SISI - Standards and Indicators

Standard 4 - Learning Environment - School Culture
4.1b Leadership creates experiences that foster the belief that all children can learn at high levels in order to motivate staff to produce continuous improvement in student learning.
4.1f The school intentionally assigns staff to maximize opportunities for all students to have access to the staff's instructional strengths.
4.1g Teachers communicate regularly with families about individual students' progress (e.g., engage through conversation).
4.1h There is evidence that the teachers and staff care about students and inspire their best efforts.

Standard 5 - Learning Environment - Student, Family and Community Support
5.1a Families and the communities are active partners in the educational process and work together with the school/district staff to promote programs and services for all students.
5.1c The school/district provides organizational structures and supports instructional practices to reduce barriers to learning.
5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning, beyond the initial classroom instruction.

Scenario

John Jones is fifteen years old, the eldest of four children He has been struggling academically since the fifth grade. John, for whatever reasons, was never a good reader. His inability to read at grade level has been a detriment in all of his classes. Every year he has slipped further and further behind his peers. Of course, his teachers have been aware of his plight, but he has had no special help such as tutoring, and the district’s ESS funding is used to help students in the interim periods of the year-round school calendar on which the district operates.

John feels more alienated with each passing week. He feels as if he is a hopeless case. He has never been one to join clubs nor has he participated in school sports. The only ones of his peers who pay him any attention are students in a similar situation; they have formed their own clique.

Johns parents both work long hours at low paying, dead end jobs. Neither graduated high school. They married at age17, John was born soon after and neither has had the time, or energy to attain a GED. Education has never been a priority to Mr. and Mrs. Jones, this attitude has been transferred to John and his siblings who seem to be following his example.

John has been entertaining the idea of dropping out since the seventh grade and will do so as soon as he is 16. In reality, John began dropping out in the fifth grade when his lack of reading skills really began affecting his grades.

Why has his school district allowed this to happen to John? What services should have been in place to give John a chance to succeed? These are questions almost every district in Kentucky should be asking themselves. Sometimes we forget that the students are the reason that public schools are supposed to be in business.

Introduction

Kentucky Statute KRS 159.150 defines truant, habitual truant and tardy: "Any child who has been absent from school without valid excuse for three or more days, or tardy without valid excuse on three or more days, is a truant. Any child who has been reported as a truant three or more times is an habitual truant. Being absent for less than half of a school day shall be regarded as being tardy. A local board of education may adopt reasonable policies that:

(1) Require students to comply with compulsory attendance laws;

(2) Impose sanctions for non-compliance.

Kentucky is unusual, in that attendance is taken daily. The funding provided to local school districts by the state, known as Support Education Excellence in Kentucky, or SEEK, is calculated on Adjusted Average Daily Attendance (AADA).

Increasing the percent of attendance will increase a district’s SEEK funding. Therefore, students’ attendance in school is important for the well-being of school districts and, communities, as well the students’ ability to excel in the future.

Many times, failing to attend school, insures students a life of low wages, and limited opportunities. High school dropouts are 2.5 times more likely to be on welfare. In addition, truancy has been linked to daytime crime and delinquent behavior. Currently, 82% of prison inmates are school dropouts and 78% have truancy as their first arrest record entry (Lets End Truancy, L.E.T. Project).

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The seeds of dropping out are planted early in childhood.

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The seeds of dropping out are planted early in childhood, when, for whatever reasons, too many children fail to find self-respect, self-discipline, or worst of all, fail in their academic pursuits! They fail to develop the capacity to cope with problems in ways that are constructive, to gain an appreciation of the importance of, or skills needed, for learning. There are many good strategies and ideas found at the Good Community Committee's page, Dropping Out of School. 

For many students and their families, it is an acceptable practice not to go to school. Expectations of school absenteeism followed by dropping out are characteristic of some sub-cultures of our community. Habitual truancy and failure are learned behaviors that must be addressed as soon as they occur; or result in students falling so far behind that only intense intervention can overcome the instructional and social deficits that will result.

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Habitual truancy and failure are learned behaviors that must be addressed as soon as they occur; or result in students falling so far behind that only intense intervention can overcome the instructional and social deficits that will result.

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The factors contributing to truancy are varied. Some research suggests that truancy is a result of boredom and/or a lack of interest in school; also, suspensions, poor relationships with teachers and poor peer relationships contribute to truancy (DeKalb, 1999).

