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Truancy and Homevisits- Stephanie Hodge
Transcript of Truancy and Homevisits- Stephanie Hodge
By: Stephanie Hodge
Liberty High School's
Current Policies, Procedures
and Current Standards
of Practice Regarding Truancy
Objectives of Presentation
Provide Problem Statement
Introduction to Liberty High School
Current Standard of Practice
Evidence Based Practice
Revelation of Research Results
Implications for Practice
Attendance is taken at the beginning of each class period and submitted for record keeping
A daily list is generated of absent students
List is passed to Home-School Coordinator and phone calls are made to home of missing students.
Home visit will be made if parent or guardian cannot be reached.
Continued absences are reported to law enforcement
Student then becomes court ordered to attend school each day.
What's being said....
“I don’t think I have ever been in a classroom where everyone was present during attendance.
"I guess I would want to come more if I liked school and had more friends. "
"I think so many of us just hate school and hate getting up to come.
"I mean I really don’t care. I know it makes me sound bad but I really don’t. As far as other people I know, they all hate coming to school."
"We don’t really encourage each other to be here."
Liberty's Truancy Statistics
“They need to get the teachers more involved. I just think that they don’t care enough about encouraging kids to stay in school. All they do is complain when kids don’t show up but when they are there, my daughter tells me that they really don’t act interested in her learning. "
"Oh, it’s a problem. When it comes to attendance, I think the parents are mostly to blame really. Over the years, when a student misses a lot, they usually are not getting a lot of support at home. "
What is truancy?
An unexcused and unlawful
absence from school.
(Belle et al, 1994)
Liberty High School
On a daily basis...
An estimated 120 students are absent out of only 380 students at Liberty High School
That is 32% ! !
If students who are at risk for failing school due to truancy, and the school’s Home School Coordinator will conduct home visits to students at risk, or will not, will this then decrease student’s absences?
Evidence Based Practice
Gibbs & Gambrill, 2002
Six databases were used
Key terms, or MOLES (Methodology Oriented Locators for Evidence Searching)
Ten articles included exhibited the highest rigor
Appraisal forms based on type of article (each was scored).
Interviews conducted with Stakeholders/Consumers
Main Findings in Qualitative/Quantitative Research
(1) All seven quantitative articles, and all three qualitative articles found that home visits are still a beneficial intervention method to reducing truancy.
(2) All three qualitative articles found that other staff members (especially teachers) are likely to show better results in reducing truancy with their home visits than the home-school coordinator, and that home visits benefit teachers as well.
(3) All three qualitative articles show consistent results that students who received home visits are much more likely to have parents that participate and are more active in their student’s overall academic success.
(4) Three of seven quantitative studies found that that implementing home visits at an early age will help to set good attendance habits for parents and students to live by as the student moves up through middle and high school.
Practitioner Interview Results
- 5 practitioners were interviewed
-Felt that home visits do help in reducing truancy.
-Felt truancy is a large problem at Liberty High School.
-Blame truancy on lack of parental support at home.
-Felt the YSC was too understaffed to conducted the amount of home visits needed to see improvement.
-Felt teachers should conduct home visits as well.
Consumer Interview Results
- 5 Consumers were interviewed
-Agreed that home visits do work for reducing truancy
- All felt that Liberty High School has a truancy problem.
- Felt that they are not encouraged enough to come to school (by staff and peers).
- Parents blame teachers for not wanting to make visits too and be more involved in their student's learning.
Home visits are still
beneficial in reducing
truancy in at Liberty
One person making home
visits CANNOT make a big
enough difference to reduce
truancy at Liberty High School.
Teachers need to begin making
home visits in conjunction
with the Home-School Coordinator
to help increase the amount
of visits at Liberty High School.
So Let's Do
Liberty High School has
exactly 50 teachers.
If every teacher in the school
made only 1 home visit every semester (That's two a year)...
That means that an
additional 100 home visits
would be made in that year alone that the Home-School Coordinator would not have been able to make on their own.....
Just imagine how many could be made if the teachers made more than 1 home visit each semester!
Fact Sheet for Parents
Fact Sheet for Teachers
Encouragement Poster for Students
Newsletter for the YSC
Implications for Practice
Inform teachers of how serious an issue truancy can be for their students
Truancy effects outside of school
Help with making the students feel wanted when they are at school and their presence missed when they are absent.
Allen-Meares, P., Montgomery, K., & Kim, J. (2013). School-based social work interventions: A cross-national systematic review. Social Work, 58 (3), 253 – 262.
Coady, M., Cruz-Davis, J., & Flores, C. (2008). Personalmente: Home-school communication practices with (im)migrant families in north Florida. Bilingual Research Journal, 31, 251-270.
Fergusson, D., Hildegard, G., Horwood, L., & Ridder, E. (2005). Randomized trial of the Early start Program of Home Visitation. Pediatrics, 116(6), 803-809.
Franklin, C., Kim, J., & Tripodi, S. (2009). A meta-analysis of published school social work practice studies. Research on Social Work Practice, 19 (6), 667-677.
Gibbs, L. (2003). Evidence-Based Practice for the Helping Professions: A Practical Guide with Integrated Multimedia, Pacific Grove, CA: Brooks/ Cole.
Gilgun, J. F. (2005). The four cornerstones of evidence-based practice in social work. Research on Social Work Practice, 15(1), 52-61.
Maynard, B.R., McCrea, K.T., Pigott, T.D. & Kelly, M.S. (2012) Indicated Truancy Interventions for Chronic Truant Students: A Campbell Systematic Review. Research on Social Work Practice 2013. Retrieved 30 September 2013 from http://rsw.sagepub.com/content/23/1/5.
Meyer, J., & Mann, M. (2006). Teachers’ perceptions of the benefits of home visits for early elementary children. Early Childhood Education Journal, 34(1), 93-97.
Meyer, J., Mann, M., & Becker, J. (2011). A five-year follow-up: Teachers’ perceptions of the benefits of home visits for early elementary children. Early Childhood Education Journal, 39, 191-196.
Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home visits: Teacher reflections about relationships, student behavior, and achievement. Issues in Teacher Education, 21(1). 21-37.
Sutphen, R., Ford, J., & Flaherty, C. (2010). Truancy interventions: A review of the research literature. Research on Social Work Practice, 20(2), 161-171.
Sweet, M., & Appelbaum, M. (2004). Is home visiting an effective strategy? A meta-analytic review of home visiting program for families with young children. Child Development, (75) 5, 1435-1456.