2019/20 Attendance Plan School Improvement Plan (SIP ...

2019/20 Attendance Plan School Improvement Plan (SIP)

Apollo Middle School 1791

DIRECTIONS: Section 1 - Goals SMART goals in the Attendance Plan provide the public with the information needed to understand what is measured and the changes expected through successful implementation of the plan. (SMART: Specific, Measurable, Attainable, Realistic/Rewarding, Timely).

• Identify a goal for Regular Attenders. • Identify a goal that addresses Chronic Absenteeism. • Identify a goal that addresses Severe Chronic Absenteeism.

Goals

Goal 1 – Regular Attenders:

Goal 1: The "Regular Attenders" category includes students who are present 95% or more school days. In 2018/19 our school had 57.8% of students in this category, which was more than 2% above the District average (55.7%). Our goal is to maintain or further improve regular attendance through the 2019/20 school year. Goal 2 – Chronic Absenteeism: Chronic Absenteeism is when a student is absent 10% or more full days of school. In 2018/19, our school had 14.1% of students in the chronic absenteeism category, which was below the District average (17.7%). Our goal is to decrease the overall total chronic absenteeism by at least 1% by the end of 2019/20 school year.

Goal 3 – Severe Chronic Absenteeism:

Severe Chronic Absenteeism identifies students who were absent 20% or more full school days. In 2018/19, at our school 2.1% of students were recorded as Severe Chronic Absenteeism, which was among the lowest in the District. The District average for Severe Chronic Absenteeism was 5.26%. Our goal is to maintain low severe chronic absenteeism and continue to identify students and families in need and provide support where appropriate.

Tier 1

A. Monitor Data (Tier 1)

• Determine what constitutes chronic or severe absenteeism; 5 or more days absent or equivalent minutes (1800 minutes); 10 or more days absent or equivalent minutes (3600 minutes).

• Leadership team will monitor and review the percentage of Regular Attenders, At-Risk, Chronic & Severe Chronic Absent students twice each month as a collaborative team. Data will help the team determine communication needs to students and parents.

• Using the OptiSpool District Report, the attendance team will keep an accurate count of daily attendance on Pinnacle. This includes entering excused attendance calls from the Attendance Hotline. The team is also responsible for recording early sign-outs and entering information when there is a substitute.

• Daily class attendance is monitored on Pinnacle with automated phone calls are generated by ParentLink to inform parents every time a student misses class during any period during the day (unexcused absence).

• Any student that arrives to school after the 1st Period late bell will report to the front lobby until 10:00 am. The student is logged into the system and given a pass to the corresponding

class. Students who arrive after 10:00 a.m. will report to the front office. The student is logged into the system and given a pass to the corresponding class.

B. Engage Students and Families (Tier 1)

• School website includes a page titled “Report an Absence” under the Contact menu to inform all stakeholders how parents can report an excused absence by:

o Written excuse/ explanation note,

o Phone call or voicemail, or

o Electronic transmission. Website will include the dedicated Attendance Line phone number and a link to an online form.

• Utilize school newsletter, website and ParentLink to give parents information regarding attendance. Messages will be available electronically, texts, and phone calls.

• In regular ParentLink communications, the administrator or designee will include brief messages about school attendance. ParentLink emails can be used to communicate attendance goals to all parents to maintain a focus on the impact of attendance in relation to academic achievement.

• Appropriate staff will call or email parents to verify excused absences as needed. • Regularly share information about the current state of attendance at parent conferences,

PTA/PTSA meetings, SAC meetings, SAF meetings, student assemblies, morning announcements, school newsletters, and ParentLink communications. (SAC is the School Advisory Council; SAF is the School Advisory Forum)

• Target population students’ attendance will be monitored by PASL teachers and the Community Liaison. Teachers will be encouraged to acknowledge and recognize students with perfect attendance quarterly.

C. Recognize Good and Improved Attendance (Tier 1)

• Regular attenders are at school more than 95% of school days. Recognize entire grade levels that have the highest percentage of students in regular attendance. Announcements may be made during morning announcements/show, lunch periods, afternoon announcements, a common bulletin board, and special student assemblies.

• Start with “hello.” Teachers, administrators, and support staff visibility in the hallways is helpful for safety. Greeting students with positive affirmations helps establish positive relationships and a healthy school culture associated with improved attendance.

• Congratulate regular attenders with an email through ParentLink to all parents of regular attenders.

