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The KU/DCYS Truancy Prevention and Diversion
Program in Douglas County
ABSC 694 Practicum in Juvenile Problems
Truancy Manual
Excerpt for Schools
2013-2014
Jan Sheldon
University of Kansas Truancy Program Supervisor
Kate Sparnicht
Douglas County Youth Services Truancy Supervisor
Todd Merritt
Austin O’Neal
ABSC Graduate Teaching Assistants
August 2013
THE KU/DCYS TRUANCY PREVENTION AND DIVERSION PROGRAM
IN DOUGLAS COUNTY TRAINING MANUAL
Established 1977 by then Douglas County, Kansas
Associate District Judge John Mike Elwell
Original Training Manual Written and Compiled by
Nancy Lignitz and Judith Culley
June 1979
Adapted for the Lawrence Office
Department of Social and Rehabilitation Services
by Donna Flory and Linda Perrier
January 1983
Manual Updates and Revisions Completed by:
Jan Sheldon
Ann Elwell
Nancy Haley
Jodie Immel
Pam Tiemeyer
Lori Rice
Charlene Knapp
Julie Heatwole
Susanne George
Tammy Caroll-Hernandez
Juanita Carlson
Heidi Hillman
Connie Reiman Keeling
Bettina Casas
Tara Gunn
Rena Reynolds
Susan Eakins
Justin Leaf
Nicole Goodwin
Andrea Courtemanche
Lori Fuqua
Tracie Packard
Todd Merritt
Kate Sparnicht
Pam Weigand
Holly Myers
Austin O’Neal
Robin Rooks
Current Contact Persons
for the Truancy Diversion program:
KU Truancy Program Supervisor
Jan Sheldon
(785) 864-4840
DCYS Truancy Supervisor
Kate Sparnicht
(785) 331-1308
330 Industrial Lane
Lawrence, KS 66044
This manual is to be used in conjunction with formal training sessions and with ABSC Practicum in Juvenile Problems
INDEX
Historical Perspective, Description of Program, and Statutory Authority
Statement of Program
Historical Perspective
Description of Program
Flow Chart of Truancy Diversion Process
Letter from Judge Elwell to First Practicum Class
Letter from Judge Kittel
Statutes
Letter from Attorney General
USD 497 (Lawrence) General Information
Guidelines for School Staff
USD 497 Truancy Policy Explained
Administrative Guidelines to Administer Policies JBD and JBE
Board Policy Reference JBD: Letter #1, Initial Absence Letter
Board Policy Reference JBD: Letter #2, 10 Day Absence
Truancy Policy Reference JBD: Letter #3, Truancy Advisory
Lawrence (USD 497) Directory of Schools
Lawrence Public School Map
Lawrence Public School 2012-2013 Calendar
Lawrence Public School 2013-2014 Calendar
Lawrence Public School 2014-2015 Calendar
USD 348 (Baldwin) General Information
School Board Policy
Baldwin (USD 348) Directory of Schools
Baldwin Public School Map
Baldwin Public School 2013-2014 Calendar
Baldwin Public School 2014-2015 Calendar
USD 491 (Eudora) General Information
School Board Policy
Eudora (USD 491) Directory of Schools
Eudora Public School 2013-2014 Calendar
USD 343 (Perry-Lecompton) General Information
School Board Policy
Perry-Lecompton (USD 343) Directory of Schools
DCYS Responsibilities
DCYS Truancy Supervisor Responsibilities
CFS 1066 Form
DCYS Waitlist Letter (monitored)
DCYS Waitlist Letter (not monitored)
Truancy Diversion Contract
Pre-Truancy Diversion Contract
DCYS Hearing Date Letter
School Advocate Consent Form
KU Intern Responsibilities
1
1
2
3
4-7
8
9
10
11-17
18-20
21
22
23-32
33-34
35
36
37
38
39
40
41-42
43
44
45-50
51
52
53
54
55
56-57
58
59
60
61-67
68
69
70-71
72-73
74
75
76
77
78
79
80
KU Truancy Intern Responsibilities Working with DCYS Personnel
Introduction to Principal/Contact Person
Introduction to Parents of Truant Students
Introduction to Student
Introduction to Parents of Pre-Truants
KU Truancy Intern Responsibilities Working With The School
Introduction to Teachers: Sample Email
Intern Responsibilities Working With Student
Intern Responsibilities Working With the District Attorney
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81
82-83
84-85
86
87
88-90
91
92-94
95
Historical Perspective, Description
of Program, and Statutory
Authority
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THE KU/DCYS TRUANCY PREVENTION AND DIVERSION PROGRAM
IN DOUGLAS COUNTY
Statement of Program
Need and Goals
THE NEED:
A positive, effective way to approach the problem of truancy in lieu of court
adjudication whenever possible; a way in which the needs of the children and
their families, the schools, and the law may be met without increasing budgets; an
opportunity for capable, trained citizen volunteers to participate in improving
helping services in their community
THE GOALS:
(1)
To develop responsive, helping procedures for families and their school
children whose absences reflect unidentified problems.
(2)
To prevent truancy by early identification of those children with
attendance problems and coordinating services to meet their (defined)
needs as they relate to non-attendance.
(3)
To divert truant students from formal court involvement by providing
service alternatives.
(4)
To establish and maintain contact and communication between the school
and court systems.
(5)
To provide continuity in follow-up from school year to school year.
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Historical Perspective
The Truancy Prevention and Diversion Program in Douglas County was first developed
in 1977 by the Juvenile Court Judge Mike Elwell and the Volunteers in Court staff, headed by
Nancy Lignitz. After the enactment of the Child in Need of Care Code in 1982, the
responsibility for this program was given to the Department of Social and Rehabilitation
Services (SRS). The staff at SRS worked with the school system, the District Attorney’s office,
and the Department of Applied Behavioral Science (formerly Human Development and Family
Life) at the University of Kansas in order to implement the program effectively. In 2011, when
state support for SRS involvement with the program was withdrawn, Douglas County Youth
Services (DCYS) assumed responsibility for the administration of the program. Most people
involved in the program feel that it offers a viable and credible approach to dealing with the
problem of truancy since each student’s attendance is carefully monitored and on-going personal
contact is made with any student who has a demonstrated problem in this area.
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Description of KU/DCYS Truancy Prevention and Diversion Program
The KU/DCYS Truancy Prevention and Diversion Program is a collaborative effort with
the Douglas County schools, Douglas County Youth Services (DCYS), the District Attorney’s
(DA) office, and the University of Kansas (KU). The program relies heavily on the use of
mentors to work with the truant students and their families. The program in Douglas County
utilizes undergraduate students/interns who are majoring in the Department of Applied
Behavioral Science to act as mentors. These KU students/interns work closely with DCYS and
are actually considered to be DCYS interns (hereinafter referred to as interns). The interns are
required to have taken several courses designed to teach them the skills they will need to work
with the students and their families as well as a course in juvenile law. During the academic year
in which they actually work as interns, the interns enroll in an academic year-long practicum
course in which they earn credit that may apply toward fulfillment of their major requirements
and toward graduation.
Who is Eligible to Participate in the Truancy Prevention and Diversion Program?
All Douglas County children and youth who are in violation of the Kansas Compulsory
School Attendance law are eligible for the program. (A child or youth is in violation of the
Kansas Compulsory School Attendance law if he or she is between the ages of 7 and 18 and has
3 consecutive unexcused absences in one semester, a total of 5 unexcused absences in one
semester, or a total of 7 unexcused absences in one school year. Children who begin school prior
to the age of 7 come under the Kansas Compulsory School Attendance law and, therefore, could
become truant if they have the required number of unexcused absences.) At the beginning of
each school year, interns contact each school in Douglas County and inform them of the program
and explain how they can refer truant students.
When a student is found to have violated the Kansas Compulsory Attendance law, the
school is required to notify the parents with a letter that is either personally delivered or mailed
to the parents. After this notification, if there is no satisfactory response from the parents, the
school refers the student to the state Department for Children and Families (DCF) Protection
Reporting Center (or, for youth 16 and over, to the DA). The DCF Protection Reporting Center
then refers the student’s case to the local DCF office which then refers the case to DCYS. The
DCYS representative then assigns the case to an intern and contacts the parents to set up a
meeting to explain the diversion program. The DCYS representative, the intern, the parents, and
the student then meet, and written consent to participate in the diversion program is obtained
from the student and the parents. This consent must be obtained prior to allowing any contact
between the intern and the student. Parents and students who decline to participate in the
diversion program are referred directly to the District Attorney’s office under the Child in Need
of Care statute.
What Are the Components of the Truancy Prevention and Diversion Program?
The KU/DCYS Truancy Prevention and Diversion Program is based on the components
of monitoring, mentoring, and motivating truant children and youth in order to reduce unexcused
absences in school. This program was experimentally evaluated in 1997 as a Masters’ thesis by
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a University of Kansas Clinical Child Psychology doctoral student, Daniel Wright. Truants who
received the program were compared to truants from a different city where the truancy program
was not being implemented. Results from this comparison showed that the truancy program
produced significant and practical effects in reducing unexcused absences.
The Office of Juvenile Justice and Delinquency Prevention (OJJDP) reported that
research indicates that truant behavior may be a pathway for later delinquency and criminal
activity (see http://www.ojjdp.ncjrs.org/grants/grantprograms/discr08.html).
Howell et al. (1995), in their OJJDP Guide for Implementing the Comprehensive Strategy
for Serious Violent, and Chronic Juvenile Offenders, describe research studies in elementary and
high schools that indicate that monitoring school attendance in combination with contingent
reinforcement of attendance can reduce truancy (p.69).
Relationships with caring adults in the community, such as mentors, are often considered
to be a protective factor. Howell et al. (1995) examined the issue of mentoring and described
research that indicated that “truancy was reduced when mentoring relationships included
reinforcement contingent on appropriate behavior, but not when mentoring relationships did not
include contingent reinforcement” (p.92).
In an OJJDP Juvenile Justice Bulletin, Truancy Reduction: Keeping Students in School,
Baker, Sigmon, and Nugent (September, 2001) examined data from the ACT Now truancy
program in Pima County, Arizona and also examined features from OJJDP Truancy Reduction
Demonstration Programs and concluded that “[s]tudents and families need both the incentive to
attend school (the carrot) and meaningful consequences for chronic nonattendance (the stick)”
(p.13). This supports what Howell et al. (1995) reported on studies that indicated that motivating
youths with consequences is critical for success. Additionally, Baker et al. (2001) suggest that
truancy prevention programs that show the most promise have several key components including
parental involvement, meaningful sanctions or consequences for truancy, meaningful incentives
for school attendance, ongoing school-based truancy reduction programs, and involvement of
community resources.
In February, 2007, OJJDP published a Tool Kit for Creating Your Own Truancy
Reduction Program. Within this publication was an Executive Summary by the National Center
for School Engagement (2005) entitled: Truancy Prevention in Action: Best Practices and Model
Truancy Programs. As a result of research and assessment work conducted by a variety of
agencies, including the Department of Education and OJJDP, a set of critical components of
truancy programs were identified that were linked to positive outcomes for children and families.
They included the following: collaborative community-based efforts, family involvement, use of
a comprehensive approach, use of meaningful incentives and sanctions, development of a
supportive context for the program, and evaluation of the program. The authors report that
programs “that include each of these components are stronger and more successful.” All of these
components are incorporated in to the KU Truancy Prevention and Diversion Program as
described below.
5
How Is the Truancy Prevention and Diversion Program Implemented?
