. If they choose to go to court, a referral will promptly be sent to the District Attorney. 6. Hold supervision meetings with each intern on a weekly basis. 7. Make sure DCYS truancy files are updated accurately on a weekly basis. 8. Act as liaison between DCYS and the schools, maintaining good communication and an effective relationship. 9. Hold office hours at DCYS. 10. Manage the majority of phone calls and help truancy interns with crisis intervention. 11. Meet with student and families monthly. 12. Update KU program supervisors (Jan Sheldon and Graduate Teaching Assistants) as to the progress of the interns. 13. Evaluate truancy intern contacts with their student during the semester. 14. Assist in reassigning cases to truancy interns who have had few referrals; assign at least one “official truant” case to each student within the school year. 15. Attend ABS Practicum, Practicum in Juvenile Problems, on Fridays, 10:00 – 10:50. 16. Schedule review hearings with District Attorney’s office. 70 17. Notify intern and family of the date of truancy review hearing before the District Attorney. 18. Help truancy interns prepare for review presentations and attend the presentation. The intern will prepare a written report that he or she will verbally present to the District Attorney. 19. Maintain correspondence with schools and family. 20. Help update manual. 21. Maintain monthly communication with DCYS workers, court, and community services offices on all cases referred by these groups. 71 1006-FORM Page 1 72 1006 Form-Page2 73 DOUGLAS COUNTY DEPARTMENT OF YOUTH SERVICES 330 Industrial Lane Lawrence, KS 66044 (785) 331-1300 Fax (785) 331-1304 July 31, 2013 Broken Arrow Elementary Mr. Brian McCaffrey, Principal 2704 Louisiana Street Lawrence, KS 66046-4698 RE: Smith, John Dear Mr. McCaffrey: I am writing to make you aware that your student, ___________, has been referred to the KU/DCYS truancy diversion program. Because of the high number of referrals, he/she has been placed on a waiting list for assignment to a KU student intern. The child’s parent(s)/guardian(s) have agreed to allow DCYS to monitor ____’s attendance and provide regular updates to the Douglas County District Attorney’s office. I will contact you via letter or e-mail when ________ has been matched with a KU student intern. If you have any questions or concerns regarding ____________, please contact me at: (785) 331-1308 or: [email protected] . Respectfully, Kate Sparnicht CC: Jan Sheldon 74 DOUGLAS COUNTY DEPARTMENT OF YOUTH SERVICES 330 Industrial Lane Lawrence, KS 66044 (785) 331-1300 Fax (785) 331-1304 July 31, 2013 Broken Arrow Elementary Mr. Brian McCaffrey, Principal 2704 Louisiana Street Lawrence, KS 66046-4698 RE: Smith, John Dear Mr. McCaffrey: I am writing to make you aware that your student,____________ has been referred to the KU/DCYS truancy diversion program. Because of the high number of referrals, __________has been placed on a waiting list for assignment to a KU student intern. __________’s parent(s) / guardian(s) did not agree to allow DCYS to monitor __________’s attendance while waiting to be matched with a KU student intern. I will contact you via letter or e-mail when _____________ has been matched with a KU student intern. In the meantime, if you have any questions or concerns, regarding __________’s attendance, please contact Emily Haack at the Douglas County District Attorney’s Office at (785) 841-0211. Respectfully, Kate Sparnicht CC: Jan Sheldon 75 DCYS Truancy Diversion Contract 76 Douglas County Youth Services 330 Industrial Lane Lawrence, KS 66044 (785) 331-1300 (785) 331-1304 Fax Pre-Truancy Diversion Contract Kate Sparnicht [email protected] 785-331-1308 <Insert date> <Insert Name of Parent> Your child is having school attendance problems. As a result, your child can participate in the DCYS/KU Pre-Truancy Diversion Program. If your child participates and has no more unexcused absences, your child can avoid the formal Truancy Diversion and possible court involvement. While on the Pre-Truancy Program I, agree to: 1. Attend school daily with NO unexcused absences. 2. Meet with my intern weekly and my social worker monthly. 3. Work on improving my grades if needed. As the responsible parent, I agree to: 1. Enforce the above. 2. Allow the intern and supervisor to transport my child. 3. Allow the intern and supervisor to pick up my child’s attendance, grades and other relevant information and to talk with the school personnel. The program will begin on if completed successfully. and end on Participation in the program is voluntary and can be withdrawn at any time. Parent Child DCYS Intern 77 Douglas County Youth Services 330 Industrial Lane Lawrence, KS 66044 (785) 331-1300 (785) 331-1304 Fax <Insert Date> <Insert Name Here> <Insert Street Address> <City, State, Zip> Re: <Insert Child’s Name Here> Your child’s truancy intern has been working with your child during the truancy diversion program. At the conclusion of the program, a review before the District Attorney must occur. Your child’s review has been scheduled for <Insert Time> on <Insert Date>. The review hearing will occur at the Law Enforcement Center at 111 E. 11th Street. Please report to the center 15 minutes prior to the hearing time. The hearings are usually held on the first floor in the first conference room on the left. During the hearing, the District Attorney will have some questions to ask you about your child’s progress. If you have any questions, please