• To recognize improved attendance, provide certificates at the end of each quarter during the Breakfast of Champions assembly for target population.

• Organize a Pep Rally that celebrates perfect attendance (in addition to achievement and crunch time test preparation) as an incentive for “exemplary” attendance (perfect and most improved).

D. Provide Personalized Outreach (Tier 1)

• Ensure that parent phone numbers and email address remain current by encouraging online registration at the beginning of the school year and cross checking parent contact information when a parent reports an absence.

• In addition to parents being notified in the school monthly newsletter, a parent link that highlights that “attendance matters” will be sent. The message will remind parents of after school sports, clubs and activities that engage students’ interest in attending school regularly.

• In addition to a robocall made for each student absence, classroom teachers are urged to

contact parents when patterns of absenteeism arise within a two-week period on electronic platforms such as Canvas and Remind. This will provide a blurb with the data percentages to urge or celebrate improvement.

• As a part of the RMG initiative, parents will be contacted personally to offer support and provided information in order to prevent chronic absenteeism by PASL teachers and Community Liaison.

• School staff will host a transition meeting for students moving from 5th grade into middle school. Families will see classrooms, tour the school, and learn the importance of regular attendance their child's academic success from middle school through their senior year. Developing positive habits associated with academic success.

• Counselors will coordinate with high schools to work with a successful transition plan for 8th graders moving up to high school to relieve student/parent stress about the switch to a bigger school with the purpose of curving absenteeism.

• Include attendance information on student report cards to display the number of days present, absent, and tardy.

E. Remove Barriers (Tier 1)

• Adoption of a school climate initiative aimed at improving approaches to student discipline and creating a more welcoming environment, such as deliberate training for Conscious Discipline.

• Announce that the school provides free breakfast for all students every day. • Provide an enclosed bike rack in a locked gate that is available for students that arrive by

bicycle. The rack is locked after school begins and is unlocked and monitored by designated staff after school.

• School grounds will become accessible for students that need to be dropped off early and are assigned to before care program.

• When appropriate, promote a safe-walk-to-school program to address community safety. • Provide health interventions that include flu shots, eye exams, dental cleanings and a nurse to

assist students with administering prescribed medicine.

• The SAC chair, Community Liaison from Family and Title I Coordinator will host parent nights throughout the year to inform parent and community members to community meetings to help address the barriers that keep children from attending school. Topics may include mental health, transportation, homelessness and the McKinney Vento Act, Child abuse, domestic violence, foster care, and other topics identified by stakeholders (parents, teachers, administrators, students, community partners). Tier 2


• Each week the leadership team will review the non-attendance report from Opti-Spool during leadership meetings. Students will be identified, and teachers will be notified which of their students might be at-risk.

• Identify students with 5 unexcused absences within a 30-day period. At the earliest date, possible date schedule parent conference with an administrator, teachers, school counselor, and/or social worker. This conference is intended to educate parents on the Parent-School Compact and their responsibility to report absences, identify barriers to regular attendance, and resolve any problems for non-attendance. This conference is required and is intended to help reduce the number of parents that may be involved in the district’s Truancy Intervention Program (BTIP).

• Daily class attendance is monitored on Pinnacle with, this along with constant follow-up with students that demonstrate a trend, from 3 or more consecutive days, to severely chronic absenteeism will be flagged for parent contact by 1 or more faculty members.

• Using BASIS, weekly data chats with Community Liaison regarding students that demonstrate 1 or

more warning signs will be closely monitored, offered a mentor. • Utilize the RMG Community Liaison and IMT log for attendance to identify chronic absenteeism

amongst the target population group and respond accordingly with a phone call, home visit, teacher conference, and guidance referral.

• Teachers will receive an email or be asked to communicate any special needs they identify in order to support students that have a pattern of absenteeism.

• School counselors will work closely with Community Liaison to monitor attendance with the leadership team to monitor and identify target population students, and respond accordingly.


• Push all Attendance Success plans and use contract with students and parents with excessive

absences (excused or unexcused). • School counselors, as a part of the school’s leadership team and support staff will reach out to

parents, Liaison will perform home visits for target population students. • A teacher will make contact via the phone if a student has two unexcused absences (for

infractions such as skipping class). If the parent contact phone number is not correct, the teacher will notify the grade-level secretary via e-mail within 24 hours. The grade-level secretary will obtain a working phone number from the emergency card.

• Staff will help identify any family needs and connect the family with services (food pantry, clothing assistance, literacy programs, transportation, etc.).

