international association of truancy and dropout...

International Association of Truancy and Dropout Prevention Journal

Summer 2015

Volume 59, No. 1 Summer 2015Summer 2015

Published by the international association for truancy and dropout prevention

1

Table of Contents

Letter from the Editor 01

Commentary

Ohio Dropout Recovery Schools in Crisis 02

Research

Decreasing Dropout Rates of an Alternative High School 08

Legal Updates 22

IATDP Standing Committees 30

IATDP Executive Committee 33

Call for Papers 35

IATDP Constitution and Bylaws 36

IATDP Board of Directors 43

International Association of Truancy and Dropout Prevention

2

Letter from the Editor

Yes, I am aware our Summer Journal is several weeks late. However, IATDP was

attempting a new format, getting our journal professionally published. In the end we decided to

adjust the current format. We hope it was worth the wait, and you enjoy the new format.

Any questions, comments or concerns about our new format should be sent to myself at

[email protected]. It was my decision to attempt a professional printing contract, a

process that took longer than I expected. Thus, any concern about the timing of the journal

should be directed at me, not the new incoming IATDP President.

A Call for Papers can be found in the back with a deadline for submissions being

December 15, 2015. We will get back on schedule with our Winter 2015-2016 Journal, which

will hopefully be completed and mailed by the end of January or beginning of February.

Again if you have any feedback about the IATDP Journal or our recent 105th Annual

IATDP Conference that concluded in Memphis, TN, please advise. Feedback from our

membership is valued and welcomed.

Thank you for your membership and continued support of IATDP.

Sincerely,

David L. House IIDavid L. House II, M.P.A. Editor, IATDP Journal


mailto:[email protected]

3

______________________________________________________________________________

CommentaryOhio Dropout Recovery Schools in Crisis

David L. House II, M.P.A.

Editor, IATDP Journal

High school dropouts are potential high school graduates. I worked with high school

dropouts and dropout recovery for the past decade and witnessed the transformation. It has been

my experience and personal observation that students who drop out of high school (or middle

school for that matter) are often an overlooked population in the field of K-12 education. It has

also been my experience that once a student leaves the classroom, the practice of recovering and

re-engaging that student into the K-12 system is often overlooked by many communities.

In the state of Ohio a school district can receive state funds for educating a young adult

until the age of 22. Thus, a school can recover students and provide them the opportunity to earn

a high school diploma until that student turns 22 years of age. This provides communities in

Ohio a great opportunity to recover students and allow the recovered students an opportunity to

earn a high school diploma in lieu of earning a General Equivalency Diploma (GED). In

addition, communities can reduce their dropout rates and create better educated workforces via

dropout recovery programs.

Ohio has a special designation for dropout prevention and recovery schools (DOPRs).

Community schools, (commonly known as charter schools in other states) can seek a special

designation from the Ohio Department of Education (ODE), to specifically engage in dropout

recovery and serve at-risk youth. Community schools that enroll a majority of their students,

aged 16 to 21, who are at-risk of dropping out or have already done so, may be defined as

“dropout-prevention-and-recovery” schools in Ohio. Because these schools serve mainly at-risk


4

youth, or students who are not currently enrolled in a school, they are considered a special subset

of community schools for accountability purposes.

Until 2014, Ohio DOPRs were protected by a waiver process. ODE produces a Local

Report Card for all public schools in the state (In Ohio, community schools are considered public

schools as they receive public financing). This Local Report Card grades schools on a variety of

variables. Thus, community schools in Ohio can be closed if they consistently earn poor marks

on the yearly Local Report Card. Ohio DOPRs could, prior to 2014 when the state legislature

failed to renew the waiver process, obtain a waiver that would protect them from the community

school closure process. At the end of the 2014 fiscal year, the State of Ohio Legislature

deliberately took non-action to reinstate an expiring law that provided a waiver to DOPR’s

disallowing the Ohio Department of Education from closing DOPR’s due to poor academics.

For eight years I worked for a dropout recovery initiative in Ohio that had success in

reducing the dropout rate for the county in which the initiative was based. I served as program

manager for six years and initiative director for the last two years of my employment.

This initiative helped reduce the county dropout rate from 25.6% in the academic year 2000-

2001 to 12.6% in the academic year 2007-2008.

This initiative was community-based as the private sector, K-12, and higher education

institutions collaborated to recover dropouts. The operations of the initiative were funded by a

yearly grant from the county in which the initiative was based. However, the initiative was not

part of the county government structure, but housed at the large community college within the

county in which students were being served. At the beginning of this initiative, the community

college raised private sector funds to help finance the community schools that were to be

associated with the initiative. Thus, this was a unique program as the initiative operations were

funded by a local government entity, employees of the initiative were state employees at the

community college, and the partner schools of the initiative had their public funding enhanced by

private funding (in Ohio, community schools hold the legal designation of being a not-for-profit

entity, therefore private funds can be raised and used by a community school).


5

At the time I was at the initiative, we partnered with eight schools that specifically served

dropout recovery or at-risk students. Seven of the eight schools were community schools, and

one school was connected with the local career technical center which served at-risk students

who were suffering from truancy and credit deficiency but had yet to completely drop out of the

high school setting.

The initiative earned national recognition while I was employed there. In October 2005,

the initiative was presented with the prestigious Crystal Star Program Award of Excellence in

Dropout Recovery, Intervention and Prevention. This annual award is distributed by the National

Dropout Prevention Center/Network (NDPC/N), based at Clemson University.

In addition to receiving the national award, NDPC/N also named the initiative a model

program in Career and Technical Education. Also, NDPC/N named the initiative a model

program that has “Strong Evidence of Effectiveness,” the highest distinction within the NDPC/N

model program database.

The initiative was one of twelve community programs selected to be prominently

featured in a report entitled Whatever it Takes: How Twelve Communities are Reconnecting

Out-of-School Youth from the American Youth Policy Forum, located in Washington, D.C. The

initiative also featured in the National Education Association/Youth Development and Research

Fund publication Answering the Call: Addressing the Dropout Trend. (NEA, 2007).

In addition, the initiative was a 2010 Bellwether Award Finalist. The Bellwether Award

recognizes innovative and trendsetting community college programs in the areas of workforce

development, planning governance and finance, and instructional programs and services. The

Institute of Higher Education, which is housed in the College of Education, University of

Florida, sponsors the Bellwether Award.

Finally, the initiative was named 2011 Program of the Year by the International

Association of Truancy and Dropout Prevention (IATDP). IATDP is an association of

educators, government officials and stakeholders whose history of truancy and dropout


6

prevention efforts date back to 1911. This author serves on the IATDP executive committee as

president and Editor, IATDP Journal.

Thus, from personal experience I know these DOPR schools in Ohio work. The Ohio

Department of Education (ODE), Office of the Governor, and Ohio State Legislature will claim

these schools are failing academically and accountability is needed. However, our initiative had

accountability. As noted previously, DOPR schools took the dropout rate from 25.6% to 12.6%

in seven academic years. In the academic year 2008-2009, ODE failed to provide our initiative

with a county-wide dropout rate with their excuse being they were revamping the calculation

process and it would not be a fair comparison to previous years based on the new calculation. In

the opinion of this author, this is absurd rationale and an example of ODE constantly moving the

goal posts so no DOPR, or community school in general, can have long-term positive success or

press.

ODE is in the process of developing an “alternative” grading system for DOPR schools

that will allegedly take into consideration their unique mission and students served. However, I

have seen the working draft of these alternative grading systems, and if the draft measurements

are put into place, all DOPR schools will be shut down in Ohio in the next few years. Just to

provide the reader with one example, the current draft graduation rate expectation for DOPR

school is over 70%. There is no DOPR school who can meet such a graduation rate criteria year

in and year out. It is simply impossible.

