Incentives Work Getting Teachers to Come to School Paper Review

What can schools exercise to improve attendance?

The key functions of a School Attendance Review Team are to:

1. Understand and monitor attendance trends.
2. Organize the schoolwide omnipresence strategy.

The School Omnipresence Review Squad's charge is to ensure that the school adopts a comprehensive, actionable, tiered approach to improving omnipresence. These teams could be a new squad or part of an existing site-based team (e.one thousand., PBIS—Positive Behavioral Interventions and Supports, school climate).

Organizing a School Attendance Review Team

1. Conduct a school self-assessment.
2. Establish a weekly meeting schedule.
3. Ascertain roles and responsibilities.
4. Establish group norms.
5. Develop a standard meeting agenda.
6. Backup a tiered pyramid of students and resources.

Tips for an constructive omnipresence team

The limerick of the School Attendance Review Team will vary based on the size of the district and its resource. Ideally, the School Attendance Review Team should be composed of fundamental schoolhouse staff including the primary, assistant principal, school advisor, social worker, school nurse, school psychologist, family date liaison, Family Resource Center representative, attendance officer, and parents. The teams may too include community partners such as the Youth Service Bureaus, health centers, state agency staff (e.one thousand., Section of Children and Families, Courtroom Support Services Sectionalization), school resource officers, and others who could offering intervention and outreach support to address omnipresence barriers.

Getting to School Matters for iii- and 4-Year-Olds: How Public Schools Can Help

Figure Out What Works!

• Collect and analyze attendance information for preschool students and their siblings in higher grades.
• Use the Attendance Works Early on and Oftentimes Toolkit: Showing Up in Preschool Matters

Inform and Collaborate!

• Engage families to develop and deliver positive and culturally relevant messages about the importance of attendance in preschool.
• Piece of work with community-based preschool programs to implement a messaging and education campaign nigh the importance of attendance for our youngest learners.

Build and Expand!

• Include preschool representation on school and commune attendance teams and in preschool district attendance plans. This should include parents!
• Work with community-based providers to gather attendance data when possible.
• Piece of work with local Campaign for Grade-Level Reading to contain preschool in your community plans. If a campaign doesn't exist, start one!
• Larn more from the Connecticut Office of Early on Babyhood (Connecticut Office of Early Babyhood, 2016).

1. Understand and Monitor Omnipresence Trends

Use Team Fourth dimension Wisely

Many times School Attendance Review Teams will spend most of their time working with students with the highest level of absences (Tier 3). This tin can be frustrating and fourth dimension consuming.

A good use of a squad's time is to plan and implement prevention measures to ensure that good Tier ane and Tier ii interventions are in place to reduce the number of students who are seriously chronically absent-minded. An existing PBIS team or school climate team may add this to its agenda.

The chief should secure the data for the school from cardinal office and ensure that the School Attendance Review Team reviews the attendance data on a regular basis. The regular review of these reports (every 10 days) will allow schoolhouse staff to know how many and which students are chronically absent. This will help determine the students who need Tier 2 and Tier three interventions. The School Attendance Review Squad is responsible for understanding the causes of absenteeism for individual students as well as common causes for groups of students. The School Attendance Review Squad may not be responsible for the Tier 2 or Tier 3 interventions, but it can place the students and refer them to the school counselor, Planning and Placement Team (PPT), kid report team, or other resource.

A regular review of the data too helps to ensure information is accurately entered in a timely manner and allows teachers and staff to quickly discover how many or which students are identified every bit chronically absent.

The data should help answer the post-obit questions:

• Is chronic absence a problem? Is it getting worse or better?
• Is chronic absence concentrated among item students?
• Is it higher or lower among particular grades (including prekindergarten)?
• Are particular subgroups of students affected (e.thou., students on free or reduced lunch, English language learners, siblings, students with chronic health conditions or from a particular neighborhood)?

  Tardy does not mean absent!