feel free to contact your truancy intern or contact Kate Sparnicht at 785-331-1308. Thank you, <Your name here> CC: 78 SCHOOL ADVOCATE CONSENT FORM Dear Parent: The Douglas County Truancy Diversion Program was created to assist students who are experiencing problems with attendance. This program, however, offers other services as well because many students may need help with other issues and may or may not have an attendance problem. Often, students simply need an advocate or friend to help them with school-related issues that may hinder success. The intern advocate is a practicum student through the Department of Applied Behavioral Science at the University of Kansas. The intern advocate will have access to attendance and school performance information, as well as other information related to your child’s success in school. Information obtained and services provided by the intern advocate will be held confidential. If you agree to have your child participate in this program and if you allow the intern advocate to have access to school information regarding your child, please sign below. You should understand that your participation in this program is strictly voluntary and may be withdrawn at any time. **************************** I hereby give my child’s school permission to release attendance, school performance records, and/or other school related information linked to the student’s educational success to the intern. I also give permission to present educational and other relevant information at the truancy diversion review hearing with the Assistant District Attorney. I understand that I will be notified of meetings and that my participation and input is invited. I also authorize the intern to transport my child. _____________________________________ Name/Title of School Official ____________________________________ Youth ____________________________ Intern Advocate _____________________________________ Parent/Guardian _______________ Date 79 KU Intern Responsibilities 80 KU TRUANCY INTERN RESPONSIBILITIES WORKING WITH DCYS PERSONNEL I. WORKING WITH DCYS PERSONNEL A. Set up a weekly meeting with the DCYS supervisor. B. Once the DCYS truancy supervisor receives all of the information, the intern and the DCYS truancy supervisor will make an appointment to meet with the students and parents. C. Attend initial appointment with family and DCYS truancy supervisor and obtain consent from the students and parents. D. Meet weekly with the DCYS supervisor. E. Report on weekly contacts with students; update files. F. Report on any new school referrals. G. Consult regarding case handling by discussing any concerns or problems and by giving and receiving feedback. H. Scan official attendance for each youth separately and send to DCYS supervisor as a locked document. 81 INTRODUCTION TO PRINCIPAL/CONTACT PERSON I. II. Phone Introduction A. State name B. State Affiliation: C. Statement of assignment of his/her school. D. Make an appointment to discuss procedures that truancy intern should follow. University of Kansas Douglas County Youth Services Truancy Prevention Program Meeting with Principal/Contact Person A. Introduce yourself: Name Affiliation Refer to previous phone call B. Statement of desire to go over procedure to be followed. 1. If the contact person has been at the school, ask their advice. 2. If the contact person is new at the school, you can ask them if he/she would like you to describe what you understand has been done in the past generally at the schools. 3. In either instance, be sure to clarify: a. Who the person is who determines which youths should be contacted initially. (After the initial referral, you automatically check attendance). b. To whom does the intern report at the school? c. What procedure should be followed in looking at attendance records? d. How do you get students out of class – what procedure should be followed? e. At what times is it appropriate to get students out of class? 82 f. Where in the school should you meet with students? C. Give days and times that you will be at school. D. Ask if he/she would like you to report to him/her weekly. If so, establish a procedure. E. Show weekly report that you will leave with them. F. Ask if there is anything else you should know or if she/he has any questions. G. Thank him/her and say that you are looking forward to working with him/her. 83 INTRODUCTION TO PARENTS OF TRUANT STUDENTS (Accompanying DCYS representative) I. III. Phone Introduction A. State name. B. State Affiliation: C. Statement that student has been referred by school officials as being truant under Kansas Law (i.e., 3 consecutive or 5 unexcused absences). D. Statement that student has the option of going through 45 day diversion program. University of Kansas Truancy Prevention Intern Assigned to ______________ School 1. If parents agree, you would work with the student. 2. If parents do not agree, DCYS will turn students name over to District Attorney for court hearing in Juvenile Court. E. If parents agree to program, tell them you need their written permission. F. Set up a meeting time at their convenience. Meeting with Parents A. Introduce yourself: B. Review above information Name Affiliation Refer to previous phone cell 1. Student has been referred as being legally truant under Kansas law. 2. You have been assigned to work with the school that student is attending. 3. Student can participate in 45 day diversion program rather than going to court, which is consequence under law for being legally truant. 