Attendance Best Practices Resource Guide

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1 Leading Mentally Healthy Schools to promote well-being Attendance Best Practices Resource Guide EVERY SCHOOL DAY COUNTS SCHOOL CLIMATE & STUDENT WELL-BEING SERVICES

2 Hastings and Prince Edward District School Board ACKNOWLEDGEMENTS This handbook has been updated for Hastings and Prince Edward District School Board by: Shelley Steacy and Kelly Towers Attendance Counsellors Many Thanks To The Attendance Handbook of Social Work Services from Hamilton-Wentworth District School Board and for their original consultation on this handbook. School Climate and Student Well-Being Leadership Team has used ideas from many sources. Despite attempts to identify ownership of all materials, the possibility exists that materials and ideas are original when they are not. If readers identify any materials used inappropriately they are asked to advise the School Climate and Student Well-Being Department so that errors may be addressed. Inquiries or concerns of this nature should be addressed to: Superintendent of Education, School Climate and Student Well-Being Services Hastings and Prince Edward District School Board 156 Ann Street Belleville, Ontario K8N 3L3 Material in this document should not be copied or reproduced without permission of Hastings and Prince Edward District School Board. Hastings and Prince Edward District School Board Page 2 of 14

3 Table of Contents Introduction... 4 Attendance counselling services overview... 5 The attendance issue... 5 The attendance counsellor role... 5 Guidelines for referrals... 6 Guidelines for sending letters... 6 Attendance Referral Protocol... 7 The Process... 7 The Required Prolonged Absence Process... 8 Appendix A: Interventions Appendix B: Considerations about attendance concerns Appendix C: Suggested elementary attendance improvement interventions Appendix D: Suggested secondary attendance improvement interventions Appendix E-1: Sample (optional) teacher letter - three unexplained absences Error! Bookmark not defined. Appendix E-2: Sample (optional) principal letter - three unexplained absences Appendix F: Sample school letter- first notice... Error! Bookmark not defined. Appendix G: Sample school letter - second notice... Error! Bookmark not defined. Appendix H: Sample letter- 60 day removal from Register... Error! Bookmark not defined. Appendix I: Referral to Attendance Counselling Services Hastings and Prince Edward District School Board Page 3 of 14

4 Introduction Absenteeism is a serious and costly problem. Statistics, interspersed throughout reports and articles, attest to the seriousness of absenteeism and, since the 1970 s, it has plagued schools to the point where it remains as one of the most serious problems facing North American schools today. There are a number of principles to consider when addressing attendance issues. Nonattendance can be an indicator of an obstacle involving the student, difficulties in the family, in the school, in society, or problems interrelated in the above components. Research outlines a multitude of strategies to address absenteeism, stressing the importance of understanding the cause of the non-attendance in order to apply effective strategies to improve attendance. Absenteeism continues to have a direct, negative effect on student achievement, promotion, graduation, self-esteem and employment potential. The attendance rate directly affects the quality of the school climate, the delivery of instruction and the relationship between members of the school and community. Patterns or habits that begin in childhood often continue into adulthood. Students who do not attend school have been found to have less well-developed academic skills, hold lower status jobs, have more unstable job histories, experience higher levels of anti-social behavior and substance abuse and, more frequently have criminal records. All school boards are mandated to appoint one or more school attendance counsellors. The attendance counsellor is to investigate every referred case of a compulsory school-aged child s failure to attend school, intervene to try and get the child back to school and give written warning of the consequences to the parent and to the child. Similarly, the Provincial School Attendance Counsellor (PSAC) is responsible for ensuring compulsory school attendance on a province wide basis. Hastings and Prince Edward District School Board aligns its practices with the following Ministry goals for education; Achieving Excellence, Promoting Well-Being, Ensuring Equity, and Enhancing Public Confidence. School Climate and Student Well-Being Services recognizes the importance of ensuring equity and promoting Well-Being for all students. We work together within our own system and with our community partners to inspire every student to reach their full potential and provide access to rich learning experiences. For some students, and their families, barriers to reaching this potential exist and may manifest as habitual absence from school and/or worrisome behaviours at home, school and in the community. We recognize that in order for every student to achieve excellence and experience a positive sense of self and belonging, they must be in regular attendance at school because Every School Day Counts. Hastings and Prince Edward District School Board Page 4 of 14