As previously described, the program utilizes KU undergraduate practicum
students/interns, acting as mentors and positive role models, who are assigned to work with
approximately two to four students at any one time. If consent is obtained, the intern will work
closely with the student and his or her family for a period of at least 45 school days. During this
time, the intern meets individually with each student for at least 1.5 hours each week developing
a relationship. This is accomplished by spending time with the student and talking about the
student’s hobbies or special interests; counseling the student about any school, family, or
personal problem he or she might have; and engaging in mutually enjoyable activities such as,
for example, attending school athletic events, playing video games, working on homework,
going on walks, or getting a soft drink together. During the 45-day program, the intern attempts
to act as a good role model for the student. Additionally, the intern gives rationales explaining
why it is important to go to school and teaches the student social and problem-solving skills that
the student may be lacking but that would be useful to the student at home or in school (e.g.,
accepting criticism, asking for help, resisting peer pressure, or resolving conflict situations). The
intern also sets clear guidelines and expectations for the students and give rationales explaining
why it is important to attend school regularly. A behavioral contract is developed for each
student which allows the intern to contingently reinforce (motivate with praise and tangible
reinforcement) the student for attending school regularly and provides sanctions for unexcused
absences.
The interns go to the various schools each week to monitor the student’s attendance and
meet with school personnel. They also meet with the student’s parents. (Because this program is a
cooperative effort with DCYS, if other services for the family are needed, DCYS may refer the
student and family to other agencies and programs.) At the end of 45-school days, a review hearing
is held with an assistant district attorney. DCYS, school, and KU personnel, along with the student
and his or her parent(s), are in attendance. At this review hearing, the intern describes the
student’s attendance prior to the program, reviews the student’s performance during the program,
and then makes a recommendation, based on the student’s performance in the program, regarding
the disposition of the student (e.g., dismissal from the program, placement in another diversion
program, or the filing of a petition for formal court proceedings). If the student has no hours of
unexcused absences during the program, he or she successfully completes the program; the
student, however, may continue to meet with the intern if the family so desires. If the student still
has unexcused absences but shows improvement in school attendance, the student normally
receives another 45-school-day program. If the student’s attendance shows no improvement or
worsens, the assistant district attorney is asked to file a Child in Need of Care petition in juvenile
court and ask for a hearing with the juvenile court judge. The assistant district attorney makes the
final decision but usually gives great weight to the intern’s recommendation.
What Process Is Used for 15-, 16-, and 17-Year Old Students?
In the past, any student (age 5 to 18) in Douglas County who was in violation of the
Kansas Compulsory School Attendance law could be referred to the KU/DCYS Truancy
Prevention and Diversion Program and would be accepted into the program. It was often
6
difficult, however, to work with 16- and 17-year old students because their parents could sign
them out of school. To address this difficulty and more effectively serve 16- and 17-year old
students, beginning in 2008, the schools in Douglas County began sending referrals for 16- and
17-year old students who are truant directly to the District Attorney’s office. An assistant district
attorney then files a Child in Need of Care petition and has a status conference with the student,
his or her parents, a school representative, and the Guardian Ad Litem. A new program, the High
School Truancy Prevention and Diversion Program (operated by the Shelter, Inc.) has been
developed to actively work with the 16- and 17-year old students who are truant. Because of the
large number of referrals in recent years, we decided that all high school students would be
referred to the District Attorney’s office. Depending on availability of services, youth under the
age of 15 will be referred to the KU/DCYS Truancy Prevention and Diversion Program; students
15 and over will be referred to the High School Truancy Prevention and Diversion Program.
May “Pre-Truant” Students Participate in the Program?
Additionally, interns may work with “pre-truant” students. “Pre-truant students” are
students who do not meet the statutory requirements of being legally truant but may be having
school attendance problems. Interns meet weekly with pre-truant students in the same manner as
with truant students. The main difference is there is not a review hearing with the assistant
district attorney for these students.
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8
Letter from Judge Elwell to First Practicum Class
THE SEVENTH JUDICIAL DISTRICT OF KANSAS
July 17, 1979
To the Truancy Program Volunteer:
As you may or may not be aware, the Truancy Program has been in effect for approximately two
years. Prior to this time, there was no coordinated response to the truancy problems in our
county. Many stop-gap measures had been attempted without any continuity or long-term follow
through which resulted in a feeling on the part of the school system that the court was not
concerned or effective in dealing with the truancy problem.
From that initial stage, the volunteer program dealing with truancy has established a credible
record with the schools as evidenced by the increased number of referrals each year as well as
increased personal contacts with the school administrators who now feel that once a referral is
made, something will be done. There is always room for improvement; however, the present
program is a 1,000% improvement from what we have had in the past.
In discussing the problems of truancy with other judges throughout the state, I feel confident that
the Douglas County program is far and above the best of any courts in the state. Most courts are
still not in a position to devote any time to the problem of truancy from either a lack of interest or
a lack of staff personnel to do the necessary follow-up. Other judges have requested information
concerning our local program with the hope that they might be able to implement a similar
program in their area.
In effect, I feel that we have developed a very successful program which other areas are now
using as a model for developing their own programs.
This method of using volunteers to deal with truancy is not a punitive method; however, it
achieves the results hoped for as evidenced by the minimal number of formal hearings that are
required in order to enforce the truancy laws. The need remains to continue with the viable
program such as this and to encourage the principals to act quickly in making the referrals at the
outset of the school year in order not to lose too much ground before we get involved.
I feel the coordinator and the volunteers should be complimented for organizing and developing
an excellent program which is far better than any other in the state.
JOHN MIKE ELWELL
Associate District Judge
Douglas County, Kansas
(Juvenile Judge 1972 to 1983)
9
Letter from Judge Kittel
10
Kansas Statutes
11
38-2202: Definitions. As used in the revised Kansas code for care of children, unless the
context otherwise indicates:
(a) "Abandon" or "abandonment" means to forsake, desert or, without making
appropriate provision for substitute care, cease providing care for the child.
(b) "Adult correction facility" means any public or private facility, secure or
nonsecure, which is used for the lawful custody of accused or convicted adult criminal
offenders.
(c) "Aggravated circumstances" means the abandonment, torture, chronic abuse,
sexual abuse or chronic, life threatening neglect of a child.
(d) "Child in need of care" means a person less than 18 years of age at the time of
filing of the petition or issuance of an ex parte protective custody order pursuant to K.S.A.
2009 Supp. 38-2242, and amendments thereto, who:
(1) Is without adequate parental care, control or subsistence and the condition is not
due solely to the lack of financial means of the child's parents or other custodian;
(2) is without the care or control necessary for the child's physical, mental or
emotional health;
(3) has been physically, mentally or emotionally abused or neglected or sexually
abused;
(4) has been placed for care or adoption in violation of law;
(5) has been abandoned or does not have a known living parent;
(6) is not attending school as required by K.S.A. 72-977 or 72-1111, and amendments
thereto;
72-977: Compulsory attendance of exceptional children at school for receipt of services;
provision of services privately; nonapplicability to gifted children. (a) Except as otherwise
provided in this section, it shall be the duty of the parent of each exceptional child to require
such child to attend school to receive the special education and related services which are
indicated on the child's IEP or to provide for such services privately.
(b) The provisions of subsection (a) do not apply to gifted children or to parents of gifted
children.
History: L. 1974, ch. 290, § 18; L. 1980, ch. 216, § 6; L. 1999, ch. 116, § 25; July 1.
12
K.S.A. 72-1111
72-1111. Compulsory school attendance; exemptions
(a) Subject to the other provisions of this section, every parent or person acting as parent in the
state of Kansas, who has control over or charge of any child who has reached the age of seven
years and is under the age of 18 years and has not attained a high school diploma or a general
educational development (GED) credential, shall require such child to be regularly enrolled in
and attend continuously each school year (1) a public school for the duration of the school term
provided for in K.S.A. 72-1106, and amendments thereto; or (2) a private, denominational or
parochial school taught by a competent instructor for a period of time which is substantially
equivalent to the period of time public school is maintained in the school district in which the
private, denominational or parochial school is located. If the child is 16 or 17 years of age, the
parent or person acting as parent, by written consent, or the court, pursuant to a court order, may
allow the child to be exempt from the compulsory attendance requirements of this section.
(b) If the child is 16 or 17 years of age, the child shall be exempt from the compulsory
attendance requirements of this section if: (1) The child is regularly enrolled in and attending a
program recognized by the local board of education as an approved alternative educational
program; (2) the child and the parent or person acting as parent attend a final counseling session
conducted by the school during which a disclaimer to encourage the child to remain in school or
to pursue educational alternatives is presented to and signed by the child and the parent or person
acting as parent. The disclaimer shall include information regarding the academic skills that the
child has not yet achieved, the difference in future earning power between a high school graduate
and a high school drop out, and a listing of educational alternatives that are available for the
child; or (3) the child is regularly enrolled in a school as required by subsection (a) and is
concurrently enrolled in a postsecondary educational institution, as defined by K.S.A. 74-3201b,
and amendments thereto. The provisions of this clause (3) shall be applicable to children from
and after July 1, 1997, and shall relate back to such date.
(c) Any child who is under the age of seven years, but who is enrolled in school, is subject to the
compulsory attendance requirements of this section. Any such child may be withdrawn from
enrollment in school at any time by a parent or person acting as parent of the child and thereupon
the child shall be exempt from the compulsory attendance requirements of this section until the
child reaches the age of seven years or is re-enrolled in school.
(d) Any child who is determined to be an exceptional child, except for an exceptional child who
is determined to be a gifted child, under the provisions of the special education for exceptional
children act is subject to the compulsory attendance requirements of such act and is exempt from
the compulsory attendance requirements of this section.
(e) Any child who has been admitted to, and is attending, the Kansas academy of mathematics
and science, as provided in K.S.A. 72-9711 et seq., and amendments thereto, is exempt from the
compulsory attendance requirements of this section.
(f) No child attending public school in this state shall be required to participate in any activity
which is contrary to the religious teachings of the child if a written statement signed by one of
the parents or a person acting as parent of the child is filed with the proper authorities of the
school attended requesting that the child not be required to participate in such activities and
stating the reason for the request.
(g) When a recognized church or religious denomination that objects to a regular public high
school education provides, offers and teaches, either individually or in cooperation with another
recognized church or religious denomination, a regularly supervised program of instruction,
13
which is approved by the state board of education, for children of compulsory school attendance
age who have successfully completed the eighth grade, participation in such a program of
instruction by any such children whose parents or persons acting as parents are members of the
sponsoring church or religious denomination shall be regarded as acceptable school attendance
within the meaning of this act. Approval of such programs shall be granted by the state board of
education, for two-year periods, upon application from recognized churches and religious
denominations, under the following conditions:
(1) Each participating child shall be engaged, during each day on which attendance is legally
required in the public schools in the school district in which the child resides, in at least five
hours of learning activities appropriate to the adult occupation that the child is likely to assume
in later years;
(2) acceptable learning activities, for the purposes of this subsection, shall include parent (or
person acting as parent) supervised projects in agriculture and homemaking, work-study
programs in cooperation with local business and industry, and correspondence courses from
schools accredited by the national home study council, recognized by the United States office of
education as the competent accrediting agency for private home study schools;
(3) at least 15 hours per week of classroom work under the supervision of an instructor shall be
provided, at which time students shall be required to file written reports of the learning activities
they have pursued since the time of the last class meeting, indicating the length of time spent on
each one, and the instructor shall examine and evaluate such reports, approve plans for further
learning activities, and provide necessary assignments and instruction;
(4) regular attendance reports shall be filed as required by law, and students shall be reported as
absent for each school day on which they have not completed the prescribed minimum of five
hours of learning activities;
(5) the instructor shall keep complete records concerning instruction provided, assignments
made, and work pursued by the students, and these records shall be filed on the first day of each
month with the state board of education and the board of education of the school district in which
the child resides;
(6) the instructor shall be capable of performing competently the functions entrusted thereto; and
(7) in applying for approval under this subsection a recognized church or religious denomination
shall certify its objection to a regular public high school education and shall specify, in such
detail as the state board of education may reasonably require, the program of instruction that it
intends to provide and no such program shall be approved unless it fully complies with standards
therefor which shall be specified by the state board of education.