• Help parents understand and avoid legal consequences of extreme chronic absence. • Nurture teacher interest and capacity in helping to reach out to chronically absent students and

their families. • Determine if the student has make-up work that is needed to keep up their grade point average

and ensure the student and their family understand what make-up work is due. • Engage students in tracking their own attendance daily, especially target population students in

PASL classes. • Work with students and families to set attendance goals and time frames that are attainable to

help improve attendance for at-risk or chronically absent students.

• Teachers will also be offered support for engaging parents via SEL or Community Liaisons and Guidance.

• One on one, and other supports will be offered to parents who need help understanding their role and students’ role in ensuring student attendance is regular.


• Recognize good and improved attendance weekly for students that have attendance goals and time frames that are attainable to help improve attendance for at-risk or chronically absent students. Include parents when possible.

• Recognize these students routinely for good and improved attendance. Positive reinforcement and trusting relationships with staff can help improve attendance.

• Recognize good and improved attendance weekly school-wide. Social expectations that are important in the school culture can encourage “at-risk attendance” students to attend more regularly.

• With personalized outreach provided by faculty, including PASL teachers and Community Liaison, identify and acknowledge students and parents that have increased attendance.

• Recognition is as informal as follow-up phone call, teacher to reach out parents, certificate of improvement, and invitation to parent engagement event.

• Also, teachers will recognize students personally, in our newsletter as Most Improved/ Participation awards for grade levels.

D. Provide Personal Outreach (Tier 2)

• Our school has a version of Attendance Buddies in two mentoring programs (one or girls and one for boys) that demonstrate needs in areas that include chronic absenteeism. These mentors partner with at-risk attendance” students to draft a plan of action to remedy the reasons and needs the student identifies or exposes. Some of these students will have a attendance contract drawn up to help track improved attendance trends to develop better habits.

• Facilitate Parent-Teacher Conferences, where the compact is discussed with support staff to identify the barriers that may be addressed to minimize absenteeism.

• Apply SEL through PASL classes, electives and effective teacher to build student relationships to identify needs specific to each child. Work with community partners to support and address the needs of our community.

• Engage all SEL resources and community partners, and resources as needed to address barriers • Connect families with the school social worker and agencies to provide insight as to the role of a

school appointed social worker or other resources.


• Involve public agencies, community partners, and resources as needed to address barriers identified through parent conferences, communication with family, or other sources.

• Involve the school nurse when necessary to follow-up on medically related absences and train staff to recognize signs illness.

• Continue to offer before and after care to students and parents that have transportation, housing, employment issues that keep students from attending school. Also, engage and communicate with feeder schools to monitor trends in families with multiple students that demonstrate warning signs that include absenteeism. Advertise free breakfast for every student and hot meal during after care.

• Utilize Community Liaison and mentors to engage and reach out to parents and students to support and address students’ needs.

Tier 3 interventions include all Tier 2 strategies, in addition to: A. Monitor Data (Tier 3) Daily tracking and key faculty members of attendance for severely chronic absenteeism

• Identify students at the beginning of the school year that demonstrate a history of sever chronic absenteeism (missing more than 20% of a school year).

• Review attendance daily and ensure that Tier 3 students are in school each day. Follow up on each absence for each student identified for Tier 3 interventions.

• Leadership team will monitor the non-attendance report from Opti-Spool, data from BASIS to identify students that are missing too many school days. Determine if a student is exhibiting a pattern on non-attendance. Child study teams such as Response-to-Intervention (RtI) may be needed for determination.

• For students whose parents are not responding to inventions, ensure that teachers have logged frequent attempts at communication in BASIS under Tier 1 Behavior. The school should retain copies of attendance contract and “Attendance Success Plans” that may be used as evidence of school intervention if legal interventions are needed in the future.

• Continuous collaboration between Administrators. School Social Worker teachers, Community Liaison, and guidance to determine student needs.

• Schedule follow-up and home visits by Community Liaison to determine barriers outside of school. • Provide alternate academic setting that is conducive to student need.

• Constant and accurate data collection and review of Terms L-Panel.

C. Engage Students and Families (Tier 3)

Assess student and family needs and intensify outreach: • Refer students and families to appropriate service agencies, after referring student to Guidance

based on grade level to offer services that include, but are not limited to: - Conferencing with school/parent/student - Follow-up guidance counseling (weekly) - Notify School Social Worker; with a BASIS referral (Ms. Luz Rodriguez-Ortega) or Family Counselor referral (Ms. Cindy Phillipe). - Disseminate District-generated letter to parents and students. - Determine if the student and their family is, or should be, agency involved. If they are, work to set up a meeting to coordinate service.