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Strategies

Develop an Effective Attendance Policy:

Developing an effective attendance policy is an effective way for a school to combat truancy. An attendance policy must be reasonable in that it differentiates between excused and unexcused absences and meets minimum due process requirements. It is important to remember that the purpose of an attendance policy is to encourage and maintain regular student attendance and to promote the education of Kentucky's youth.

The foundation of an attendance policy contains:

• Clarification of the number of tardies allowed, and The number and type of absences allowed before punitive action is taken;
• Clearly communicated differentiation between excused and unexcused absences to students and parents. Excused absences normally include causes such as illness, medical appointments or death of a family member;
• Documentation of excused absences, i.e. medical expenses, when required by the district, must be received by the school in a timely manner.
• Action to be taken by the school district, as a result of excessive student absences, shall be made clear to both student and parent at the onset of the school year.
• At times when a child will legitimately experience more than the number of excused absences allowed by district policy, the next step is to appeal to the School Attendance Committee or other audience as determined by the local board of education. 
• It is advisable to establish guidelines outlining exceptions to the policy that may by permitted in extreme cases. There will be situations, however, that will need to be considered on a case-by-case basis

Points to remember:

• It is never appropriate to wait until a student has reached the maximum number of absences allowed before advising them of the consequences of their actions.
• Both student and parent should receive timely notification of the student's attendance status and potential consequences, both after each unexcused absence, and as total absences increase.
• It is clearly the responsibility of the Director of Pupil Personnel to initiate steps to determine the cause of absences before they reach this point.
• It is important that all steps in the process be documented in the implementation of an attendance policy.

Establish a District-Wide Attendance Policy:

Establishment of a district-wide policy conveys to students and parents, the importance the local board of education has placed on attendance. It is recommended that policies be consistent by school level throughout the district.

School based decision making (SBDM) councils interested in implementing an attendance policy at their school must be consistent with board policy concerning the number and type of absences and tardies allowed [KRS 160.345(C)]. The SBDM council may, however, adopt a policy determining the consequences of absences [KRS 160.345(I)]. For example, they may require the make-up of class time missed, exclusion from extracurricular activities, etc.

Involve Communities, Schools, Students, and Families:

Students do not attend school for various reasons, therefore, the interventions targeting truancy need to be varied as well. Methods should include interventions designed to involve communities, schools, students, and families.

Preventing truancy must be a collaborative effort in order to be effective. The development of a successful program requires a range of players to be involved, from parents to the local government. In essence, the more key players—the better (U.S. Department of Education, 1996). If businesses and community members are involved in preventing truancy, truant students will have fewer places to go and have fewer alternatives to school attendance.

Currently, many types of effective truancy prevention programs exist within the United States, but to be effective, each community must develop the kind of program that is most appropriate, and addresses the extent of truancy its area.

Effective programs have been identified that provide opportunities to make school matter to the student by bringing students together through structured opportunities for social contacts. These opportunities may include:

• Providing alternative sanctions (e.g. mandated tutoring) to address academic failure, and involving parents by increasing home-to-school communication (Starr, 2002).
• Incorporating community collaborations, and school organization to address truancy, student/parent programs; and school/state/community policies to address truancy will assist in the prevention of truancy, that in turn can prevent dropouts (ERIC Clearinghouse on Urban Education, 1997)

The Springfield, Missouri area has developed the Good Community Committee based on the St. Joseph, Missouri PIE Program, or Profit in Education Program that has had tremendous success in lowering the dropout rate. A coalition of the United Way, PIE, focuses on two primary goals:

1. Lowering the high school dropout rate, and 
2. Motivating dropouts, to complete their GED

In the 10 years of its existence, the dropout rate in the St. Joseph area has gone from 26.5% to 11.9%.

The main thrust of this program is encouraging partnerships with businesses in which the businesses agree not to hire dropouts unless the employee signs a covenant to pursue a high school equivalency diploma and attain a GED. For more information on this program, contact LloydYoung@smsu.edu. 

School Collaborations Surrounding the Student and Family

For Students:

• Schools promote attendance by matching the needs of the students with the curriculum and activities. For example, non-college bound students may not benefit from college preparatory curricula; and schools need to provide a course of study to address all students’ needs. 
• Schools with teachers who are punctual and have low absentee rate, have lower student truancy and absentee rates. They also don’t have to pay for substitute teachers. 
• Teachers are trained to give frequent praise and compliments.
• Schools provide student programs that may include mentoring, tutoring, English language instruction, transportation vouchers, health care, prenatal and childcare, clothing, and a quiet place to do homework. Many of the programs are provided by the Family Resource Youth Service Centers (FRYSC).