It should be no surprise that DOPR schools have an extremely high turnover rate.

Students who have previously dropped out of high school are prone to dropout out of high school

again. However, one needs to look at the advantages each DOPR graduate from these schools

has on the community.

A 2008 report from the Economics Center for Education and Research at the University

of Cincinnati lists the fiscal benefits to taxpayers pertaining to high school graduation. The study

notes on average, high school graduates pay more in taxes ($564) compared to high school

dropouts who only pay $316 annually. In addition, high school graduates receive fewer


7

government assistance payments in areas such as housing, food stamps, health care,

unemployment, and disability compensation, as high school graduates receive an average of

$2,806 annually compared to high school dropouts who receive an average of $5,091. The study

concludes, after subtracting the cost of schooling, Ohio taxpayers can realize a lifetime net

benefit of nearly $210,000 per high school graduate, which amounts to a return of $11.62 for

every $1 invested.

In addition, a study from the report The Consequences of Dropping Out of High School:

Joblessness and Jailing for High School Dropouts and the High Cost for Taxpayers from the

Center for Labor Market Studies at Northeastern University examines the societal economic

impact of high school dropout. This 2009 report notes “the average high school dropout will

cost taxpayers over $292,000 in lower tax revenues, higher cash and in-kind transfer costs, and

imposed incarceration costs relative to an average high school graduate.”

Thus, when one considers the lifetime cost to society a high school dropout has in

comparison to a high school dropout, coupled with the lack of tax revenue due to lower wages

over the span a high school dropout has in comparison to a high school graduate, DOPR schools

pay for themselves, even with a poor graduation rate. Ohio saves monies by having DOPR

schools, and whether it is ODE, the Office of the Governor, or the State Legislature, the war on

Ohio DOPRs needs to stop as the entity of the wager of this war seems to lack knowledge of

basic economics.

Editor’s Note: This Commentary is solely the opinion of the Editor, David L. House II and does not represent the views of the IATDP Executive Committee, Board of Directors, or organization as a whole.


8

____________________________________________________________________________________

ResearchDecreasing Dropout Rates of an Alternative High School

Dr. Barbara A. Thompson

Arlington Public Schools

Arlington, VA

[email protected]

Abstract

Stemming the tide of dropouts is critical to communities and individuals. Implementing

an effective prevention and intervention program requires focus on awareness, accountability,

attention to rigor, relevance, and relationship building. The implementation of these strategies in

one alternative high school demonstrates that the number of dropouts can be reduced and

systematic change can make a difference.


9

Every year, too many students leave high school without a diploma and are labeled a

dropout. The consequences of this action can be far reaching, for these young people are seen as

a loss in human potential, are rarely considered fully engaged in communities, and have limited

choices for their future (Rennie Center for Educational Research & Policy, 2012). Eliminating

dropouts became a national focus for reform since the passage of the No Child Left Behind Act

(2002) redefined the accounting of graduation rates and hence dropouts (Hammond, Linton,

Smink & Drew, 2007). There is a myriad of research and scholarly work on the prevention of

dropouts, and identifying risk factors with almost a medical model of find the “ailment” and

deliver the cure (Betzen, 2009). However, there is neither a single predictor nor a single

intervention to keep students in school or to reengage them if they leave (American

Psychological Association [APA], 2012). To successfully stem the outflow of students from

high schools without diplomas requires the implementation of a myriad of supports and changes

to address the complex needs of students at critical junctures in their lives and/or in crisis

(MacIver & MacIver, 2009; Milliken, 2007). Supports and changes implemented in one

alternative high school chronicle the implementation of recommended strategies to result in a

dramatic shift in student retention and a corresponding reduction in the dropout rate, once the

highest in the district.

Experts recommend a long list of strategies to prevent students from dropping out of

school. Poverty can be the single greatest predicator (APA, 2012). In addition to poverty,

academic performance and disengagement from school also play major roles (Hammond, Linton,

Smith & Drew, 2007). The National Dropout Prevention Center (NDPC) identifies attendance,

behaviors, and course completions (ABC’s) as strong indicators of those who may potentially

dropout (Kennelly & Monrad, 2007) . Using these indicators as flags can pinpoint which students


10

should receive interventions to remediate issues and keep them in school. Strategies for early

prevention include attendance contracts, mentoring, academic remediation, incentive programs,

and support cohorts (Shannon & Bylsma, 2005). Although there is evidence these strategies

support students, not all students display ‘at-risk’ factors prior to exiting school. A continuing

concern is exactly how to re-engage students once they’ve left school. A dropout figure is a

measure of one point in time, yet being a dropout is not a static label or event. Students leave

school, but can return the following year(s). Schools must integrate both prevention and recovery

programs to assure students successfully complete high school (Reyna, 2011).

The reason(s) a student leaves school plays a role in their recovery (APA, 2012).

However, the reasons are so vast that they dictate an individualized and flexible approach to

recovery (MacIver & MacIver, 2009). In addition, research recommends that schools maintain a

focus on the student’s long-term plans for their future, take a supportive and need-based

approach, and engage community organizations to meet their non-academic needs (Rennie

Center for Education Research & Policy, 2012; Wehlage, Rutter, Smith, Lesk, & Fernandez,

1989 ). Building relationships, making certain the curriculum is relevant, and maintaining rigor

are also critical to maintain re-engagement (Stanley & Plucker, 2008; Tyler & Lofstrom, 2009).

Shannon and Bylsma (2005) and MacIver and MacIver (2009) recommend the implementation

of school wide changes to assure inviting and supportive school environments, flexible and

personalized academic programs with learning supports, assuring that the academics are relevant

and connected to their future, and with school structures that allow the development and support

of relationships with a supportive staff. In addition, schools need to develop avenues for

students to obtain the social, health, and personal resources to meet their basic needs (Milliken,


11

2007). The journey of one school’s transformation to reduce dropouts and re-engage is

documented below.

Case Background

The Alternative High School (not the real name, referred to below as AHS) was once an

alternative continuation program and became an alternatively accredited high school three years

ago as it transformed its vision, mission, and instructional focus. Originally opened in 1929 and

designed as an alternative for students who found life circumstances required an early exit from

high school, it had become a place for students to drop-in and out, or to stop by on their way out

of the school system. Although many students found success in the program, nearly 40% of the

students left without a diploma, making it the highest dropout rate by far in the district. The

school is in an affluent and highly diverse suburb of Washington, D.C., however, its school

population is 98% minority, with 85% of the students having Hispanic heritage. Students must be

at least 16 years old to enroll in the school, but most are 18 years old or older. There is no upper

age limit, and currently the oldest student is in their 50’s. The majority of students are between

the ages of 18 and 25.

Only GRADED AGED students are reported to the state for accountability purposes on

achievement data and graduation cohort rates. GRADED AGED are students up to the age of 20

(non-specialized programs) or 22 (for those in special education or English Language Learners).

Therefore, only GRADED AGED student data are reported in this discussion. Enrollment

fluctuates from year to year but is generally between 325 to 425 students at any one time. Less

than half of those enrolled are considered GRADED AGED. Enrollment figures of GRADED

AGED students ranged from 267 to 201 (see Table 2 and Figure 1).


12

Many students are recent immigrants with limited or interrupted schooling. Since most

students come to this school as an alternative, even non-immigrant students have experienced

interruptions to their education. Over 90% of the enrollment are English Language Learners,

with 70% actively in classes for English language learners.

Awareness: Implementing Change

The key factors in changing the dropout rate are awareness, accountability, and

answering the call (DePaoli, Hornig Fox, Ingram, Maushard, Bridgeland, & Balfanz, 2015).

