In order for Principals and Superintendents of elementary and secondary schools to address students who are chronically absent, referrals to attendance specialists are not enough. Principals, Vice-Principals and teachers need to use what schools have hiding in plain sight, relationships between students and a trusted, caring adult.
Belonging. Voice. Agency. These principles are applied to a whole school approach to students who are persistently and chronically absent by connections built WITH a trusted caring adult who is already in the school building. The trusted caring adult is a protective factor in early identification of risk factors associated with chronic absenteeism and increases the student’s sense of belonging at school. Caring adults’ relational skills are enhanced through online training which:
- breaks down Average Daily Attendance into students with names
- builds connections with students at risk of absenteeism
- focuses staff intention to have the greatest impact in preventing chronic absenteeism
- builds bridges of connection
- asks great questions
- listens to the answers
- is firm AND fair
- involves parents in a Fair Process
What Educators said:
“…those sunshine calls, how critical they are on showing parents that we care about their child, and it’s not, Just negative phone calls, but it’s the positive things that we tell them is they need to hear that as well.So one of the things I’m implementing as a result of this project is next year I’m tasking all the teachers in our school to do three sunshine calls” Teacher A, ATSA: 2by 10
“I think the biggest impact it probably had on was me as I mentioned, get me thinking about how we approach. Attendance piece next year. I wanna take a more active role as, the VP to keep track of not only two marker students, but more data in that sense. I’ve turned a lot of that over to our attendance counselor. But working closer with guidance and, finding out those reasons, finding out if there’s gaps that. Or areas that we need to provide something or step back or whatever it may be. So I think this project has just got my wheels turning for, next year.” Teacher B, ATSA: 2 by 10
“I think I’ll just more aware of that circle of shame.And I and I. I listened for it with my colleagues as well. You know. I was listening to one of my one of The classrooms right next door to me, and the teacher was saying to a to a child, You need to come to school every day. You can’t miss any more school, and I was thinking, it’s it’s so true she doesn’t need to come to school every day, but we need to be careful that we’re not shaming them that way. I’m definitely more aware of that now.” Teacher C, ATSA