For Parents and Families:

• Programs that include informing the parent of the student/parent expectations; counseling to facilitate family system changes; workshops to educate parents about the educational and legal effects of truancy, and informing the parent of the impact of their truant child on the school, community and child himself. 
• Create personal contact with parents through phone calls and home visits to increase parent involvement.
• Workshops to educate families on available family resources that may improve the home dynamics and support the student. Some policies might link resources to the child’s school attendance (ERIC Clearinghouse on Urban Education, 1997).

Some Effective Strategies for Improving Attendance:

• Pleasure Ridge Park High School, Jefferson County, Kentucky

Attendance has increased 3% over the past three years when a Student Service Center was established to work one-on-one with students who had attendance problems. The four JCPS employees call students who are absent, talk with and assist students with problems and discuss strategies to help students. Contacts at PRP High School are: Mr. Miller, Principal; Karen Coomes(Title V); Jamie Baxter (Louisville Partnership); Janet Mingus (Home School Coordinator FRYSC); and Rebekah Craig (Truancy Prevention) at (502) 485-8311.

• Pride Cards:

Hancock County Middle School has initiated the Pride Card Incentive Program to encourage and reward students for good conduct, excellent attendance and good grades. A card may be earned each nine-week grading period; it rewards students with school event discounts, first lunch group, and discounted soft drinks.

Contact person for more information is Dale Gray, Principal, Hancock County Middle School (270) 927-6712; dgray@hancock.k12.ky.us.

• No Final Exams for 0-2 Days Missed:

Hancock County and Graves County High Schools have 96.52% and 96.35% attendance respectively. Both schools allow students who have no more a specified number of absences to opt out of final exams. Keep in mind that students must still be present at school in order to meet instructional hours required by 702 KAR 7:125.

Contact Mike Fallin, DPP, Hancock County Kentucky Schools, (270) 927-6914 or mfallin@hancock.k12.ky.us ;or Jennifer Smith, DPP, Graves County Schools (270) 328-2656, jsmith@graves.k12.ky.us.

• Truancy Mediator Program:

Todd County has shown that the Truancy Mediator Program, now in its third year, is paying for itself with increased ADA monies. At five unexcused absences, the student and parent visit the Truancy Mediator (a retired social worker whose office is at the County Courthouse). The Mediator interviews the student and parent to discover the reasons for the attendance problems, referring them to other resources as needed; and goes over the district’s attendance policy, after which the parent and student sign an attendance contract with the district.

Contact Vicki Myers, DPP Todd County Schools; (270) 265-2436; vmyers@todd.k12.ky.us.

• Goldsmith Lane Elementary FRYSC Attendance Initiatives:

The percent of attendance at Goldsmith Elementary School increased 1.1% over the previous year after implementing an Attendance Committee. The committee is composed of the school’s attendance clerk; counselor, and social worker that meet every other week. The group plans activities and works on parent/student involvement.

The Key Step making the program successful is that every Monday morning they set aside a couple of hours to do home visits. They hang a note from the principal on the doorknob of those families who are not at home. After receiving the principal’s note, the parents seem to suddenly become interested and call the school immediately.

Other incentives are: meetings between the counselor and the students individually or in groups; incentives for attendance when available; and most important, according to the Goldsmith Elementary FRYSC Coordinator, Kim Grider, “the whole staff must buy into good attendance, the battle is only won when each person in the school does his part.”

To contact Kim Grider, phone: (502) 485-8259; or e-mail: kgrider1@jefferson.k12.ky.us.

• North Middle School, Pulaski County, Kentucky

“Recognition is the key word to success in attendance and academic improvement,” according to Johnette (JO) Rose of the North Middle School’s RSC. Every month all students who have perfect attendance in a given school month, have their names placed in a drawing. Three student names per grade are drawn for $40 worth of gift certificates each.

Teachers with perfect attendance for the entire school year, also have a drawing for great prizes such as paid vacation trips. Teacher attendance has shown a marked improvement, saving many dollars not needed for substitute teachers.