Answering the call includes developing relationships, making classes relevant, while maintaining

rigor in the academics. Increased attention was drawn to the dropout rate in the school district in

2009. Examining the data of all the schools demonstrated that most district dropouts were

accounted for at both of the high school continuation programs, of which Alternative High

School Continuation was the largest. In prior years, this phenomenon was regarded as a natural

expectation since these programs were designed for the students most at risk of dropping out

and/or for those returning to school after dropping out. With increased awareness to reduce

dropouts district wide, strategies needed to be developed to address this point of exit for so many

students.

A district wide taskforce was developed to more fully understand the phenomenon. Risk

factors were specified and used to identify students at risk of dropping out or being referred to

alternative programs. It was recognized that data systems were in need of development to be able

to provide early warnings of risk factors. Monthly monitoring reports for all schools were

implemented and school leaders began to examine and discuss the student issues across schools.

The data for the alternative programs were reported to the state under the data of the home

schools. It became apparent that the largest of the alternative programs, Alternative High School


13

Continuation, whose majority enrollment was from one home school area, was impacting the

accreditation status of their primary home school. Utilizing the alternative accreditation

programs within the state, Alternative High School Continuation Program was transformed into

an alternative high school in its own right.

The movement to an alternative high school status brought a variety of activities that

aided the transformation process. Initially, mission and vision work was required as part of the

school designation process. The staff and faculty worked to create a condensed, cohesive vision

to focus their work. “Empowered graduates” is the vision providing the guidance in all aspects of

the school. The mission, “making success possible for all students,” defines the daily purpose of

the work for students

Accountability: Relevance, Rigor, and Relation to the Future

Beyond these guides, strategies needed to be developed to re-engage students and raise

expectations of both faculty and staff. Student achievement now belonged to the school and there

were required state accreditation benchmarks to be met. To better understand and meet the needs

of the students, the faculty embarked on a study of learning styles and adult learning theory.

Because so many students have interrupted schooling and/or are English Language Learners,

classes needed to focus on building background knowledge and language development (Menken

& Kleyn, 2009). Vocabulary was expanded for every class and explicitly taught in every lesson

(Collier & Thomas, 2009).

Since all students were over 16 years of age and most over the age 18, studying

andragogy helped staff understand clearer expectations and more ownership of learning were

needed by the students (Taylor & Krith, 2009). Adult learning research also identified the need

to examine more of a competency based approach to learning (Priest, Rudenstine, Weisstein, &


14

Gerwin, 2012). Teams of faculty started developing competencies aligned to the state standards

for their courses. Moving to all competency-based courses is still in progress, but is gradually

being put into place. Achievement in all areas maintained or improved enough to meet the

alternative accountability measures required by the state.

Course structures were examined to provide maximum support for the students. The

school is structured for both day and evening classes. Semester based classes provide 4 blocks

of classes per day to reduce the course load concentration, reduce the time required for course

completion, and enable students over age 18 to select only those courses that meet their

scheduling needs. Evening classes run only two nights per week, over the entire school year, in 4

possible blocks, allowing students who work full-time to continue learning.

Achievement data was analyzed and identified that writing skills needed to be infused

across all curricula. As data continues to be analyzed, increased rigor and expectations for

reading and vocabulary have been noted and embedded in classes. Most second language English

courses are paired with an additional reading class.

Structures were put in place for students to clearly know what they needed to graduate

and to develop specific plans for the future. Using Google Docs, counseling and administrative

staff developed credit checkers that could be shared with counselors and individual students.

Understanding what each student needed to graduate at any given time became transparent,

reliable, and clear to all. The district implemented graduation planning software (Naviance) for

all schools. Although typically used in middle through high school for students and families,

students in AHS were often introduced to this powerful technology tool for the first time even

though some possessed limited technology skills. However, through structured workshops at

lunch, and individual work with counselors, students started to be able to plan for their future,


15

look for post-secondary training opportunities, and understand what their high school diploma

could do for them.

To support academic achievement, a tutoring center was started and an outreach for

community volunteer tutors helped supply individualized academic assistance that many students

needed. The center was expanded to day and evening classes. Teachers began sending students

who had fallen behind for specific help. Online learning options were developed or contracted to

provide recovery, relearning, or individualized education opportunities to students. The virtual

classes were often the lifeline to keep students engaged with the school and learning until they

could re-enroll in a face-to-face class at the beginning of the next marking period. However,

students continued to leave school for non-academic reasons.

Answering The Call: Relationships and Engaging the Community

Relationships are essential to keep students engaged in schools (Elias, 2009; Mitra,

2008). Most students enrolling in the school are considered at risk, yet are entering a new school

with no relationships established. It was critical to form supportive relationships immediately to

keep students engaged. All students meet with a counselor individually to enroll in the school,

register for classes, have their credits evaluated, and develop a plan for course completion to

graduate and identify goals for their future.

Given that students enrolled in the school are older students with interrupted schooling

who do not have a high school diploma, certain parameters become clear. These parameters

include low income level, often transient housing (as they often sublet space from others) in a

very expensive housing market, no health insurance, and unmet basic needs. Students were still

leaving school as additional work opportunities surfaced just to be able to meet these basic

needs. Most students were too old for the lunch program, yet needed to work more to feed


16

themselves and/or their family. A partnership with Communities In Schools, Inc. (CIS) was

developed and a site-based coordinator was assigned. The CIS coordinator arranged for the

school to be a distribution site for the local food bank program. Students could get weekly food

for themselves and their families and reduce the need for additional work, enabling them to

continue in school. The coordinator recruited and managed more volunteers to help with the food

distribution, clothing resources, and tutoring. In addition, connections were made with health

care services to include vision and hearing services, dental work, and health clinic supports. The

community connections developed by the CIS coordinator have been essential components to

reducing the need for students to leave school. In addition, these components make the school a

source of support to the students. These services have enabled the teachers to focus more on

learning and meeting the requirements for graduation. Academic achievement continues to meet

state benchmarks.

The school also recognized the need to develop leadership skills, connections to the

school through activities, and the opportunity to give back to the community. Partnering with the

local Kiwanis Club, a student Key Club was started with faculty support. Within two years, the

club was funding its own expenses while raising money for or completing charitable work in the

community, including sending two students to school in Africa. Students value their engagement

in this organization and all Key Club members (twenty this year) have improved attendance and

course completion. Members of this group have developed strong leadership skills.

Relationships were further developed by implementing a structured approach to

identifying, preventing, or re-capturing dropouts. Enrollment and dropout data were reviewed

monthly and students were individually identified a possibly at-risk using attendance and course

grades (see Table 4 and Chart 2). Teachers were charged with contacting any student with three


17

absences, and recording contact results. At five absences, the office staff made contact and

recorded results in a Google Doc shared with counselors and administrators. At ten absences,

teachers reported a potential dropout to the principal, and contact is attempted through the office

using phone, email, text (the school has a phone for texting and attendance calls), and/or letter.

At fifteen absences, students are withdrawn by policy, so every attempt to contact and get

students to return to school is made by a team of 5 staff members: resource assistant,

administrative assistant, attendance, counselor, and principal. If a student is withdrawn,

individual contact through phone, letter, email, text, home visit, work visit, and/or contact

through friends or employers persists. One key to reducing those recorded as dropouts is to

determine the reason for leaving school. In the past, attention had not been focused on why

students left, yet some reasons can mean that the student is not a dropout, but re-enrolled in

another school, state, or other training program. Reasons for withdrawal were documented and a

plan was made for recovery, remediation, return, or transfer to another program.

No single strategy described above can be solely identified as accountable for a change in

the dropout rate, just as there is no one reason students exit school. However, by implementing

these processes in concert, dropout data changed.

Results

The results of the combined changes to school structures, instructional supports,

leadership opportunities, community connections, and recovery processes have led to a

remarkable reduction in the dropout rates of students in AHS. Examining four years of data

shows fairly steady enrollment of GRADED AGED students (267 – 201), yet a sharp decline in

the dropout numbers (105 to 22), with predictably fewer this current school year.


