Regina Public Schools HIGH SCHOOL ATTENDANCE STRATEGY AND INTERVENTION PLAN 2015-2016 1 P age
Table of Contents EXECUTIVE SUMMARY...4 Regina Public High School Attendance Strategy and Intervention Plan... 4 Student Attendance Incentive... 4 RPS High School Attendance Protocols... 5 Students who are aged 16 and older... 5 Students Who Are Under 16... 5 The @HERE Centre, Attendance Support Program... 6 Regina Public Schools Registration Centre... 6 PREFACE...7 INTRODUCTION...8 Family of Neighbourhood Schools and Grade 8 to 9 Transition... 8 Details about any Supports for effective transition within Families of Neighbourhood Schools... 8 Collaboration Suggested ways for neighbourhood high school and elementary schools to collaborate throughout the year... 9 STUDENT ATTENDANCE INCENTIVE...9 THE @HERE CENTRE, RPS HIGH SCHOOL ATTENDANCE PROTOCOLS... 10 Students who are aged 16 and older... 10 Students Who Are Under 16... 11 Schools Employing the Quarter System... 12 ADVISORY TEACHER INTERVENTION MODEL... 13 THE @HERE CENTRE: SCHOOL ATTENDANCE SUPPORT PROGRAM... 14 Structure of Program... 14 Qualification for Program... 14 Application Process... 15 Application Evaluation Process... 15 Transition To and From... 15 REGINA PUBLIC SCHOOLS HIGH SCHOOL REGISTRATION CENTRE... 16 Criteria for Entrance... 16 Role of the Registration Centre Staff... 17 Location... 17 Communication Plan... 17 2 P age
ATTENDANCE STRATEGY COMMUNICATION PROJECT PLAN... 17 Communication to Public... 17 Communication to Staff Staff Meetings... 18 Communication to Students School Opening... 18 Communication to Parents and Guardians... 18 APPENDICES... 19 Appendix A: Sample Letters... 19 Attendance letter: 20 absences 16 years old and over... 19 Attendance letter: 20 absences under 16 years old... 20 Attendance letter: 15 absences 16 years old and over... 21 Attendance letter: 15 absences under 16 years old... 22 Appendix B: Application for The @HERE Centre... 23 Appendix C: Guidelines for The @HERE Centre... 25 Appendix D: Education Act, Sections 156-162... 28 Appendix E: Ministry of Education Guidelines... 33 Appendix F: Administrative Procedure (AP) 351... 35 Appendix G: Student and Parent Communication... 36 3 P age
EXECUTIVE SUMMARY Regina Public High School Attendance Strategy and Intervention Plan School attendance is both a right and a responsibility. School division teams actively partner with students and parents in the task of ensuring students meet or exceed the attendance requirements of Regina Public Schools and the Saskatchewan Education Act, 1995. RPS is committed to the full implementation of sections 156 to 162 of the Saskatchewan Education Act, which clearly defines student attendance as a responsibility that is shared among parents, students, teachers, principals and the Board of Education (refer to Appendix D). Regina Public School staff recognizes that consistent attendance, academic success, and school or grade completion have a positive correlation. The Attendance Strategy and Intervention Plan is not intended as a punitive measure. It aims to provide direction and to involve all stakeholders in achieving consistent attendance and therefore academic success for all students. Accurate course attendance records are imperative to the process. The entire Regina Public High Schools Attendance Strategy and Intervention Plan will soon be available for review at www.rbe.sk.ca. Student Attendance Incentive Attendance Incentives are designed to recognize those students who have made efforts to attend classes regularly and punctually. The incentive that may be earned is as follows: The mark attained on the final assessment will not negatively impact the grade earned for that class. Attendance Incentives are earned by students if the following criteria are satisfied: Students that have a total of seven or fewer absences in each individual class, per semester. - A student is deemed to be present when he or she physically attends his or her regularly scheduled course. (Absences include excused and school excused). Students may have a total of three or fewer lates in each individual class, per semester. - A late is defined as any time a student is not present in his or her scheduled course before the bell sounds signifying the beginning of class. Students must have all assignments completed in a satisfactory manner (no zeros) with a maximum of three late assignments over the entire semester. Students must have a minimum of 50% in the selected course one week from the end of classes. 4 P age
Unexcused absences from Advisory will result in review by School Administration and possible suspension. Note: Any unexcused absence or a school suspension (for current semester only) will lead to loss of Incentive. In addition, it is important that parents/guardians maintain accurate attendance records. Attendance should be reviewed on a weekly basis and any corrections must be made within five school days. RPS High School Attendance Protocols Students who are aged 16 and older After 5 unexcused course absences, the Advisory teacher will contact home to inform the parents/guardians. The student will meet with the Advisory teacher to discuss attendance. After 10 unexcused course absences, a designated administrator/ guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance. The student and his/her parents will meet with the attendance team to discuss attendance. After 15 unexcused course absences, a designated administrator/ guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance. The