If the sponsors of an instructional program approved under this subsection fail to comply at any
time with the provisions of this subsection, the state board of education shall rescind, after a
written warning has been served and a period of three weeks allowed for compliance, approval of
the programs, even though the two-year approval period has not elapsed, and thereupon children
attending such program shall be admitted to a high school of the school district.
(h) As used in this section:
(1) “Educational alternatives” means an alternative learning plan for the student that identifies
educational programs that are located in the area where the student resides, and are designed to
aid the student in obtaining a high school diploma, general educational development credential or
other certification of completion, such as a career technical education industry certification. Such
alternative learning plans may include extended learning opportunities such as independent
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study, private instruction, performing groups, internships, community service, apprenticeships
and online coursework.
(2) “Parent” and “person acting as parent” have the meanings respectively ascribed thereto in
K.S.A. 72-1046, and amendments thereto.
(3) “Regularly enrolled” means enrolled in five or more hours of instruction each school day. For
the purposes of subsection (b)(3), hours of instruction received at a postsecondary educational
institution shall be counted.
Credits
Laws 1874, ch. 123, § 1; Laws 1903, ch. 423, § 1; Laws 1919, ch. 272, § 1; Laws 1923, ch. 182,
§ 1; Laws 1965, ch. 409, § 1; Laws 1968, ch. 356, § 1; Laws 1969, ch. 316, § 1; Laws 1976, ch.
310, § 1; Laws 1980, ch. 217, § 3; Laws 1984, ch. 263, § 1; Laws 1996, ch. 229, § 121; Laws
1997, ch. 157, § 1; Laws 2004, ch. 185, § 1; Laws 2008, ch. 118, § 1, eff. July 1, 2008; Laws
2012, ch. 76, § 1, eff. July 1, 2012.
K.S.A. 72-1113
72-1113. Same; noncompliance; duties of boards of education, secretary of social and
rehabilitation services, county and district attorneys; agreements between secretary and
county or district attorneys, duties; notification of absence to parents
(a) Each board of education shall designate one or more employees who shall report to the
secretary of social and rehabilitation services, or a designee thereof, or to the appropriate county
or district attorney pursuant to an agreement as provided in this section, all cases of children who
are less than 13 years of age and are not attending school as required by law, and to the
appropriate county or district attorney, or a designee thereof, all cases of children who are 13 or
more years of age but less than 18 years of age and are not attending school as required by law.
The designation shall be made no later than September 1 of each school year and shall be
certified no later than 10 days thereafter by the board of education to the secretary of social and
rehabilitation services, or the designee thereof, to the county or district attorney, or the designee
thereof, and to the commissioner of education. The commissioner of education shall compile and
maintain a list of the designated employees of each board of education. The local area office of
the department of social and rehabilitation services may enter into an agreement with the
appropriate county or district attorney to provide that the designated employees of such board of
education shall make the report as provided in this section for all cases of children who are less
than 13 years of age and are not attending school as provided by law to the county or district
attorney in lieu of the secretary, or the secretary's designee. If such agreement is made, the
county or district attorney shall carry out all duties as otherwise provided by this subsection
conferred on the secretary or the secretary's designee. A copy of such agreement shall be
provided to the director of such area office of the department of social and rehabilitation services
and to the school districts affected by the agreement.
(b) Whenever a child is required by law to attend school, and the child is not enrolled in a public
or nonpublic school, the child shall be considered to be not attending school as required by law
15
and a report thereof shall be made in accordance with the provisions of subsection (a) by a
designated employee of the board of education of the school district in which the child resides.
The provisions of this subsection are subject to the provisions of subsection (d).
(c)(1) Whenever a child is required by law to attend school and is enrolled in school, and the
child is inexcusably absent therefrom on either three consecutive school days or five school days
in any semester or seven school days in any school year, whichever of the foregoing occurs first,
the child shall be considered to be not attending school as required by law. A child is inexcusably
absent from school if the child is absent therefrom all or a significant part of a school day
without a valid excuse acceptable to the school employee designated by the board of education to
have responsibility for the school attendance of such child.
(2) Each board of education shall adopt rules for determination of valid excuse for absence from
school and for determination of what shall constitute a “significant part of a school day” for the
purpose of this section.
(3) Each board of education shall designate one or more employees, who shall each be
responsible for determining the acceptability and validity of offered excuses for absence from
school of specified children, so that a designee is responsible for making such determination for
each child enrolled in school.
(4) Whenever a determination is made in accordance with the provisions of this subsection that a
child is not attending school as required by law, the designated employee who is responsible for
such determination shall make a report thereof in accordance with the provisions of subsection
(a).
(5) The provisions of this subsection are subject to the provisions of subsection (d).
(d)(1) Prior to making any report under this section that a child is not attending school as
required by law, the designated employee of the board of education shall serve written notice
thereof, by personal delivery or by first class mail, upon a parent or person acting as parent of the
child. The notice shall inform the parent or person acting as parent that continued failure of the
child to attend school without a valid excuse will result in a report being made to the secretary of
social and rehabilitation services or to the county or district attorney. Upon failure, on the school
day next succeeding personal delivery of the notice or within three school days after the notice
was mailed, of attendance at school by the child or of an acceptable response, as determined by
the designated employee, to the notice by a parent or person acting as parent of the child, the
designated employee shall make a report thereof in accordance with the provisions of subsection
(a). The designated employee shall submit with the report a certificate verifying the manner in
which notice was provided to the parent or person acting as parent.
(2) Whenever a law enforcement officer assumes temporary custody of a child who is found
away from home or school without a valid excuse during the hours school is actually in session,
and the law enforcement officer delivers the child to the school in which the child is enrolled or
to a location designated by the school in which the child is enrolled to address truancy issues, the
designated employee of the board of education shall serve notice thereof upon a parent or person
acting as parent of the child. The notice may be oral or written and shall inform the parent or
person acting as parent of the child that the child was absent from school without a valid excuse
and was delivered to school by a law enforcement officer.
(e) Whenever the secretary of social and rehabilitation services receives a report required under
this section, the secretary shall investigate the matter. If, during the investigation, the secretary
determines that the reported child is not attending school as required by law, the secretary shall
institute proceedings under the revised Kansas code for care of children. If, during the
16
investigation, the secretary determines that a criminal prosecution should be considered, the
secretary shall make a report of the case to the appropriate law enforcement agency.
(f) Whenever a county or district attorney receives a report required under this section, the
county or district attorney shall investigate the matter. If, during the investigation, the county or
district attorney determines that the reported child is not attending school as required by law, the
county or district attorney shall prepare and file a petition alleging that the child is a child in need
of care. If, during the investigation, the county or district attorney determines that a criminal
prosecution is necessary, the county or district attorney shall commence such action.
(g) As used in this section, “board of education” means the board of education of a school district
or the governing authority of a nonpublic school. The provisions of this act shall apply to both
public and nonpublic schools.
Credits
Laws 1969, ch. 316, § 2; Laws 1972, ch. 254, § 1; Laws 1973, ch. 279, § 1; Laws 1976, ch. 145,
§ 231; Laws 1982, ch. 182, § 141; Laws 1986, ch. 158, § 3; Laws 1989, ch. 215, § 1; Laws 1991,
ch. 221, § 1; Laws 1995, ch. 29, § 3; Laws 1996, ch. 229, § 122; Laws 1997, ch. 157, § 2; Laws
2000, ch. 150, § 32; Laws 2006, ch. 200, § 113.
17
18
19
20
USD 497 General Information
(Lawrence)
21
GUIDELINES FOR SCHOOL STAFF
As mandated by Kansas Law, a designated staff person from each board of education is required
to report truancy to DA/DCF. The designated staff person’s name should be sent to DA/DCF as
soon as possible in the beginning of the school year.
The form, CFS-1006, and a copy of the letter explaining the truancy problem that is sent to the
family constitutes the required paperwork to initiate the formal truancy reporting process.
Copies of these are in the appendix section of this manual. At the time of receipt of these two
items, DCYS will offer the diversion program to the youth and family. Please refer to the flow
chart at the beginning to get a sense of the process followed in the formal diversion program.
School personnel may also want to review the truancy intern’s tasks and sections of this manual
for the specific requirements the KU/DCYS truancy interns are to follow.
22
USD #497 TRUANCY POLICY EXPLAINED
Absences and Excuses (Policy JBD)
When a student is absent from school, an attempt shall be made to contact the parent to
determine the reason for the absence. The principal shall determine the acceptability and validity
of excuses presented by the parent or the student. Examples of legitimate excuses include
sickness of a student, severe affliction in the family, exposure to infectious or contagious
diseases, observances of religious holidays or extremely inclement weather (See IKD).
Procedures for notifying parents on the day of a student's absence shall be published in the
student handbook.
Makeup Work
It is the student's responsibility to obtain make-up assignments from teachers following an
excused or unexcused absence. If the assignment is completed the student shall be given credit
for that work according to the procedures in the school's handbook.
Truancy (Policy JBE)
In order to maximize opportunities for learning, students are expected to be in attendance
at school every day and for all classes in which they are enrolled. District and building
administrators will aggressively enforce truancy statutes to insure that students are in attendance
at all times. Each school principal shall designate a person to report students who have
unexcused absences that constitute a truancy to the appropriate authority. Truancy is defined as
any three consecutive unexcused absences, any five unexcused absences in a semester or seven
unexcused absences in a school year, whichever occurs first. Students who are absent without
excuse for one or more class period(s) at the secondary level or one or more hours at the
elementary level shall have that time counted as unexcused. The school year means the period
from July 1 to June 30. When a student becomes truant, the principal shall send a letter to the
student's parent notifying him/her that the student's continued failure to attend school without a
valid excuse shall result in the student being reported to the appropriate authority. This letter
shall be sent before reporting the truancy to either Social and Rehabilitation Services (S.R.S.), if
the student is less than 13 years of age, or the county or district attorney, if the student is 13 or
more years of age but less than 18 years of age.
Involvement of Law Enforcement
Law enforcement officers may return truant children to the school where the child is
enrolled, to the child's parent or to another location designated by the board.
Reporting to Parents
If a truant child is returned to school by a law enforcement official, the principal shall notify
23
the parent.
Waiver of Compulsory Attendance Requirements
Students 16 or 17 years of age may be exempted from compulsory attendance regulations:
* if a parent attends the counseling session required by law and signs the appropriate consent
and waiver form.
* if the student earns a GED.
* if the student is exempted from compulsory attendance requirements pursuant to a court order.
Dual Enrollment Students (See IDCE)
Students who are enrolled in a dual enrollment program approved by the administration
shall not be considered truant for the hours during the school day they attend classes at a
Regent's university, Washburn University, community college, technical college, vocational
educational school or other accredited post-secondary institutions approved by the
administration.
Suspension and Expulsion Procedures (Policy JDD)
A student may be suspended or expelled, for reasons set forth in Kansas law, by the
following certified personnel: superintendent, principal, or assistant principal. Any student who
is suspended or expelled shall receive a copy of the current suspension and expulsion law and
this policy. Expulsion hearings shall be conducted by the superintendent or other certified
employee, or committee of certified employees of the school in which the student is enrolled, or
a hearing officer appointed by the board. The superintendent shall conduct expulsion hearings for
weapons possession. (See JCDBB)
Students identified under section 504 of the Rehabilitation Act of 1973 or special
education students with an Individualized Education Plan (IEP) under the terms of Individual
with a Disability Education Act (IDEA) may be subject to other regulations when long-term
suspension or expulsion is considered.
Reasons for Suspension or Expulsion
Students may be suspended or expelled for one or more of the following reasons:

Willful violation of any published, adopted student conduct rule;

Conduct which substantially disrupts, impedes, or interferes with school operation;

Conduct which endangers the safety or substantially impinges on or invades the rights of
others;
24

Conduct which could be considered a commission of a misdemeanor or felony;

Disobedience of an order of a school authority if the disobedience results in disorder,
disruption, or interference with school operation; and

Possession of a weapon at school, on school property, or at a school- sponsored event.
