1. School Counselors Information Page school guidance and Counseling Four Components of a Developmental school guidance and Counseling Program Provides guidance content in a systematic way to all students. Addresses the immediate concerns of students. tardiness. absences truancy. misbehavior. schoolavoidance. drop-out prevention http://www.tea.state.tx.us/guidance/four.html

School Guidance and Counseling Four Components Four Components of a Developmental School Guidance and Counseling Program Guidance Curriculum Provides guidance content in a systematic way to all students. Responsive Services Addresses the immediate concerns of students. Individual Planning Assists students in monitoring and understanding their own development. System Support Includes program and staff support activities and services. Purpose: Awareness, skill development, and application of skills needed in everyday life. Areas Addressed: Self-confidence development Motivation to achieve Decision-making, Goal-setting, Planning, and Problem-solving skills Interpersonal effectiveness (including social skills) Communication Skills Cross-cultural effectiveness Responsible Behavior Purpose: Prevention, Intervention Areas Addressed: Academic concerns School-related concerns tardiness misbehavior school-avoidance drop-out prevention Relationship concerns Physical/sexual/emotional abuse as described in Texas Family Code Grief / loss Substance abuse Family issues Harassment issues Coping with stress Purpose: Student Planning and Goal Setting Areas addressed: EDUCATIONAL Acquisition of study skills Awareness of educational opportunities Appropriate course selection Lifelong learning Utilization of test scores CAREER Knowledge of potential career opportunities Knowledge of career and technical training Knowledge of positive work habits

2. SchoolGuidanceCounselingC3 The Masters Program in school guidance and Counseling, also based on a developmental model, violence, teenage pregnancy reduction of truancy, personal issues and crises, drub and http://www.cps.nova.edu/programs/SchoolGuidanceCounselingC3.html

School Guidance and Counseling BACK Varying techniques and strategies will need to be employed by the school counselor, including individual and group counseling, assessment, vocational and career guidance, multicultural counseling, consultation, and program development. Based in psychological and developmental theory, counselor training, therefore, will need to encompass a broad base of techniques, strategies, and interventions. The master’s programs are offered on the main campus in Fort Lauderdale and in the field-based format at various locations in Florida. Refer to the academic calendar for additional information. Certification Option The teachers/educators who have a master’s degree in an education area other than school guidance and counseling, and who hold a current Florida teaching certificate, may qualify for admission as a "special (non-degree) student" for the purpose of taking the designated Florida Department of Education requirements (30 credits) for certification (Rule 64-4.0181, Florida Statutes ). Students are responsible for verifying their eligibility through the Florida Department of Education.

3. Tuxedo UFSD- George Grant Mason Guidance Department Clark Middle school Four Components of a Developmental school guidance Program Texas Education Agency Model Provides guidance content in a systematic way to all students. Addresses the Immediate concerns of students. schoolrelated concerns (tardiness, absences, truancy, misbehavior, school-avoidance, and drop-out http://www.tuxedoschooldistrict.com/masonguideplan.html

The George Grant Mason School Guidance Department Francesco Accetta - Guidance Counselor K-8 Tel: 845-351-4797 x152 E-mail Mr. Accetta Components of a Developmental Counseling Approach Program Guidance Support To Staff Responsive Services Individual Planning System Support * It takes the “Whole Community” to Raise a Child * Preventing Students from “Falling through the Cracks” * Open Communication with Families Win-Win Philosophy for All Situations Setting-Up Students for Success * Proactive Approach to Guidance " Childhood Should be a Journey, Not a Race" Guidance Support to Staff: Provides guidance in a systematic way to all students. Purpose: Awareness and Skills Development Areas Addressed: Development of: Self-understanding Self-confidence Self-acceptance Interpersonal effectiveness Communication skills Awareness of one potential Decision-making skills Goal-setting skills Planning skills Problems-solving skills Motivation to achieve Cross-cultural effectiveness Responsible behavior Counselor Role: Guidance Consultation Program implementation and facilitation Professionalism Responsive Services: Addresses the immediate concerns of students.