student and his/her parents will meet with the attendance team to discuss attendance. A formal letter will be sent to the parents/guardians as a follow up to the attendance team meeting to indicate that the student is at risk of being withdrawn from the class. After 20 unexcused course absences, the student will be withdrawn from the course. A standard letter of notification will be sent to the parents/guardians informing them that the student has been withdrawn from the course. After 20 CONSECUTIVE unexcused DAYS of school, the student will be withdrawn as per the Ministry of Education guidelines (refer to Appendix E). A student who has been withdrawn from a course may re-enrol in that course the next semester. Students Who Are Under 16 After 5 unexcused course absences, the Advisory teacher will contact home to inform the parents/guardians. The student will meet with the Advisory teacher to discuss attendance. 5 P age
After 10 unexcused course absences, a designated administrator/guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance and the possibility of referral to the @HERE Centre the Attendance Support Program, if the attendance issues persist or reach 20 days. After 15 unexcused course absences, a designated member of the attendance team will meet with the student and will contact the parents by phone or e-mail. A formal letter will be sent to the parents/guardians as a follow up to the attendance team meeting to indicate that the student is at risk of being withdrawn from the class. After 20 unexcused days in a course or 120 classes in all courses the student will be referred to The @HERE Centre. A standard letter of notification will be sent to the parents/guardians informing them that the student will be referred to The @HERE Centre. After 20 CONSECUTIVE unexcused DAYS of school, the student will be withdrawn as per the Ministry of Education guidelines and the student will be referred to the Regina Public Schools HERE Centre (priority will be given to Grade 9 students). HERE, Attendance Support Program When a student does not meet the requirements of Regina Public Schools attendance protocols, neighbourhood high school administrative teams may apply for a student to attend HERE. The goal of The @HERE Centre is to support students to learn and embody school ready behaviours. The goal for the program is for students to transition back to their neighborhood high school the following semester. Regina Public Schools Registration Centre It is necessary to create a consistent and effective transition plan for students who begin the school year late or have been transient. The Regina Public Schools Registration Centre is designed to assist all high school and incoming students who meet the following criteria to ensure that they receive appropriate programming and course selection. Referral to the Regina Public High School Registration Centre will occur for students in grades 9, 10, 11 or 12 who: do not qualify for Newcomer Welcome Centre or last attended a school outside of Regina Public Schools or have been out of school for one semester or longer or With the support of the high school, families will be directed to book an appointment with the RPS Registration Centre to process and facilitate their application to attend a Regina Public High School. 6 Page
PREFACE School attendance is both a right and a responsibility. School division teams actively partner with students and parents in the task of ensuring students meet or exceed the attendance requirements of Regina Public Schools and the Saskatchewan Education Act, 1995. All Regina Public School staff recognizes that consistent attendance, academic success, and school or grade completion have a positive correlation. Regina Public Schools is committed to the full implementation of Sections 156 to 162 of the Saskatchewan Education Act (Appendix D), Ministry of Education Guidelines (Appendix E) and Regina Public School Division Administrative Procedure 351 (Appendix F), which clearly defines student attendance as a students responsibility that is shared among students, parents, teachers, principals and the Board of Education. The Regina Public Schools Attendance Strategy and Intervention Plan, The @HERE Centre, provides key actions and outcomes to address student attendance and achievement. This document serves as a handbook for all stakeholders to work together to address concerning attendance trends, to plan effective transition activities, diagnose individual student attendance issues, and to intervene on behalf of students and families. The plan is based on data collected from the 2014/15 school year correlating student attendance with achievement and will serve as a baseline to create attainable and measurable improvements to student attendance, achievement, credit attainment and graduation rates. 7 P age