(See JCDBB)
Short-term Suspension
Except in an emergency, a short-term suspension (not exceeding ten school days) must be
preceded by oral or written notice of the charges to the student and an informal hearing. If a
hearing is not held prior to the suspension, an informal hearing shall be provided no later than 72
hours after imposition of a short-term suspension.
Notification of any short-term suspension shall be provided to the student’s parent within 24
hours after the suspension has been imposed. Short-term suspension hearings may be conducted
by those persons designated in this policy to suspend.
At the informal suspension hearing, the student shall have the right to be present and
notified of:
•
The charges;
•
The basis for the accusation; and
•
The right to make statements in his/her defense.
A short term suspension cannot be appealed.
Long-Term Suspension or Expulsion
Before a student is subject to long-term suspension (not to exceed 90 school days) or
expulsion (not to exceed 186 school days), a hearing shall be
conducted by a hearing officer who has authority to suspend or expel. The
superintendent/principal shall designate a hearing officer authorized by the board. Formal
hearings shall be conducted according to procedures outlined in current Kansas law and:
•
The student and parents shall be given written notice of the time, date and place of the
hearing.
•
The notice shall include copies of the suspension/expulsion law, and appropriate board
policies, regulations and handbooks.
25
•
The hearing may be conducted by either a certified employee or committee of certified
employees authorized by the board, the chief administrative officer, or other certified employee
of the district in which student is enrolled, or by an officer appointed by board.
•
Expulsion hearings for weapons violations shall be conducted in compliance with Kansas
law by persons appointed by the board.
•
Findings required by law shall be prepared by the person or committee conducting the
hearing.
•
A record of the hearing shall be available to students and parents or guardians according to
Kansas law.
•
Written notice of the result of the hearing shall be given to the student and to parents within
24 hours after determination of such result.
Rules Which Apply in all Cases When a Student May be Suspended or Expelled
•
Refusal or failure of the student and/or the student’s parents to attend the hearing shall
result in a waiver of the student’s opportunity for the hearing.
•
A student suspended for more than ten school days or expelled from school shall be
provided with information concerning services to improve the student’s attitude and behavior.
•
A student who has been suspended or expelled shall be notified of the day the student can
return to school.
•
If the suspension or expulsion is not related to a weapons violation, the principal may
establish appropriate requirements relating to the student’s future behavior at school and may
place the student on probation. (See JDC)
•
If the expulsion is related to a weapons violation the superintendent may establish
appropriate requirements relating to the student’s future behavior at school and may place the
student on probation. (See EBC, JCDBB and JDC)
•
The days a student is suspended or expelled are not subject to the compulsory attendance
law.
During the time a student is suspended or expelled from school, the student may not:
•
Be on school property or in any school building without the permission of the principal.
•
Attend any school activity as a spectator, participant or observer.
26
Students who are suspended for more than ten days or expelled from school may appeal to
the board within ten calendar days of receiving written notice of the hearing results.
When a suspension is imposed during the school day, the student shall not be removed from
school until a parent has been notified. If a parent cannot be notified during regular school
hours, the student shall either remain at school or be in the custody of proper authorities until the
regular dismissal time.
Student Rights During a Long-Term Suspension/Expulsion Hearing
The student shall have the right:
•
to counsel of his/her own choice;
•
to have a parent or guardian present;
•
to hear or read a full report of testimony of witnesses;
•
to confront and cross-examine witnesses who appear in person at the hearing;
•
to present his or her own witnesses;
•
to testify in his or her own behalf and to give reasons for his or her conduct;
•
to an orderly hearing; and
•
to a fair and impartial decision based on substantial evidence.
Appeal to the Board
The following conditions shall apply if a student age 18 or older or the student’s parent or
guardian files a written appeal of a long term suspension or expulsion:
•
Written notice of the appeal shall be filed with the clerk of the board within ten calendar
days of the notice of receipt of the findings of the initial hearing.
•
The board will schedule an appeal hearing with the board or with one or more hearing
officer(s) appointed by the board within twenty calendar days.
•
The student and the student’s parent shall be notified in writing of the time and place of the
appeal at least ten calendar days before the hearing.
•
The hearing will be conducted as a formal hearing using the same rules described earlier for
expulsion hearings.
•
The board will record the hearing.
27
•
If the appeal is scheduled with the board, the board shall render a final decision not later
than five calendar days after the conclusion of the appeal hearing.
•
If the appeal is scheduled with one or more hearing officers appointed by the board, the
board shall render its decision after receiving the written report of the appointed hearing
officer(s), but not later than the next regularly scheduled meeting of the board following the date
of the conclusion of the hearing of the appeal by the hearing officer(s).
28
Board Policy Reference JBE
Truancy
1. A student is truant if:
a. He/she is subject to the compulsory attendance law, but is not enrolled in a public
or nonpublic school, does not have a court order, and does not have a Compulsory
School Attendance Disclaimer and a School Attendance Exemption on file, or
b. He/she is subject to the compulsory attendance law and enrolled in school, but is
inexcusably absent, as defined by board policy, for either three consecutive days
or five or more days in any semester. “A significant part of the day” shall be
interpreted as students who are absent without excuse for one or more class
period(s) at the secondary level or one or more hours at the elementary level shall
have that time counted as unexcused.
2. When a teacher becomes concerned about a student’s attendance, the teacher should try
to resolve the problem by working directly with the student and, if unsuccessful in
correcting the problem, seek assistance from the student’s parents or guardian and finally
with the school administrative and support staff.
3. If a student is inexcusably absent for either three consecutive days, five or more days in
any semester, or seven days in a school year, the employee responsible for reporting will
send a registered letter to the parent or guardian of the student explaining the unexcused
absence(s) and the consequences of further such absence(s).
4. If the poor attendance continues, the designated attendance officer will file a Report of
Unexcused School Absences with the appropriate agency/office.
5. Students will not be suspended out-of-school for nonattendance. Only in-school
suspension and/or detentions will be used as consequences for truancy or unexcused
absence.
6. Out-of-school suspensions will not be reported as instances of truancy.
29
Board Policy Reference IHEA; IKD; JBD; JBE
Suggested Procedures for Absences/Truancy
Principals have requested standardized procedures for handling absences and tardies. The
following information summarizes the most frequently reported scenarios. Unless mandatory
reporting is indicated, the procedures and letters provided herein are optional and included
for your convenience.
If a student is absent from school:
 Parent(s)/guardian(s) must contact the school no later than 30 minutes after classes
begin if the student will be absent or tardy.
 If no call is received, an attempt shall be made to contact the parent(s) to determine
the reason for the absence.
 A student must attend for a minimum of fifty percent of the school day in order to be
counted for a full day of attendance.
 Principal will make determination whether absence is recorded as excused of
unexcused. Absences are considered excusable when they result from the following:
o Illness verified by parent(s) contact, either oral or written;
o Dental or medical appointments verified by parent(s) contact either oral or
written or appointment card;
o Severe affliction in the family;
o Observances of obligatory religious holidays;
o Extremely inclement weather; or
o Other reasonable and justified parental requests made either orally or in
written form.
Scenario A: Student has been absent three consecutive days or five days in a semester, and
mom calls in every day to excuse.
Principal or designee may:
 Call parent(s) to explain board policy on absences and excuses
 School personnel may request information from the appropriate professional office
verifying reasons for excused absences when a student is absent more than three
consecutive days or more than five days in any semester.
 Send Letter #1 (initial Absence Letter) to the home
 Refer student to Student Improvement Team (SIT) for monitoring
 Meet with parent(s) to discuss possible ways to work together to solve the problem
Required action by the school:
 None
30
Scenario B: Student has accumulated ten excused absences.
Principal or designee may:
 Enlist the help of school nurses, counselors, and/or school workers to investigate the
reasons for the absences
 Call parent(s) to explain board policy on absences and excuses
 Refer student to Student Improvement Team (SIT) for intervention
 Meet with parent(s) to discuss possible ways to work together to solve the problem
Required action by the school:
 Send Letter #2 (10 day Absence Letter) to home
Scenario C: Student has been absent unexcused for three consecutive days, five days in a
semester, or seven days in a year.
According to Board Policy JBE, truancy is defined as:
 Three consecutive unexcused absences,
 Five unexcused absences in a semester, or
 Seven unexcused absences in a school year (the period from July 1 to June 30)
Principal or designee may:
 Meet with parent(s) to discuss possible ways to work together to solve the problem
Required action by the school:
 Notify parent(s) of unexcused absences with Letter #3 (Truancy Advisory)
o If notice is mailed, it is expect that the parent(s) will meet with school officials
within three days to develop an appropriate plan and the student will be in
attendance
o If notice is delivered personally, it is expected that the parent(s) will meet with the
school officials the following day to develop and appropriate plan and the student
will be in attendance
 If appropriate response is not received, send copy of Truancy Report (1006) with Letter
#3 (Truancy Advisory to DA/SRS).
NOTE:
-Whether or not an absence is excused or unexcused, Board Policy IHEA-Make-up
Opportunities states, all teachers shall supply make-up work assignments when
requested.
31
Board Policy Reference IHEA; IKD; JBD; JBE



Board Policy JBD- Absences and Excuses states, it is the student’s responsibility to
obtain make-up assignments from teachers following an excused or an unexcused
absence. If the assignment is completed, the student shall be given credit for that work
according to the procedures in the school’s handbook.
Suspensions are recorded as excused absences.
Students will be given reasonable opportunities to complete assignments missed due
to excused or unexcused absences or suspensions.
o The time allowed for make-up work will be determined by the length and
nature of the absence.
32
Attendance Clarification
Approved by SAT 11/27/07
Students who are absent without excuse from one or more class period(s) at the secondary level
or one or more hours at the elementary level shall have that time counted as unexcused. (JBE)
At the elementary level, absences can only be entered in Skyward by the half day. If a student is
absence with or without excuse for an hour or more they are counted absent for a half day.
The principal shall determine the acceptability and validity of excuses presented by the parent or
student. Examples of legitimate excuses for nonattendance or tardiness include sickness of
student, severe affliction in the family, exposure to infectious or contagious diseases,
observations of religious holidays, or extremely inclement weather. (JBD)
Parents can request absences be excused (in advance) by filling out a Parental Request for
Student Absence form. It is the principal’s discretion as to whether the absence(s) will be
counted as excused. If a principal determines that the absence will be UNEXCUSED, they must
follow the Truancy Guidelines and file Truancy once the student has had unexcused absences
that total 3 consecutive absences, 5 accumulated absences in a semester, or 7 accumulated in a
year.
It is important to know that Skyward has a Truancy tracking system. Students automatically
enroll into this system when they have accumulated absences as described above.
Students absent for a “significant part of the school day” (USD 497 defines this as one or more
class period(s) at the secondary level or one or more hours at the elementary level) without a
valid excuse will be counted as unexcused and be allotted one absence toward truant status.
**Truancy is defined by absences, not half days versus full days.**
Dropping Students from Enrollment
When students say they are moving, you must keep them enrolled in your school until you have
heard from the enrolling school. If you have not heard from the other school in 2 weeks, you can
drop them from your enrollment, but you must file truancy. It is important to know that they are
never claimed at another school and you have not filed truancy, they will be counted toward your
AYP.
If a student is leaving on an extended trip and will be absent from school for at least 2 weeks,
you can/may drop them from your enrollment and re-enroll them when they return. It is the
principal’s discretion whether to drop the student and re-enroll them when they return or keep
them enrolled and mark the absences as excused or unexcused (you may want to do this if you
have a student with a history of absences and filing truancy is warranted).
Teaching and Learning
11/2007
33
Administrative Guidelines to Administer Policies JBD and JBE
LAWRENCE PUBLIC SCHOOLS
PARENTAL REQUEST FOR STUDENT ABSENCE
School Year 2012-2013
School officials realize that business and personal interests sometimes require families to be
away from home for short periods of time. When a parent or guardian believes that there is a
valid reason for a student to be absent, school officials will endeavor to honor the absence. Such
absences, when approved, will be considered excused absences. Depending upon the course,
students may be expected to make up time and/or work because of such absences.