18

Monthly monitoring of dropouts provided specific names of students to contact and a

gauge of success in retaining students. The cumulative figures per year, though increasing as

numbers accumulated and as reasons why students left were determined, provided a preview to

the annual data accounting.

Conclusion

The data demonstrates that dropouts can be reduced. Systematic processes and change

can make a difference. Awareness of the problem was the first step paired with a focus on needs.

To help this focus, the school developed a primary vision, mission, and hope to provide students

with a relevant and rigorous curriculum. Accountability was required as the program became an

alternatively accredited high school, owning the data and success or failures of all members.

Attention to engagement, relationships, and individual supports help build strategies to assure

students would be successful. Processes were put in place to provide the structures to support

students who faced many challenges and responsibilities, including increased communication for

all, understanding requirements, differentiated schedules, alternative learning formats, and future

planning tools. Student non-academic areas were supported through strong community

connections to basic needs utilizing Communities In Schools, Inc. and tapping into community

members as volunteers for many activities. A focus on relationships was accomplished through

the communication channels above, individualized course planning, contacts by many when

absent, leadership opportunities, individualized tutoring, and contact with caring community

volunteers.

Focusing on awareness, accountability, attention to rigor, relevance, and relationship

building can make a dramatic change in student’s lives, especially those who are facing a myriad

of challenges to complete their high school diploma. Pairing a strong focus with proven methods


19

can provide an exponential effect on high school graduation rates. Helping all students achieve a

high school diploma helps us all.

References


20

American Psychological Association. (2012). Facing the school dropout dilemma. Washington,

DC: Author. Retrieved from http://www.apa.org/pi/families/resources/school-dropout-

prevention.aspx

Betzen, B. (June, 2009). A dropout cure in Dallas. America’s Promise Alliance. Retrieved May

25, 2015 from: http://www.americaspromise.org/news/dropout-cure-dallas

Collier, V. & Thomas, W. (2009). Educating English learners for a transformed world. Dual

Language Education, New Mexico.

DePaoli, J. L., Hornig Fox, J., Ingram, E. S., Maushard, M., Bridgeland, J. M. & Balfanz, R.

(2015). Building a gradnation: Progress and challenge in ending the high school dropout

epidemic. Civic Enterprises, Everyone Graduates Center at the School of Education

Johns Hopkins University.

Elias, M. (2009, January 22). Four keys to helping at-risk students. Edutopia, Retrieved October

24, 2014 from: http://www.edutopia.org/strategies-help-at-risk-students

Hammond, C., Linton, D., Smink, J., & Drew, S. (2007). Dropout risk factors and exemplary

programs. Clemson, SC: National Dropout Prevention Center, Communities In Schools,

Inc. Retrieved May 15, 2015 from: http://files.eric.ed.gov/fulltext/ED497057.pdf

Kennelly, L., & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning

signs with appropriate interventions. National High School Center at the American

Institutes for Research. Retrieved October, 22, 2014 from:

http://www.betterhighschools.org/docs/nhsc_approachestodropoutprevention.pdf

MacIver, M. A. & MacIver, D. J. (2009). Beyond the indicators: An integrated school-level


http://www.betterhighschools.org/docs/nhsc_approachestodropoutprevention.pdf

http://files.eric.ed.gov/fulltext/ED497057.pdf

http://www.edutopia.org/strategies-help-at-risk-students

http://www.americaspromise.org/news/dropout-cure-dallas

http://www.apa.org/pi/families/resources/school-dropout-prevention.aspx

http://www.apa.org/pi/families/resources/school-dropout-prevention.aspx

21

approach to dropout prevention. Arlington, VA: The Mid-Atlantic Equity Center, The

George Washington University Center for Equity and Excellence in Education.

Menken, K. & Kleyn, T. (April, 2009). The difficult road for long-term English learners.

Educational Leadership (online only), 66 (7). Retrieved October 30, 2014 from:

http://www.ascd.org/publications/educational_leadership/apr09/vol66/num07/

The_Difficult_Road_for_Long-Term_English_Learners.aspx

Milliken, B. (2007). The last drop out: Stop the epidemic! New York: Hay House, Inc.

Mitra, D. L. (2008). Amplifying student voice. Educational Leadership, 66 (3), 20-25.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002).

Reyna, R. (2011, July 12). State policies to reengage dropouts. National Governors Association

for Best Practices, Washington, DC.: Issue Brief.

Shannon, G.S., & Bylsma, P. (2005). Promising Programs and Practices for Dropout Prevention:

Report to the Legislature. Office of Superintendent of Public Instruction. Olympia, WA.

Stanley, K. R. & Plucker, J. A. (2008). Improving high school graduation rates. Center for

Evaluation & Education Policy: Education Policy Brief, 6(7), Summer.

Taylor, B. & Krith, M. (2009). Andragogy’s transition into the future: Meta-analysis of

andragogy and its search for a measurable instrument. Journal of Adult Education, 38 (1)

1-12.

Tyler, J. H. & Lofstrom, M. (2009). Finishing high school: Alternative pathways and dropout

recovery. The Future of Children, 19(1), 77 – 103.

Wehlage, G.G., Rutter, R.A., Smith, G.A., Lesko, N., & Fernandez, R.R. (1989). Reducing the

risk: Schools as communities of support. New York: Falmer Press.


http://www.ascd.org/publications/educational_leadership/apr09/vol66/num07/The_Difficult_Road_for_Long-Term_English_Learners.aspx

http://www.ascd.org/publications/educational_leadership/apr09/vol66/num07/The_Difficult_Road_for_Long-Term_English_Learners.aspx

22

Legal Updates from Various States

Source: Southern Education Regional Board (SERB)

Author: Jeffrey Grove, SREB research associate ( [email protected]), and Gabrielle

Whitney, SREB research associate ([email protected]), with assistance from

Gale Gaines, vice president, state services ([email protected]).

June 2015

Alabama (http://www.legislature.state.al.us/)

The Education Trust Fund (ETF) budget, which funds all levels of education and

education-related expenses, totals $6 billion in state funds for 2015-16, up 1 percent over 2014-

15. The ETF budget devotes $343.1 million to the two-year college system, a 2.8 percent

increase that includes $10.3 million for dual enrollment in technical programs (up 106 percent).

Funding to state universities increases 1.5 percent to $1.1 billion.

The K-12 Foundation Program receives $3.8 billion, up 0.7 percent, including $3.5

billion in formula funding, up 0.3 percent. State funds for the state Department of Education

increase 6.3 percent, totaling $196.6 million. Department funding includes $12.4 million for

statewide student assessment (up 93.8 percent) and nearly $4 million for career and technical

education initiatives (up 21.5 percent).

The Alabama Math Science and Technology Initiative is funded at the 2014-15 level with

$29 million, while the budget provides $3.3 million for Advanced Placement, down 23.4 percent.


23

At the conclusion of the regular legislative session, the governor vetoed House Bill 135, a

2015-16 general fund budget (which supports all state operations except education) that was, at

passage, $200 million less than the original 2014-15 appropriation. Legislators will return for a

special session later in the year to address the budget for the fiscal year that begins in October .

In 2013, the Legislature passed the Alabama Accountability Act that provides tax credits

to individuals who donate to organizations granting scholarships for low- and middle-income

students to attend private school; students zoned to failing schools are given priority for

scholarships. Senate Bill 71 clarifies that then act’s intent is to increase educational choice, and

raises the annual cap on state income tax credits under the program from $25 million to $30

million. A scholarship recipient’s family income cannot exceed 185 percent of the federal

poverty limit. Annual scholarship amounts cannot exceed $6,000 for elementary school, $8,000

for middle grades and $10,000 for high school. The bill redefines a failing school as one listed in

the lowest 6 percent of public schools based on state assessment scores, or designated failing by

the state superintendent of education. Nonpublic schools serving scholarship recipients must

administer the state assessments or nationally recognized norm-referenced tests,

and the state Department of Revenue must select an independent research organization to

analyze the test results to measure the academic performance of scholarship recipients.