INTRODUCTION Family of Neighbourhood Schools and Grade 8 to 9 Transition Making learning an equitable experience in all our high schools begins by working with elementary schools to help create a sense of community between elementary schools and their neighbourhood high school. Making learning an equitable experience: Builds deep connections between elementary schools and the neighborhood high school; Supports a more effective transition from elementary to high school for students; Creates a predictable Pre-Kindergarten to Grade 12 pathway for students; Enhances opportunities for ongoing programming interactions; Provides enhanced academic opportunities, including access to enriched programming; Creates better balance in extracurricular programming for all high schools. Provides Details about any Supports for effective transition within Families of Neighbourhood Schools Neighbourhood High School Requirements Neighbourhood Elementary Requirements Intervention First Tier 1 supports including assistive technology needs, reading readiness, math readiness, Learning Resource Teacher supports and record of adaptations. Complete the transition page within PowerSchool. Provide information about reading levels for students performing below expected grade level including Fountas and Pinell scores as documented in Inform. Develop centralized documentation for all students within PowerSchool. (under development) Share the neighbourhood high school programming summary, course offerings, prerequisites, program offerings (enriched, AP & IB, modified, regular, French Immersion, Martin Academy, Campus Regina Public), credits and credit recovery, English as an additional language, reading readiness in high school and Learning Resource Teacher support. Access the cumulative folder regularly in high school. Identify a more efficient tool for screening reading levels. Inform high schools to provide appropriate support for all learners. (i.e. modified options, guided reading supports, Tier 1 Interventions, etc.) 8 P age
Collaboration Suggested ways for neighbourhood high school and elementary schools to collaborate throughout the year Gr 8 and 9 Transition pairing PAA Rotations Grade 8 in home high school and at Campus Regina Public Feeder School Tournaments pack the gym days Spend A Days Band/Musical Learning Fairs Open House Families of Neighbourhood Schools meeting regularly grade 8 and 9 teachers Joint Principal Meetings The meetings will consistently allow Family of Neighbourhood Schools Principals to meet STUDENT ATTENDANCE INCENTIVE Attendance Incentives are designed to recognize those students who have made efforts to attend classes regularly and punctually. The incentive that may be earned is as follows: The mark attained on the final assessment will not negatively impact the grade earned for that class. Attendance Incentives are earned by students if the following criteria are satisfied: Students must have a total of seven or fewer absences in each individual class, per semester. - A student is deemed to be present when he or she physically attends his or her regularly scheduled course. Students must have a total of three or fewer lates in the each individual class, per semester. - A late is defined as any time a student is not present in his or her scheduled course before the bell sounds signifying the beginning of class. Students must have all assignments completed in a satisfactory manner (no zeros) with a maximum of three late assignments over the entire semester. 9 P age
Students must have a minimum of 50% in the selected course one week prior to the end of classes. Note: Any unexcused absence or a school suspension (for current semester only) will lead to loss of Incentive. In addition, it is important that parents/guardians maintain accurate attendance records. Attendance should be reviewed on a weekly basis and any corrections should be made within five school days. HERE, RPS HIGH SCHOOL ATTENDANCE PROTOCOLS Regular attendance is a key indicator of a student's commitment to achieving success. Parents may access daily attendance records through the PowerSchool Parent Portal. The RPS attendance protocols are as follows: Increase student success by promoting daily attendance. Help students to develop responsibility in preparation for future careers. Expect all students to attend all classes including Advisory. Ensure students understand that they are responsible for all work missed and being absent from class results in lost opportunities and experiences that cannot be replicated through homework. Students who are aged 16 and older Students who have irregular or poor attendance (excused or unexcused) often accompanied with behavioural and/or academic concerns will be referred and discussed by the Student Achievement Committee as per the High School Attendance Interventions Flowchart. After 5 unexcused course absences, the Advisory teacher will contact home to inform the parents/guardians. The student will meet with the Advisory teacher to discuss attendance. After 10 unexcused course absences, a designated administrator/ guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance. The student and his/her parents will meet with the attendance team to discuss attendance. After 15 unexcused course absences, a designated administrator/guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance. The student and his/her parents will meet with the attendance team to discuss attendance. A formal letter will be sent to the 10 P age