• Use parent engagement events and conferences to ensure parents are informed of all supports, interventions, and consequences of absenteeism.

• Collaborate with feeder schools to engage families and parents with students in multiple schools. • Review District policies and procedures. • Inform parties of driver’s license implications (state law). Determine if the courts have access to

additional programs or services that can assist families. • Develop a collaborative plan/contract for individual students that emphasizes positive supports,

interventions and programs to keep students in school

D. Recognize Good and Improved Attendance (Tier 3)

• Incorporate appropriate positive reinforcements into plans for supporting the students’ improved attendance.

• Collaborate with staff and faculty support to identify and recognize improved attendance and include recognition practices from Tier 1 and 2 as appropriate.

• Align Positive Behavior and Incentives Plan to identify and reward students with improved attendance on a school to school.

• Invite and acknowledge parents that support and help increase attendance. • Use Community Liaison to work with and keep in contact with parents as a proactive measure to

addressing gaps that cause absenteeism and provide tips to decrease absenteeism • For students give scheduling options.


• Ensure continued positive and regular contact with the family. • Check-in on agreements at appropriate intervals. • Follow through on commitment to contact, recognize, and support at appropriate intervals. • Refer students with Mentors, and Peer Mentors • Use PASL teachers and teacher mentors to monitor and support students. • Community Liaison engages with families through phone calls, home visits to provide students with

constant monitoring. • Document interventions on L27 panel.


• Implement agreed upon family intervention plan. Monitor for progress • Connect students with chronic physical and mental health issues to medical providers. • Work with the school social worker and other state and legal agencies to determine necessary

steps to addressing student needs.

• Ensure parents have all pertinent information. • Collaborate with IMT, Community Liaison, Teachers, Registrar, Attendance Team, SEL Liaison, and

Admin to create an appropriate and comprehensive attendance plan. • Engage school Family Counselor, Social Worker and Support staff to work with students beyond

academics. • Use resources provided by the District / Community. • Explore how to help families address financial/ employment and mental health issues.

Tier 1

Tier 1: School wide Attendance Campaign – Address all five-core ingredients. Tier 1 is intended to reach 100% of students, parents, school staff, and community stakeholders. This is where the school’s attendance campaign casts a wide net. Strategies are general to reach the largest audiences. Tier 1 Plan


• Leadership team will monitor and review the percentage of Regular Attenders, At-Risk, Chronic & Severe Chronic Absent students twice each month as a collaborative team. Data will help the team determine communication needs to students and parents.

• Every week of school, the administrative team will review weekly report from “Opti-Spool” that provides a preliminary list of students that may be exhibiting a pattern of nonattendance. The administrative team will determine next steps for each student with the guidance from one or more support teams (Collaborative Problem-Solving Team and/or Response-to-Intervention team).

• The administrative team will monitor attendance input from teachers and attendance clerks to ensure that all students have an attendance code recorded by their teachers for every period of each school day. Monitoring the number of attendance codes per student helps to improve attendance recordkeeping practices within the school.


• School website includes a page titled “Report an Absence” under the Contact menu to inform all stakeholders how parents can report an excused absence by:

o Written excuse/ explanation note,

o Phone call or voicemail, or

o Electronic transmission. Website will include the dedicated Attendance Line phone number and a link to an online form.

• In regular ParentLink communications, the administrator or designee will include brief messages about school attendance.

• Appropriate staff will call or email parents to verify excused absences as needed.

• Regularly share information about the current state of attendance at parent conferences, PTA/PTSA meetings, SAC meetings, SAF meetings, student assemblies, morning announcements, school newsletters, and ParentLink communications. (SAC is the School Advisory Council; SAF is the School Advisory Forum)

• ParentLink emails can be used to communicate attendance goals to all parents. This strategy helps maintain a focus on the impact of attendance in relation to academic achievement.


• Regular attenders are at school more than 95% of school days. Recognize entire grade levels that have the highest percentage of students in regular attendance. Announcements may be made

during morning announcements/show, lunch periods, afternoon announcements, a common bulletin board, and special student assemblies.

• Start with “hello.” Teachers, administrators, and support staff visibility in the hallways is helpful for safety. Greeting students with positive affirmations helps establish positive relationships and a healthy school culture associated with improved attendance.