North Middle also has the Gold and Silver Card Program. The Gold Card is for students who have all A’s and no referrals; Silver Card holders have all A’s and B’s and no referrals. These cards entitle students to many bonus coupons for food; free entry to after school activities; skating parties and more. The cardholders are recognized at pep rallies, and in homerooms.

Winners of perfect attendance prizes, have their pictures taken. The pictures are hung on the school’s Renaissance Hall of Fame located in the school’s front entry hall; placed in the school paper, and on the school’s web site, etc. At the end of the school year, all perfect attendees’ names are placed in a drawing for prizes like computers.

Another incentive program is the Student of the Week called GEM (Going the Extra Mile) program. Teachers and staff send positive post cards home every week to students who qualify. Each week a name is drawn from the recipients of the cards. The winners receives $60 + gift certificates and a Maroon Fun Pack (an ID card, lanyard and in-school privileges), plus their picture goes on the wall, etc.

For information on these and other recognition programs at North Middle School, contact: Johnette Rose (606) 679-5230, or jrose@Pulaski.net.

• Students That Attend Reach Success (S.T.A.R.S.)

At Crawford Middle School in Fayette County, the S.T.A.R.S. program is designed to treat truancy as a community problem. Partners within this program include: Fayette District Court Judges Offices, Fayette County Public Schools, Fayette County Attorney’s Office, Community Based Services, Court Designated Workers, and the Division of Youth Services of the Fayette Urban County Government. “Court” sessions are held at school. Mandatory parent and student attendance is required at each session. The judge reviews each student’s attendance, grades, and behavior. Student and family needs are assessed and referrals are made to school and community resources.

Contact: Megan Lake Thornton, Fayette District Court, 136 North Martin Luther King Blvd., Lexington, KY 40507; phone: (859) 246-2247.

• Walton-Verona High School

Located in Boone County Kentucky, Walton-Verona High School has had zero dropouts in the past three years. The School and Families Empowered Program (SAFE) tracks students to enable the school to provide individualized attention, and assist in attendance and passing grades. At the high school, a truant is defined as someone who has missed school for two or more consecutive days. The ability to identify students at risk and provide early intervention is attributed to the district’s small size (473 students). See the Cincinnati Enquirer article about this district and school at http://enquirer.com/editions/2002/01/24/loc_no_dropouts_at_one.html .

Contact: William Boyle, DPP, Walton-Verona Schools, 16 School Road, Walton, KY 41094; phone: (859) 485-4181; e-mail: bboyle@w-v.k12.ky.us.

• The ACT NOW Program

Families of truants in Chanute, Kansas are referred by the schools and become part of a 90-day program. The student is assigned an intensive supervision worker who serves as a liaison between the student, school, and family. Students are provided opportunities for therapy services to help increase self-esteem. Also, parents meet in groups and are given advice and training in parenting. When the student completes the 90-day program, his attendance continues to be monitored and tracked. For more information about At School, On Time, Ready To Work, contact: Sheryl A. Bussell at (913) 573-2973 or by email at bussell@toto.net.

• Home Visits:

Some teachers make the effort to visit their students’ homes early in the fall. This may be the only way to reach parents who have no telephone. It is also a rewarding experience for any teacher who can devote the time required. Teachers can much better understand their students if they know something about the students’ life away from the classroom.

Not all parents are receptive to home visits. Sending a note home with the child asking requesting a visit and even suggesting that it can take place at some other place is also an option. Once home visits become an accepted part of the parent-involvement program, they become less threatening, and all parties look forward to them.

• Programs Offered by Truancy Courts

The ETAP Truancy Court Program began January 1, 2000, with the combined efforts ofo District Judges, Court Designated Workers, School Personnel and other community agencies. ETAP is a program at Second Street School and Frankfort High School. It is a comprehensive program to increase attendance for those students who are at risk for truancy or are already truant. Selected students and their Parent/Guardian will meet twice a month to review attendance, grades, and discipline with a district judge for encouragement and referral for needed services. This is a 10-week program focusing on student successes and helping students and families find ways to solve problems that are preventing the student from having good attendance.

For more information regarding this program, contact Sherrill Smith at Frankfort Ind. Schools, 328 Shelby Street, Frankfort, KY 40601; (502) 875-8655; or e-mail: ssmith@frankfort.k12.ky.us.