STUDENT’S NAME _______________________________________________
GRADE ______
REASON FOR REQUESTED ABSENCE:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________________________________
DATES STUDENT WILL BE ABSENT: _________________________________________________
PLEASE RETURN FORM WITH PARENT AND TEACHER(S) SIGNATURES TO THE MAIN
OFFICE PRIOR TO STUDENT’S DEPARTURE FOR EXCUSED ABSENCE
______________________________________________________
Signature of parent/guardian
____________________
Date
(For use at elementary level)
SIGNATURE OF CLASSROOM TEACHER ________________________________________________
(For use a secondary level)
TEACHERS’
SIGNATURES
Date work
should be
completed
Alternate day classes
(physical education)
1st hour
2nd hour
3rd hour
4th hour
5th hour
6th hour
7th hour
8th hour
For office use:
Date form returned __________________________
Received by ________________
(initials)
34
Date work
should be
completed
Board Policy Reference JBD
Letter #1, Initial Absence Letter
Date
Parents’ Name
Address
City, State Zip
Re: Student’s Name
Dear Parent:
Your child, _________________, has been inexcusably absent from school more than three
consecutive days, five days in a semester, or seven days during the school year.
In our school’s handbook that you received in August, it included the Board of Education Policy
and our administrative guidelines regarding absences. Though you have provided excusable
reasons for your child’s absences, we are concerned that eventually this pattern will result in
diminished learning. I am writing to inform you that future absences may require verification
from the appropriate professional office in order to be classified as an excused absence.
I want to assure you that our primary concern is your child’s opportunity to learn and to make
continuous progress. We want to continue to work together so that you child receives the
optimal benefit from the school experience.
Please contact ____________ if you have any questions about this or would like to visit further.
Respectfully,
(Principal)
35
Board Policy Reference JBD
Letter #2, 10 Day Absence
Date
Parents’ Name
Address
City, State Zip
Re: Student’s Name
Dear Parent:
Your child, _______________________ has been absent from school over ten days thus far in
the school year. We are concerned about this attendance pattern because of the difficulty that
students often have in learning when they are absent so frequently. Our staff has been in
communication with you to express our concerns about this and to enlist your support in making
sure that your child is in attendance regularly.
In our school’s handbook that you received in August, it included the Board of Education Policy
and our administrative guidelines regarding absences. Though you have provided excusable
reasons for your child’s absences, we are concerned that eventually this pattern will result in
diminished learning. I am writing to inform you that future absences may require verification
from the appropriate professional office in order to be classified as an excused absence.
I want to assure you that our primary concern is your child’s opportunity to learn and to make
continuous progress. We want to continue to work together so that you child receives the
optimal benefit from the school experience.
Please contact ____________ if you have any questions about this or would like to visit further.
Respectfully,
(Principal)
36
Policy Board Reference JBE
Letter #3, Truancy Advisory
TRUANCY ADVISORY
Date
Name
Address
Re: Student:
ID#:
Dear______________:
School officials are required by Kansas law (KSA 72-1113) to send a truancy report to the
Secretary of Kansas Social and Rehabilitation Services (SRS) or to the District Attorney if a
student has been absent from school without a valid excuse for three days in a row, or five days
within a semester, or seven days within a school year.
According to our records, ___________________ has had _______ unexcused absences from
school during the current school year. This letter serves as your notice that the matter will be
referred to the Secretary of SRS or the District Attorney unless you provide a valid reason why
the child was absent. The principal is responsible for determining whether the absence is excused
or unexcused.
Please contact the principal within three school days from the date of this letter to discuss the
reasons for the unexcused absences. If based upon information provided in that discussion, the
absences remain unexcused or if you fail to respond to this notice within the time limit indicated,
the matter will be referred to the Secretary of SRS or the District Attorney with request that a
“Child in Need of Care” Petition be filed.
Sincerely,
37
38
Lawrence Catholic Schools Directory
School
Address
Phone/Fax
Principal
Lawrence Catholic School
Campuses
Corpus Christi
6001 Bob Billings
Pkwy
Lawrence, 66049
331-3374
Mary Mattern
Lawrence Catholic School
Campuses
Saint John
1208 Kentucky
Lawrence, 66044
843-9511
Patricia Newton
Please see BlackBoard for an electronic and zoom-able version of this map.
39
40
41
42
43
USD 348 General Information
(Baldwin)
44
JBD Absences and Excuses (See JBE and JDD)
When a student is absent from school an attempt shall be made to contact the parent or guardian
to determine the reason for the absence. The principal has been designated to determine the
acceptability and validity of excuses presented by the parent(s) or the student.
JBD-R JBD-R Absences and Excuses (Amended 2/2010)
Procedures for notifying parents on the day of a student's absence shall be published in the
student handbook.
Significant Part of a School Day
Grades K – 5
A student who is not present for 30 minutes or more of the school day has missed a significant
part of the school day and will be considered absent.
Grades 6 – 12
A student who is not present for one or more class periods of the school day has missed a
significant part of the school day and will be considered absent.
Excused/Unexcused Absences
The office will record absences as either excused or unexcused.
The following reasons will be allowed as excused absences:
1. Illness
2. Doctor/Dentist/Counselor Appointment
3. Doctor’s certified excuse is recommended for an illness in excess of five consecutive days or
absences required by a Doctor’s appointment during the school day
4. Court Proceeding
5. Funerals/Bereavement
6. Religious observances requested by parents/guardians in advance
7. Travel/family vacations that have been pre-approved by the Principal. (Family vacations
during time that school is in session are, ordinarily, detrimental to the academic progress of the
student and are discouraged.)
8. College Visit/Job Shadow Days
9. Military Duty
10. Other emergencies or circumstances to be determined as the case requires
Excused absences are based on the honesty and integrity of the parent or legal guardian.
Parents/guardians are asked to call the school the day of the student’s absence to report the
nature of the absence. An absence will be recorded UNEXCUSED until the parent/guardian
45
contacts the Attendance Office providing a reason for the absence. The Principal has the final
decision as to whether an absence or tardy is excused or unexcused.
Make-Up Work
It is the student's and/or guardians responsibility to obtain make-up assignments from teachers
following an excused or unexcused absence.
JBE Truancy (Amended 7/12)
(See AEB, IDCE, JBD, and JQ)
The building principal shall report students who are inexcusably absent from school to the
appropriate authority.
Truancy is defined as any three consecutive unexcused absences, any five unexcused absences in
a semester or seven unexcused absences in a school year, whichever comes first. School year
means the period from July 1 to June 30. Students who are absent without a valid excuse for a
significant part of any school day shall be considered truant.
Prior to reporting to either S.R.S. (if the student is under 13) or the county or district attorney (if
the student is 13 or more years of age but less than 18 years of age), a letter shall be sent to the
student’s parent(s) or guardian notifying them that the student’s failure to attend school without a
valid excuse shall result in the student being reported truant.
Waiver of Compulsory Attendance Requirements
Students 16 or 17 years of age may be exempt from compulsory attendance regulations if the
parent(s) or person acting as parent attend(s) the counseling session required by law and signs
the appropriate consent and waiver form; if the student earns a GED; or if the student is exempt
from compulsory attendance requirements pursuant to a court order.
Involvement of Law Enforcement
Law enforcement officers may return truant children to the school where the child is enrolled, to
the child’s parent or guardian or to another location designated by the board to address truancy
issues.
Reporting to Parents
If a truant child is returned to school by a law enforcement official, the principal shall notify the
parent or guardian.
Dual Enrollment Students
46
Eligible students who are enrolled in a board-approved dual enrollment program shall not be
considered truant for the hours during the school day they attend classes at a Regent’s university,
community college, technical college, vocational educational school or
Washburn University.
Approved: KASB Recommendation – 7/96; 8/98; 7/02; 6/04; 6/06; 4/07; 6/10; 6/12
JDD Suspension and Expulsion of Pupils (Amended July 2009)
Grounds for suspension or expulsion; who may suspend or expel. The board of education of any
school district may suspend or expel, or by regulation authorize any certificated employee or
committee of certificated employees to suspend or expel, any pupil guilty of any of the
following:
(a) Willful violation of any published regulation for student conduct adopted or approved by the
board of education;
(b) conduct which substantially disrupts, impedes or interferes with the operation of any public
school;
(c) conduct which endangers the safety of others or which substantially impinges upon or
invades the rights of others at school, on school property, or at a school supervised activity;
(d) conduct which, if the pupil is an adult, constitutes the commission of a felony or, if the pupil
is a juvenile, would constitute the commission of a felony if committed by an adult;
(e) conduct at school, on school property, or at a school supervised activity which, if the pupil is
an adult, constitutes the commission of a misdemeanor or, if the pupil is a juvenile, would
constitute the commission of a misdemeanor if committed by an adult; or
(f) disobedience of an order of a teacher, peace officer, school security officer or other school
authority when such disobedience can reasonably be anticipated to result in disorder, disruption
or interference with the operation of any public school or substantial and material impingement
upon or invasion of the rights of others.
Suspension and Expulsion Procedures
Duration of suspension or expulsion; notice; hearings, opportunity afforded, waiver, time, who
may conduct.
(a) A suspension may be for a short term not exceeding 10 school days, or for an extended term
not exceeding 90 school days. An expulsion may be for a term not exceeding 186 school days. If
a suspension or expulsion is for a term exceeding the number of school days remaining in the
school year, any remaining part of the term of the suspension or expulsion may be applied to the
succeeding school year.
(b) (1) Except as authorized in provision (2), no suspension for a short term shall be imposed
upon a pupil without giving the pupil notice of the charges and affording the pupil an opportunity
for a hearing thereon. The notice may be oral or written and the hearing may be held
immediately after the notice is given. The hearing may be conducted informally but shall include
the following procedural due process requirements:
(a) The right of the pupil to be present at the hearing;
(b) the right of the pupil to be informed of the charges;
47
(c) the right of the pupil to be informed of the basis for the accusation; and
(d) the right of the pupil to make statements in defense or mitigation of the charges or
accusations. Refusal of a pupil to be present at the hearing will constitute a waiver of the pupil's
opportunity for a hearing.
(2) A short-term suspension may be imposed upon a pupil forthwith, and without affording the
pupil a hearing if the presence of the pupil endangers other persons or property or substantially
disrupts, impedes or interferes with the operation of the school.
(c) A written notice of any short-term suspension and the reason therefor shall be given to the
pupil involved and to the pupil's parent or guardian within 24 hours after the suspension has been
imposed and, in the event the pupil has not been afforded a hearing prior to any short-term
suspension, an opportunity for an informal hearing shall be afforded the pupil as soon thereafter
as practicable but in no event later than 72 hours after such short-term suspension has been
imposed. Any notice of the imposition of a short-term suspension that provides an opportunity
for an informal hearing after such suspension has been imposed shall state that failure of the
pupil to attend the hearing will result in a waiver of the pupil's opportunity for the hearing.
(d) No suspension for an extended term and no expulsion shall be imposed upon a pupil until an
opportunity for a formal hearing thereon is afforded the pupil. A written notice of any proposal
to suspend for an extended term or to expel from school, and the charges upon which the
proposal is based shall be given to the pupil proposed to be suspended or expelled from school,
and to the pupil's parent or guardian. Any notice of a proposal to suspend for an extended term or
to expel from school shall state the time, date and place that the pupil will be afforded an
opportunity for a formal hearing, and that failure of the pupil and the pupil's parent or guardian
to attend the hearing will result in a waiver of the pupil's opportunity for the hearing. The
hearing shall be held not later than 10 days after the date of the notice. The notice shall be
accompanied by a copy of this act and the regulations of the board of education adopted under
K.S.A. 72-8903, and amendments thereto.