parents/guardians as a follow up to the attendance team meeting to indicate that the student is at risk of being withdrawn from the class. After 20 unexcused course absences, the student will be withdrawn from the course. A standard letter of notification will be sent to the parents/guardians informing them that the student has been withdrawn from the course. After 20 consecutive unexcused DAYS of school, the student will be withdrawn as per the Ministry of Education guidelines (refer to Appendix E). - Withdraw a student from SDS within 20 days using appropriate withdrawal reason (enrollment outcome) code, even though investigation continues. A student who has been withdrawn from a course may re-enrol in that course the next semester. Parents must be aware that, if they are giving permission for an absence for illness or any other circumstances for which the family considers to be sufficient, the parent/guardian also assumes responsibility for results of absences such as, lower or failing grades and an increased homework load. Despite being excused, students may still be withdrawn after 20 classes if they are not achieving 50% in the course. Students Who Are Under 16 After 5 unexcused course absences, the Advisory teacher will contact home to inform the parents/guardians. The student will meet with the Advisory teacher to discuss attendance. After 10 unexcused course absences, a designated administrator/guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance and the possibility of referral to The @HERE Centre if the attendance issues persist or reach 20 days. After 15 unexcused course absences, a designated member of the attendance team will meet with the student and will contact the parents by phone or e-mail to schedule a meeting with parents/guardians. A formal letter will be sent to the parents/guardians as a follow up to the attendance team meeting to indicate that the student is at risk of being withdrawn from the class and if attendance issues persist and reach 20 days a referral will be made to The @HERE Centre. After 20 unexcused days in a course or 120 classes in all courses the student will be referred to The @HERE Centre. A standard letter of notification will be sent to the parents/guardians informing them that the student will be referred to The @HERE Centre Centre (priority will be given to Grade 9 students). 11 P age
After 20 CONSECUTIVE unexcused DAYS of school, the student will be withdrawn as per the Ministry of Education guidelines and the student will be referred to the Regina Public Schools The @HERE Centre. - Withdraw a student from SDS within 20 days using appropriate withdrawal reason (enrollment outcome) code, even though investigation continues. Parents must be aware that, if they are giving permission for an absence for illness or any other circumstances for which the family considers to be sufficient, the parent/guardian also assumes responsibility for results of absences such as, lower or failing grades and an increased homework load. Despite being excused, students may still be withdrawn after 20 classes in the course and referred to the Student Attendance Success Program if they are not achieving 50%. Schools Employing the Quarter System For schools that employ quarter systems, the allotted criteria of schools days will be half of the allotted days for schools that employ a semester system. NOTE: Decisions regarding attendance will be determined on an individual student basis. Action taken for one student will not constitute a precedent for other students. 12 P age
ADVISORY TEACHER INTERVENTION MODEL 13 P age
The @HERE Centre: SCHOOL ATTENDANCE SUPPORT PROGRAM When a student does not meet the requirements of Regina Public Schools attendance protocols, neighbourhood high school administrative teams may apply for a student to attend The @HERE Centre. The goal of The @HERE Centre is to support students to learn and embody school ready behaviours. Structure of Program a. Grade 9 for 2015-16, Grade 9 and Grade 10 for 2016-17 b. Structured Alternative Learning i. Big Picture School Model Philosophy: 1. Three foundation principles: a. Learning must be based on the interests and goals of each student; b. Curriculum must be relevant to the people and places that exist in the real world; c. Abilities must be authentically measured by the quality of her or his work. ii. Relationship based iii. Rigour iv. School ready behaviours v. Service Learning vi. Brain based routines vii. Cultural based viii. Course Completion ix. Drug addiction, personal and social counselling c. Supported Online Learning i. Module based course delivery that will eventually become interactive ii. Grade 9 online environment will be available 2016/17 d. Alternate school hours e. Transportation will be provided (bus tickets) Qualification for Program The program is suitable for students who: will have had numerous unauthorized absences from school; may have had social and/or emotional issues or concerns; may have demonstrated dislike of school over an extended period; may have experienced a lack of academic success; 14 P age
may require intensive counseling or medical treatment before they can fully engage in learning; have not responded to early interventions at the home school. Application Process Only administration from home school can make application for a student. Pathway selection occurs in consultation with The @HERE Centre and home school staff. Collaboration with student, family, home school, and outside agencies. Identification of other agencies that should be involved with student and family. Transition back to home school plan is developed with home school advocate and alternative program staff. Application form (Appendix B). Application Evaluation Process Individual Schools will keep a record of interventions for the student including all communication to the family. An attendance team member from each school will present each individual student to the School Affiliates in School Psychology (SASP) staff. Transition To and From The Advisory teacher for each individual student will be the home school case manager. The Home school case manager will have a consistent and routine interaction with student while they are enrolled in this program. Feedback documentation will be provided. A plan will be developed for home school return with the case manager and school administration. 15 P age