In l998, Jefferson County Family Court Judge, Joan Byer of Louisville Kentucky, decided to set up an experiment in which children brought before the court for truancy could be enrolled in a program designed to help them achieve academic success. The program entailed identifying the problems and circumstances that led to truancy, the provision of remedies, where possible, and weekly monitoring of each student by Judge Byer. Monitoring took place at the school where, on Thursdays, Judge Byer would appear, in her robe, with her bailiff.

The program was “strength-based” rather than oriented to infractions and punishments: that is, however small, it was the success, rather than the failures, that would be emphasized. Parents were asked to attend the weekly sessions as a show of support for the children and to reinforce their understanding of the importance of school attendance.

When the adults were seen to be under stress, efforts were made to find relief for them as well. A majority of the children who participated in the 12-week program began attending school regularly and making progress in their academic work.  View the article, Truancy, Literacy and the Courts, regarding this program. 

For information contact: Linda Wilhelms, School Court Liaison; Jefferson County Public Schools; Truancy Diversion Project; 3332 Newburg Road, P.O. Box 34020, Louisville, KY 40232-4020 (502) 574-8070.

• Before School/After School/Summer Programs

Bowling Green-Warren County Community Education, a not-for-profit organization, is dedicated to improving the quality of life in a diverse community by providing life-long learning opportunities. This organization provides programs before and after school as well as summer programs that provide a safe, nurturing environment for all students involved. The programs help promote school attendance and academic achievement.

To learn details about how this program operates and its many advantages, contact: Debi Jordan, Executive Director, djordan@bgwc-commed.org; (720) 842-4281, Fax (270) 842-0554; 1700 Patrick Way, Suite B; P.O. Box 1320; Bowling Green, KY 42104.

• Educating Students on Staying in School

United States Department of Justice prevention program aimed at educating students on truancy and encouraging them to stay in school. Education consists of telling the students the facts about student dropouts. The website takes the student through facts and strategies on how to prevent themselves and others from dropping out. These strategies include talking about the different opportunities to be part of a community in school and the website provides links to other resources related to the realities of high school.

• Parent ccountability

The Red Clay Consolidated School District Board of Education, New Castle County, Delaware believes that learning best takes place when there is a shared effort, interest and motivation by parents, school and district staff. To that end the District has developed a Contract that parents are required to sign indicating that they have read and understood the five, parent responsibilities:

1. I am my child’s first teacher. I will be accountable for my child’s learning; I will see that my child attends school daily; 
2. I will see that my child’s homework is completed on time; I will eliminate distractions ---(television, video games, computer play);
3. I will respond to school staff communications, i.e., conferences, telephone calls or letters, within three days;
4. I will accept responsibility for my child’s school behavior by supporting the District’s discipline policies and
5. I will see that my child is properly prepared for school; i.e. well rested, fed, clothed, clean and has all health needs met, and is ready to learn.

• Peer mediation

Ohio Truancy Prevention through Mediation Project is a process that provides a neutral third party to help parties discuss and resolve issues. The mediation process provides a non-threatening opportunity for school personnel and families to identify and discuss the issues around a child's unexcused absences and to develop mutually acceptable solutions. The court provides a mediator to assist the school and the family. For more information: contact the Ohio Commission on Dispute Resolution & Conflict Management, Riffe Center, 77 South High Street, 24th Floor, Columbus, Ohio 43215-6108; (614) 752-9595; email: website@cdr.state.oh.us; or see the press release.

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Barriers

1. In Kentucky the specific duties of school districts’ Directors of Pupil Personnel are stated in KRS 159.140. There are nine stated duties, the first being (1)”Devote his entire time to the duties of his office.” Only a few school districts have DPPs, who were hired to perform only these nine duty requirements and other duties strictly related to the job of DPP. Most wear many hats diminishing their effectiveness in keeping students in school and determining reasons for students becoming habitual truants.
2. For students who have no plans to attend college, few programs are offered to promote their interest or prepare them to successfully transition from school into the real world and for finding gainful employment. “A career-focused curriculum has been proposed as one effective strategy for making instructional programs relevant to at-risk students and thus motivating them to remain in school.” “In view of the risk factors, then, the key to reducing the dropout rate is helping youth to overcome their sense of disconnection. Miller and Imel (1987) attest that students with low motivation to attend school have shown improvement in school attendance and retention after participating in career education and that vocational students who have participated in career education are more likely to complete the vocational program they have selected.” http://www.ed.gov/databases/ERIC_Digests/ed282094.html
3. The Division of Career and Technical Education in the Kentucky Department of Education has School-To-Work and Work-Based Learning that has been developed to meet the needs of students who are not college bound.
4. Students who become truant miss too many school days before the truancy process (court system) now in place can be concluded. Immediate action is needed to return students to the classroom before it becomes impossible for those students, who were more likely than not, were behind academically prior to the truancy segment, to catch up and succeed.
5. It is too easy for disgruntled parents of problem students to pull the students out to be “Home Schooled.” This process becomes a loophole for numbers of dropouts. There are no statutes or regulations in place to ensure that Home-schooled students receive an adequate education. Many children fall through these cracks and are never counted in Kentucky’s dropout totals.