(e) Whenever any written notice is required under this act to be given to a pupil or to a pupil's
parent or guardian, it shall be sufficient if the notice is mailed to the address on file in the school
records of the pupil. In lieu of mailing the written notice, the notice may be personally delivered.
(f) A formal hearing on a suspension or expulsion may be conducted by any person or committee
of persons authorized by the board of education to conduct the hearing.
Procedural due process requirements; record of appeal, costs; report of findings and result of
hearing; information regarding behavior improvement programs.
(a) The formal hearing provided for in K.S.A. 72-8902, and amendments thereto, shall be
conducted in accordance with regulations relating thereto adopted by the board of education.
Such regulations shall afford procedural due process including, but not limited to, the following:
(1) The right of the pupil to have counsel of the pupil's own choice present and to receive the
advice of such counsel or other person whom the pupil may select;
(2) the right of the parents or guardians of the pupil to be present at the hearing;
(3) the right of the pupil and the pupil's counsel or advisor to hear or read a full report of
testimony of witnesses against the pupil;
(4) the right of the pupil and the pupil's counsel to confront and cross-examine witnesses who
appear in person at the hearing, either voluntarily or as a result of the issuance of a subpoena;
48
(5) the right of the pupil to present the pupil's own witnesses in person or their testimony by
affidavit;
(6) the right of the pupil to testify in the pupil's own behalf and give reasons for the pupil's
conduct;
(7) the right of the pupil to have an orderly hearing; and
(8) the right of the pupil to a fair and impartial decision based on substantial evidence.
(b) In all extended-term suspension and expulsion from school cases, there shall be made a
record of the hearing of an appeal of the suspension or expulsion, whichever is applicable, by
mechanical or electronic recording or by an official court reporter, and the costs thereof shall be
paid by the school district.
(c) At the conclusion of a formal hearing which results in a suspension for an extended term or
an expulsion, the person or committee conducting the hearing shall make a written report of the
findings and results of the hearing. The report shall be directed to the board of education of the
school district and shall be open to the inspection of the pupil who is suspended or expelled and,
if the pupil is a juvenile, to the parents or guardians and counsel or other advisor of the pupil. If
the pupil is an adult, the report shall be open to the inspection of the parents or guardians and
counsel or other advisor of the pupil only upon written consent of the pupil. Whenever a formal
hearing results in suspension for an extended term or expulsion, the person or committee
conducting the hearing may make a finding that return to school by the pupil, pending appeal or
during the period allowed for notice of appeal, is not reasonably anticipated to endanger the
safety of others, to cause continuing repeated material disorder, disruption or interference with
the operation of school, or to substantially or materially impinge upon or invade the rights of
others, in which case the pupil may return to school until the period for filing a notice of appeal
has expired with no notice filed, or until the determination of any appeal if a notice of appeal is
filed. Whenever the person or committee conducting a hearing fails to make the findings
specified above, the report of the hearing shall provide that the suspension or expulsion of the
pupil shall continue until appeal therefrom is determined or until the period of suspension or
expulsion has expired, whichever occurs sooner. Any such pupil shall be provided with
information concerning services or programs offered by public and private agencies that work
toward improving those aspects of the pupil's attitudes and behavior that contributed to the
conduct upon which the suspension or expulsion was based. If the pupil is a juvenile, the
information shall also be provided to the parents or guardians of the pupil.
Notice of hearing results; appeal to board of education; hearing officers;
procedure.
(a)Written notice of the result of any hearing imposing an extended-term suspension or an
expulsion from school shall be given to the pupil suspended or expelled from school, and to the
parents or guardians of the pupil within 24 hours after determination of such result.
(b) Any pupil, age 18 or older, who has been suspended for an extended term or expelled, or one
of the pupil's parents or guardians of a pupil under age 18, may appeal such suspension or
expulsion to the board of education of the school district by filing a written notice of appeal with
the clerk of the board of education not later than 10 calendar days after receiving the written
notice. Any such appeal shall be heard by the board of education, or by a hearing officer
appointed by such board, not later than 20 calendar days after such notice of appeal is filed.
The pupil and the pupil's parents or guardians shall be notified in writing of the time and place of
the appeal hearing at least five days prior thereto. Such appeal shall be conducted under rules
49
which are consonant with K.S.A. 72-8903, and amendments thereto. Except as provided by
subsection (c), the decision on any such appeal shall be rendered not later than five days after the
conclusion of the appeal hearing.
(c) For the purpose of hearing an appeal of an extended-term suspension or an expulsion, the
board of education may appoint one or more hearing officers. Any such hearing officer shall be a
member of the board of education, a certificated employee of the school district, or an attorney
admitted to the practice of law in this state. Any such appointment shall apply to a particular
hearing or to a set or class of hearings as specified by the board of education in making the
appointment. Whenever a hearing officer appointed under authority of this section hears any
appeal, the hearing officer shall prepare a written report thereon to the board of education. After
receiving any such report, the board of education shall determine the matter with or without
additional hearing. If a hearing officer is appointed to hear an appeal, the board shall render its
decision not later than the next regularly-scheduled meeting of the board following the date of
the conclusion of the hearing of the appeal by the hearing officer. Any matter determined by the
board of education in accordance with this subsection shall be valid to the same extent as if the
matter were fully heard by the board of education without a hearing officer.
Nonapplication of compulsory attendance law. The provisions of K.S.A. 72-1111, and
amendments thereto, shall not apply to any pupil while subject to suspension or expulsion from
school pursuant to the provisions of this act.
50
Baldwin Schools Directory
School
Baldwin Elementary School
Primary Center
Baldwin Elementary School
Intermediate Center
Baldwin Junior High School
Baldwin High School
Address
Phone/Fax
500 Lawrence St
Baldwin 66006
100 Bullpup Dr
Baldwin 66006
400 Eisenhower
Baldwin 66006
415 Eisenhower
Baldwin 66006
594-2444
Deb Ehling-Gwin
594-2446
Dan Wallsmith
594-2448
Joe Sample &
Tammy Thomasson
Rob McKim
594-2725
51
Principal
52
53
54
USD 491 General Information
(Eudora)
55
Attendance Policy
Students are allowed 15 days of absences during the school year. A day’s absence is equal to
seven (7) hours of class. Partial absences will be counted as a total number of hours and will
accumulate. If a student is 10 minutes or more tardy to a class, it counts as one hour absent. We
will be strictly enforcing the attendance policy as listed:
• The primary purpose of sick leave is for personal illness or death and emergency within
the family. Absences for other reasons must have advance approval.
• Within the 15 days, seniors may use up to two days to visit colleges or career centers of
their choice with advance approval of their parents, the counselor, and the principal. Days
absent for college visits will not count against perfect attendance or the final exam
exemption policy. College visits in May will not be approved. Exceptions to this must be
approved by administration.
• With special request from your parents, this time may be used as vacation time with the
family but it must have your principal’s advance approval. Vacations are discouraged
during the school year.
• After a student misses 15 days, every absence (whether excused or unexcused) will
result in makeup sessions.
Parental approval of an absence does not necessarily make the absence an excused absence. Any
absence not verified by a parent within 48 hours will be unexcused. It is the student’s
responsibility to have a parent verify the absence.
For approval of an advance absence, the student must visit with administration prior to
the absence. A form will need to be signed by the student’s teachers then returned to the office.
Once a student has reached the maximum of 15 absences, the following policy will be applied:
1. Students will make up time whether the absence is excused or unexcused.
2. Unexcused absences will accumulate until the student is considered truant. Information
on truant students will be sent to the district attorney.
3. Time missed will be made up before school and/or on Saturday morning immediately
following their return. The attendance secretary will determine the make-up days and
times.
4. If a student skips the make-up time, they will be assigned additional time and points
will be assigned from the disciplinary point system. If a student misses two consecutive
detentions or more than three detentions in the school year they will be required to serve
an ISS in addition to making up their assigned detentions.
5. If a student misses Saturday School they will be required to serve an ISS when they
return to school and will be assigned an additional Saturday School.
Extensions
Extensions may be granted by the administration for the following reasons:
• A student is absent for seven or more consecutive school days for the same medical
reason. A doctor must verify the diagnosis.
56
• A student is absent for 10 or more days for the same medical problem or condition (i.e.
surgeries, repeated hospitalization, etc.)
• A student is absent 7 or more consecutive days for a family emergency. The parent and
administration will discuss the emergency and the administration will have the final
decision on the validity of the reason.
All extensions and the length of those extensions are contingent upon the judgment of the
administration.
Allowance of one day’s time for each day of work missed is generally recognized. If a
student is absent from school on a sponsored activity and does not return to school during the
regular school hours, he will be allowed one extra day to do assigned work on the day following
the school activity. Students absent from school for more than half a day (for reasons other than
school sponsored or school approved activities) should not attend or participate in any school
activities which occur on that day. This includes late afternoon and evening events. If a student
has irregular attendance, parents will be called for a conference. If satisfactory arrangements
cannot be made, the student may be suspended or expelled.
Tardy Policy
Students who are tardy to school should obtain an admit slip in the main office. Tardies are
considered unexcused and will accumulate. Beginning with the fourth tardy each class each
semester, the student will be given a detention. Any tardy later than 10 minutes into the class, if
it is not excused, will be considered an unexcused absence for that class and the time will be
made up on Saturday. Tardies due to inclement weather will be excused only if the school buses
are also running late.
Unexcused Absences
Saturday School is for students who have an unexcused absence during one or more hours of
school. A student will be given one hour of Saturday School for every hour of an unexcused
absence. Saturday School begins at 8:00 a.m. and dismisses at 12:00 noon. Students should meet
at the front office doors at 7:55 a.m. The same rules apply as those for afternoon detentions. A
no-show will result in double the detention time and four points on the discipline scale.
Truancy
Truancy will be handled as provided by K.S.A. 72-1113. The act of truancy is defined as
follows: (b) Whenever a child is required by law to attend school and such child is not enrolled
in a public or nonpublic school, such child is a truant. Reports of cases of truancy under this
subsection shall be made by designees of boards of education of public school districts under
subsection (a) of this section. (c) Whenever a child is required by law to attend school and such
child is inexcusably absent there from on either three (3) consecutive days or five (5) or more
days in any semester, such child is a truant. A child is inexcusably absent from school if he is
absent from all or a significant part of a day without a valid excuse acceptable to the school
employee designated by the Board of Education to have responsibility for the school attendance
of such child.
Homebound
In case of serious illness, homebound instruction will be used.
57
Eudora Schools Directory
School
Eudora Elementary School
Eudora Middle School
Eudora High School
Address
Phone/Fax
801 East 10th St
Eudora 66025
2635 Church St
Eudora 66025
2203 Church St
Eudora 66025
58
Principal
542-4940
Jan Irby
542-4960
Denise Kendall
542-4980
G.A. Buie
59
USD 343 General Information
(Perry-Lecompton)
60
61
62
63
64
65
66
67
Perry-Lecompton Schools Directory
School
Address
Phone/Fax
Principal
Lecompton Elementary School
626 Whitfield St
Lecompton, KS
66050
887-6343
Connie Thorton
Perry Elementary School
405 Cedar St.
Perry, KS 66073
597-5156
Connie Thorton
Perry Lecompton Middle School
408 Lecompton Rd
Perry KS 66073
404 Lecompton Rd
Perry, Ks 66073
597-5159
Josh Woodward
597-5124
J.B. Elliot
Perry Lecompton High School
68
DCYS Responsibilities
69
DCYS TRUANCY SUPERVISOR RESPONSIBILITIES
1. Meet with all junior high, high school administrators, and the truancy interns at the
beginning of the school year.
2. Assist in training truancy interns.
3. Assist in assigning truancy interns to schools.
4. Review DCYS paperwork with interns.
5. Assist in assigning referrals to truancy interns.
a. Insure validity of Truancy Report Form (has student accumulated unexcused
absences equaling 3 consecutive or 5 in a semester, each of which is at least on
hour a day). Do not count suspensions as unexcused absences.
b. Schedule an appointment to meet with the family and explain the choice between
going to court and the diversion program.
c. If the family chooses the program, the DCYS truancy supervisor will have the
parent and student sign 3 copies of the Diversion Agreement. If they choose to go
to court, a referral will promptly be sent to the District Attorney.