  A pupil is considered to be "in attendance" if present at schoolhouse for at to the lowest degree half the regular schoolhouse day. A student who is tardy should be marked as present if the tardy equals less than half the school day.

  What time of day marks your school'south half-fashion point?

  On early on dismissal days and days shortened due to choppy weather, the regular day is the number of hours of school for that day. For example, if a schoolhouse is only open for 4 hours, a student must be present for at to the lowest degree ii hours to exist considered "in attendance."

• What might explicate some of these differences?
• What additional data practise you demand to identify barriers or to put effective strategies in place?

2. Organize the Schoolwide Omnipresence Strategy

School Attendance Review Teams need to ensure that the schoolhouse, as a whole, is systematically cultivating a culture of attendance and addressing the needs of individual students, year round. A schoolwide attendance strategy, at a minimum, includes actions in the post-obit core areas:

1. Engage students and families — Students are more likely to show up when they have strong caring connections to peers and adults. To motivate student attendance, schools need to create a school community that is warm and welcoming, engages students and families in the life of the school, and offers culturally competent and enriched learning opportunities. Schools should reach out to families to notice out what might be preventing a pupil from coming to schoolhouse; brainwash students and families nigh how absences can add upwards and consequence in lost learning fourth dimension; empower families to help their children attend school, and offer trainings for school staff on engaging families and edifice productive partnerships to gainsay chronic absenteeism.

   Mapping your Attendance Data

   When unpacking your data, be sure to look at neighborhoods and different communities for high levels of chronic absence. Are at that place a lot of walkers from that customs? Does it brand sense to reroute a school bus to transport the students? Is information technology a prophylactic walk to school? Is public transportation reliable?

2. Address attendance barriers — If large numbers of students are chronically absent, it is probable that systemic barriers are at play. There may exist multiple factors contributing to chronic absenteeism. To figure out what the barriers to school attendance are and how they can exist addressed, a school and its community partners demand to be able to use omnipresence data, along with the insights of families, to empathise what is getting in the way of students attending schoolhouse. The School Attendance Review Team needs to put in place and/or alter existing policies, practices, and programs to amend and address common barriers across student groups.
3. Set goals and develop an attendance programme — A common saying is "what gets measured is what gets done." This is peculiarly true with chronic absence and attendance. An essential ingredient for change is building in shared accountability for reducing chronic absence. Principals can ensure that the educator evaluation and support plan prioritizes reducing chronic absence through the processes of observation of teacher practice and functioning and the development of student learning goals and objectives. In preparation for the new school year, a schoolwide attendance plan should exist developed at the cease of the previous schoolhouse year that includes the following elements:
   • an overview of the extent of the chronic absence consequence;
   • an assessment of the schoolhouse'southward capacity to address the issue and implement schoolwide strategies;
   • target goals;
   • a description of the tiered intervention strategies; and
   • a performance accountability process and timeline.

Parents as Partners in Academic Success

Parents are essential partners in promoting proficient attendance every bit they have the bottom-line responsibleness for setting attendance expectations for making sure their children go to school every day. Parents need to be equipped with the right information and so they sympathise that good attendance is really a matter of providing children more and better opportunities to larn. Schools need to respect and laurels families' knowledge and potential to contribute to their children's education and create processes that describe on the hopes and dreams of parents for a ameliorate futurity for their children, as well as their insights into what will help families go their children to school. Schools and communities must deliberately build systems that support family engagement.

Suggested resources:

• Bringing Attendance Habitation: Engaging Parents in Preventing Chronic Absenteeism
• Early on and Oft: Early Pedagogy Toolkit
• Parent Teacher Dwelling Visit Project

Implement a System of Tiered Supports

Runway Chronic Absence Often and Early on

The all-time predictor of chronic absence in the electric current school year is poor attendance during the prior year and/ or the first calendar month of schoolhouse. Research indicates that if a educatee misses two or more days during the starting time month of schoolhouse, the pattern of absence can persist, and many of those students volition end the school year chronically absent.