4. Program consists of: 84 a. b. c. d. e. Meeting with parents and student. Deciding on goals for student, including going to school. Putting those goals into a behavioral contract. Monitoring attendance. Having a review meeting before the District Attorney at the end of the 45 days to determine student’s progress and performance in diversion program. 1. If student does well, can be dismissed from program. 2. If student does not do well, can be put on another 45-day program or referred to DA for court hearing. 5. You need parent’s written permission. 6. You would appreciate any information they can give you about reasons for attendance problem. 7. Do they have questions? C. Have parents sign consent form. If they do not, inform them that DCYS will most likely be reporting youth to the Juvenile Court and there will likely be a court hearing to determine if the student is a Child in Need of Care. D. Thank them. E. Tell them that you will be setting up periodic meetings to set up a contract and to keep them informed about student progress. If they have any questions or concerns, they should feel free to contact you. 85 INTRODUCTION TO STUDENT (Accompanying DCYS Representative) I. Introduce yourself to student: Name Student at KU Douglas County Youth Services Truancy Prevention Intern II. State reason for meeting with student and your role. A. Brought to attention by school officials that student has an attendance problem. B. You have been assigned to this school to work with those students having attendance problems. C. Statement that student is legally truant under Kansas law and as such can be referred to Juvenile Court by DCYS. D. If student and parents agree, student can participate in 45-day diversion program rather than going to court. E. Program consists of: a. Meeting with parents and student b. Setting up behavioral contract c. Monitoring attendance d. Meeting regularly with intern e. Attending review before the District Attorney. F. If student and parents do not agree, student will be referred to court as Child in Need of Care. G. Any Questions? 86 INTRODUCTION TO PARENTS OF PRE-TRUANTS (Accompanying DCYS Representative) I. Phone Introduction A. State Name B. State affiliation: Douglas County Youth Services Truancy Prevention Intern Services Assigned to _____________ School. C. Statement that child has been referred by school officials as having an attendance problem. D. You would like to get parent’s permission. E. Set up a meeting time at their convenience. II. Meeting with Parents A. Introduce yourself: Name Affiliation Refer to previous phone call B. Review above information 1. Youth has been referred as having an attendance problem. 2. You have been assigned to work with the youth. 3. You would like to work with the youth. Work is defined as meeting and talking with the youth perhaps going out together trying to solve attendance problems. 4. You need parents’ permission. 5. You would appreciate any information they can give you about reasons for attendance problems. 6. Do they have any questions? C. Have parents sign consent form. If they do not, tell them that you will be monitoring the child’s attendance as required by law and if he/she has 3 consecutive or 5 unexcused absences in one semester, DCYS is required to report him/her to the District Attorney. D. Thank them. E. Tell them that you will get back to them in the future and if they have any concerns, they should contact you. 87 KU/DCYS TRUANCY INTERN RESPONSIBILITIES WORKING WITH THE SCHOOL I. First meeting with school personnel A. Make an appointment to meet with the school designee or principal (If two or more KU students are assigned to one school all of you must go together to meet the school initially). B. Be neatly dressed and be familiar enough with the truancy program to discuss it. C. Introduce yourself and determine who is responsible for attendance (the personnel with whom you should meet to obtain attendance). D. Clarify the school’s expectations of you and become familiar with the rules and regulations at each school regarding attendance and other discipline matters. E. Clarify that a student must have an attendance problem in order to be referred to you. F. Determine where you can meet with the students, if necessary, and how to use call slips, etc. Determine what the school considers a permissible time to have a student leave the classroom. G. Leave a supply of Form CFS-1006. H. You may not meet with a student without his or her parents’ or guardians’ permission. I. You will likely receive referrals if you are accessible to the school staff and go to school on a regular basis. Determine if a specific time is better than other times to meet with office staff, e.g., lunch is often hectic. J. ALWAYS REMEMBER THE THREE Ps WHEN MEETING WITH SCHOOL PERSONNEL - BE POSITIVE, POLITE, AND PROFESSIONAL. II. Ongoing weekly meetings with school personnel. A. Pick up attendance each week. B. Meet with teachers/counselors on a weekly basis to keep updated on student’s progress. Make sure that you are meeting with a variety of people within the student’s educational program. 