1. Perfect Attendance Contributes to Success (PACS club)
William Foster School
&
Garfield Heights High School
school year

2. Why Target Attendance?
William Foster SWIS data from showed that tardiness and attendance were major areas of concern.
Students with the poorest attendance tend to have more academic problems and behavioral problems and are over-referred for special education.

3. What Does PACS Look Like?
8:30-8:50 every morning
Individual student folders
Words of encouragement
Reinforcement daily
PAWS ticket for every 5 days
Periodic “booster” sessions

4. Recruitment
Altogether, 39 students invited during two separate recruitment periods
October/November: 5 absences and/or 7 tardies
January 10 absences and/or 15 tardies
Permission slips/invitations sent home, approximately 50% came back initially; altogether 67 contacts were initiated by staff (phone call, s and follow up letters)

5. Survey of Parents Not enough sleep……………….25% Non-compliant…………………..33%
Medical condition………………16%
Does not like school……………..0%
Inconsistent transportation…20%
Family situation…………………....8%
12 parents returned surveys

6. Student Information Participants 31 students participated
3 students moved/were not living in the district
28 students currently participating in 1st -3rd grades
AYP subgroups
14% Special Education
3% Hispanic
11% White
11%Multiracial
75% African-American
86% Economically Disadvantaged

7. AIMS Comparisons

8. Intervention Effectiveness-Percentage of Days Present

9. Intervention Effectiveness-Percentage of Days On Time

10. Other Considerations Winter attendance
Staff resources (more time than we thought, still worth it)
Back-up coverage
Internal vs. external motivation

11. Why Try to Target the High School?
Average # of students who fail 9th grade 1st period classes.
Cost to district of having a student retake a class.
Cost to district of having a SPED student retake a class.
Cost to district of having a student take a VLA (credit recovery).

12. PACS at the High School
This intervention was sampled in a first period English 9 class.
Class Demographic –
23 students total
18 not identified
4 SPED
1 ELL
***Note this is an intervention that will target both Special Ed and Regular Ed students!

13. Grade Breakdown
When this intervention started class grades looked like this…
A – 3 students
B – 6 students
C – 4 students
D – 2 students
F – 8 students
*** In this class there are 14 students that could potentially fail the class for the year if they do not improve their attendance and pass 4th quarter.

14. How It Worked at the High School…
Students have to be in class by the first period bell.
Students that arrived on time will receive a raffle ticket. (Track student’s attendance in spread sheet for final reward)
Once a week tickets should be drawn for the raffle. High school students are easily motivated by food.
Make sure students know what goal they are working towards for the larger reward. (example: Students had to have 70% attendance for two weeks, be on time 7 out of 10 days, to receive the reward of donuts and coffee .)
Frequently remind students what they are working towards!!!

15. How Did It Shake Out?
10 students were rewarded on the first Friday through the raffle drawing. (Some of the students rewarded were there 5 out of 5 days, some might have only been there one or two days. )
11 students were rewarded with donuts and coffee for keeping 70% attendance.
After 2 weeks, grades showed some improvements for students who were there. Out of the 11 students that earned the final reward, 6 students grades improved.
Taking a look at two students in particular
Student A – Non SPED. Average attendance before PACS 30%. Improved attendance to 70%. Starting grade a 58%. At end of two weeks has a 68%.
Student B – SPED. Average attendance before PACS 40%. Improved attendance to 70%. Starting grade a 67%. At end of two weeks has a 70%.

16. Lessons Learned – William Foster
Start with a small group
Target students, ask parents to call if they do NOT want their child participating
Communicate that the child will not miss academics
Booster sessions
Skill vs. performance deficits

17. Lessons Learned – High School
Teacher buy in. Potential reward for teachers if attendance improves.
The benefit of having students pass a class for the price of a box of donuts vs. having to attend summer school….well worth it.