While a strong schoolwide civilisation of omnipresence is an essential basic ingredient of bookish success that should exist in all schools, it may not always be sufficient. A subset of students who are chronically absent may demand higher levels of intervention. The all-time predictor of chronic absence in the current year is poor attendance during the prior twelvemonth and/or the first calendar month of school. Inquiry indicates that if a student misses ii or more days during the first month of school, the blueprint of absence tin can persist, and many of those students will end the school year chronically absent. The school data should reveal whether particular populations of students, for case, incoming kindergartners or 9th-graders, or students from the aforementioned neighborhood—are at high take a chance.

Once a school customs has identified students at high chance for chronic absence, it should look more than closely at students who have a history of severe chronic absence — missing 20 percent or more of the prior school twelvemonth — and why. Such severe absence suggests a family unit or community challenge that requires additional layers of support for such issues every bit concrete, mental, or dental health problems; homelessness; domestic abuse; or community violence. The key is leveraging the opportunity to help students on the cusp of chronic absenteeism with lower cost, less intensive interventions, while also recognizing the demand to do more for those with needs that are more serious.

The post-obit pyramid exemplifies a multitiered approach to reducing chronic absence that begins with prevention and early intervention and only turns to interventions that are more than intensive as a last resort.ane This tiered approach aligns with other approaches currently employed past schoolhouse districts including Scientific Research-Based Interventions (SRBI) or Positive Behavioral Interventions and Supports (PBIS).

Interventions at each tier need to be customized and tailored to different subgroups and grade levels, including prekindergarten, elementary, middle school, and high school. One of the core functions of the Schoolhouse Attendance Review Team is to map their students and school resource beyond the tiers of the pyramid using a pyramid worksheet. The following department provides some examples of strategies for each of the iii tiers of intervention.

1. Tier 1 Interventions are universal schoolwide strategies that encourage good attendance for all students. Successful Tier 1 strategies may include:

1. Engaging Students and Parents

   Create a school climate that encourages students to come to school every day.

   • Provide engaging curriculum that draws students to school.
   • Deport a school climate and attendance walk through the school. Acquire how with the Connecticut Welcoming Schools program.
   • Offer before- and afterward-school programs.
   • Create visuals (bulletin boards, banners, posters) that reflect attendance messaging and modify during the year to sustain impact.
   • Call students when they miss school and welcome them back when they return.
   • Develop a communitywide vision to ensure that programs and interventions are culturally responsive.
   • Consider specific omnipresence goals and strategies for students with Individualized Education Programs (IEPs), Section 504, or health care plans.
   • Use the Theory of Action from CASEL, the Collaborative for Academic, Social, and Emotional Learning, to implement social-emotional learning activities throughout the school day.
   • Ensure your schoolhouse has opportunities for parent engagement, such equally regular conversations with teachers almost curriculum and educatee learning.

   Recognize proficient and improved attendance in addition to perfect attendance.

   • Create friendly contest amid classrooms offer raffles, parties, and other incentives.
   • Celebrate individual progress through periodic public recognition.
   • Recognize students and parents at special assemblies.
   • Appoint neighborhood businesses in promoting skilful attendance.

2. Removing Barriers to Attendance

   • Provide a school breakfast programme and/or food pantry to address hunger issues.
   • Conduct a prophylactic walk to schoolhouse programme (walking school bus) to address safe concerns.
   • Deport a clothing drive for winter coats or school uniform exchange.
   • Organize health interventions such as flu and dental clinics.

Bright Spot!

Connecticut Brotherhood of Boys & Girls Clubs

In 2015, the Boys & Girls Clubs of Connecticut, in partnership with the Lease Oak Group and the Boys & Girls Clubs of America, compared chronic absenteeism and subject field data for students participating in their programs with the full general population of Connecticut students. The preliminary data was reported in a technical paper, Chronic Absence and Discipline Data for Boys & Girls Club Members .