Legislators passed Senate Bill 45, the School Choice and Opportunity Act, allowing for

charter schools. Local school boards may authorize conversion public charter schools and start-

up public charter schools, while the newly created Alabama Public Charter School Commission

can hear appeals from applicants rejected by local boards and may approve start-up charter

schools in a school district whose board has chosen not to act as an authorizer. The Act limits the

number of start-up charter schools per authorizer to 10 schools per fiscal year for five years.


24

Public charter schools will receive all federal and state per-pupil funding, as well as local funds,

but local school system authorizers may charge an administrative fee of up to three percent of a

school’s annual per student state allocations.

Arkansas (http://www.arkleg.state.ar.us/)

The Arkansas State Legislature adjourned its regular session in late April, and then

reconvened in late May for a special legislative session to consider items including bond

funding, the date of state primary elections, and state government reorganization. During the

regular session, legislators approved a $5.2 billion general fund budget for 2015-16, up 3 percent

over the original 2014-15 budget. General funds for public schools increase 1.9 percent to $2.2

billion. The budget funds higher education at the 2014-15 level of $733.6 million. Four-year

institutions receive $588.1 million in funds, while two-year institutions receive

$111.9 million. Technical colleges receive $33.5 million.

House Bill 1241 prohibits the state Board of Education from renewing its participation in

the Partnership for Assessment of Readiness for College and Careers consortium or from

entering a state testing contract of more than one year in length after 2015-16. The board must

also consider any recommendations made by the Governor’s Council on Common Core Review

before entering into a contract for the 2016-17 school year. In addition, the legislation prohibits

either the board or the state Department of Education from providing a student’s individually

identifiable data to the federal Department of Education or any of its partners without express

written consent from the student’s parent or guardian.

House Bill 1377 allows a school district to petition the state Board of Education for any

or all of the waivers granted an open-enrollment charter school that draws students from the


25

district. The board may grant some or all of the requested waivers, and each will be valid for the

same length of time as the charter school waiver.

Senate Bill 366 allows a teacher in grades seven through 12 to voluntarily give up their

planning period to teach another class and receive additional compensation. If, in taking on

another class, a teacher exceeds the maximum number of students allowed per day, further

additional compensation is provided for doing so. The bill specifies that neither the school

district nor the teacher will be in violation of the Standards for Accreditation of Arkansas Public

Schools and School Districts if the teacher exceeds the maximum allowed students per day.

However, the bill does not permit class sizes to exceed the maximum allowed by law.

House Bill 1183 requires each public high school and public charter high school in the

state to offer a computer science course beginning with the 2015-16 school year, and creates the

Computer Science and Technology in Public School Task Force to recommend strategies to meet

workforce needs in the state. The budget allocates $5 million in general funds for the initiative.

Florida (http://leg.state.fl.us/)

The House of Representatives adjourned Sine Die three days ahead of the expected

conclusion of the 2015 regular session and without approving a budget for 2015-16. As a result,

the Legislature reconvened in early June to complete work on the budget and consider other

noneducation matters. A summary of final budget actions will appear in a future edition of

Legislative Report.

Legislators approved House Bill 7069, making multiple changes to K-12 student testing.

Among its many provisions, the bill reduces to 33 percent (from 50 percent) the minimum

amount of teacher evaluations that must be based on student testing data. It caps the number of


26

school hours that districts may schedule for administering state- and district-required student

assessments. It also requires independent verification of the validity of statewide student

assessments before they may be used for school grades or teacher and administrator evaluations.

The state Department of Education, school districts and local schools will have to publish a

uniform calendar of student assessments, and districts must provide assessment scores and

results within 30 days of a test’s administration.

Senate Bill 954 requires all public schools to immediately notify a student’s parent,

guardian or caregiver if the student is removed from school, school transportation or a school-

sponsored activity for an involuntary mental health examination. A facility that is involuntarily

holding a student for purposes of administering the examination also must immediately give

notice of the student’s whereabouts to that student’s parent, guardian or caregiver.

Georgia (http://www.legis.ga.gov/)

The General Assembly adjourned its legislative session with the passage of a $19.3

billion general fund budget for 2015-16, a 5 percent increase over the originally approved 2014-

15 budget. General funding for the Quality Basic Education formula increases 5.8 percent to $9.4

billion. General funds for the Accel dual enrollment program almost triple to $28.9 million.

The University System of Georgia receives a 5.1 percent increase in general funds to just

over $2 billion. The budget appropriates $339.9 million to the Technical College System of

Georgia, up 2.4 percent. The Board of Regents approved tuition increases of 2.5 percent to 9

percent for 2015-16 for in-state undergraduates. The Technical College System will not increase

tuition.


27

Kentucky (http://www.lrc.ky.gov/)

The General Assembly concluded its legislative session after approving legislation to

combat heroin abuse, prevent dating violence, and to maintain revenues for road construction

and maintenance by establishing a minimum per-gallon state fuel tax rate. Legislators approved

House Bill 510 to amend the 2014-16 biennial budget, primarily to distribute tobacco settlement

funds — including $8.7 million in each year of the biennium for the Early Childhood

Development Program and $1.1 million in each year for Early Childhood Development

Scholarships. The budget amendments also permit the state Department of Education to

request up to $10 million in additional Support Educational Excellence in Kentucky (SEEK)

school finance formula funding for 2014-15 if the original appropriation is not enough to fully

fund the formula.

Maryland (http://mgaleg.maryland.gov/)

The General Assembly concluded its regular session with the passage of a $16.4 billion

general fund budget for 2015-16, up 2.1 percent from the originally approved 2014-15 budget.

General fund state aid to K-12 education is up 0.6 percent to $5.9 billion, including $2.7 billion

in basic formula funding through the foundation program (up 1.2 percent) and $1.3 billion (up

4.3 percent) in aid to school districts with larger numbers of economically-disadvantaged

students. State support for school district employee benefits declines 11 percent to $787.2

million; the decline is due to 2012 legislation that gradually transfers responsibility

for school system employee retirement costs from the state to school systems.


28

Tennessee (http://www.capitol.tn.gov/)

K-12 education receives $4.5 billion in state funds, a 1.5 percent increase. Funding to the

Basic Education Program formula increases 1.6 percent to $4.2 billion, including $30 million to

increase the state’s share of teachers’ health insurance costs.

Funding for higher education increases 2.5 percent to $1.6 billion, and includes an

increase of over $8 million for programs that are a part of the state’s Drive to 55 initiative, which

supports the goal of 55 percent of the adult population earning a postsecondary certificate or

degree by 2025. The University System of Tennessee receives $507.6 million, a 3.5 percent

increase, and the Tennessee Board of Regents system receives $675.5 million, up 2.7 percent.

Senate Bill 30, the Individualized Education Act, creates individualized education

accounts for students with eligible disabilities to use per-pupil state and local funds to obtain

nonpublic school educational services. The first accounts will be awarded for the 2016-17 school

year.

The current process for reviewing Common Core State Standards in Tennessee consists

of two committees, the English and mathematics standards review committees, which must

provide recommendations to the state Board of Education (BOE). House Bill 1035 adds an

additional layer to the review, a standards review committee to which the English and

mathematics committees will report. The BOE will then adopt standards that fit the needs of

Tennessee students.