4. Police Power To Remove Truants to children who have been excluded from school if alternative local multiagency effortsto tackle truancy in which Full guidance on the use of this power has http://www.homeoffice.gov.uk/cdact/guidtru.htm

5. Archived: Manual To Combat Truancy Career Activity File Counseling Tools K12 5 school guidance Program Plan This school guidance Program Plan is designed to assist school counselors in strengthening their current program or in designing a new one. www.okcareertech.org/guidance. school guidance Program Plan t. ardiness. -. absences and truancy. -. m. isbehavior. -. school-avoidance http://www.ed.gov/pubs/Truancy

A r c h i v e d I n f o r m a t i o n Manual to Combat Truancy July 1996 Prepared by the U.S. Department of Education in cooperation with the U.S. Department of Justice The Problem of Truancy in America's Communities Truancy is the first sign of trouble; the first indicator that a young person is giving up and losing his or her way. When young people start skipping school, they are telling their parents, school officials and the community at large that they are in tr ouble and need our help if they are to keep moving forward in life. Research data tells us that students who become truant and eventually drop out of school put themselves at a long term disadvantage in becoming productive citizens. High school dropouts, for example, are two and a half times more likely to be on welfare than high school graduates. In 1995, high school dropouts were almost twice as likely to be unemployed as high school graduates. In addition, high school dropouts who are employed earn much lower salaries. Students who become truant and eventually drop out of high school too often set themselves up for a life of struggle. Truancy is a gateway to crime. High rates of truancy are linked to high daytime burglary rates and high vandalism. According to the Los Angeles County Office of Education, truancy is the most powerful predictor of juvenile delinquent behavior.

6. Power For The Police To Remove Truants of course, particularly helpful in areas where truancy initiatives are education authorityshould consider the issue of guidance to school governing bodies http://www.homeoffice.gov.uk/cdact/truancy.htm

7. Truancy And School Exclusion Report By The Social Exclusion Unit performance on attainment targets (down to school level for by making high levelsof truancy and exclusion an explicit feature of the bidding guidance for the http://www.socialexclusionunit.gov.uk/publications/reports/html/school_exclu/tra

Cabinet Office SEU Contents page Annex A Summary of Recommendations Truancy 1. The overarching aim of the package is to deliver, by 2002, the target of a reduction of a third in the amount of time lost to truancy. 2. The national target will be broken down into a series of targets for improvement at local authority level. The improvement required should be most demanding for those who are the poorest performers now. DfEE will consult with local authorities over the procedure for setting the targets. 3. The measurement of performance is a particular difficulty, given the concerns described in Chapter 1 about the extent of post-registration truancy and therefore the accuracy of schools' reporting. The consultation should consider how this can be addressed, whether through supplementary surveys or other audits. 4. The Government will take a power to require school-level truancy targets, to ensure that improvements take place where necessary. This power will be taken in the Schools Bill currently before Parliament. It will be used where a school's attendance record is significantly below average. 5. Data will be published on schools' performance on truancy in the same way as performance on attainment targets (down to school level for secondary schools and LEA level for primary schools).

8. Truancy And School Exclusion Report By The Social Exclusion Unit 19992000, Targets for truancy and permanent exclusions New, stronger guidance onexclusions, with statutory force of children being educated out of school. http://www.socialexclusionunit.gov.uk/publications/reports/html/school_exclu/tra

Cabinet Office SEU Contents page Annex B Action Plan Timing Action May Setting up of ministerial task force to follow up this report. Government tables amendments to the Schools and Crime and Disorder Bills. June Decisions on the DfEE Comprehensive Spending Review. DfEE goes out to consultation on target distribution, issues around measurement of truancy, changes to league tables. DfEE commissions research on reasons for exclusion. July DfEE Task Group on raising the achievement of ethnic minority pupils looks at community mentoring. DfEE produces proposals to target funds on schools with disproportionate problems; considered by ministers. DfEE issues new guidance on curriculum flexibility. DfEE's consultancy resource set up; starts fieldwork to pave way for new targets. Department's main objectives to incorporate follow-up action on this report. Education Action Zones begin, covering many areas with high truancy and exclusion. Targets for truancy and permanent exclusions set. Measurement of fixed-term exclusion starts.