The study showed a threescore percent reduction in chronic absenteeism for youth attending Boys & Girls Club programs compared to students beyond the state. Amidst frequent gild attenders, the rate of suspensions or expulsions was nearly fifty per centum lower compared to their peers in Connecticut schools (The Lease Oak Grouping, 2015).

2. Tier ii Interventions are individualized strategies responsive to the needs of frequently absent students. Successful Tier 2 strategies may include:

1. Engaging Students and Parents

   • Alert families to attendance concerns through personal phone calls.
   • Implement a mentoring program. Assist is available from the Governor's Prevention Partnership.
   • Ensure that professional development and training is provided to administrators and staff on how to communicate with families in a way that is culturally competent.
   • Engage families in a relationship-building visit to seek solutions.
   • Enlist the Family unit Resources Middle and other community supports.
   • Engage the school nurse or school-based health centre staff to outreach to families around wellness issues, including students who are chronically sick or covered nether Section 504 of the Rehabilitation Act of 1973, to ensure that needs are accommodated to encourage regular attendance.
   • Engage the assistance of the PPT for students with disabilities.
   • Recruit students as attendance ambassadors.
   • Ensure priority placement in summer and after-school programs.

2. Removing Barriers to Attendance

   • Provide parents with family-friendly information and assistance in accessing customs resources and services.
   • Implement Child Find protocols that crave prompt referral to a Planning and Placement Team coming together of all children who have been suspended repeatedly or whose behavior, omnipresence, or progress in school has been considered unsatisfactory or at a marginal level of credence. This ensures compliance with Code of Federal Regulations (C.F.R.) § 300.111 that requires that all children with disabilities who are in demand of special educational activity and related services are identified, located, and evaluated.
   • Use programs that support boosted student date with the developed staff, e.m., Check and Connect, Creating Positive Behavioral Intervention Plans, and Restorative Practices.
   • Reinforce and target behavioral supports in classroom and small grouping settings, through testify-based programs, e.g., Second Stride and Responsive Classroom.
   • Develop student attendance improvement plans or contain attendance goals in Student Success Plans to assist develop strategies to support improved attendance for all students.
   • Replace out-of-schoolhouse suspension policies and practices with positive behavioral supports and restorative justice programs.
   • Identify social, emotional, and physical health; transportation; or housing barriers to attendance and work with customs providers such equally public housing authorities, departments of transportation, and customs health centers or medical personnel.

The Function of Teachers

As the first line of intervention and prevention, teachers are an especially important and trusted resources that can make attendance a normal topic in all interactions with students and parents.

• Emphasize attendance from day one.
• Greet students and families personally and ask most absences.
• Appoint students in tracking their own attendance.
• Talk virtually attendance at back-to-schoolhouse nights.
• Contact parents early. Don't wait for parent-teacher conferences.

Instruction Attendance: Everyday Strategies to Assist Teachers Improve Omnipresence and Raise Achievement

Bright Spot!

Mentoring can make a Large difference!

When "Large Sis" Michelle was first matched in the Nutmeg Big Brother/Big Sis Community-Based Mentoring Plan, her "Picayune" had a serious issue with chronic absence. She was in eighth grade and just did not desire to go to school. There was no way anyone was going to change her mind.

Even though Michelle experienced car troubles and was not able to see her "Fiddling" for a menstruation of time, this did not cease her from being a mentor and letting her "Fiddling" know that she is a special person and encouraging her to go to school.

Michelle called her "Little" often providing encouragement to succeed in school and to believe in herself.

After only a few months of developing a relationship together, Michelle learned that her "Lilliputian" received a "perfect attendance" award for the grading period! Perfect attendance!