88 C. Obtain all information possible regarding student’s attendance and any schoolrelated problems (familial, peer, behavioral, etc…). Find out what the school and others have done to address the problem and why it has or has not worked. D. Be courteous to school employees; solicit their suggestions and feedback; report any problems immediately to truancy supervisors. E. Leave written weekly progress for school designee (Principal Report). III. Throughout your work with the schools A. Be familiar with the school you are assigned 1. Know the school staff: Principal, Vice-Principal, Administrative Assistants, Social Worker, Psychologist, Counselor, WRAP Workers, and School Nurse. Although most of your time may be spent with the “attendance officer” (usually the administrative assistants or vice-principals), all of the staff make important contributions in the life of the student. 2. Meet each of the staff, find out what they do, let them get to know you, and what you do. The school administrative assistants’ help is essential…get to know them and, in any way you can, help make their job easier when you need information on a student’s attendance. The school social worker, psychologist, and nurse are probably not available every day in your school. What is their schedule, and when would it be most convenient for them to meet with you if necessary? 3. Always show courtesy to the entire staff, and if problems develop, talk with your truancy supervisors immediately. B. Be familiar with the school building 1. Take time to walk around the building. 2. Where is the counselor’s office, attendance office, clinic? Does your school have a “PSA” (Personal-Social Adjustment), “Opportunity”, or “Resource” room? Where will you have space to talk to students? C. Know the school policies 1. The school may have a Handbook of Policy. i. If so, read it and ask your contact person any questions you may have. 2. Be especially familiar with policies concerning attendance and suspension. i. Are suspensions excused or unexcused absences? ii. What constitutes “insolent behavior?” iii. Does the school have in-school suspension? 89 iv. What types of “reprimands” are used? D. Ensure the school’s knowledge of the program 1. DCYS staff will have already mailed every Douglas County school a letter with a detailed description of the Truancy Prevention and Diversion Program and how it functions. 2. In addition, most schools have participated in the program for several years. Nevertheless, there are occasionally questions about the Diversion program. 3. You should have no problem answering them, but if you do, or if you’re not certain, call the Truancy Program Supervisors. Then, report back to the school promptly. 4. In addition, you are required to do a weekly progress report that is given to the principal of the school as an aid in feedback. E. Be aware of the frustration of the school staff 1. Although most everyone you will have contact with enjoys working with the student, there are inherent frustrations working in the school system. 2. Like most people-oriented organizations, schools suffer economic and person power shortages. Rarely, if ever, does a school have every needed resource available to them. Remember, too, that how you see the student may be quite different than the school’s experience with the student. 3. It is not uncommon for the truancy intern to see only the positive behaviors of the student, yet be given feedback by teachers and counselors that portrays the student as a “severe discipline problem.” It is advisable to reserve judgment about “school staff attitude;” it will take time for you to assess the student’s relationship with the school. 4. Remain open to the expertise of the school staff, integrating their knowledge with your own and the student’s. 5. Always act professional, be empathetic, and explain that you are there to work with the school and to improve the attendance of the student. Please be open to suggestions and feedback. 90 Introduction to Teachers (Sample Email) When you are first assigned a student it is extremely important to contact all of the student’s teachers. Some teachers prefer the convenience of E-mail while others prefer face to face contact. A mass email is recommended to establish each teacher’s preference. Teacher e-mail addresses are available at www.usd497.org. Below is an example e-mail to send to teachers: Dear (Mr. or Mrs. Teachers Name): My name is Todd Merritt and I am currently an Intern with the Douglas County Truancy Prevention and Diversion Program. I am working with (Student’s Name) and (she or he) has signed a consent that allows me to talk with school personnel and obtain school information. I would greatly appreciate any information (e.g., grades, attendance, classroom behavior, and assignments) that you could provide. I would be happy to meet with you concerning this information or if e-mail is more convenient, please let me know. Feel free to contact me at any time concerning (Student’s Name). I look forward to hearing from you. Thank you for your time, Todd Merritt University of Kansas Truancy Prevention Intern 785 555-5555 [email protected] 91 KU/DCYS TRUANCY INTERN RESPONSIBILITIES WORKING WITH STUDENTS I. Initial Contact After Referral A. Check to ensure that once a student is identified as truant the school designee has mailed or gives you the CFS-1006 form and a copy of the letter to the parents. B. Check official school attendance to ensure that student is statutorily truant (i.e., student has accumulated unexcused absences for a “significant” part of the day for at least 3 consecutive days or 5 days in semester or 7 in a year). C. Use second-hand observation skills in gathering factual information from school personnel and parents, keeping in mind the following: what, when, where, other