5 Attendance counselling services overview Attendance counsellors are committed to the Hastings and Prince Edward District School Board system plan, known as; AiM- Achievement in Motion for Student Success. Interventions by the attendance counsellors are intended to create strategies to ensure students acquire skills needed to succeed in school and in life and to become competent, well rounded, critical thinkers. Attendance Counselling Services Mission Statement To protect the right of every student to receive an education. To protect the right of every student to make the most effective use of their school experience. To act as an advocate for the student in dealing with parents, teachers and the community. To promote a more effective relationship between the home, the school, and the community. To provide support and information to system personnel in meeting the needs of the students. To fulfill the legal mandate concerning compulsory school attendance as outlined in the Education Act. The attendance issue Early identification of problematic attendance is critical to a child s progress. Absenteeism is an issue that concerns everyone in a child s education. The Education Act states, that every child must attend school from the first day in September after their sixth birthday until the last school day in June in the calendar year in which they become eighteen or until their eighteenth birthday, whichever comes first. The attendance counsellor, in consultation with the Superintendent of Education, School Climate and Student Well-Being Services, is responsible to administer the attendance policies and procedures. When irregular attendance is identified by school personnel, intervention at an early stage is most beneficial to both the student and the school. Timing is a crucial factor. Poor attendance patterns are often developed early and the probability of successful intervention is more likely if referrals are made before the student absence becomes chronic or habitual. For the purpose of this resource guide, problematic attendance is defined as follows; three unexplained absences, 10 absences per term or 20 absences per year. Early referrals to the attendance counsellor enable them to determine and deal with underlying causes of the attendance problem before it becomes an entrenched behaviour. Proactive consultation with the Attendance Counsellor is most effective in helping the student return to regular attendance at school. The attendance counsellor role The attendance counsellor position is established and required under The Education Act, Section 25 (1) to (5). Attendance counsellors have jurisdiction over and are responsible for the enforcement of compulsory school attendance with respect to every child who is required to attend school. However, as implied by the title, the role is primarily that of a counsellor. Hastings and Prince Edward District School Board Page 5 of 14

6 Guidelines for referrals Consultation with the attendance counsellor should be initiated when: absence is frequent, prolonged or unexplained; absence begins to show a pattern; absence affects progress; attempts by school personnel to improve irregular attendance have not achieved the desired results (see Attendance Protocol, page 6 and Appendices C and D); the school has not been able to contact the parent; the parent s explanation for absences are suspect or inconsistent (i.e. 3 unexplained absences); an excess of 10 absences per term or 20 absences per year without supporting medical documentation have occurred; 15 consecutive days of absence have occurred (see prolonged absence process); the principal has reviewed the Instructions for the Use of Computerized Enrolment Registers for Elementary and Secondary Schools ( for the current school year and requires clarification regarding removal of a student from the register. Guidelines for sending letters When concerned with a student s attendance pattern, it is suggested that a letter be sent to the student s parent identifying the following; number of absences; expectations; and/or invites the parent to participate in finding solutions and/or developing plans to improve attendance (refer to Appendix F and G). More than one letter may be sent to inform and/or invite planning. These remedial steps should occur prior to referral to the attendance counsellor. Should future legal action be necessary, this documentation is required. Note: The attendance counsellor s role is one of supportive, helpful intervention. The attendance counsellor may, when circumstances warrant, initiate court proceedings. However, before court action is initiated, detailed documentation must be compiled indicating that all efforts and alternatives within the Board and the community have been exhausted. Hastings and Prince Edward District School Board Page 6 of 14

7 Attendance Referral Protocol We believe Every School Day Counts Student attendance is a shared responsibility: Addressing problematic school attendance is a shared responsibility, which requires a team effort involving home, school and community partners. The teacher, principal, child and youth counsellor and the attendance counsellor work with the family as a team to identify the root cause of the absenteeism and develop strategies to address barriers to regular attendance at school. When appropriate, community partners are included on the team with parent consent, to enhance supportive measures that will enable the student to succeed at school and attend regularly. The Process Phase I Problematic attendance A student has three unexplained absences, or 10 unexplained absences per term or 20 per year without supporting medical documentation. The student is missing opportunities for school involvement and achievement. 1. The classroom teacher identifies students with an attendance concern and discusses reasons for absence with the student. 2. The teacher consults with colleagues and the principal for problem-solving suggestions such as: program changes, telephone contact, interviews. Discussions with parents regarding support options and responsibilities would be beneficial at this stage. 3. If absences continue and the school has been unable to contact the parent, letter(s) should be sent home and a referral is made to the child and youth counsellor. Phase II Chronic absenteeism Phase I has been addressed. The student s continuing absentee pattern is seriously affecting their ability to succeed in school. Less intrusive measures have been unsuccessful. The student is no longer an active participant in regular school activities. 1. The principal completes the Attendance Counsellor Referral Form (attached as Appendix I) and submits to the attendance counsellor. Hastings and Prince Edward District School Board Page 7 of 14