Texas (http://www.capitol.state.tx.us)

Meeting in their biennial session, legislators approved a $114.1 billion statewide general

fund budget for the 2016-17 biennium, up 12.5 percent from the original 2014-15 biennial


29

budget. General funds for K-12 education are up 9.9 percent to $41.2 billion, and for higher

education are up 10.4 percent to $17.4 billion. The budget provides $35.5 billion for Foundation

School Program formula funding, up 12.3 percent; the increase offsets $3.8 billion in local tax

relief, including a $1.2 billion reduction in school district property taxes and $2.6 billion in

franchise tax reductions.

The governor identified prekindergarten education as a priority for the legislative session.

Legislators responded by passing House Bill 4, establishing the high-quality prekindergarten

grant program. The Texas Education Agency (TEA) will provide up to $130 million in grants

over the 2016-17 biennium to school districts enacting a prekindergarten curriculum that meets

TEA guidelines, measures the progress of students in meeting recommended learning outcomes

and does not use Common Core State Standards curriculum standards. A school district receiving

a grant must employ certified prekindergarten teachers, implement a family-engagement plan

and evaluate the district’s prekindergarten program by measuring student progress. The agency

may provide up to $1,500 in grant funding per eligible student, must establish a prekindergarten

teacher training course and must report, beginning in 2018, on the effectiveness of grant funding

under the program.

INTERNATIONAL ASSOCIATION FOR TRUANCY AND DROPOUT PREVENTION

STANDING COMMITTEES 2014-15


30

The chairperson{s) of each standing committee will be responsible for the activities described. Committee progress reports will be submitted to the Executive Board at mid-year for review. Committee final reports will be submitted to the Board of Directors at the Annual Conference. Members who are interested in serving on a committee are encouraged to contact the committee chairperson(s). Members who have information that would contribute to the activities of a committee should also contact the committee chairperson(s).

AUDITING COMMITTEE

Will meet at the Annual Conference to report at the Annual Business Meeting on the financial status of the Association during the prior fiscal year. Members in good standing are invited to serve on the committee.

CHAIRPERSON: John Simmons (LA)

MEMBERS: Jackie Williams (SC) Richard Comly (DE) Henrietta Pryor (TX

AWARDS COMMITTEE

Will select award recipients from applications for awards submitted by March 1 of each year. Application for awards may be submitted by the membership. Recipients are not required to be members of the association. The committee will secure appropriate plaques and certificates for presentation at the Annual Conference Banquet. The committee will review those "traditional" resolutions such as expressions of appreciation and the like, and recommend to the Board of Directors which of these activities could be routinely handled by either the president or secretary so as not to take time from the business meeting. The committee will be chaired by the Third Vice President. All members of the Executive Board will serve as members of the committee.

CHAIRPERSON: Ron Pope (TN)

MEMBERS: Wendy Brower (TX) Henrietta Pryor (TX) Carolyn Gentle-Genitty (IN) Ronnie Land (LA) Keith LeLeux (LA) Brian Hartsell (TN) David L. House, II (OH) Paulette Lagarde-Spraggins (MI)

CONFERENCE COMMITTEE

Will approve the program, the financial, and the physical arrangements for the Annual Conference as developed by the local conference committee. Will encourage local affiliates to initiate an official bid to host future conferences. This committee will be chaired by the President-Elect and co-chaired by the Executive Director and the host conference


31

coordinator. This committee will provide evaluation of all conferences. All members of the Executive Board and the chairman of the present conference will serve as members of the committee.

CHAIRPERSONS: Keith Leleux (LA) and Ronnie Land (LA)

MEMBERS: Wendy Brower (TX) Dominique Cash (TN) Paulette Lagarde-Spraggins (MI) Henrietta Pryor (TX) Carolyn Gentle-Genitty (IN) David House (OH) Stan Truman (MD) Ruby W. Smith (LA) Ron Pope (TN) John Simmons (LA) Ed Foster (LA) Jackie Williams (SC) Brenda Valle (LA) Brian Hartsell (TN) Calvin Burrows (TN)

____________________________________________________________________________________

CONSTITUTION COMMITTEE

Will serve as the interpretive body of the association. Will recommend to the Board of Directors for presentation to the membership proposed changes in the Constitution and By-Laws. The committee will be chaired by the First Vice President. Members in good standing are invited to serve on the committee.

CHAIRPERSON: Carolyn Gentle-Genitty (IN)

MEMBERS Richard Comly (DE) Roberta Rosario (TX) Edward Foster (LA) Jackie Williams (SC)

____________________________________________________________________________________

FINANCE COMMITTEE

Will prepare a budget for the upcoming fiscal year. The committee will be chaired by the Second Vice President. Members in good standing are invited to serve on the committee.

CHAIRPERSON: Paulette Lagarde-Spraggins (MI)

MEMBERS: Jackie Williams (SC) Brain Hartsell (TN) John Simmons (LA) Richard Comly (DE)

PUBLIC RELATIONS/MEMBERSHIP COMMITTEE

Will work to maintain and to promote membership in the association. Shall serve as the Credentials Committee at the Annual Business Meeting. The committee will be co-chaired by the Executive Director and the Third Vice President.


32

All members of the Board of Directors shall serve as members of the committee. Members in good standing are invited to serve on the committee.

CHAIRPERSONS: Ron Pope (TN) and Ronnie Land (LA) MEMBERS:

Every member of the Board of Directors

NOMINATING COMMITTEE

Will prepare a list of candidates for officers and members of the Board of Directors and post it at least twenty-four (24) hours prior to the annual business meeting. Additional nominations may be make from the floor at the annual business meeting. Confirmation of willingness to stand for election to an office of the association shall be in the hands of the chairman of the Nominating Committee by the date of the annual business meeting each year. No one shall accept nomination for the office of President-Elect unless he/she indicates willingness and availability to assume the office of the President. Recommendations to the Nominating Committee from state and provincial organizations for membership on the Board of Directors shall be made on or before June 15 of each year. If no recommendations are received by the above date, the Nominating Committee will proceed to designate nominees without further preference to the state or provincial organizations. A short article shall be published in the May issue of the JOURNAL notifying the membership of the June 15 deadline. The committee will consist of six (6) members in addition to the chairman. Three (3) members shall be selected from the Board of Directors and three (3) members from the general membership.

CHAIRPERSON: Wendy Brower (TX)

MEMBERS: T. Ann Jackson (TX) Ruby Smith (LA) Graciela Espindola (CA) Jessica Solis (CO) Johnny Barrington (TX) Lawrence De Coste (RI)

RESEARCH COMMITTEE

Will direct any research appropriate for the association as approved by the Executive Committee and/or the President. Will have the responsibility of monitoring legislative activities and keeping the membership informed of such actions. Will develop and promote legislative activity and/or resolutions in the interest of pupil personnel workers/students. Members in good standing are invited to serve on this committee.

CHAIRPERSON: Paulette Lagarde-Spraggins (MI)

MEMBERS: Roberta Rosario (TX) Melba Velazquez(CO) Dominique Cash (TN) Alexandra Caceres (DC)

EXECUTIVE COMMITTEE 2014-2015

EXECUTIVE DIRECTOR – RONNIE LAND

409 Mockingbird Lane


33

Logansport, LA 71049 318-294-5003 Cell 318-697-5003 [email protected]

PAST PRESIDENT – WENDY BROWER

2109 W. Campbell Rd. #518 Garland. TX 75044 214-212-6134 Cell

Garland ISD 720 Stadium Dr. Garland, TX 75040 972-494-8255 972-494-8275 FAX [email protected]

PRESIDENT – DAVID L. HOUSE, II

3182 James Place Hamilton, OH 45011 513-894-3494 513-259-7936 Cell [email protected] [email protected]

PRESIDENT ELECT – KEITH LELEUX

1936 Nicholas Street Lake Charles, LA 70605 337-540-6568 Cell

Calcasieu Parish School System2423 Sixth Street

Lake Charles, LA 70601 337-217-4230 Ext. 2909 337-217-4231 FAX [email protected]

