This document discusses issues with staff attendance and tardiness at a school serving students with moderate to severe disabilities. It notes that staff work hours are from 8:15am to 3:45pm and that it is important for staff to be prompt for their only prep time period, which starts at 8:50am when students are unloaded from buses. The document proposes sending out surveys to gather staff perspectives on attendance policies and prep time. It then suggests establishing incentives for on-time arrival and disciplinary consequences for frequent tardiness, such as warnings, mandatory stay-after-work periods, and meetings with administration.
This document discusses issues with staff attendance and tardiness at a school serving students with moderate to severe disabilities. It notes that staff work hours are from 8:15am to 3:45pm and that it is important for staff to be prompt for their only prep time period, which starts at 8:50am when students are unloaded from buses. The document proposes sending out surveys to gather staff perspectives on attendance policies and prep time. It then suggests establishing incentives for on-time arrival and disciplinary consequences for frequent tardiness, such as warnings, mandatory stay-after-work periods, and meetings with administration.
This document discusses issues with staff attendance and tardiness at a school serving students with moderate to severe disabilities. It notes that staff work hours are from 8:15am to 3:45pm and that it is important for staff to be prompt for their only prep time period, which starts at 8:50am when students are unloaded from buses. The document proposes sending out surveys to gather staff perspectives on attendance policies and prep time. It then suggests establishing incentives for on-time arrival and disciplinary consequences for frequent tardiness, such as warnings, mandatory stay-after-work periods, and meetings with administration.
This document discusses issues with staff attendance and tardiness at a school serving students with moderate to severe disabilities. It notes that staff work hours are from 8:15am to 3:45pm and that it is important for staff to be prompt for their only prep time period, which starts at 8:50am when students are unloaded from buses. The document proposes sending out surveys to gather staff perspectives on attendance policies and prep time. It then suggests establishing incentives for on-time arrival and disciplinary consequences for frequent tardiness, such as warnings, mandatory stay-after-work periods, and meetings with administration.
severely, and severely multiply impaired. Ages 3-26 years old Has at least one paraprofessional in each classroom. Most classrooms have 2 paraprofessionals. Work day starts at 8:15 and staff unloads students from buses at 8:50. Staff assists students off bus because of the students needs. (some students need assistance because of their impairment, some students in wheel chairs.) Work starts for staff at 8:15pm. and ends at 3:45pm. Attendance policy in place but not enforced. Several staff late every day. Multiple staff late every day on a regular basis. Important that staff is prompt to work because this is the only prep time during the day. Bus Duty starts at 8:50. Send surveys out to all staff This includes: Administration, Teachers, Paraprofessionals, Support Staff Survey includes how staff feels about attendance policy, and what they would change about it. Also includes how they feel about the prep time and if 35 minutes is enough. Create a group to discuss data collected from survey. Discuss and come up with incentives for staff to get to work on time. Raffles, breakfast and coffee in morning ect. Create disciplinary action for staff who are late on a daily basis. 1st: Warning 2nd: Stay after work 3rd: Meeting with administration Bell, B. J. (2009). Conference Attendance Patterns of Outdoor Orientation Program Staff at Four-Year Colleges in the United States. (Undetermined). Journal Of Experiential Education, 31(3), 405-409. Havik, T. t., Bru, E., & Ertesvg, S. (2015). School factors associated with school refusal- and truancy-related reasons for school non-attendance. Social Psychology Of Education, 18(2), 221-240. Shute, J. W., & Cooper, B. S. (2015). Understanding in-school truancy. Phi Delta Kappan, 96(6), 65-68.