9. Truancy of truancy, dropouts, alternative education, homeless education, student aspirations, and school guidance counseling. http://www.state.me.us/education/hr/Truancy.htm

Career Opportunity Bulletin Department of Education Education Specialist II: Truancy, Dropouts, and Alternative Education Code 3042 Pay Grade 24 ( $30,971.20-46,488.00 ) Value of State-paid Health and Dental Insurance: $191.26 biweekly Value of State’s Share of Employee’s Retirement: 12.28% of pay Opening Date: January 29, 2001 Contact: Jeannine Ayotte Closing Date: February 16, 2001 Telephone: (207) 624-6835 JOB DESCRIPTION: MINIMUM QUALIFICATIONS: Requires a Bachelor’s Degree in education or guidance counseling, and two (2) years professional level experience in teaching, guidance counseling, and/or administration related to truancy, dropouts, alternative education, homeless education, and student aspirations. A Master’s Degree in Education or related area may be substituted for experience on a year-for-year basis. The preferred candidate will have a Master’s degree in counseling and a minimum of five (5) years experience in the areas described above. CURRENT VACANCY INFORMATION: The Department has one (1) full-time vacancy based in Augusta. Statewide travel is required. TYPICAL DUTIES of this position include, but are not limited to the following:

10. Children's Services - Child Guidance Resource Centers However, if a student continues to miss school unexcused, a truancy hearing will DelawareCounty Intermediate Units and Child guidance Resource Centers http://www.cgrc.org/ChildrensServ/community_based.htm

Children's Services COMMUNITY-BASED SERVICES Family First:Family-based Services The Truancy and Delinquency Prevention Partnership Behavioral Health Rehabilitative Services SCHOOL-BASED SERVICES ... MULTISYSTEMIC THERAPY (MST) FAMILY FIRST: FAMILY-BASED SERVICES WHAT Family First (CGRC's title for our Family Based Services program) is a home-based behavioral health program designed to provide clinical and case management services to families of children and adolescents who are considered to be at-risk for out-of-home placement. These services, which include individual and family therapy, case management, psychiatric consultation, family support services, and on-call crisis intervention, are provided in the home and community setting. Family First services are provided by a team of family therapists who will meet with the family and individual family members throughout the course of treatment. Interagency meetings are also held that may include school staff, Children and Youth and other agency personnel who may be involved with the family. WHO Children and adolescents from one through twenty-one may be eligible for Family First services. A DSM IV diagnosis and a recommendation by a psychiatrist or licensed psychologist are required to determine appropriateness.

11. School Attendance And Truancy Learning schools guidance on children's issues school attendanceand truancy. school attendance and truancy. Education Welfare http://www.surreycc.gov.uk/sccwebsite/sccwspages.nsf/LookupWebPagesByTITLE_RTF/S

12. Helping Your Teen With Homework Contact your teen's school guidance counselor to discuss his performance and anychanges in his behavior. Many schools have formal truancy programs in which http://kidshealth.org/parent/positive/learning/help_teen_homework_p3.html

KidsHealth Parents Positive Parenting When There's a Problem Your teen may need extra help in a particular area such as time management or organization. Try to problem-solve with him and assess whether there may be a learning or developmental problem, such as dyslexia - a reading disability characterized by labored effort in decoding words, trouble with word recognition, and difficulty with text reading. If your teen is struggling with his homework, talk with his teachers to develop a homework checklist. Phone calls and progress reports from teachers can keep both you and your teen aware of expectations and achievement. If teacher conferences are necessary, try to arrange them after school hours, when all your teen's friends are not around. Several motivation strategies may help your teen with homework. First, it's important that you praise your teen for his effort - not just correctness. Letting your teen know that you respect the time and effort he puts forth is powerful motivation for him to continue doing his best work. Also, be aware of the different types of assignments, such as written reports or multimedia projects, your teen enjoys most and encourage him to choose those assignments when given a choice. Participating in study groups with friends may also help your teen. Together, teens can quiz each other, provide feedback, and model problem solving activities. Research shows that children who form study groups achieve at higher levels than children who always study alone.