6. Hold supervision meetings with each intern on a weekly basis.
7. Make sure DCYS truancy files are updated accurately on a weekly basis.
8. Act as liaison between DCYS and the schools, maintaining good communication and an
effective relationship.
9. Hold office hours at DCYS.
10. Manage the majority of phone calls and help truancy interns with crisis intervention.
11. Meet with student and families monthly.
12. Update KU program supervisors (Jan Sheldon and Graduate Teaching Assistants) as to
the progress of the interns.
13. Evaluate truancy intern contacts with their student during the semester.
14. Assist in reassigning cases to truancy interns who have had few referrals; assign at least
one “official truant” case to each student within the school year.
15. Attend ABS Practicum, Practicum in Juvenile Problems, on Fridays, 10:00 – 10:50.
16. Schedule review hearings with District Attorney’s office.
70
17. Notify intern and family of the date of truancy review hearing before the District
Attorney.
18. Help truancy interns prepare for review presentations and attend the presentation. The
intern will prepare a written report that he or she will verbally present to the District
Attorney.
19. Maintain correspondence with schools and family.
20. Help update manual.
21. Maintain monthly communication with DCYS workers, court, and community services
offices on all cases referred by these groups.
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1006-FORM Page 1
72
1006 Form-Page2
73
DOUGLAS COUNTY
DEPARTMENT OF YOUTH SERVICES
330 Industrial Lane
Lawrence, KS 66044
(785) 331-1300
Fax (785) 331-1304
July 31, 2013
Broken Arrow Elementary
Mr. Brian McCaffrey, Principal
2704 Louisiana Street
Lawrence, KS 66046-4698
RE: Smith, John
Dear Mr. McCaffrey:
I am writing to make you aware that your student, ___________, has been referred to the
KU/DCYS truancy diversion program. Because of the high number of referrals, he/she
has been placed on a waiting list for assignment to a KU student intern. The child’s
parent(s)/guardian(s) have agreed to allow DCYS to monitor ____’s attendance and
provide regular updates to the Douglas County District Attorney’s office.
I will contact you via letter or e-mail when ________ has been matched with a KU
student intern. If you have any questions or concerns regarding ____________, please
contact me at: (785) 331-1308 or: ys-truancy@douglas-county.com .
Respectfully,
Kate Sparnicht
CC: Jan Sheldon
74
DOUGLAS COUNTY
DEPARTMENT OF YOUTH SERVICES
330 Industrial Lane
Lawrence, KS 66044
(785) 331-1300
Fax (785) 331-1304
July 31, 2013
Broken Arrow Elementary
Mr. Brian McCaffrey, Principal
2704 Louisiana Street
Lawrence, KS 66046-4698
RE: Smith, John
Dear Mr. McCaffrey:
I am writing to make you aware that your student,____________ has been referred to the
KU/DCYS truancy diversion program. Because of the high number of referrals,
__________has been placed on a waiting list for assignment to a KU student intern.
__________’s parent(s) / guardian(s) did not agree to allow DCYS to monitor
__________’s attendance while waiting to be matched with a KU student intern.
I will contact you via letter or e-mail when _____________ has been matched with a KU
student intern. In the meantime, if you have any questions or concerns, regarding
__________’s attendance, please contact Emily Haack at the Douglas County District
Attorney’s Office at (785) 841-0211.
Respectfully,
Kate Sparnicht
CC: Jan Sheldon
75
DCYS Truancy Diversion Contract
76
Douglas County Youth Services
330 Industrial Lane
Lawrence, KS 66044
(785) 331-1300
(785) 331-1304 Fax
Pre-Truancy Diversion Contract
Kate Sparnicht
ksparnicht@douglas-county.com
785-331-1308
<Insert date>
<Insert Name of Parent>
Your child is having school attendance problems. As a result, your child can participate in the
DCYS/KU Pre-Truancy Diversion Program. If your child participates and has no more unexcused
absences, your child can avoid the formal Truancy Diversion and possible court involvement.
While on the Pre-Truancy Program I,
agree to:
1. Attend school daily with NO unexcused absences.
2. Meet with my intern weekly and my social worker monthly.
3. Work on improving my grades if needed.
As the responsible parent, I
agree to:
1. Enforce the above.
2. Allow the intern and supervisor to transport my child.
3. Allow the intern and supervisor to pick up my child’s attendance, grades and other
relevant information and to talk with the school personnel.
The program will begin on
if completed successfully.
and end on
Participation in the program is voluntary and can be withdrawn at any time.
Parent
Child
DCYS
Intern
77
Douglas County Youth Services
330 Industrial Lane
Lawrence, KS 66044
(785) 331-1300
(785) 331-1304 Fax
<Insert Date>
<Insert Name Here>
<Insert Street Address>
<City, State, Zip>
Re: <Insert Child’s Name Here>
Your child’s truancy intern has been working with your child during the truancy diversion program.
At the conclusion of the program, a review before the District Attorney must occur. Your child’s review
has been scheduled for <Insert Time> on <Insert Date>.
The review hearing will occur at the Law Enforcement Center at 111 E. 11th Street. Please report to the
center 15 minutes prior to the hearing time. The hearings are usually held on the first floor in the first
conference room on the left. During the hearing, the District Attorney will have some questions to ask
you about your child’s progress.
If you have any questions, please feel free to contact your truancy intern or contact Kate Sparnicht at
785-331-1308.
Thank you,
<Your name here>
CC:
78
SCHOOL ADVOCATE CONSENT FORM
Dear Parent:
The Douglas County Truancy Diversion Program was created to assist students who are
experiencing problems with attendance. This program, however, offers other services as well
because many students may need help with other issues and may or may not have an attendance
problem. Often, students simply need an advocate or friend to help them with school-related
issues that may hinder success.
The intern advocate is a practicum student through the Department of Applied Behavioral
Science at the University of Kansas. The intern advocate will have access to attendance and
school performance information, as well as other information related to your child’s success in
school. Information obtained and services provided by the intern advocate will be held
confidential. If you agree to have your child participate in this program and if you allow the
intern advocate to have access to school information regarding your child, please sign below.
You should understand that your participation in this program is strictly voluntary and may be
withdrawn at any time.
****************************
I hereby give my child’s school permission to release attendance, school performance records,
and/or other school related information linked to the student’s educational success to the intern.
I also give permission to present educational and other relevant information at the truancy
diversion review hearing with the Assistant District Attorney.
I understand that I will be notified of meetings and that my participation and input is invited. I
also authorize the intern to transport my child.
_____________________________________
Name/Title of School Official
____________________________________
Youth
____________________________
Intern Advocate
_____________________________________
Parent/Guardian
_______________
Date
79
KU Intern Responsibilities
80
KU TRUANCY INTERN RESPONSIBILITIES WORKING
WITH DCYS PERSONNEL
I. WORKING WITH DCYS PERSONNEL
A. Set up a weekly meeting with the DCYS supervisor.
B. Once the DCYS truancy supervisor receives all of the information, the intern and the
DCYS truancy supervisor will make an appointment to meet with the students and
parents.
C. Attend initial appointment with family and DCYS truancy supervisor and obtain
consent from the students and parents.
D. Meet weekly with the DCYS supervisor.
E. Report on weekly contacts with students; update files.
F. Report on any new school referrals.
G. Consult regarding case handling by discussing any concerns or problems and by
giving and receiving feedback.
H. Scan official attendance for each youth separately and send to DCYS supervisor as a
locked document.
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INTRODUCTION TO PRINCIPAL/CONTACT PERSON
I.
II.
Phone Introduction
A.
State name
B.
State Affiliation:
C.
Statement of assignment of his/her school.
D.
Make an appointment to discuss procedures that truancy intern should
follow.
University of Kansas
Douglas County Youth Services Truancy Prevention
Program
Meeting with Principal/Contact Person
A.
Introduce yourself:
Name
Affiliation
Refer to previous phone call
B.
Statement of desire to go over procedure to be followed.
1. If the contact person has been at the school, ask their advice.
2. If the contact person is new at the school, you can ask them if he/she would
like you to describe what you understand has been done in the past generally
at the schools.
3. In either instance, be sure to clarify:
a. Who the person is who determines which youths should be contacted
initially. (After the initial referral, you automatically check attendance).
b. To whom does the intern report at the school?
c. What procedure should be followed in looking at attendance records?
d. How do you get students out of class – what procedure should be
followed?
e. At what times is it appropriate to get students out of class?
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f. Where in the school should you meet with students?
C.
Give days and times that you will be at school.
D.
Ask if he/she would like you to report to him/her weekly. If so, establish a
procedure.
E.
Show weekly report that you will leave with them.
F.
Ask if there is anything else you should know or if she/he has any
questions.
G.
Thank him/her and say that you are looking forward to working with
him/her.
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INTRODUCTION TO PARENTS OF TRUANT STUDENTS
(Accompanying DCYS representative)
I.
III.
Phone Introduction
A.
State name.
B.
State Affiliation:
C.
Statement that student has been referred by school officials as being truant
under Kansas Law (i.e., 3 consecutive or 5 unexcused absences).
D.
Statement that student has the option of going through 45 day diversion
program.
University of Kansas
Truancy Prevention Intern
Assigned to ______________ School
1.
If parents agree, you would work with the student.
2.
If parents do not agree, DCYS will turn students name over to
District Attorney for court hearing in Juvenile Court.
E.
If parents agree to program, tell them you need their written permission.
F.
Set up a meeting time at their convenience.
Meeting with Parents
A.
Introduce yourself:
B.
Review above information
Name
Affiliation
Refer to previous phone cell
1.
Student has been referred as being legally truant under Kansas law.
2.
You have been assigned to work with the school that student is
attending.
3.
Student can participate in 45 day diversion program rather than
going to court, which is consequence under law for being legally
truant.
4.
Program consists of:
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a.
b.
c.
d.
e.
Meeting with parents and student.
Deciding on goals for student, including going to school.
Putting those goals into a behavioral contract.
Monitoring attendance.
Having a review meeting before the District Attorney at the
end of the 45 days to determine student’s progress and
performance in diversion program.
1.
If student does well, can be dismissed from
program.
2.
If student does not do well, can be put on another
45-day program or referred to DA for court hearing.
5.
You need parent’s written permission.
6.
You would appreciate any information they can give you about
reasons for attendance problem.
7.
Do they have questions?
C.
Have parents sign consent form. If they do not, inform them that DCYS will
most likely be reporting youth to the Juvenile Court and there will likely
be a court hearing to determine if the student is a Child in Need of Care.
D.
Thank them.
E.
Tell them that you will be setting up periodic meetings to set up a contract
and to keep them informed about student progress. If they have any
questions or concerns, they should feel free to contact you.
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INTRODUCTION TO STUDENT
(Accompanying DCYS Representative)
I.
Introduce yourself to student:
Name
Student at KU
Douglas County Youth Services Truancy
Prevention Intern
II.
State reason for meeting with student and your role.
A.
Brought to attention by school officials that student has an attendance
problem.
B.
You have been assigned to this school to work with those students having
attendance problems.
C.
Statement that student is legally truant under Kansas law and as such can
be referred to Juvenile Court by DCYS.
D.
If student and parents agree, student can participate in 45-day diversion
program rather than going to court.
E.
Program consists of:
a.
Meeting with parents and student
b.
Setting up behavioral contract
c.
Monitoring attendance
d.
Meeting regularly with intern
e.
Attending review before the District Attorney.
F.
If student and parents do not agree, student will be referred to court as
Child in Need of Care.
G.
Any Questions?