• Congratulate regular attenders with an email through ParentLink to all parents of regular attenders. Community partners may share coupons or vouchers that can be distributed by email (saving paper, ink, time, and manpower for distribution).


• Make direct phone calls to discuss attendance, after-school opportunities (clubs, athletics, academic support programs, post-secondary plans).

• Ensure that parent phone numbers and email addresses remain current by encouraging online registration at the beginning of the school year and cross-checking parent contact information when a parent reports an absence.

• For each student absence, a robocall will be initiated to the parent of each absent student to include a voice message, text message, and email to notify the parent of a recorded absence and the expectation to request the reason for absence from the parent. These calls are initiated by a District office to aid in the efficiency of day-to-day operations at the school.

• Include attendance information on student report cards to display the number of days present, absent, and tardy. Accurate attendance recordkeeping helps facilitate this personalization.


• Promote awareness of the school breakfast program that is available to all students AT NO COST.

• Invite parents and community members to community meetings to help address the barriers that keep children from attending school. Topics may include mental health, transportation, homelessness and the McKinney Vento Act, Child abuse, domestic violence, foster care, and other topics identified by stakeholders (parents, teachers, administrators, students, community partners).

• When appropriate, promote a safe-walk-to-school program to address community safety.

• Health interventions such as flu shots, dental checkups and asthma management plans.

• Adoption of a school climate initiative aimed at improving approaches to student discipline and creating a more welcoming environment.

Tier 2

Tier 2: Strategies and Interventions to Improve Attendance – Address all five core ingredients. Tier 2 identifies students using early warning indicators to make connections with students and families at the onset of the school year or emergence of patterns of non-attendance during the school year. Early warning indicators include prior year chronic absenteeism, 3 or more absences in the first 4 weeks of enrollment, and more than 10% of school days absent in any time period from the beginning of the student’s enrollment.

q Tier 2 represents strategies and interventions needed for about 20% of students in Broward Schools. q Chronic Absenteeism: Absent for 10% or more school days. Total absences include excused,

unexcused, and suspensions as days of instruction missed. Early interventions are recommended before the end of September and continuing throughout the school year.

Tier 2 Plan


• Each week, the leadership team will review the non-attendance report from Opti-Spool during leadership meetings. Students will be identified, and teachers will be notified which of their students might be at-risk.

• Identify students with 5 unexcused absences within a 30-day period. At the earliest possible date, schedule parent conferences with an administrator, teachers, school counselor, and/or school social worker. This conference is intended to educate parents about their responsibility to report absences, identify barriers to regular school attendance, and resolve the problem of nonattendance. For truancy prevention of enrolled students age 6 and up, a meeting is required by all public schools under Florida statute 1003.26(1)(b). This conference also helps reduce the number of parents that may be involved in final stages of the Broward

Truancy Intervention Program (BTIP) or for families that may reach a point where the State Attorney’s Office must become involved in relation to a student’s nonattendance under Florida statute 1003.27.

• Weekly, using BASIS, the leadership team will identify students that have enough absences to be considered chronically absent. Data will help the team determine which families to include special messaging to reduce absences.

• Teachers will monitor attendance using Pinnacle and BASIS and consult with support staff for help in redirecting absenteeism behavior.

• School Counselors will monitor attendance with the leadership team to assist in identifying students that may have a need for wrap-around services. Appropriate District support staff will be included in communication for cases that are likely to involve a need for medical interventions (school nurse), assess needs related to mental health and family stability (school psychologist or school social worker).

• B. Engage Students and Families (Tier 2)

• Attendance Success Plans and Attendance Contracts: For students with excessive absences (excused or unexcused), templates are available from the Student Services Department’s Attendance Program and School Social Work Program. Parents and student will work with the School Counselor or School Social Worker to develop a personalized “Student Success Plan for Attendance” to help track attendance so the child does not miss too many school days. There is a correlation between good attendance and good academic performance.

• School Counselors, as part of the school’s leadership team & support staff, will reach out by phone to speak with parents of chronically absent students to identify if any support is needed for the family.

• Staff will help identify any family needs and connect the family with services (food pantry, clothing assistance, literacy programs, transportation, etc.).

• Help parents understand and avoid legal consequences of extreme chronic absence.

• Nurture teacher interest and capacity in helping to reach out to chronically absent students and their families.