1ST VICE PRESIDENT – CAROLYN GENTLE-GENITTY

5429 Basin Park Drive Indianapolis, IN 46239 317-862-1129 317-529-2963 Cell

Indiana University 902 W. New York St., ES 4138K Indianapolis, IN 46239 317-274-3965


34

[email protected]

2ND VICE PRESIDENT – PAULETTE LAGARDE-SPRAGGINS

19701 Lexington Rd. Redford, MI 48240 313-467-0184 313-948-3715 Cell [email protected]

3RD VICE PRESIDENT – RON POPE

3930 Fun Valley Dr. Memphis, TN 38125 901-870-0048 Cell

205 N. Claybrook Memphis, TN 38104 901-416-6295 [email protected]

SECRETARY – HENRIETTA PRYOR10602 Holly Springs

Houston, TX 77042 713-781-4208 713-320-7444 Cell

Houston ISD 1100 Merrill Houston, TX 77009 713-802-4745 713-802-4708 FAX [email protected]

TREASURER – BRIAN HARTSELL

2808 Red Ellis Ln. Knoxville, TN 37924 865-455-8915 Cell (local) 865-368-7872 Cell (national)

Knox County Schools P. O. Box 2188 Knoxville, TN 37901 865-594-1506 865-594-1504 FAX [email protected]

The International Association of Truancy and Dropout Prevention Journal

Call for Papers


35

DEADLINE: December 15, 2015

The International Association of Truancy and Dropout Prevention (IATDP) bi-annual Journal announces a call for papers. The journal is published twice a year.

Areas of Interest Manuscripts submitted can be conceptual, research, practice and program specific and respond to any of the related areas:

1. Truancy prevention, recovery, intervention, assessment 2. Dropout prevention, recovery, intervention, assessment3. School counseling4. School social work 5. Juvenile court programming and interventions6. Personnel involved in truancy and dropout prevention7. Assessments and research on emerging or best practice programs8. Other risk and protective factors influencing truancy and dropout prevention 9. Report or Book reviews regarding the aforementioned topics

Review ProcessMost manuscripts submitted will undergo a two person blind review. Original manuscripts should be submitted and cannot be simultaneously submitted to other sources. We do not accept previously published works.

Submission Process Manuscripts should be no more than 20 pages (book reviews, 2-6 pgs), double-spaced, excluding references, using a 12pt font. Each submission must follow APA 6th and use appropriate level headings throughout the discussion. Manuscripts should be submitted electronically using MS Word and not pdf. In your manuscript, please include a title page with authors and corresponding author contact information, and abstract. For book or report reviews, the length of submission should be between 2-4 double spaced, 12pt font pages.

Send submissions to David L. House II at [email protected]

IATDP is an association of educators, government officials and stakeholders whose history of truancy and dropout prevention efforts date back to 1911. It is our mission is to create a partnership that facilitates the dissemination of information, emerging practices and research designed to support learning and increase high school graduation rates. The goal of IATDP is to improve the efforts of practitioners to reduce the number of students that elect to dropout of school by sharing our common experiences and intervention strategies. To learn more about IATDP, visit www.iatdp.org .

====================================================================================


36

INTERNATIONAL ASSOCIATION FOR TRUANCY AND DROPOUT PREVENTION CONSTITUTION AND BY-LAWS

Revised, 2013

=====================================================================================

CONSTITUTION

ARTICLE I - NAMEInternational Association for Truancy and Dropout Prevention (IATDP)

ARTICLE II - PURPOSE

1. To support and encourage improvements in student support services.

2. To maintain and improve professional standards of practice and qualifications for student support personnel.

3. To serve as a resource in the dissemination of information relative to student service workers (administration, attendance, social, health and counseling).

4. To promote the prevention of truancy and dropping out of school as valid specialties within the field of education.

ARTICLE III - MEMBERSHIP

Professional personnel working with or interested in the problems of school children are eligible for membership.

ARTICLE IV - OFFICERS

The officers of this Association shall be President, President-Elect, First Vice-President, Second Vice-President, Third Vice-President, Past-President, Secretary, and Treasurer. Each vice-president, after serving one year in that position, shall automatically be elevated to the next highest vice-presidency.

Officers must attend the Annual Conference.

ARTICLE V - EXECUTIVE COMMITTEE

The Executive Committee shall consist of the President, President-Elect, First Vice-President, Second Vice-President, Third Vice-President, Past-President, Secretary, Treasurer, and the Executive Director

.

ARTICLE VI - BOARD OF DIRECTORS


37

1. The Board of Directors shall consist of the members of the Executive Committee and representatives of the Association elected by a majority vote at the Annual Conference in accordance with the By-Laws.

2. The officers of the Association shall serve as the officers of the Board of Directors.

3. The chair of the Board of Directors shall make a yearly report at the annual business meeting.

ARTICLE VII - MEETINGS

1. There shall be one conference of the Association each year.

2. The Board of Directors shall hold at least one meeting during the conference.

3. There shall be at least one business meeting of the membership during the Annual Conference.

4. The Executive Committee shall meet on call during the Annual Conference, at the end of the conference, and at least one other time during the year.

5. All standing committees shall meet at least once during the Conference.

ARTICLE VIII - AMENDMENTS

This Constitution and the By-Laws may be amended at any Annual Business Meeting by a two-thirds vote of all members present and voting providing a proposed amendment is submitted to the Secretary on or before March 1st preceding the Annual Business Meeting. Any proposed amendments shall be published in the Spring/Summer issue of the JOURNAL.

BY-LAWS

ARTICLE I - MEMBERSHIP PRIVILEGES

1. All active members (dues current) are entitled to attend the Annual Business Meeting of the Association.

2. All members shall receive the official publication of the Association.

3. Regular (and Life) active members shall have the right to hold office and the right to vote.

4. Retired and student members may become regular active or associate members of the Association.

5. Associate members shall not have the right to hold office or to vote.

ARTICLE II - DUES

1. Dues for regular active members shall be fifty dollars ($50) per year.

2. Dues for associate members shall be thirty dollars ($30) per year.

3. Dues for libraries shall be forty dollars ($40) per year.


38

4. Life Memberships are available for $400. A person must have been a member for five years to be eligible.

ARTICLE III - ELECTION AND TENURE OF OFFICERS

1. All officers except the President, President-Elect, First, and Second Vice-Presidents shall be nominated and shall be elected by ballot at the Annual Business Meeting and continue in office until the next subsequent Annual Business Meeting or until the next election. A majority of all votes cast shall be necessary to constitute an election.

2. Vacancies among the officers shall be filled by the President for the unexpired terms with the approval of the Executive Committee. A vacancy may be declared if an officer misses two consecutive meetings of the Executive Committee and /or fails to carry out the designated responsibilities of the office.

3. The term in office of the President shall be one year.

4. The term of the Past-President on the Executive Committee shall be one year.

ARTICLE IV - DUTIES AND RESPONSIBILITIES OF OFFICERS

The Past-President

1. Shall serve as chairman of the Board of Directors and preside at the meetings of the Board.

2. Shall conduct the installation ceremony of all newly elected officers and the members of the Board of Directors during the Annual Conference.

3. Shall be Chairman of the Nominating Committee and shall post all nominees for office or Board of Directors twenty-four (24) hours prior to the Annual Business Meeting.

The President

1. Shall serve as the chief executive officer of the Association subject to the control of the Board of Directors.

2. Shall preside at all meeting of the Association and the Executive Committee, and shall appoint a Parliamentarian for the Annual Business Meeting.

3. Shall appoint the chairman and members of all committees except as otherwise provided in these By-Laws.

4. Shall be the ex-officio member of all committees except the Nominating Committee.

5. Shall be a member in good standing and have served as a member of the Board of Directors and/or the Executive Committee for a minimum of three years.