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INTRODUCTION TO PARENTS OF PRE-TRUANTS
(Accompanying DCYS Representative)
I. Phone Introduction
A. State Name
B. State affiliation:
Douglas County Youth Services Truancy Prevention Intern
Services Assigned to _____________ School.
C. Statement that child has been referred by school officials as having an attendance
problem.
D. You would like to get parent’s permission.
E. Set up a meeting time at their convenience.
II. Meeting with Parents
A. Introduce yourself:
Name
Affiliation
Refer to previous phone call
B. Review above information
1. Youth has been referred as having an attendance problem.
2. You have been assigned to work with the youth.
3. You would like to work with the youth. Work is defined as meeting and
talking with the youth perhaps going out together trying to solve attendance
problems.
4. You need parents’ permission.
5. You would appreciate any information they can give you about reasons for
attendance problems.
6. Do they have any questions?
C. Have parents sign consent form. If they do not, tell them that you will be monitoring the
child’s attendance as required by law and if he/she has 3 consecutive or 5 unexcused
absences in one semester, DCYS is required to report him/her to the District Attorney.
D. Thank them.
E. Tell them that you will get back to them in the future and if they have any concerns, they
should contact you.
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KU/DCYS TRUANCY INTERN RESPONSIBILITIES WORKING WITH THE SCHOOL
I. First meeting with school personnel
A. Make an appointment to meet with the school designee or principal (If two or
more KU students are assigned to one school all of you must go together to meet
the school initially).
B. Be neatly dressed and be familiar enough with the truancy program to discuss it.
C. Introduce yourself and determine who is responsible for attendance (the personnel
with whom you should meet to obtain attendance).
D. Clarify the school’s expectations of you and become familiar with the rules and
regulations at each school regarding attendance and other discipline matters.
E. Clarify that a student must have an attendance problem in order to be referred to
you.
F. Determine where you can meet with the students, if necessary, and how to use call
slips, etc. Determine what the school considers a permissible time to have a
student leave the classroom.
G. Leave a supply of Form CFS-1006.
H. You may not meet with a student without his or her parents’ or guardians’
permission.
I. You will likely receive referrals if you are accessible to the school staff and go to
school on a regular basis. Determine if a specific time is better than other times to
meet with office staff, e.g., lunch is often hectic.
J.
ALWAYS REMEMBER THE THREE Ps WHEN MEETING WITH
SCHOOL PERSONNEL - BE POSITIVE, POLITE, AND
PROFESSIONAL.
II. Ongoing weekly meetings with school personnel.
A. Pick up attendance each week.
B. Meet with teachers/counselors on a weekly basis to keep updated on student’s
progress. Make sure that you are meeting with a variety of people within the
student’s educational program.
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C. Obtain all information possible regarding student’s attendance and any schoolrelated problems (familial, peer, behavioral, etc…). Find out what the school and
others have done to address the problem and why it has or has not worked.
D. Be courteous to school employees; solicit their suggestions and feedback; report
any problems immediately to truancy supervisors.
E. Leave written weekly progress for school designee (Principal Report).
III. Throughout your work with the schools
A. Be familiar with the school you are assigned
1. Know the school staff: Principal, Vice-Principal, Administrative Assistants,
Social Worker, Psychologist, Counselor, WRAP Workers, and School Nurse.
Although most of your time may be spent with the “attendance officer” (usually
the administrative assistants or vice-principals), all of the staff make important
contributions in the life of the student.
2. Meet each of the staff, find out what they do, let them get to know you, and what
you do. The school administrative assistants’ help is essential…get to know them
and, in any way you can, help make their job easier when you need information
on a student’s attendance. The school social worker, psychologist, and nurse are
probably not available every day in your school. What is their schedule, and
when would it be most convenient for them to meet with you if necessary?
3. Always show courtesy to the entire staff, and if problems develop, talk with your
truancy supervisors immediately.
B. Be familiar with the school building
1. Take time to walk around the building.
2. Where is the counselor’s office, attendance office, clinic? Does your school have
a “PSA” (Personal-Social Adjustment), “Opportunity”, or “Resource” room?
Where will you have space to talk to students?
C. Know the school policies
1. The school may have a Handbook of Policy.
i. If so, read it and ask your contact person any questions you may have.
2. Be especially familiar with policies concerning attendance and suspension.
i. Are suspensions excused or unexcused absences?
ii. What constitutes “insolent behavior?”
iii. Does the school have in-school suspension?
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iv. What types of “reprimands” are used?
D. Ensure the school’s knowledge of the program
1. DCYS staff will have already mailed every Douglas County school a letter with a
detailed description of the Truancy Prevention and Diversion Program and how it
functions.
2. In addition, most schools have participated in the program for several years.
Nevertheless, there are occasionally questions about the Diversion program.
3.
You should have no problem answering them, but if you do, or if you’re not
certain, call the Truancy Program Supervisors. Then, report back to the school
promptly.
4. In addition, you are required to do a weekly progress report that is given to the
principal of the school as an aid in feedback.
E. Be aware of the frustration of the school staff
1. Although most everyone you will have contact with enjoys working with the
student, there are inherent frustrations working in the school system.
2. Like most people-oriented organizations, schools suffer economic and person
power shortages. Rarely, if ever, does a school have every needed resource
available to them. Remember, too, that how you see the student may be quite
different than the school’s experience with the student.
3. It is not uncommon for the truancy intern to see only the positive behaviors of the
student, yet be given feedback by teachers and counselors that portrays the
student as a “severe discipline problem.” It is advisable to reserve judgment
about “school staff attitude;” it will take time for you to assess the student’s
relationship with the school.
4. Remain open to the expertise of the school staff, integrating their knowledge with
your own and the student’s.
5. Always act professional, be empathetic, and explain that you are there to work
with the school and to improve the attendance of the student. Please be open to
suggestions and feedback.
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Introduction to Teachers
(Sample Email)
When you are first assigned a student it is extremely important to contact all of the student’s
teachers. Some teachers prefer the convenience of E-mail while others prefer face to face
contact. A mass email is recommended to establish each teacher’s preference. Teacher e-mail
addresses are available at www.usd497.org. Below is an example e-mail to send to teachers:
Dear (Mr. or Mrs. Teachers Name):
My name is Todd Merritt and I am currently an Intern with the Douglas County Truancy
Prevention and Diversion Program. I am working with (Student’s Name) and (she or he) has
signed a consent that allows me to talk with school personnel and obtain school information. I
would greatly appreciate any information (e.g., grades, attendance, classroom behavior, and
assignments) that you could provide. I would be happy to meet with you concerning this
information or if e-mail is more convenient, please let me know. Feel free to contact me at any
time concerning (Student’s Name). I look forward to hearing from you.
Thank you for your time,
Todd Merritt
University of Kansas
Truancy Prevention Intern
785 555-5555
tamerritt@ku.edu
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KU/DCYS TRUANCY INTERN RESPONSIBILITIES WORKING WITH STUDENTS
I. Initial Contact After Referral
A. Check to ensure that once a student is identified as truant the school designee has
mailed or gives you the CFS-1006 form and a copy of the letter to the parents.
B. Check official school attendance to ensure that student is statutorily truant (i.e.,
student has accumulated unexcused absences for a “significant” part of the day for
at least 3 consecutive days or 5 days in semester or 7 in a year).
C. Use second-hand observation skills in gathering factual information from school
personnel and parents, keeping in mind the following: what, when, where, other
circumstances, rate of occurrence, magnitude of problem, what has been done in
the past, what is being done now, how does it affect the person being interviewed.
D. Use first-hand observations skills in talking with student, watching for appropriate
and inappropriate behaviors and outcomes of the behaviors, and the student’s
view of the situations.
E. Be accepting of the people giving you information, showing empathy and
understanding for the situation, and thanking them for their help.
F. Formulate your views of the situation from all of the information collected,
keeping in mind concrete objective information rather than only differing
opinions gathered.
II. Formulation of Plan
A. Prioritize target areas needing work, one of which will always be attendance.
Keep in mind which behaviors have the most consequential values (Examples:
fighting, “bad-mouthing,” resisting peer pressure, accepting negative feedback,
etc.).
B. Set concrete strategy for teaching interactions around target areas. Include some
easily accomplished behaviors to provide some immediate success.
C. Write contract using specific responsibilities, privileges, bonuses, and sanctions.
Ensure the rewards are significant to student. Contracts usually address the issue
of school attendance or a school-related issue.
D. Monitor the behavioral contract carefully and at least weekly.
III. Ongoing contact with student
A. Meet with the student at least one and a half hours each week or more often if you
feel it is necessary.
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B. Continue working on target areas, primarily attendance.
C. As you see the student, keep in mind the following possibilities to help in working
on those areas:
i. Additional contracts may be utilized as appropriate (after consulting with
KU program supervisors).
ii. Other motivational systems, such as calendars or stickers may be used to
produce good attendance with younger children (after consulting with KU
program supervisors).
iii. Negotiation sessions including child and teacher, administrator, parents,
etc. may be helpful in some situations.
iv. Consider referral sources-Bert Nash, DCCA, etc. (see list of resources).
v. Utilize intensive teaching as crisis interventions.
vi. Always use problems solving and counseling.
vii. Use rationales rather than lecture.
1. Hints in Approaching Student and Family
A. Establish trusting relationship with student
i. Indicate your interest both verbally and in your physical expression and
posture.
ii. Use direct language that is your own.
iii. Avoid lecture and encourage discussion.
iv. Reward and praise positive behavior and attitude.
v. Be supportive and gentle with feedback.
vi. Show understanding of negative behavior and attitude but be firm with
reasons and suggestions for change.
vii. Show consistency by following through with consequences.
B. Assess needs of student with the student as they relate to his/her non-attendance.
i. Be clear; define the reason he or she was referred.
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ii. Give rationales for improving attendance and changing behavior.
iii. Inform student of consequences of not improving attendance.
iv. Define, with the student, what is reinforcing his or her non-attendance.
v. Utilize a positive approach to problem-solving.
vi. Stress self-motivation, self-reliance, self-responsibility, and work to create
self-confidence in student.
vii. Offer service alternatives, if needed.
viii. Share responsibility with student for any referral.
C. Meet frequently with student’s family.
i. Be clear, define the reason the student was referred.
ii. Allow parents to give their view of the situation (what is reinforcing truant
behavior).
iii. Explain what service alternatives are available, if needed.
iv. Utilize a positive approach to problem-solving.
v. Inform family of consequences of continued unexcused absences.
vi. Keep family informed of progress.
vii. Keep in contact with the family by telephone, if available.
viii. Use parents’ ideas regarding appropriate rewards for helping student
improve attendance. Try to involve parents and student in establishing the
contract. (Remember when the truancy intern has ended his or her
involvement with the student, the student’s family will continue as a
resource for him).
ix. ALWAYS REMEMBER THE THREE Ps WHEN MEETING WITH
FAMILIES - BE POSITIVE, POLITE, AND PROFESSIONAL.
D. Understand and implement a positive mode of advocacy, having knowledge of
community resources. (See section on Advocacy)
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KU/DCYS TRUANCY INTERN RESPONSIBILITIES WORKING WITH THE
DISTRICT ATTORNEY
I. REVIEW HEARING WITH THE DISTRICT ATTORNEY
A.
Preparing for the Hearing
1. Prepare a report of the student’s progress and email a locked and encrypted
version of the report to GTAs and Jan at least 14 days prior to the hearing.
2. Invite school personnel and notify them of the date of the hearing. If they are
unable to attend, be sure to notify the school of the outcome of the review.
3. Discuss with DCYS supervisor and Jan your recommendation.
4. Meet with the student and parents before the review hearing and discuss with
them the format of the hearing and your recommendation.
5. Remind the student and parents of the date and time of the review hearing.
B.
Review Hearing Presentation
1. Hand out your report to all parties present.
2. Stand up and ask the Assistant District Attorney for permission to present report.
3. Present report.
4. Discuss recommendation with all parties present.
5. After the hearing, ensure that the student and parents understand the
recommendation.
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