REGINA PUBLIC SCHOOLS HIGH SCHOOL REGISTRATION CENTRE Regina Public Schools accept students continuously throughout the school year. It is important for school staff to access current information to best meet the needs of all students in terms of appropriate programming and academic pathway. Therefore it is necessary to create a consistent and effective transition plan for students who begin the school year late or have been transient. The Regina Public Schools Registration Centre will assist all schools with students who meet certain criteria: Criteria for Entrance Referral to the Regina Public High School Registration Centre will occur for students in grades 9, 10, 11 or 12 who: do not qualify for Newcomer Welcome Centre or last attended a school outside of Regina Public Schools or have been out of school for one semester or longer or Who Should Be Sent to Register at the Regina Public Schools Registration Centre? Is the student in grade 9, 10, 11, or 12? YES Does the student qualify for the Newcomer Welcome Centre? NO Is the student s previous school outside of Regina Public Schools? YES Set up an appointment for the family at the RPS Registration Centre NO YES NO Direct the family to their neighbourhood elementary school. Direct the family to the Newcomer Welcome Centre. Has the student been out of school for one semester or longer? YES NO At the school level, the Admin Assistant or School Administrator sets up the appointment with the High School Registration Centre using a Centralized Calendar. Direct the family to their neighbourhood high school. 16 P age
Role of the Registration Centre Staff Admin Assistant: Enters students into SDS by completing the Guidance Counsellor Access Form, enters demographic information into PowerSchool, pulls transcripts, schedules student testing as needed, and notifies the school about the new registrant with the recommendations for program and curricular needs identified by the Transition staff. Also contacts the Aboriginal Advocate/Guidance Counsellor/School Administration to ensure a smooth transition. Teaching Staff: Assesses students, makes contact with previous school(s) to ensure appropriate program and curricular placement, identifies credit conversion and pre-requisites, communicates their recommendations to the home school, communicates the placement to parents, and directs the family back to the high school or Division Office if specialized programming is required. Location Adult Campus Communication Plan Need presence on social media/webpage to direct parents to the Transition Centre. PD for admin assistants/administrators including handouts and guidelines. Direct new families to Transition Centre in Leader-Post advertisement about school starting dates. ATTENDANCE STRATEGY COMMUNICATION PROJECT PLAN The need for communication with our stakeholders is vital to the success of any plan. Regina Public Schools is committed to communicating key messages to our stakeholders. Effective communication will ensure that our strategy is consistent and effective. Communication to Public a. Professional Media Campaign television and social media throughout the school year; b. Website dedicated to parent support linked to RPS; c. Target audience parents and students Pre-K through 12; d. Provide community with statistics linking attendance to success and the consequences of non-attendance; e. Student involvement/incentives; 17 P age
f. United Way involvement/funding. Communication to Staff Staff Meetings a. Principals review the Attendance Strategy at staff meeting. i. Develop Key Messages from Attendance Strategy Director to reinforce in the School Opening Message. 1. Incentives; 2. Professional Development Tier One Interventions; 3. Transition process to and from off-site support program emphasizing continued relationship with home school. b. Principals introduce the Attendance Strategy at staff meetings as required. ii. Develop Key Messages from Attendance Strategy. 1. Data & Rationale; 2. Target Group; 3. Tier One Intervention Review Teachers responsibilities and supports; 4. Attendance Intervention Process Under 16 & 16+. Communication to Students School Opening a. Consistent student handbook/website message reviewed in Advisory Communications to held with handbook review and message development. b. Incentives. c. Attendance interventions. Communication to Parents and Guardians a. Consistent with student and parent pamphlets/website message. b. Consistent communication throughout attendance intervention process. 18 P age
APPENDICES: Appendix A: Sample Letters Attendance letter: 20 absences 16 years old and over August 24, 2015 Dear Ms. At name of school, we are concerned with extended student absences and the implications for student learning. School attendance is both a right and a responsibility. School division teams actively partner with students and parents in the task of ensuring students meet or exceed the attendance requirements of Regina Public Schools Administrative Procedure 351 and sections 156-162 of the Saskatchewan Education Act, 1995. Regina Public Schools staff recognizes that consistent attendance, academic success, and school or grade completion have a positive correlation leading to graduation. Please be advised that student name s attendance report shows a total of 20 days of unexcused absences from school/subject this year since registering September 1, 2015. We believe that 20 days or more unexcused absences do not provide enough instructional time to achieve the learning outcomes of the curriculum. As per our attendance procedure, please be advised that student s name will be temporarily withdrawn from name of school for the remainder of this semester. He/she will be welcome to re-enroll next semester. I trust that we can work together to support your child for re-engagement into school. Sincerely, Name Principal School Cc: Name, Guidance Counsellor 19 P age