• Determine if the student has make-up work that is needed to keep up their grade point average and ensure the student and their family understand what make-up work is due.

• Engage students in tracking their own attendance daily.

• Work with students and families to set attendance goals and time frames that are attainable to help improve attendance for at-risk or chronically absent students.


• Recognize good and improved attendance weekly for students that have attendance goals and time frames that are attainable to help improve attendance for at-risk or chronically absent students. Include parents and students when possible.

• Recognize these students routinely for good and improved attendance. Positive reinforcement and trusting relationships with staff can help improve attendance.

• Recognize good and improved attendance weekly schoolwide. Social expectations that are important in the school culture can encourage “at-risk attendance” students to attend more regularly.

• Develop strategies with students based on age, interest, and other factors.


• Our school may initiate the use of “Attendance Buddies.” An Attendance Buddy can be adults and responsible student volunteers who partner with “at-risk attendance” students to form relationships that encourage better attendance. Students that might benefit from an Attendance Buddy can be identified as those with a prior history of chronic absenteeism and current year absences.

• Parent-Teacher Conferences with support staff will be scheduled to discuss absences and challenges to identify the barriers that may be addressed through community supports (transportation, food pantry, family counseling through BCPS).


• Involve public agencies, community partners, and resources as needed to address barriers identified through

parent conferences, communications with family, or other sources.

• Involve the school nurse when necessary to follow-up on medically related absences and train staff to recognize signs of illness.

• Connect families with the School Social Worker to provide insight as to the role of a School Social Worker, establish a relationship, and provide clinical support and services.

Tier 3

q Tier 3 Interventions– Address all five core ingredients. Tier 3 is the highest level of intervention and

support for students that are absent 20% or more school days during the year. q At most schools, Tier 3 interventions are typically needed for about 5% of the student population in

Broward County Public Schools. These students may require more supports based on their specific barriers and needs.

Tier 3 Plan


• August/September: Identify students with a history of severe chronic absenteeism (missing more than 20% of a school year).

• Review attendance daily and ensure that Tier 3 students are in school each day. Follow up on each absence for each student identified for Tier 3 intervention. Personal communication early in the school year may mitigate the need for further Tier 2/3 interventions later in the school year.

• Leadership team will monitor the non-attendance report from Opti-Spool, data from BASIS to identify students that are missing too many school days. Determine if a student is exhibiting a pattern of nonattendance. Child study teams like Collaborative Problem-Solving Team (CPST) or Response-to-Intervention (RtI) may be needed for determination.

• Attendance data is one of the metrics brought to discussion for the Collaborative Problem-Solving Team (CPST) and Response-to-Intervention (RtI). Attendance data may help uncover bigger issues the student or family are experiencing.

• For students whose parents are not responding to interventions, ensure that teachers have logged frequent attempts at communication in BASIS under Tier 1 Behavior. The school should retain copies of attendance contracts and “Attendance Success Plans” that may be used as evidence of school interventions if legal interventions are needed in the future.


Assess student and family needs and intensify outreach:

• Determine if the student and their family is, or should be, agency involved. If they are, work to set up a meeting to coordinate services.

• Refer students and families to appropriate service agencies (e.g. social services, human resources, counseling, housing, and health services).

• Work with relevant agencies to develop a comprehensive educational plan that also address student and family needs.

• Share data with appropriate agencies and ensure that agencies are using chronic absence as a must-respond-to indicator.

• Work with families to avoid legal consequences to the extent possible.

If necessary, leverage the power of the courts to involve families and students in needed services and interventions.

• Determine if the courts have access to additional programs or services that would assist the family in

overcoming barriers to attendance.

Work to ensure that the student is connected to positive supports and programs (examples include mentoring, a referral to a school social worker, positive peer interactions, a school-based adult as an “attendance buddy”)


• Incorporate appropriate positive reinforcements into plans for supporting the student’s improved attendance.

• Include recognition practices from Tier 1 and Tier 2 as appropriate.


• Ensure continued positive and regular contact with the family.

• Check-in on agreements at appropriate intervals.

• Follow through on commitments of support to the family.

• When the student is absent from school, ensure assigned personnel is following up on each absence.


• Implement agreed upon family intervention plan. Monitor for progress.

• Connect students who have chronic physical and mental health issues to medical providers.

• Work with the school social worker, Student Services Department, and the State Attorney’s Office to determine next steps related to legal proceedings.

2019/20 Attendance Plan School Improvement Plan (SIP ...

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