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A refreshing new resource…just for you!
Welcome to the launch of the statewide AEA Well-Being Team newsletter. We appreciate all you do to make a difference with students and educators and are excited to support you in your efforts!
This year, we will begin by offering tips, tools, and talking points to address chronic absenteeism.
The newsletter is written with AEA staff in mind. Please tune in quarterly for Information you need, when you need it.
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Missing School Matters
A Rhode Island Data Hub analysis found that compared to kindergartners who attend regularly, those chronically absent (missing 10% of school):
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Scored 20% lower in reading and math in later grades and the gap grows.
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2X as likely to be retained in grade.
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2X likely to be suspended by the end of 7th grade.
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Likely to continue being chronically absent.
✔ Children who experience poverty are 4x more likely to be chronically absent in kindergarten.
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Absenteeism Predicts Dropout Rates
Students who are chronically absent in any year between 8th and 12th grade are 7.4 times more likely to drop out.
The adverse impact of absenteeism on literacy development is 75% greater for these children than for their middle-class peers.
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Mindset Matters
In order to effectively address chronic absenteeism, a shift in mindset is required. This means moving from a mindset of compliance to an opportunity to learn and see attendance data as a prompt for action.
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Start HERE
COMING SOON!! The Chronic Absenteeism Overview micro-credential
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Collaborate with teaching staff
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Make connections with students when they are absent and actively welcome them back.
- When students are absent, include relevant details about the absence in the log notes of the student information system (SIS). Details may include which family member contacted the school, the reason for the absence, etc.
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Reach out to frequently absent students, in a supportive manner, to find out why they are missing school and what would help them attend more regularly. Include communication attempts and contacts in SIS log notes.
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Collaborate with administrators
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Learn more
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Greeting at the Door
A classroom practice that focused on welcoming each student by name.
Learn more about this strategy in this document.
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A classroom practice that focuses on welcoming each student by name both in person and virtually.
Age Range: All grade levels
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Greeting students as they enter (or exit) your classroom is a simple and effective way to create a welcoming classroom and build positive relationships. Being greeted by an adult who is happy to see them can start a student’s school day on a positive note. Likewise, an affirmative interaction at the end of the class can end a student’s day on a positive note as well. Research has shown that positive greetings at the door increase students’ time on task, reduce disruptions, and build positive relationships (Allday & Pakurar, 2007; Cook et al., 2018).
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In-person:
1) Stand just outside or inside the door.
2) Greet each student by name.
3) Have a short, positive interaction (e.g., praise, friendly comment, question).
4) Direct them to the first activity
Virtual:
Although there may not be a physical door in the virtual classroom educators can welcome each student verbally or nonverbally to ensure they feel seen and valued. Educators can use a check-in routine, set up a do now procedure, or assign different student greeter roles in the classroom to ensure that each student gets recognized in each synchronous session. In asynchronous sessions, educators can welcome students by name in the recording.
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Relationship Mapping
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An activity that connects one adult to every student in school.
Age Range: All grade levels
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This reflective process helps identify students who do (or do not) have a positive relationship with an adult at school. Having a trusting and deep connection with students increases a sense of belonging in the school community, reduces bullying, lowers drop-out rates, and improves social and emotional capacities. This tool allows staff to inventory their relationships and create an action plan to ensure all students feel a sense of belonging.
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In-person:
This activity would ideally take place at the beginning of the school year (October). List student names on chart paper/whiteboard. All staff members should review the list of names and place a yellow dot to the left of the name if they have a positive relationship with that student and a red dot to the right if the staff member believes the student is at risk personally or academically. Staff would reflect on what connections need to be made and what risk factors they need to consider. A follow-up should be scheduled approximately four weeks after to check if connections were made with the identified students.
Virtually:
Consider using a protected Google/Excel spreadsheet to list the students’ names. Ask staff members to respond and use a coding system next to the names. Staff can meet as a whole or by grade-level teams.
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Attendance aligns with existing school priorities
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Remember….
Attendance is the responsibility of ALL.
A positive approach is the most effective approach.
Small changes can produce a big impact.
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Iowa’s Area Education Agencies are committed to supporting schools in promoting healthy learning environments that address the social, emotional, behavioral, and mental health well-being of students. These resources were compiled by a statewide AEA team dedicated to supporting the well-being of students, families and districts. For more information about these resources or other AEA services, please contact your local Area Education Agency.
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Statewide AEA Well-Being Team
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