Attendance letter: 20 absences under 16 years old August 24, 2015 Dear Ms. At name of school, we are concerned with extended student absences and the implications for student learning. School attendance is both a right and a responsibility. School division teams actively partner with students and parents in the task of ensuring students meet or exceed the attendance requirements of Regina Public Schools Administrative Procedure 351 and sections 156-162 of the Saskatchewan Education Act, 1995. Regina Public Schools staff recognizes that consistent attendance, academic success, and school or grade completion have a positive correlation leading to graduation. Please be advised that student name s attendance report shows a total of 20 days of unexcused absences from school/subject this year since registering September 1, 2015. We believe that 20 days or more unexcused absences do not provide enough instructional time to achieve the learning outcomes of the curriculum. As per our attendance procedure, please be advised that student s name will be temporarily withdrawn from name of school and a referral will be made to attend The @HERE Centre, our Attendance Support Centre. The goal of HERE is to support students to learn and embody school ready behaviours and help overcome the challenges preventing regular attendance. We would like to invite you to a meeting on date, time and location to meet with a member of our school based Attendance Committee and the staff of The @HERE Centre to further discuss the support that will be provided to name. The teaching staff at The @HERE Centre will continue to work on curricular outcomes through a unique learning environment to re-engage and prepare your child to return to name of school where he/she will be welcome to re-enroll next semester. I trust that we can work together to support your child for re-engagement into school. Sincerely, Name Principal School Cc: Name, Guidance Counsellor The @HERE Centre 20 P age
Attendance letter: 15 absences 16 years old and over August 24, 2015 Dear Ms. At name of school, we are concerned with extended student absences and the implications for student learning. School attendance is both a right and a responsibility. School division teams actively partner with students and parents in the task of ensuring students meet or exceed the attendance requirements of Regina Public Schools Administrative Procedure 351 and sections 156-162 of the Saskatchewan Education Act, 1995. Regina Public Schools staff recognizes that consistent attendance, academic success, and school or grade completion have a positive correlation leading to graduation. For each day of absence, a child misses five hours of instructional time. This time includes class and small group lessons, opportunities for group interaction, practice under teacher supervision and support, presentations, demonstrations, various assignments, assessments and other opportunities for your child to demonstrate achievement of learning. Please be advised that student name s attendance report shows a total of 15 days of unexcused absences from school/subject this year since registering September 1, 2015. Further to our telephone/email correspondence, our school based Attendance Committee, including the Advisory teacher, attendance committee member, Aboriginal Advocate, administration and guidance, would like to invite you to a meeting on date and time. At that time, we hope to work with you to develop a plan of support to have student name attend regularly and avoid failing this course/year and withdrawal from the course if the number of unexcused absences reaches 20. I trust that we can work together to improve your child s attendance record. Sincerely, Name Principal School Cc: Name, Guidance Counsellor 21 P age
Attendance letter: 15 absences under 16 years old August 24, 2015 Dear Ms. At name of school, we are concerned with extended student absences and the implications for student learning. School attendance is both a right and a responsibility. School division teams actively partner with students and parents in the task of ensuring students meet or exceed the attendance requirements of Regina Public Schools Administrative Procedure 351 and sections 156-162 of the Saskatchewan Education Act, 1995. Regina Public Schools staff recognizes that consistent attendance, academic success, and school or grade completion have a positive correlation leading to graduation. For each day of absence, a child misses five hours of instructional time. This time includes class and small group lessons, opportunities for group interaction, practice under teacher supervision and support, presentations, demonstrations, various assignments, assessments and other opportunities for your child to demonstrate achievement of learning. Please be advised that student name s attendance report shows a total of 15 days of unexcused absences from school/subject this year since registering