13. Yaledailynews.com - City Truancy Program Garners Presidential Praise The truancy program doesn't scare the students back into their seats, but that someonecares about them, said Fair Haven Middle school guidance Counselor Tom http://www.yaledailynews.com/article.asp?AID=9863

14. Topsail Elementary her life that may require the intervention of a guidance person school Related Concernstardiness, absences and truancy, school avoidance, behavioral http://www.topsail.k12.nf.ca/guidance.html

Services Comprehensive School Guidance Program Introduction Program Delivery Program Components Introduction At Topsail Elementary guidance programming is preventative and developmental in nature, focussing primarily on the healthy growth of all children in the school community. Growth is a holistic term, allowing guidance to address the following developmental domains: Self : Self-acceptance, self-understanding, self-discipline, self-appraisal, and self-direction. Confident, assertive, independent children learn to assume personal responsibility for learning. They respect themselves and their accomplishments; Social : Children must learn that they are partly responsible for the collective good, that their behavior impacts on the wellbeing of others. Cooperation, respect, social problem solving, and conflict resolution are key elements in guidance programming. Cognitive : Problem solving, decision making, acquiring / using knowledge, and learning-to-learn are central to a successful school experience. Career : Knowledge of the world of work begins in the primary-elementary environment. Children must learn the value of education in preparing for adult life, and to appreciate terms such as technological change and life-long learning.

15. Malta Today: Truancy – Rare, But Worrying, Says Director She added that when truancy is repeated, the head of school passes thecase to the school guidance teachers and the school counsellor. http://www.maltatoday.com.mt/2002/0421/l2.html

SEARCH powered by FreeFind Malta Today archives news The most alarming aspect of truancy is that parents believe their child to be at school, when in reality this is not the case, according to Mary Rose Mifsud, director of the student services and international relations office within the education division. Ms Mifsud said that on the plus side, truancy is uncommon amongst Maltese school children, so much so that no relevant statistics are available from the education division. "School uniforms help to identify minors easily, especially when these are expected to be within their school grounds during school hours," she said. "School authorities obtain much of their information about cases of truancy from members of the general public who report children who have been identified from their uniform colours and badges." Ms Mifsud said that schools are generally only involved in truancy cases when it is clear that children have left the school without permission.

16. Bastrop Independent School District, Bastrop, Texas provides stepby-step, practical guidance to help on dealing with school attendanceand truancy. school Psychology Resources Online school Psychology Resources http://www.bastrop.isd.tenet.edu/CIcounsel.htm

Bastrop Independent School District MENU About the Department What is Curriculum? ... Resources .Counselor's Corner Student Resources Return to Curriculum ... Information Instruction Human Resources News Calendar ... Our Site Department of Curriculum and Instruction Counselor's Corner Last updated September 12, 2002 ACT Here's the home page of the ACT with online registration and more. Adolescence Directory On-Line Adolescence Directory On-Line (ADOL) is an electronic guide to information on adolescent issues. It is a service of the Center for Adolescent Studies at Indiana University. Educators, counselors, parents, researchers, health practitioners, and teens can use ADOL to find Web resources for these topics: conflict and violence, mental health issues, health issues, and more. Addressing Student Problem Behavior: An IEP Team's Introduction to Functional Behavior Assessment and Behavior Intervention Plans This is the first in a series of working papers on developing and implementing functional behavioral assessments and behavior intervention plans. It is intended to be used by school personnel who participate in a student's IEP meetings.

