Every Student, Every Day: Strategies to Address Attendance and Truancy April 12-13, 2016 Office of Student Services

“The reality is an absence is an absence, excused or not, and that child is not in that classroom benefiting from the instruction on that day. We have to work in our community, with our schools and our families to build a culture of attendance.” - Ralph Smith, Executive Vice President, Annie E. Casey Foundation

Absences by Sub Groups During the 2013-2014 School Year (180 Days)- Virginia This chart represents the range of absences by each sub group. Note that Hispanic and Black sub groups miss 20 percent or more of the school year than other groups. Below is a chart with the percentage for each sub group and missed days.  

Average Number of Days Missed Due to Suspensions 2013-2014 Elementary Middle High All Schools 66 819 1428 Fully Accredited 31 500 1204 NOT Fully Accredited 143 1357 2118

Classrooms NOT Courtrooms

Most Frequently Reported Offenses The most frequently reported offenses resulting in suspension: Defiance of authority/insubordination Classroom or campus disruption Minor physical altercation Disruptive demonstrations Using obscene/inappropriate language/gestures Disrespect/walking away Combined, these offenses account for 65% of all short-term suspensions What is the relationship between suspensions and chronic absence in your division? What policies or practices might be contributing to better outcomes, i.e. fewer students missing school due to suspensions? What discipline policies or practices do you want to reconsider? What norms, beliefs, values (school, parent, community culture) influence attendance? Take a moment and reflect on the following questions: What is the relationship between suspensions and chronic absence in your division? Perhaps your division has revised its discipline policy or student Code of Conduct. Perhaps some of your schools are focused on implementing Positive Behavioral Intervention Systems, Restorative Justice, Social-Emotional Learning or other non-punitive forms of discipline. What discipline policies or practices might you want to reconsider?

Some have more challenges than others Economic and social pressures Alterations in family composition and stability Breakdown of neighborhoods and extended families Weakening of community institutions Less contact between young people and parents Ongoing exposure to media that encourage health-damaging behavior Mental health and substance use problems

Attendance & Virginia’s Multi Tiered System of Supports A data-driven decision making and capacity building framework for establishing the academic, behavioral and social-emotional supports needed for a school to be an effective learning environment for all students ATTENDANCE

Multi Tiered System of Supports In Virginia, we refer to this framework as the Virginia Tiered System of Supports (VTSS). VTSS represents the integration of multiple systems supporting students and parents and collaborating with community entities.

Thank you for all that you do!