Yonkers Truancy - Revision history

Kmines: /* TRUANCY AND DROP-OUT PREVENTION RESOURCES */

2013-05-29T15:47:55Z

‎TRUANCY AND DROP-OUT PREVENTION RESOURCES

Kmines: /* TRUANCY AND DROP-OUT PREVENTION RESOURCES */

2013-05-29T15:46:31Z

‎TRUANCY AND DROP-OUT PREVENTION RESOURCES

Kmines: /* PREVIOUS MEETINGS */

2013-05-29T15:43:05Z

‎PREVIOUS MEETINGS

Kmines: /* PREVIOUS MEETINGS */

2013-05-29T15:42:10Z

‎PREVIOUS MEETINGS

Kmines: /* PREVIOUS MEETINGS */

2013-05-29T15:40:53Z

‎PREVIOUS MEETINGS

Kmines at 14:53, 29 May 2013

2013-05-29T14:53:23Z

Show changes

Kmines: /* TRUANCY AND DROP-OUT PREVENTION RESOURCES */

2013-05-29T14:08:21Z

‎TRUANCY AND DROP-OUT PREVENTION RESOURCES

KBertrand at 21:29, 19 March 2013

2013-03-19T21:29:15Z

Yspiegel: /* TRUANCY AND DROP-OUT PREVENTION RESOURCES */

2011-06-01T12:16:37Z

‎TRUANCY AND DROP-OUT PREVENTION RESOURCES

Yspiegel: /* TRUANCY AND DROP-OUT PREVENTION RESOURCES */

2011-04-14T12:08:36Z

‎TRUANCY AND DROP-OUT PREVENTION RESOURCES

@@ Line 29: / Line 29: @@
 == TRUANCY AND DROP-OUT PREVENTION RESOURCES ==
-* [http://www.attendanceworks.org/tools/| Attendance Works Tools and Technical Assistance]<br>
+* [http://www.attendanceworks.org/tools/| Attendance Works Tools and Technical Assistance] '''<span style="color:#ff0000">''NEW''</span>'''<br>
 This page offers users access to tools for monitoring, understanding and addressing chronic absence, starting in the early grades. You will find tools for implementing strategies at the school, district and state level.
@@ Line 102: / Line 102: @@
 This brief from the National Middle School Association, drawing on research and field work, illuminates key policy and practice implications of the middle grades playing a stronger role in achieving our national goal of graduating all students from high school prepared for college or career and civic life. The brief is based on more than a decade of research and development work at the Center for the Social Organization of Schools at Johns Hopkins University. It also draws on direct field experience in more than 30 middle schools implementing comprehensive reform and a longstanding collaboration with the Philadelphia Education Fund.<br>
-*  [http://www.civicenterprises.net/reports.php  On the Frontline of Schools] '''<span style="color:#ff0000">''NEW''</span>'''<br>
+*  [http://www.civicenterprises.net/reports.php  On the Frontline of Schools] <br>
 This 60 page, June 2009 report, prepared by John M. Bridgeland, John J. DiIulio, Jr. and Robert Balfanz, presents the perspectives of ''teachers'' and ''principals'' on the high school dropout problem. A Report by Civic Enterprises in association with Peter D. Hart Research Associates for
 the AT&T Foundation and the America’s Promise Alliance.<br>
-* [http://www.nydailynews.com/ny_local/education/2009/11/10/2009-11-10_state_worst_in_us_in_awarding_geds.html NY State Worst in U.S. in Awarding GEDs] '''<span style="color:#ff0000">''NEW''</span>'''<br>
+* [http://www.nydailynews.com/ny_local/education/2009/11/10/2009-11-10_state_worst_in_us_in_awarding_geds.html NY State Worst in U.S. in Awarding GEDs]<br>
 ''NY Daily News'' staff writer Meredith Kolodner reporting on the role played by New York City's underfunded and uncoordinated system of GED preparation programs.<br>
-* [http://www.chronicabsence.net/ Addressing the Issue of Chronic Absence in Schools] '''<span style="color:#ff0000">''NEW''</span>'''<br>
+* [http://www.chronicabsence.net/ Addressing the Issue of Chronic Absence in Schools]<br>
 This website provides both an information clearinghouse and a forum to examine the relationship between chronic absence in the early elementary school grades and academic performance. Be sure to follow its link to ''Ensuring School Success by Addressing Attendance and Chronic Absence in the Early Grades: A Call to Action for State And Local Education Leaders.'' <br>