17. Administration - Disctrict Policies then refer the matter to the school guidance counselor for The guidance counselorwill Contact the home after the on the form on the truancy Contact Sheet http://www.k12.nf.ca/vista/administration/policies/502-2.html

Back Administration Index Policy Index Home 502.2 Truancy This policy adopted: February 5, 2001 Rationale: Section 4(1) of the Schools Act, 1997 reads as follows: 4. (1) A person who: is entitled under subsection 3(1) to an education program in a school year; on December 31 in a school year is 6 years of age or older; and on September 1 in a school year is younger than 16 years of age shall attend a school for the entire school year. Inherent in this expectation for compulsory attendance is an understanding that in order for children to exercise their rights to an education and develop to their fullest potential, they must progress sequentially through the education levels, building upon prior knowledge to develop a solid foundation of understanding at higher levels. When students are absent for a substantial amount of school time, they begin to lose the foundations of knowledge necessary for future growth and understanding. As time passes and the problem of attendance remains unaddressed, the essential building blocks of knowledge crumble, frustration levels rise and failure becomes imminent. Many students withdraw from school before graduation and are left to enter society with inept skills, only to face further failure in their attempts to survive in a competitive society. The number of acute truancy cases within Vista District is far too many. The problem presents a very frustrating situation for schools and is very time-consuming for administrators. Although reports are filed monthly regarding student attendance, the response to such situations is often ineffective. Schools throughout the District appear to have developed their own response to truancy problems.

18. Truancy Policy The school administration will make a concentrated effort to prevent and remedytruancy in its A meeting with the principal/guidance counselor/teacher http://www.seymourhighschool.org/BOE/truancy.htm

ATTENDANCE/TRUANCY The Seymour Board of Education recognizes the importance of early intervention for students exhibiting truancy behavior. A "truant" child means a child enrolled in a grade from Kindergarten to eight who has four unexcused absences in one month, or ten unexcused absences in one year. A "habitual truant" means any such child who has 20 unexcused absences within a school year. School personnel, wherever possible and as much as possible, will seek cooperation from parents and assist parents in remedying and preventing truancy. REGULATIONS - POLICY #5110 - ATTENDANCE/TRUANCY A "truant" means a child enrolled in a grade from Kindergarten to eight who has four unexcused absences in one month, or ten unexcused absences in one year. A "habitual truant" means any such child who has 20 unexcused absences within a school year. The school administration will make a concentrated effort to prevent and remedy truancy in its early stages for students who are found to be truant. This will include: The principal/guidance counselor shall coordinate services with and referrals of children to community agencies providing child and family services.

19. El Toro High School student must return to class with a truancy Readmit issued student who becomes illduring the school day must also report to their guidance technician. http://www.svusd.k12.ca.us/Schools/ETHS/pol.html

Medications Ethics/Cheating Policies Lockers Irregular attendance is one of the major constraints in maintaining a quality educational program for high school students. There is no more important variable than the time spent on task in the classroom under the guidance of a professional educator. Attendance is taken every day in every class period. Absences are assigned a point value based on the following criteria: l point - Unexcused Absence Examples of unexcused absence include vacation, oversleeping, car trouble, driver test, out-of-town visitors, weddings, missed bus, personal/business reasons, out of gas, traffic citations. 2 points - Truancy Absent without parent permission, not clearing legitimate absence within three (3) school days, leaving campus during the school day without prior permission. During the semester, we utilize a 6-l2 point system to notify parents of students who are excessively absent. If a student reaches the point totals below for reasons other than excused absence, the action noted will be taken: 6 points - Parent will be notified by letter from the Attendance Office.

20. Policies The school authorities will notify parents of this truancy. hour detention or assignmentto inschool assistance and referral to guidance for counseling http://www.frederick.k12.va.us/shs/Policies/Conduct/Truancy.htm

Policies Truancy Truancy is an unacceptable behavior. When an absence occurs for which neither the parent nor the school had prior knowledge and consent, then the student shall be considered truant. The school authorities will notify parents of this truancy. Students "skipping" classes/school shall be disciplined in accordance with the following: First Time: Parents are contacted and thestudent is detained one hour after school. Truant from school all day shall result in a five hour detention or assignment to in-school assistance and referral to guidance for counseling and follow-up if deemed appropriate. A parent/student conference with a school administrator may be requested. Second Time: Automatic one-day suspension with parents informed. Third Time: Automatic three-day suspension with parents informed.

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