September 1, 2015. Further to our telephone/email correspondence, our school based Attendance Committee, including the Advisory teacher, attendance committee member, Aboriginal Advocate, administration and guidance, would like to invite you to a meeting on date and time. At that time, we hope to work with you to develop a plan of support to have student name attend regularly and avoid failing this course/year and withdrawal from the course if the number of unexcused absences reaches 20. At 20 unexcused absences, a referral would be made for student name to attend The @HERE Centre, our Attendance Support Centre. The goal of The @HERE Centre is to support students to learn and embody school ready behaviours and help overcome the challenges preventing regular attendance for a return to name of school the following semester. I trust that we can work together to improve your child s attendance record. Sincerely, Name Principal School Cc: Name, Guidance Counsellor 22 P age
Application for @HERE Centre, High School Education Re-Engagement Student Information Student Name: Date of Birth: Date of Application: Home School: Grade: Principal: Vice Principal: Advisory Teacher: Family Information Father/Stepfather/Legal Guardian/Foster Parent (Circle) (Circle) Name: Address: Postal Code: Home Phone: Mobile/Work Phone: Email: Mother/Stepmother/Legal Guardian/Foster Parent Name: Address: Postal Code: Home Phone: Mobile/Work Phone: Email: Please complete the following if the applicant does not live with parent(s)/guardian(s)/foster parent (s): Name of the person(s) the student lives with: Relationship to student (e.g., aunt, uncle, friend): Address: Home Phone: Postal Code: Cell/Work Phone: School/Division/Outside Agency Supports Support Name Email Phone # Learning Resource Teacher Psychologist Guidance Counselor Child and Youth Ministry of Justice Ministry of Social Services School Resource Officer Addictions Services Counselor Aboriginal Advocate Other: 23 P age
Please attach the following documents: Print the current assessment profile from Inform Student s most recent PowerSchool Quick Lookup Student s most recent Progress Reports for all classes Log Entries and Communication details with dates that have occurred with the student and parents/guardians Intervention First Documentation Pearson Portal: Username Password Communication and Academic Plans: Parent(s)/Guardian(s) have been notified and understand the placement into The @HERE Centre Meetings have occurred between a team member from both the student s home school and The @HERE Centre Date of meeting: Home School Administration Approval: Principal Vice-Principal(s) FOR @HERE Staff USE ONLY The student will begin The @HERE Program on: The student will be working on the following classes/outcomes/career planning as determined by The @HERE Program staff in consultation with the student s home school: 1. 2. 3. 4. 24 P age
Appendix C: Guidelines for The @HERE Program Regular attendance is a key indicator of a student's commitment to achieving success. Parents may access daily attendance records through the PowerSchool Parent Portal. The RPS attendance protocols are as follows: Increase student success by promoting daily attendance. Help students to develop responsibility in preparation for future careers. Expect all students to attend all classes including Advisory. Ensure students understand that they are responsible for all work missed and being absent from class results in lost opportunities and experiences that cannot be replicated through homework. Students who are aged 16 and older Students who have irregular or poor attendance (excused or unexcused) often accompanied with behavioural and/or academic concerns will be referred and discussed by the Student Achievement Committee as per the High School Attendance Interventions Flowchart. After 5 unexcused course absences, the Advisory teacher will contact home to inform the parents/guardians. The student will meet with the Advisory teacher to discuss attendance. After 10 unexcused course absences, a designated administrator/ guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance. The student and his/her parents will meet with the attendance team to discuss attendance. After 15 unexcused course absences, a designated administrator/ guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance. The student and his/her parents will meet with the attendance team to discuss attendance. A formal letter will be sent to the parents/guardians as a follow up to the attendance team meeting to indicate that the student is at risk of being withdrawn from the class. After 20 unexcused course absences, the student will be withdrawn from the course. A standard letter of notification will be sent to the parents/guardians informing them that the student has been withdrawn from the course. After 20 consecutive unexcused DAYS of school, the student will be withdrawn as per the Ministry of Education guidelines (refer to Appendix D). 25 P age