Family Resource Centers Can Play an Important Role

Family unit Resources Centers in Connecticut are helping to reduce chronic absenteeism in their schools past:

• serving on their schools' Student Attendance Review Teams;
• conducting dwelling visits and phone calls with the school-parent liaisons or social workers;
• providing uniforms to students who need them;
• working with local businesses for donations that tin be used as incentives for expert omnipresence, e.k., gift cards, school supplies, picture show tickets;
• acknowledging classrooms that have perfect omnipresence for the prior week with a Perfect Omnipresence sign;
• holding ceremonies to admit perfect and improved attendance;
• arranging field trips for students with nigh improved omnipresence;
• coordinating a school-based mentoring program;
• partnering with the local Youth Service Agency to provide workshops for families on the importance of proficient attendance;
• greeting parents in the morning, with the principal, before school starts and engaging in dialogue most issues related to school attendance; and
• working with after-school providers and community childcare providers to communicate consistent messaging about attendance with parents at pick-upwards time.

3. Tier 3 Interventions are intense and individualized strategies for students who miss the most school. Typically, interagency collaboration and coordination is essential to helping students in Tier three overcome the serious challenges they face and so they tin can be in school. Tier iii interventions are often coordinated with other community-based service providers such as Youth Service Bureaus, Juvenile Review Boards, mental health clinics, and state agencies such equally the Section of Children and Families or Court Back up Services Division.

Across the land and in Connecticut, there is growing recognition that Juvenile Court is not the appropriate venue for behavioral issues such every bit truancy. Inquiry and best practice indicates that any involvement with the juvenile justice organization has more than negative than positive impacts. Local and regional school districts are encouraged to develop locally driven truancy alternatives in partnership with community-based organizations and local foundations. Successful Tier three strategies may include:

• Collaborating with a customs organisation, such as a Youth Service Bureau, to develop and implement community truancy prevention and intervention models.
• Screening of students for childhood trauma and providing or connecting to constructive, evidence-based treatments through KidsMentalHealthInfo. Learn more than near trauma-informed initiatives.
• Implementing a dropout prevention plan such as Check and Connect or Success Mentors that has strong evidence of positive furnishings on staying in school. Adult mentors consistently cheque in with students to facilitate improved engagement in both school and the community. The program focuses on re-engagement and active student participation.
• Referring to a Juvenile Review Lath (JRB), a community-based diversion program for youths who otherwise would be referred to the Juvenile Court for small-scale violations of the police. The approach includes case management, a panel review coming together, and connections to advisable services.
• Reviewing student discipline policies to ensure that students are suspended from school only when absolutely necessary and in a systematic and equitable manner.
• Offering summertime learning programs that re-engage students and parents throughout the summertime months to reconnect and strengthen the relationship with school.
• Connecting pregnant and parenting teens to health, didactics, and social supports to enable them to complete their pedagogy, observe employment, and access childcare.
• Referring students for support and evaluation as appropriate. For instance, if a educatee is struggling with anxiety or depression, the school social worker, counselor, or psychologist may be able to assistance the student in addressing identified needs.
• Using local Emergency Mobile Psychiatric Services (EMPS) providers (211) for rapid access supports to schools in addressing students' behavioral and emotional needs.
• Providing students access to quality online credit recovery programs.
• Transferring to an alternative instruction setting that addresses the social, emotional, behavioral, and academic needs of the student.
• Referring to System of Care Community Collaborative or to Connecticut's Medical Home Initiative for Children and Youth with Special Health Care Needs for family support and help.

Notation: C.G.S. Department ten-198a requires filing a Family with Service Needs (FWSN) complaint with the Juvenile Matters Sectionalization of the Superior Court for truant students. This should only be washed after attempting to hold a meeting with a parent and trying to coordinate services with community agencies providing child and family services. Withal, Public Act 16-147, An Act Concerning the Recommendations of the Juvenile Justice Policy and Oversight Committee, eliminates a child existence a truant, habitual truant, or continuously and overtly defying school rules and regulations from permissible grounds for filing a FWSN, effective August xv, 2017. See section 3 for the definition of truant.

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1. Students identified as having special education needs can receive at any fourth dimension tiered interventions in addition to the supports delineated in their individualized education plan.

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Source: https://portal.ct.gov/SDE/Publications/Reducing-Chronic-Absence-in-Connecticuts-Schools/What-can-schools-do-to-improve-attendance

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