← Older revision		Revision as of 15:46, 29 May 2013
Line 29:		Line 29:

	== TRUANCY AND DROP-OUT PREVENTION RESOURCES ==		== TRUANCY AND DROP-OUT PREVENTION RESOURCES ==
		+	* [http://www.attendanceworks.org/tools/\| Attendance Works Tools and Technical Assistance]<br>
		+	This page offers users access to tools for monitoring, understanding and addressing chronic absence, starting in the early grades. You will find tools for implementing strategies at the school, district and state level.
		+
	* [[media:Westchester_Family_Center_8-24-12.doc\|Westchester Family Center]]		* [[media:Westchester_Family_Center_8-24-12.doc\|Westchester Family Center]]

@@ Line 17: / Line 17: @@
 ==PREVIOUS MEETINGS==
-* January 30, 2013
+* January 30, 2013<br>
-[[media:YTRSG_Agenda_1-30-13.docx‎|Agenda]]
+[[media:YTRSG_Agenda_1-30-13.docx‎|Agenda]]<br>
-* March 13, 2013
+* March 13, 2013<br>
-[[media:YTRSG_Agenda_2013-3-20.doc‎|Agenda]]
+[[media:YTRSG_Agenda_2013-3-20.doc‎|Agenda]]<br>
-[[media:6_Go_To_School_Flyer_FINAL_-2008.pdf‎|Handout - Sample "Go to School Flyer" from 2008]]
+[[media:6_Go_To_School_Flyer_FINAL_-2008.pdf‎|Handout - Sample "Go to School Flyer" from 2008]]<br>
-[[media:PDF_Attendance_Matters-English_2011.pdf|Handout - Attendance Matters by SAS - English]]
+[[media:PDF_Attendance_Matters-English_2011.pdf|Handout - Attendance Matters by SAS - English]]<br>
-[[media:PDF_Attendance_Matters-English_2011.pdf|Handout - Attendance Matters by SAS - Spanish]]
+[[media:PDF_Attendance_Matters-English_2011.pdf|Handout - Attendance Matters by SAS - Spanish]]<br>
-[http://www.attendanceworks.org/infographic/| Attendance Works Infographic]
+[http://www.attendanceworks.org/infographic/| Attendance Works Infographic]<br>
-* April 17, 2013
+* April 17, 2013<br>
-[[media:YTRSG_Agenda_2013-4-17.doc‎|Agenda]]
+[[media:YTRSG_Agenda_2013-4-17.doc‎|Agenda]]<br>
 == TRUANCY AND DROP-OUT PREVENTION RESOURCES ==

@@ Line 24: / Line 24: @@
 [[media:PDF_Attendance_Matters-English_2011.pdf|Handout - Attendance Matters by SAS - English]]
 [[media:PDF_Attendance_Matters-English_2011.pdf|Handout - Attendance Matters by SAS - Spanish]]
 * April 17, 2013
 [[media:YTRSG_Agenda_2013-4-17.doc‎|Agenda]]

@@ Line 17: / Line 17: @@
 ==PREVIOUS MEETINGS==
+* January 30, 2013
 == TRUANCY AND DROP-OUT PREVENTION RESOURCES ==

← Older revision		Revision as of 14:08, 29 May 2013
Line 134:		Line 134:

	== TRUANCY AND DROP-OUT PREVENTION RESOURCES ==		== TRUANCY AND DROP-OUT PREVENTION RESOURCES ==
		+	* [[media:Westchester_Family_Center_8-24-12.doc\|Westchester Family Center]]
		+
		+	* [[media:Kinship_Support_Program_11-2011.doc\|Kinship Support Program]]
		+
	* [http://www.buffalonews.com/editorial-page/buffalo-news-editorials/article438977.ece "A truancy crisis" from The Buffalo News editorial page]		* [http://www.buffalonews.com/editorial-page/buffalo-news-editorials/article438977.ece "A truancy crisis" from The Buffalo News editorial page]

@@ Line 64: / Line 64: @@
 **[[media:EdNegYO090107012908.pdf|September to January CPS Ed Neglect stats from 2007-8 school year]]
 **[[media:CPS_Cause_stats_Sept_to_Dec.pdf|CPS stats on causes of truancy]]
 * December 16, 2008<br> [[Media:YTRSGMinutes12-16-08.doc|December YTRSG meeting minutes]]<br> [[Media:YTPRCWGMinutes12-16-08.doc|December YTPRCW meeting minutes]]
 ** [[media:YTRSGStatus12-01-08_v1.xls|Truancy status report from December meeting]]

@@ Line 135: / Line 135: @@
 == TRUANCY AND DROP-OUT PREVENTION RESOURCES ==
 * [http://www.aecf.org/%7E/media/Pubs/Topics/Education/Other/DoubleJeopardyHowThirdGradeReadingSkillsandPovery/DoubleJeopardyReport040511FINAL.pdf Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation]
 Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later

← Older revision		Revision as of 12:08, 14 April 2011
Line 135:		Line 135:

	== TRUANCY AND DROP-OUT PREVENTION RESOURCES ==		== TRUANCY AND DROP-OUT PREVENTION RESOURCES ==
		+	* [http://www.aecf.org/%7E/media/Pubs/Topics/Education/Other/DoubleJeopardyHowThirdGradeReadingSkillsandPovery/DoubleJeopardyReport040511FINAL.pdf Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation]
		+	Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later
		+	grades and drop out before earning a high school diploma. Now, researchers have confirmed this link in the first national study to calculate high school graduation rates for children at
		+	different reading skill levels and with different poverty rates. Results of a longitudinal study of nearly 4,000 students find that those who don’t read proficiently by third grade are four
		+	times more likely to leave school without a diploma than proficient readers. For the worst readers, those couldn’t master even the basic skills by third grade, the rate is nearly six
		+	times greater. While these struggling readers account for about a third of the students, they represent more than three fifths of those who eventually drop out or fail to graduate on time.
		+	What’s more, the study shows that poverty has a powerful influence on graduation rates. The combined effect of reading poorly and living in poverty puts these children in double jeopardy.
		+
	* [http://www.advancementproject.org/sites/default/files/publications/01-EducationReport-2009v8-HiRes.pdf \| Test, Punish, and Push Out: How Zero Tolerance and High-Stakes Testing Funnel Youth into the School to Prison Pipeline]<br> “Test, Punish, and Push Out” provides an overview of zero-tolerance school discipline and high-stakes testing, how they relate to each other, how laws and policies such as the No Child Left Behind Act (NCLB) have made school discipline even more punitive, and the risk faced if these devastating policies are not reformed.		* [http://www.advancementproject.org/sites/default/files/publications/01-EducationReport-2009v8-HiRes.pdf \| Test, Punish, and Push Out: How Zero Tolerance and High-Stakes Testing Funnel Youth into the School to Prison Pipeline]<br> “Test, Punish, and Push Out” provides an overview of zero-tolerance school discipline and high-stakes testing, how they relate to each other, how laws and policies such as the No Child Left Behind Act (NCLB) have made school discipline even more punitive, and the risk faced if these devastating policies are not reformed.