April 7, 2016 MDLC/ YAR Presentation Urban Child Symposium

School Attendance Chronic absenteeism means missing 10 percent of a school year for any reason.

Baltimore City Public Schools Attendance Data * During SY Elementary school: 26.2% of students with IEPs were absent 20 or more days as compared to 18.3% of general education students Middle School: 29.1% of students with IEPs were absent 20 or more days as compared to 17.3% of general education students High School: 50.3% of students with IEPs were absent 20 or more days as compared to 39.8% of general education students * Data from Maryland Report Card

Maryland Public Schools Attendance Data * During SY Elementary school: 13.1% of students with IEPs were absent 20 or more days as compared to 6.6% of general education students Middle School: 18.2% of students with IEPs were absent 20 or more days as compared to 8.6% of general education students High School: 29.3% of students with IEPs were absent 20 or more days as compared to 17.0% of general education students * Data from Maryland Report Card

Attendance And The IEP Process The IEP team should consider whether providing services and supports to assist a student to improve attendance is part of providing a free appropriate public education. If so, the team, including the student and their family, can identify attendance barriers and design strategies to overcome the barriers. Students might direct their own IEP team meetings to learn self-advocacy skills, to identify attendance barriers and to feel more accountable for their learning and their attendance.

Top Demands of High School Students Community based learning opportunities and internships. Classes that teach life-skills including tax preparation, building credit, homeownership, driving, investing and stock market. Childcare or assistance getting childcare. Strategies to include students with disabilities including better training for teachers, peer advocates, disability awareness for students