Model Program

HEBISD Droput Prevention Program

1100 Raider Drive
Euless, TX 76040
http://www.hebisd.edu

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Contact Information:
Dr. Nathanial O. Hearne
Student Attendance Specialist
817.399.2614
NathanialHearne@hebisd.edu

Program Specification:

Emphasis:

Gender:

Rating:

Prevention
Intervention
Recovery/Reentry

Both

Moderate Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

All Ages

Urban
Suburban

School Wide

Ethnicity:

Other Participation Criteria:

All Ethnicities

Description:

Hurst-Euless-Bedford (HEB) ISD, located in the Dallas-Forth Worth, Texas metroplex, felt the pain of truancy. Between 2000-2001 and 2007-2008 school years, unexcused absences rose from 39,955 to 42,773. This rise came hand in hand with a dramatic shift in the district's demographic. During the 2000-2001 school year, the district's student population was 88.9 percent white. By 2009-2010, the district was officially designated minority-majority. With the sift came socioeconomic changes. This year, a little more than 50 percent of HEB ISD's students are economically disadvantaged and 39 percent are considered at risk. The HEB ISD Truancy Dept. developed and implemented four strategies to tackle the problem - a day time curfew, Compulsory Attendance Law meetings, The ARK Counseling Program, and Boys and Girls Dropout Prevention Expos. The results a mark reduction in the number of unexcused absences from 42,773 to 33,691. The attendance rate for grades K-12 was 97 percent and the completion rate stood at 95 percent.

Program Descriptors Include:
Academic Improvement, Attendance/Truancy, Behavior Management/Discipline, Bi-lingual/ESL, Community Collaboration, Counseling/Advisories/Coaches, Credit Recovery, Family/Parental Involvement, GED, Homeless, Literacy Development, Mentoring/Tutoring, Substance Abuse, Teen Pregnancy, Virtual Learning, Life Skills Training, Transition Program, Ninth Grade Academy

Strategies for Locating Students:
Phone calls, Home visits, Personalized letters, Posters displayed in public places, Outreach conducted at locations/events attended by youth, Public events focused on dropout recovery, Current students asked to recruit friends, School or district teams to track students, Collaboration with other schools/districts, Collaboration with social service agencies/community-based organizations, Collaboration with law enforcement

Starting Date: 2008
Students Served Per Year: 500+
Reenrolled Students with Disabilities: N/A
Last Verified: 2011

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Has a learning disability or emotional disturbance
  • Parenthood
  • High-risk peer group
  • High-risk social behavior
  • Highly socially active outside of school
  • Low achievement
  • Retention/overage for grade
  • Poor attendance
  • Low educational expectations
  • Lack of effort
  • Low commitment to school
  • No extracurricular participation
  • Misbehavior
  • Early aggression

Family factors

  • Low socioeconomic status
  • High family mobility
  • Low education level of parents
  • Large number of siblings
  • Not living with both natural parents
  • Family disruption
  • Low educational expectations
  • Sibling(s) has dropped out
  • Low contact with school
  • Lack of conversations about school

School factors

  • School math achievement
  • School policies and practices
  • Student engagement
  • Teacher expectations

Community factors

  • Family composition/socioeconomic status
  • Local labor market/neighborhood stability
  • Youth social attitudes

Program promotes the following:

Relationships

  • Presence and involvement of caring, supportive adults
  • Opportunities and rewards for pro-social involvement
  • Clear social norms
  • Good relationships with parents, peers, and teachers
  • Involvement with positive peer activities
  • Perception of support from adults and peers

Independence

  • Healthy/conventional beliefs and standards
  • Positive/resilient temperament

Competence

  • Social competencies
  • Self efficacy

Creativity

  • Problem-solving skills
  • Flexibility

Optimism

  • High expectations by community, family, school, and self
  • Optimistic

School

  • Comprehensive diagnostic systems
  • Early warning systems
  • Personalized instruction and learning
  • Rigorous and relevant instruction
  • Academic support
  • Instruction on behavior and social skills
  • Supportive school climate
  • Development of vocational skills
  • Encourage family involvement/community supports
  • Teach self-determination and self-advocacy skills including student/person-centered planning
  • Eliminate practices that push students out of school
  • Help students to address problems that interfere with learning

Program Resources:

Annual Cost:

The annual cost range of the program is less than $25,000 or less than $500 per student.

Funding Sources Include:

Program Staff Includes:

Donations

Teachers
Counselors
Volunteers
Social Workers
SROs
Parents
School Administrators

Materials Used:

Supporting / Partner Organizations:

Media/CD/DVD
Instructional Texts/Manuals

Juvenile Justice Alternative Education Program, Cook Children Hospital, MHMR, Lena Pope Home Non profit Organization, All Church Home Non Profit Organization, ARK (Adults Relating to Kids) Non Profit Org, City of Hurst Police Department, City of Euless Police Department, EXCEL Counseling Program, First Baptist Church of Hurst, Work Force Solution Job Corp, Santa Fee Counseling Program

Evaluation Information:

Over the past 10 years in the HEBISD there has been a 25 to 30 percent rise in our economically disadvantaged student population. During the 2008-2009 school year, HEB ISD decided to make a concerted effort to cut down on the number student truancy. The Truancy Department developed and implemented four strategies to tackle the problem from several angles- Day time Curfew, Compulsory Attendance Law meetings to inform parents of the laws, The ARK counseling program, and Boys and Girls Dropout Prevention Expo. During the 2009-2010 school year number of unexcused absences dropped from 42,773 to 33,691. The attendance rate for grades K-12 was 97 percent and the completion rate stood at 95 percent.

How evaluation data was collected:
Data collected and analyzed at school/district level
Data collected and analyzed at state or organizational level

Additional Evaluation Information:
http://www.hebisd.edu