Minimal early outreach Personal early outreach (e.g., home Common barriers to attendance are identified and systemic Focus on Tier 2 Students (e.g. letters or phone visits) to families over the summer solutions are put in calls) efforts to families for students with a history of chronic Monitors students who are on the cusp of Tier 2 and (missing more when students are absence in the previous year and coordinates strategies with district and community than 10% of the absent. throughout the year using the 10% partners. school year) measure. Students with a history of chronic absence in the previous year receive interventions at the start of a new school year. Particular attention is paid in the transition grades (K, 1, 6, 9) to students who have a history of chronic absence. Chronic absence is discussed in Parent-Teacher conferences. Chronic absence is incorporated into 504 plans and IEPs. Students receive a caring call on the same day as an absence. The team has protocols for connecting with students and families to better understand their attendance challenges and barriers. Students who are chronically absent are connected to a caring mentor. (Can be a targeted intervention.) Phone calls are made to Targeted, personal outreach to The team at emerging patterns for all Tier 3 students Focus on Tier 3 Students parents and parent families of students with an absence to understand common causes or barriers. meetings with families rate of 20% and connects families to Monitors students who are on the cusp of Tier 3. (missing more of students once the community providers and services. than 20% of the Students with a history of severe chronic absence receive absence rate reaches school year) interventions at the of a new school year. 20%. Wrap around services are provided as needed. Targeted, personal outreach to families of students with an absence rate of 20% and connects families to community providers and services.
Focus on Tier 2 Students (missing more than 10% of the school year) Minimal early outreach (e.g. letters or phone calls) efforts to families when students are absent. Personal early outreach (e.g., home visits) to families over the summer for students with a history of chronic absence in the previous year and throughout the year using the 10% measure. Common barriers to attendance are identified and systemic solutions are put in Monitors students who are on the cusp of Tier 2 and coordinates strategies with district and community partners. Students with a history of chronic absence in the previous year receive interventions at the start of a new school year. Particular attention is paid in the transition grades (K, 1, 6, 9) to students who have a history of chronic absence. Chronic absence is discussed in Parent-Teacher conferences. Chronic absence is incorporated into 504 plans and IEPs. Students receive a caring call on the same day as an absence. The team has protocols for connecting with students and families to better understand their attendance challenges and barriers. Students who are chronically absent are connected to a caring mentor. (Can be a targeted intervention.) Focus on Tier 3 Students (missing more than 20% of the school year) Phone calls are made to parents and parent meetings with families of students once the absence rate reaches 20%. Targeted, personal outreach to families of students with an absence rate of 20% and connects families to community providers and services. The team at emerging patterns for all Tier 3 students to understand common causes or barriers. Monitors students who are on the cusp of Tier 3. Students with a history of severe chronic absence receive interventions at the of a new school year. Wrap around services are provided as needed. Targeted, personal outreach to families of students with an absence rate of 20% and connects families to community providers and services.
Team-functioning-self-assessment-Attendance-Works-Rev-8.2018.docx