- Withdraw a student from SDS within 20 days using appropriate withdrawal reason (enrollment outcome) code, even though investigation continues. A student who has been withdrawn from a course may re-enrol in that course the next semester. Parents must be aware that, if they are giving permission for an absence for illness or any other circumstances for which the family considers to be sufficient, the parent/guardian also assumes responsibility for results of absences such as, lower or failing grades and an increased homework load. Despite being excused, students may still be withdrawn after 20 classes if they are not achieving 50% in the course. Students Who Are Under 16 After 5 unexcused course absences, the Advisory teacher will contact home to inform the parents/guardians. The student will meet with the Advisory teacher to discuss attendance. After 10 unexcused course absences, a designated administrator/guidance counsellor/ aboriginal advocate from the attendance team will contact the parents/guardians to discuss the student s attendance and the possibility of referral to the Attendance Support Program (The @HERE Centre) if the attendance issues persist or reach 20 days. After 15 unexcused course absences, a designated member of the attendance team will meet with the student and will contact the parents by phone or e-mail to schedule a meeting with parents/guardians. A formal letter will be sent to the parents/guardians as a follow up to the attendance team meeting to indicate that the student is at risk of being withdrawn from the class and if attendance issues persist and reach 20 days a referral will be made to The @HERE Centre. After 20 unexcused days in a course or 120 classes in all courses the student will be referred to the Attendance Support Program (The @HERE Centre). A standard letter of notification will be sent to the parents/guardians informing them that the student will be referred to The @HERE Centre. After 20 CONSECUTIVE unexcused DAYS of school, the student will be withdrawn as per the Ministry of Education guidelines and the student will be referred to the Regina Public Schools HERE Centre (priority will be given to Grade 9 students). - Withdraw a student from SDS within 20 days using appropriate withdrawal reason (enrollment outcome) code, even though investigation continues. Parents must be aware that, if they are giving permission for an absence for illness or any other circumstances for which the family considers to be sufficient, the 26 P age
parent/guardian also assumes responsibility for results of absences such as, lower or failing grades and an increased homework load. Despite being excused, students may still be withdrawn after 20 classes in the course and referred to the Student Attendance Success Program if they are not achieving 50%. NOTE: Decisions regarding attendance will be determined on an individual student basis. Action taken for one student will not constitute a precedent for other students. 27 P age
Appendix D: Education Act, Sections 156-162 28 P age
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Appendix E: Ministry of Education Guidelines 33 P age
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Appendix F: Administrative Procedure (AP) 351 35 P age
Appendix G: Student and Parent Communication Regina Public High School Attendance Strategy and Intervention Plan School attendance is both a right and a responsibility. School division teams actively partner with students and parents in the task of ensuring students meet or exceed the attendance requirements of Regina Public Schools and the Saskatchewan Education Act, 1995. The provincial education sector plan highlights increased graduation rates as a priority. Regina Public School staff recognizes that consistent attendance, academic success, and school or grade completion have a positive correlation. The Attendance Strategy and Intervention Plan is not intended as a punitive measure. It aims to provide direction and to involve all stakeholders in achieving consistent attendance and therefore academic success for all students. Accurate course records are a shared responsibility between school and parents/guardians. School staff will ensure accurate course attendance records, and it is the responsibility of parents/guardians to inform the school of absences in a timely fashion. Student Attendance Incentive Attendance Incentives are designed to recognize those students who have made efforts to attend classes regularly and punctually. The incentive that may be earned is as follows: The mark attained on the final assessment will not negatively impact the grade earned for that class. Any unexcused absence or school suspension (for current semester only) will lead to loss of Incentive. Attendance Incentives are earned by students if the following criteria are satisfied: Students who have a total of seven or fewer absences in each individual class, per semester. - A student is deemed to be present when he or she physically attends his or her regularly scheduled course. (Absences include excused, and school excused). - Students may have a total of three or fewer lates in each individual class, per semester. - A late is defined as any time a student is not present in his or her scheduled course before the bell sounds signifying the beginning of class. - Students must have all assignments completed in a satisfactory manner (no zeros) with a maximum of three late assignments over the entire semester. Students must have a minimum of 50% in the selected course one week from the end of classes. The @HERE Centre When a student does not meet the requirements of Regina Public Schools attendance protocols, neighbourhood high school administrative teams may apply for a student to attend The @HERE Centre. The @HERE Program will support students to learn and embody school ready behaviours. The goal for The @HERE Program is for students to transition back to their neighborhood high school the following semester. After 20 unexcused absences students may be withdrawn. 36 P age