6. Shall be authorized, through the Treasurer, to pay those expenses incurred in conducting the affairs of the Association other than budgeted items upon approval of the Executive Committee.

The President-Elect


39

1. Shall be a member in good standing and have served as a member of the Board of Directors and/or the Executive Committee.

2. Shall work closely with, and at the general direction of, the President in the performance of the administrative responsibility to establish continuity with the change of office.

3. Shall demonstrate leadership ability that reflects professional competence and personal maturity in decision-making.

4. Shall serve as Chairman of the Conference Committee and, with the assistance of committee members, perform the following duties:

a. study, investigate, and explore possible future conference sites,

b. maintain an active and current file related to conference including appropriate correspondence

c. give periodic progress reports to the Executive Committee with recommendations of those cities most capable and geographically most appropriate for conference sites,

d. establish a close liaison between the IATDP and the local conference chairman to insure a high level of professional competence as established by past conferences and to successfully resolve the many financial, program planning, and Program scheduling problems that might occur.

5. Shall, in the absence of the President, preside over the meetings of the Executive Committee and the Annual Business Meeting.

6. Shall attend all meetings of the Executive Committee, Board of Directors, and Annual Business Meeting.

The First Vice-President

1. Shall be a member in good standing and shall have served as a member of the Board of Directors and/or Executive Committee.

2. Shall serve as Chairman of the Constitution Committee and with the committee members study, research, evaluate, and present for consideration to the Executive Committee, and subsequently the general membership, any changes in the Constitution or By-Laws.


4. Shall take an active role in the IATDP to the extent that he/she will faithfully fulfill his/her duties to any committee research project as designated by the President.

5. Shall insure that the current constitution is published in the JOURNAL prior to the Annual Conference.

The Second Vice-President

1. Shall be a member in good standing and shall have served as a member of the Board of Directors and/or Executive Committee.


40

2. Shall serve as chairman of the Finance Committee and, with the help of the Treasurer and other Finance Committee members, shall prepare and shall submit for approval an adequate and effective budget for the Association.


4. Shall take an active role in the IATDP to the extent that he/she will faithfully fulfill his/her duties to any committee or research project as designated by the President.

5. Shall serve as chairman of the Research Committee.

The Third Vice-President

1. Shall be a member in good standing for at least one year.

2. Shall serve as the chairman of the Membership Committee in developing techniques and methods for promoting new memberships for the Association.

3. Shall be chairman of the Awards Committee and be responsible, in accordance with IATDP Award Guidelines, for the Outstanding Person of the Year Award, Outstanding Program of the Year Awards, the State and Individual Membership Awards, and the various certificates of honor to be awarded annually at the IATDP Conference Banquet.


5. Shall take an active role in the IATDP to the extent that he/she will faithfully fulfill his/her duties to any committee or research project as designated by the President.

6. Shall submit a written statement of acceptance for the office of Third Vice-President to the Chairman of the Nominating Committee before the Annual Business Meeting.

The Secretary

1. Shall keep records of the meetings of the Association, the Executive Committee, and the Board of Directors.

2. Shall conduct the official correspondence of the Association and shall issue calls and notices of meetings.

3. Shall update and order new stationery each year after the Annual Conference.

4. Shall provide Executive Committee Members and Board of Directors a list of current names, addresses, and phone numbers of committee members.

5. Shall receive proposed amendments to the Constitution from the membership and insure that said proposed amendments are forwarded to the Editor of the JOURNAL for publication.

6. Shall maintain the Membership Roster and compile the yearly Membership Directory for publication in the Association journal.


41

The Treasurer

1. Shall have custody of all funds and assets belonging to the Association and shall deposit same in such depository as appropriate.

2. Shall be responsible for implementation of membership billing, and dues collection.

3. Shall make the disbursements for purchases authorized by the President within the organizational guidelines.

4. Shall, at the Annual Conference, submit to the Auditing Committee for audit, the financial records of the Association.

5. Shall assist the Finance Committee in preparation and submission for Association approval an adequate and effective budget for the Association.

6. The Treasurer of the IATDP and treasurer of the Annual Conference shall not be the same person.

Office of the Executive Director

The term of the Executive Director shall be three years. Recommendation for filling this position shall be made by the Executive Committee with the approval of the membership at the Annual Business Meeting.

The Executive Director:

1. Shall work within the boundaries of the IATDP Constitution and act only as an advisor and assistant to the Executive Committee in conducting IATDP financial and policy related business as approved by the Executive Committee.

3. Shall be responsible for obtaining the site for the IATDP Annual Conference at least two years in advance. All sites to be approved by the IATDP Executive Board.

4. Shall serve as the sub-chairman of the IATDP Membership Committee in order to maintain and promote membership in the Association.

5. Shall be responsible for the orientation, welcome, and hospitality of the new members to the Association and new delegates attending the Annual Conference.

6. Shall promote public understanding and public relations for the purpose and function in the education of IATDP members.

7. Shall initiate the development of national and international programs in keeping with the philosophy and purpose of IATDP.

8. Shall co-chair the Conference Committee with the President-Elect.

9. Shall have Executive Committee or Board of Directors voting power if serving as Executive Director in a volunteer capacity.


42

The Office of the JOURNAL Editor

The term of the Editor of the JOURNAL shall be three years. Recommendation for filling this position shall be made by the Executive Committee with approval of the membership present at the Annual Business Meeting.

The JOURNAL Editor:

1. Shall be responsible for preparing the JOURNAL for publication semi-annually in May and December.

2. Shall be responsible for establishing and adhering to deadlines.

3. Shall insure the refereed status of the JOURNAL.

4. Shall insure that the membership receives the JOURNAL.


43

INTERNATIONAL ASSOCIATION OF TRUANCY AND DROPOUT PREVENTION BOARD OF DIRECTORS

UNITED STATES

CALIFORNIAGRACIELA ESPINDOLAJENNIFER GOMEZTREJO

COLORADONADIA COLEMAN

DISTRICT OF COLUMBIAALEXANDRA CACERES

DELAWAREHON. RICHARD COMLYHON. WILLIAM P. WOOD

GEORGIAJOHN NICHOLS

HAWAIIJOHNATHAN SHUTE

INDIANACYNTHIA BARRON

KENTUCKYRAY FINKE

LOUISIANAEDWARD FOSTERJOHN SIMMONSRUBY W. SMITHFRANK PASQUA

COLORADOMELBA VELAZQUEZ

MARYLAND STAN TRUMAN

MISSOURIBETTY J. HOWARD


44

NEW JERSEYSTEVEN MITCHELL

NEW MEXICOFRANKLIN SCHARGEL

NEW YORKMICHAEL BERNARDI

RHODE ISLANDROGER PICARD

SOUTH CAROLINAJACKIE WILLIAMS

TENNESSEECALVIN BURROWSDOMINIQUE CASH

TEXASHON. RUBY SHAWT. ANN JACKSONROBERTA ROSARIODONNA MITCHELL

THE NETHERLANDSDR. KRISTOF DE WITTE


45

It is time for Membership Renewal.

IATDP Yearly Membership runs from October to October of each calendar year (due at each annual conference). Thus, if you were unable to join us in Memphis and did not pay your dues along with conference registration, please renew your membership today.

Membership can be renewed online at www.iatdp.org via PayPal or by mailing to:

IATDP SecretaryHENRIETTA PRYOR10602 Holly SpringsHouston, TX 77042

Membership renewal is only $50.00 annually and helps IATDP fund our annual conference, our bi-annual journal, and spread legislative and best practices information to our membership.

IATDP Executive Committee are all practitioners in the field who donate their time to serve at-risk youth. Therefore, your annual dues does not go to administrative overhead, but to conference programming and information dissemination.


http://www.iatdp.org/

international association of truancy and dropout...

Documents