1. Phone-A-Mentor This mentorship program will utilize cell phones to connect Syracuse School Employees (mentors) with students (mentees) who have high absence rates in order to increase school attendance and ultimately increase graduation rates

2. Community Need Chart

3. Annual Attendance Rate, 2008-09 School District Attendance rate New York State93% Baldwinsville96% East Syracuse Minoa95% Fabius Pompey96% Fayetteville Manlius96% Jamesville Dewitt96% Jordan-Elbridge94% La Fayette95% Liverpool95% Lyncourt96% Marcellus96% North Syracuse95% Onondaga94% Skaneateles96% Solvay94% Syracuse91% Tully96% West Genesee96% Westhill95% Source: nySTART, 2008-09 http://cnyvitals.org/onondaga/education/atte ndance Community Need Chart Data

4. 2007 Cohort Graduation by District in Onondaga County, 2010-11 Community Need Chart

5. 2007 Cohort Graduation by District in Onondaga County, 2010-11 DistrictGraduation Rate Baldwinsville91% East Syracuse-Minoa86% Fabius-Pompey92% Fayetteville-Manlius93% Jamesville-Dewitt89% Jordan-Elbridge83% LaFayette86% Liverpool81% Marcellus89% North Syracuse83% Onondaga76% Skaneateles94% Solvay94% Syracuse52% Tully90% West Genesee90% Westhill94% http://cnyvitals.org/onondaga/education/grad uation-rates-onondaga Community Need Chart Data

6. PROBLEM OR ISSUERESOURCESACTIVITIESOUTPUTSSHORT- TERM OUTCOMESLONG-TERM OUTCOMESIMPACT The Community NeedIn order to accomplishIn order to address ourWe expect that onceWe expect that if accomplished This is the problem weour set of activities weproblem or asset we willaccomplished thesethese activities are trying to solvewill need the following:accomplish the followingactivities will producewill lead to the following activities:the following evidencechanges in 1–3changes in 4–6changes in 7–10 years: or service delivery:years: In our community there are too many students not graduating from high school. The non- graduating rate is currently 48%. It would be much better to be closer to 10%.This problem is a result of chronic absenteeism. (A response to intervention model to promote school attendance and decrease school absenteeism.). Child and Youth Care Forum, 43(1), 1-25. Retrieved from http://dx.doi.org/10.1 007/s10566-013-9222- 1. Program Coordinator, Mentor volunteers (SCSD Employees), Parent Participation, Cooperation from Syracuse City School District Administration, cell phones for each student, assessments, Mentor training materials and Introduction materials, Office for Program Coordinator. 5th -7th graders with high absentee rates will participate in Phone-A- Mentor, a mentorship program that provides cell phones to students (mentees) to facilitate daily communication with district employees (mentors) in order to be more successful in school. The outputs will be a monthly count of how many 5th -7th graders with high absentee rates sign up for and participate in the program. The percent of absentee rates will be lower for those participating in the program as compared to those not participating. The percent of students dropping out of school will be lower for those participating in the program as compared to those not participating. The community problem of not graduating from high school will decline from the current amount of 48% closer to the desired lower level of 10%. Logic Model

7. Literature Review Absenteeism is most prominently linked to eventual school dropout. Kearney, C. A., & Graczyk, P. (2014). Regular school attendance is fundamental to children’s success in academic, language, social and work-related domains (Kearney, C. A., & Graczyk, P. (2014). Mentoring is an effective strategy for keeping students in school (Goss, C.L., & Andren, K.J. (2014). For a mentoring program to be successful it is important that there is easy accessibility of the mentor for the mentee (Lee, K., Kim, M. J., Park, T. H., & Alcazar-Bejerano, I. (2015).

8. Logical Approach Works Cited Goss, C.L., & Andren, K.J. (2014). Dropout prevention. New York, NY: The Guilford Press. Kearney, C. A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child & Youth Care Forum, 43(1), 1-25. Retrieved from http://dx.doi.org/10.1007/s10566-013-9222- 1 Lee, K., Kim, M. J., Park, T. H., & Alcazar-Bejerano, I. (2015). Effects of a ubiquitous mentoring program on self-esteem, school adaptation, and perceived parental attitude. Behavior and Personality, 43(7), 1193-1208. Retrieved from http://search.proquest.com/docview/1721707397?accountid=27 881 http://search.proquest.com/docview/1721707397?accountid=27

9. Evaluation Plan 1.Evaluation Question: Does the student who is chronically absent (10% or higher absentee rate) continue to have chronic absenteeism after they have been in the program 6 months? This question would be asked of the school district as opposed to the student or parent for data reliability purposes. 2.Evaluation Design: OXO 3.Evaluation Statistics: 1.Crosstab/Pivot Table with Chi Square 2.Logistic Regression

10. Crosstabulation Before program 46.9% students chronically absent After program 49.1% chronically absent. This shows Program not effective. Data Analysis

11. Chronic versus non-chronic absenteeism

12. Students who do not speak English at Home Chronic versus non-chronic absenteeism But Wait! Out of all the variables “Students who do not speak English at home” did show a decline in chronic absenteeism. Let’s check the Regression Analysis for this variable……..

13. Regression Analysis Unfortunately we see that the correlation between the mentorship program and absenteeism is not significant for all the variables. This is not an effective program!

14. Chi-Square can’t even redeem this program! Chi-Square

15. Sustainability Phone-A-Mentor Projected Budget (September 2016-August 2017) Sustainability Phone-A-Mentor Projected Budget September 2016-August 2017)