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Resources

Baker, M. L., Sigmon, J. N., & Nugent, M. E. (2001). Truancy reduction: Keeping students in school. OJJDP Junvenile Justice Bulletin. Retrieved from http://www.ncjrs.org/html/ojjdp/jjbul2001_9_1/contents.html.
Includes general information on truancy supplied by the Office of Juvenile Justice and Dropout Prevention (OJJDP).

Benham Tye, B. (2000). Hard truths: Uncovering the deep structure of schooling. New York:

DeKalb, J. (1999). Student truancy. (ERIC Document Reproduction Service No. ED 429 334). Retrieved June 14, 2002, from web. Furnishes truancy management tips, causes of truancy, and examples of what some school districts are doing to fight and prevent truancy.

ERIC Clearinghouse on Urban Education. (1997, November 1). Urban policies and programs to reduce truancy. New York, NY.

Flanagan, A. E. & Murray, S. E. (2002, March). A decade of reform: The impact of school.  Reform in Kentucky.  Paper presented at the Center for Education Research Education Conference.

Germinario, V. & Cram, H. G. (1998). Change for public education: Practical approaches for the 21st century. Lancaster: Technomic Publishing Company, Inc.

Good Community Committee (n.d.).  Dropping out of school.  Retrieved on January 8, 2003, from the Web site:  http://www.goodcommunity.net/everykidcounts/drop_out.htm

Johnson, D. (2001). Performance pentagon: Five strategies to help all students make the grade. National Association of Secondary School Principals, 85, 40-55.

Minneapolis Public Schools. (1999-2000).  Attendance matters. Retrieved on June 14, 2002, from http://www.mpls.k12.mn.us/about/Attendance.shtml.
Minneapolis Public Schools website that quotes statistics from Minneapolis and shows how an attendance policy alone can begin to combat truancy.

Weber, James M. (September 1988).  The Relevance of vocational education to dropout prevention. Vocational Education Journal 63, 6, 36-38 (ERIC No. EJ 375 863).

North Central Regional Educational Laboratory. Specify the problems. Retrieved on June 17, 2002, from http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk63.htm 
Discusses issues that the community and schools need to address in order to assist students; makes some very good points.

Schaefer, R. (2002, January, 24). No dropouts: at one school, it’s not just a goal, it’s a fact.
Describes the Walton-Verona School District, how they combat truancy and prevent dropouts. The Cincinnati Enquirer. Retrieved June 30, 2002, from http://enquirer.com/editions/2002/01/24/loc_no_dropouts_at_one.html.

Starr, L. (2002). Tackling teen truancy. Education World. Retrieved on June 16, 2002, from http://www.education-world.com/a_issues/issues300.shtml.
Article on truancy that is geared towards educators. It includes strategies for preventing truancy that can be done in school.

United States Department of Education and United States Department of Justice. (1996). Manual to combat truancy. Lists some Model Programs of truancy prevention. Retrieved on June 16, 2002, from http://www.ed.gov/pubs/Truancy/.

ERIC Clearinghouse on Urban Education (1997, November).  Urban policies to reduce truancy, Number 129.  Retrieved on June 28, 2002, from http://eric-web.tc.columbia.edu/digests/dig129.html.
Article describing a variety of ways on preventing truancy. Includes programs for parents, the community, and students.

Teacher College Press.County of San Bernandino, Office of the District Attorney. (2001). The Let’s end truancy project (L.E.T.). Retrieved on June 16, 2002, from http://www.sbcss.k12.ca.us/par_comm/parent/expulsion/LET_eng.pdf.

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Key Words

Truancy, Attendance, absenteeusm, peer mediation, parent accountability, truancy court

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