circumstances, rate of occurrence, magnitude of problem, what has been done in the past, what is being done now, how does it affect the person being interviewed. D. Use first-hand observations skills in talking with student, watching for appropriate and inappropriate behaviors and outcomes of the behaviors, and the student’s view of the situations. E. Be accepting of the people giving you information, showing empathy and understanding for the situation, and thanking them for their help. F. Formulate your views of the situation from all of the information collected, keeping in mind concrete objective information rather than only differing opinions gathered. II. Formulation of Plan A. Prioritize target areas needing work, one of which will always be attendance. Keep in mind which behaviors have the most consequential values (Examples: fighting, “bad-mouthing,” resisting peer pressure, accepting negative feedback, etc.). B. Set concrete strategy for teaching interactions around target areas. Include some easily accomplished behaviors to provide some immediate success. C. Write contract using specific responsibilities, privileges, bonuses, and sanctions. Ensure the rewards are significant to student. Contracts usually address the issue of school attendance or a school-related issue. D. Monitor the behavioral contract carefully and at least weekly. III. Ongoing contact with student A. Meet with the student at least one and a half hours each week or more often if you feel it is necessary. 92 B. Continue working on target areas, primarily attendance. C. As you see the student, keep in mind the following possibilities to help in working on those areas: i. Additional contracts may be utilized as appropriate (after consulting with KU program supervisors). ii. Other motivational systems, such as calendars or stickers may be used to produce good attendance with younger children (after consulting with KU program supervisors). iii. Negotiation sessions including child and teacher, administrator, parents, etc. may be helpful in some situations. iv. Consider referral sources-Bert Nash, DCCA, etc. (see list of resources). v. Utilize intensive teaching as crisis interventions. vi. Always use problems solving and counseling. vii. Use rationales rather than lecture. 1. Hints in Approaching Student and Family A. Establish trusting relationship with student i. Indicate your interest both verbally and in your physical expression and posture. ii. Use direct language that is your own. iii. Avoid lecture and encourage discussion. iv. Reward and praise positive behavior and attitude. v. Be supportive and gentle with feedback. vi. Show understanding of negative behavior and attitude but be firm with reasons and suggestions for change. vii. Show consistency by following through with consequences. B. Assess needs of student with the student as they relate to his/her non-attendance. i. Be clear; define the reason he or she was referred. 93 ii. Give rationales for improving attendance and changing behavior. iii. Inform student of consequences of not improving attendance. iv. Define, with the student, what is reinforcing his or her non-attendance. v. Utilize a positive approach to problem-solving. vi. Stress self-motivation, self-reliance, self-responsibility, and work to create self-confidence in student. vii. Offer service alternatives, if needed. viii. Share responsibility with student for any referral. C. Meet frequently with student’s family. i. Be clear, define the reason the student was referred. ii. Allow parents to give their view of the situation (what is reinforcing truant behavior). iii. Explain what service alternatives are available, if needed. iv. Utilize a positive approach to problem-solving. v. Inform family of consequences of continued unexcused absences. vi. Keep family informed of progress. vii. Keep in contact with the family by telephone, if available. viii. Use parents’ ideas regarding appropriate rewards for helping student improve attendance. Try to involve parents and student in establishing the contract. (Remember when the truancy intern has ended his or her involvement with the student, the student’s family will continue as a resource for him). ix. ALWAYS REMEMBER THE THREE Ps WHEN MEETING WITH FAMILIES - BE POSITIVE, POLITE, AND PROFESSIONAL. D. Understand and implement a positive mode of advocacy, having knowledge of community resources. (See section on Advocacy) 94 KU/DCYS TRUANCY INTERN RESPONSIBILITIES WORKING WITH THE DISTRICT ATTORNEY I. REVIEW HEARING WITH THE DISTRICT ATTORNEY A. Preparing for the Hearing 1. Prepare a report of the student’s progress and email a locked and encrypted version of the report to GTAs and Jan at least 14 days prior to the hearing. 2. Invite school personnel and notify them of the date of the hearing. If they are unable to attend, be sure to notify the school of the outcome of the review. 3. Discuss with DCYS supervisor and Jan your recommendation. 4. Meet with the student and parents before the review hearing and discuss with them the format of the hearing and your recommendation. 5. Remind the student and parents of the date and time of the review hearing. B. Review Hearing Presentation 1. Hand out your report to all parties present. 2. Stand up and ask the Assistant District Attorney for permission to present report. 3. Present report. 4. Discuss recommendation with all parties present. 5. After the hearing, ensure that the student and parents understand the recommendation. 95