Questionnaire Baseline measurement of truancy

Transcription

1 Introduction Questionnaire Baseline measurement of truancy This baseline measurement is developed in the context of the Comenius project Stay on track in four part-time education centres in Antwerp. The project wants to reduce truancy and drop-outs at school and at work. The aim of this baseline measurement is to improve knowledge about the extent/approach/vision of/on truancy at your school. The questionnaire is a reflection tool that enables you to assess the current situation and describe a target situation. It is recommended to complete this questionnaire with the Student Guidance Centre (CLB), the school administration, student counselling,... School information Date baseline measurement Completed by (name / capacity) Name of the school School establishments Total number of students in the establishment Number of truants Evolution of the number of students / truants Questions 1. Is there a truancy action plan at your school? yes/no 2. Which parties involved play an active role in this action plan? - School administration yes/no - Green teacher (guidance) yes/no - Red teacher (discipline) yes/no - Student Guidance Centre (CLB) yes/no - Class teacher yes/no - Teacher yes/no - Others:. 1

2 3. Which actions does the school undertake in accordance with the action plan and when? (tick the appropriate box) Telephone contact Text message House call Meeting parents/student Student Guidance Centre Juvenile unit Late arrival 1 to 2 days 2 to 5 days 5 to 7 days 7 to 10 days 10 to 20 days 20 to 30 days More than 30 days How are parents informed about the school vision on absences?... Is this vision mentioned in the school rules?... Are external organization (neighbourhood organizations, welfare) involved in the truancy action plan? If so, which? / If not, why not? School atmosphere The extent to which students like coming to school depends on the school atmosphere. School atmosphere includes joint assumptions, values and standards. Tick the appropriate box. 2

3 There is a friendly relationship between a) students b) students and teachers c) teachers Students participate in the school policy Totally disagree Disagree Agree Totally agree Students are given responsibility through self-assessment The school (the building) is a nice place to stay. Students participate in the development of rules Students feel at home at their school Special characteristics which determine the school atmosphere (peer support.) Which efforts are made by the school so that students like coming to school? Does everybody know these initiatives and does the school reach the whole target group?.. 4. Vision (tick the appropriate box) 1. At school there is a clear, well-communicated vision on how to deal with truancy. Totally disagree Disagree Agree Totally agree 2. The school worked out a gradual approach: awareness, prevention, prevention, remediation 3. The vision is supported by the whole school team 4. Students are sufficiently aware of the truancy action plan at school. 5. The role of each party involved is clearly described in the action plan. 6. Teachers are involved in truancy monitoring. 7. There are clear arrangements on the use of the applicable codes. 8. The communication between the work place and the school on unjustified absences is good. 9. There are actions at the work place to improve attendance. 3

4 5. Who is involved in truancy monitoring? ( tick the appropriate box and/or complete) The following table shows who is involved in truancy monitoring. Student Guidance Centre subject teachers class teacher school administration student guidance Monitoring Guidance Prevention Registration of absences Conversation with the student Conversation with the parents Analysis of the truancy figures??? 6. Truancy mirror The truancy mirror of your school is attached. Questions Does your school have a lower level of truancy than other schools? Yes/No Which departments have the lowest level of truancy?.. 4

5 What helps to reduce truancy in these departments?... Which departments have the highest level of truancy?... What causes more truancy in these departments?... Which age group has the lowest level of truancy?... Which key success factors can be used for other age groups/departments? Your truancy policy in the future? Which truancy monitoring actions are typical for your school? What are the strengths of your truancy action plan? What are the challenges for the truancy action plan at school? Try to describe them as accurately as possible. In which fields and with whose assistance do you want to undertake actions to reduce truancy? (tick the appropriate box or mention specific actions in the boxes) registration guidance monitoring Student Guidance Centre Subject teachers School administration 5

6 School management Other 6