Chronic Absenteeism

…a student who has missed 10 per cent (about 18 days) or more of the school year or in

the previous year missed a month or more of school for any reason.

What do we know?

What we know…

• An attendance issue is often a first indicator that a student is having other challenges.

What we know…

• Need to attend:– regular classes; – online; – blended programs; – home education; – off campus courses; and– dual credit, etc.

What we know…

• The student has to be attending to benefit from interventions.

What we know…

• Absenteeism is a stronger predictor of drop out rates than suspensions, test scores, or students who have been retained.

Why are students not attending?

Can’t attend• illness; • injury; • family responsibilities; • housing instability; • the need to work; or • involvement with the juvenile justice

system.

Won’t attend• avoid bullying; • unsafe conditions; • harassment;• real or perceived embarrassment resulting

from learning difficulties; • social awkwardness; or • something as simple as the sanctions imposed

on them if the arrive late.

Don’t attend

• do not see the value in education;

• something else they would rather do; or

• nothing stops them from being absent.

Every Student Counts Project• Sense of belonging.

• Want an adult to: – care about them; – connect with them; – help them resolve issues; and – help them with their learning.

• They want to be valued.

What can we do?

Universal

• All students.

• Communicate clear expectations about the importance of regular attendance.

Targeted

• Early intervention for students with attendance issues.

Specialized

• A small number of students that require intensive, individualized supports and services.

Five Strategic Areas

1. Evaluating – Tracking Progress

2. Ensuring – Student Engagement

3. Increasing – Successful Transitions

4. Promoting – Positive Connections

5. Creating – Collaborative Partnerships

Tracking Progress

• Good understanding and a clear process to analyze: – district; – school; – classroom; and – individual student attendance data.

Questions to consider• How is school/classroom attendance data monitored and

reported? • How do our attendance policies ensure students at risk

of chronically absenteeism are identified early?• How is our student records system used to track and

monitor attendance data?• How many students in the school are chronically absent?

How are attendance rates shared with the school and community?

• What universal, targeted and specialized supports are in place to ensure attendance rates are maximized?

Student Engagement

• School Structure 

• School Culture

• School Pedagogy

• School Leadership

School Structure• flexible schedules; • year-round calendars; • modified timetables;• dual credit;• off campus programming; and• online courses, etc.

School Culture

• Values, beliefs and shared meaning of all stakeholders.

• Elements include: – student voice; – engagement; and – welcoming, caring, respectful and safe

learning environments.

School Pedagogy

• Styles and methods of instruction including: – grading practices; – assessment; and– instructional strategies.

School Leadership

• improving classroom practice;

• informing school policies; and

• making connections beyond the walls of the school building.

Questions to consider• How are students with attendance issues helped to feel a sense of

belonging in school?• Which extra curricular clubs or program are students with attendance issues

involved?• How are students consulted about their challenges, interests and

achievements?• How are students/families involved in creating attendance plans?• Which assessment strategies are used to create opportunities for student to

explore and demonstrate learning in ways that are meaningful to them?• Which alternative programs and/or schedules have been discussed or

implemented to encourage school attendance and engagement?• What types of projects or other learning activity does the student initiate?

Successful Transitions

• Changes to: – relationships; – routines; – expectations; or – roles.

Key transitions

• kindergarten or first grade;

• elementary to middle/junior high;

• junior high to high school;

• Grade 12; and

• new school/community.

Transition Strategies

• Collaboration with: – parents/caregivers; – employers; – community agencies; and – post secondary institutions to develop

transition strategies that are comprehensive.

Support students

• from home-to-school;

• between schools, programs, and/or grade levels;

• moving from within or outside the community/country; and

• when leaving high school for post-secondary education or employment.

Questions to consider• How are staff and parents made aware of transitions

processes?• What consistent processes are in place at the school level

and jurisdiction level to support student transitions? • Which area of transitioning is an issue for our students with

attendance issues? • Which personnel at both the sending and receiving learning

environment are communicating about how to best support the students with attendance issues during transitions?

• How is the communication facilitated? • What are the issues between the two learning environments

that support or impede transitioning for students with attendance issues?

Collaborative Partnerships

• Shared leadership

• Community expertise

Why the student is absent

• food; • shelter; • mental/physical health; • geographic location; or • other challenges.

Rates of chronic absenteeism

• Consistently higher among: – economically disadvantaged students; and

– those in special education classes.

Comprehensive Partnerships

• School, family and community• Higher level of:

– parent involvement; and– students passing standardized achievement

tests.

• Reduced disciplinary actions

Questions to consider• Who has the jurisdiction/school developed formal partnerships with

to assist us in supporting students? • What student centred, family centred, school centred, community

centred activities are in place to promote attendance?• How has collaboration become a core value in the school, home

and community?• How are students with attendance issues being supported by our

community partners?• How has the school facilitated collaborative relationships with

parents and service providers? • How do the parents and service providers ensure students with

attendance issues are attending school? What is the role of the school in this plan?

Positive Connections

• Intervention of specialized personnel such as:– mentorship programs; – career counselling; – school liaison work; – student engagement projects; – resource offices; or – community agencies.

Most successful strategies

• Communicating with families about attendance.

• Celebrating good attendance with students and families.

• Community mentors.• Attendance activities.

Positive Connections with Families

1. Parenting programs 2. Clear and consistent communication 3. Volunteer opportunities4. Learning at home5. Involvement in decision-making6. Collaborating with the community

Key Connection Strategies

• Workshops for parents about:– getting children to school;

– making home visits; and

– using contracts to commit parents to getting their children to school.

Key Connection Strategies• Communication practices:

– conducting parent orientations to explain school expectations and policies regarding student attendance;

– sending home newsletters listing the names of students with excellent attendance;

– giving families information about how to contact the school; and

– providing access to children’s attendance information on the internet.

Key Connection Strategies

• Volunteering– in class;– on field trips;– in the office or library;– during events;– sharing expertise; and– providing off campus programming.

Key Connection Strategies

• Collaborating– bringing in speakers to talk about the

importance of completing school; and

– connecting chronically absent students with a community mentor.

Questions to consider• How long have students with attendance issues been involved

with a formal or informal mentorship program in the school or community?

• How have the students with attendance issues responded to mentoring?

• Who is the significant adult in the school or community who can provide unconditional support for these students?

• How has the school included liaison workers, resource officers or other personnel who use specialized engagement projects/activities to increase student attendance?

• How do we make positive connections with parents as individuals, as a school and as a district?

Make theattendance connection