8 The Required Prolonged Absence Process Follow this process when a student has been absent 15 consecutive days. It is the school s responsibility to contact the parent or adult student in order to determine why the student has not been in attendance. All contacts and documentation are to be noted in the electronic registers. The removal of a student s name from the register does not negate the obligations under the Education Act for compulsory attendance. The attendance counsellor is to be advised of the removal of names from the register of compulsory-aged students (including those who may have been shown as retired on the sixteenth day of prolonged absence). Procedure: 1. After 15 consecutive days of absence, a student must be shown as a retirement in the register on the day immediately following the last day of attendance. 2. However, a student of compulsory school age may be maintained on the register beyond the fifteen consecutive days of absence, but less than 30 days, if the principal completes the Prolonged Absence Form and sends it to the attendance counsellor on the 16 th day. 3. After the 15 th day of consecutive absenteeism, without appropriate supporting medical documentation, the prolonged absence form will be completed in Maplewood, on the 16 th day, and submitted electronically to the attendance counsellor. 4. To retain a non-attending student on a register for day 30 and beyond, a memo is required from the attendance counsellor at the beginning of any subsequent 15 day period (i.e.; day 30 and day 45). When the memo is received by the school, the attendance secretary must enter a C into the register on the day that the memo is dated, which signifies contact from the attendance counsellor. The school is responsible for notifying the attendance counsellor on each subsequent 15 day period (i.e.; day 30 and day 45). 5. Where, for any reason, the attendance counsellor does not submit a memo or indicates that the student s file has become inactive; the student shall be shown as a retirement on the day following the last 15 day period (e.g., the 31st day, the 46th day etc). 6. However, the removal of a student s name from the register does not mean that the student need not attend school. Attendance for students of compulsory school age is required under the Education Act and the principal must advise the attendance counsellor of the removal of the names of all such students from the register. Hastings and Prince Edward District School Board Page 8 of 14

9 7. When a student has been absent for 60 consecutive days and they are between the ages of years old, they must be removed from the register on the 60 th day of absence per Ontario Regulation 374/10. The school must maintain a list of names of those students who have been removed from the register and send a letter to the students at least once per semester notifying them that they have been removed from the register, and that because they are still of compulsory school age should be registered in a school program. The letter should invite them to meet with the school administration and develop a plan to return to school (see Appendix H for sample letter). Note: A G day or PA day occurring within what otherwise would be an unbroken series of days absent, does not break the series for purpose of the 15 day rule. Hastings and Prince Edward District School Board Page 9 of 14

10 Appendix A Interventions The following is a list of potential actions to address attendance issues. An attempt has been made to list the actions in a sequence that reflects the degree of intervention. Tracking absences and skipped classes Discussion with student Contact with parent Problem-solving with parent and student Offer incentives for improved attendance Contracting with the student Have the student chart his/her own attendance Engage the student in additional school activities to encourage attendance Interview with parents Interview with parents and student Consideration of implementing a restorative practice conference Letter to parents from the school principal or vice-principal outlining their concerns and expectations Consultation with the school child and youth counsellor Referral to the school child and youth counsellor Home visit by the child and youth counsellor Implementation of additional supportive measures (i.e. frequent contact with significant staff) Consideration of implementing an attendance group Consideration of implementing Dr. Kearney s School Refusal Assessment and Treatment Program Consideration of alternative in-school programming (i.e. assistance in the resource room, or learning centre) Consideration of alternative programming outside the regular school program (i.e. Supervised Alternative Learning (SAL), alternative education program) Referral to the attendance counsellor Hastings and Prince Edward District School Board Page 10 of 14

11 Considerations about attendance concerns The following information can act as a guide when thinking about attendance concerns: Student: Has the student been asked why he/she is not attending school? What is the student s age? Are there health issues? Are there learning difficulties? Are there social/emotional concerns? Are there indications of substance abuse? Are there child protection concerns? Are there mental health concerns? Has the student missed time from school due to conflicting appointments/activities? Is this a new occurrence or has attendance been a concern historically? Does the student have the potential to complete or achieve credits in this term? Family: Are the parents aware that an attendance problem exists? Does the family recognize the importance of regular school attendance? What is the attendance pattern of siblings? Do parents make contact with the school or respond to requests regarding their child s attendance? Does the student have adequate transportation? Appendix B Are there problems relating to health, mental health, domestic violence or substance abuse within the family? Are there financial difficulties within the family which impact on a student s attendance (i.e. no lunches, babysitting younger siblings etc.)? Hastings and Prince Edward District School Board Page 11 of 14

12 School: Has the student s O.S.R. been reviewed? Is there a pattern of non-attendance? Is the student s program level appropriate? Is there a concern that the student may be experiencing learning and/or communication difficulties? Has appropriate academic assistance been offered? Does the student have a positive relationship with a school staff member who could act as a mentor/support person? Has the student developed a peer group? Is this peer group positive in supporting regular school attendance? Does the student feel free from harassment and discrimination? Does the student feel a sense of belonging in a safe, respectful, inclusive learning environment Is the student involved in extracurricular activities (i.e. sports, clubs and special events)? Is the student frequently absent from a particular class or at a specific time of day? Has the school staff attempted to assist the student getting caught up on missed school work? Has the student been assisted in making a fresh start at regular school attendance? Hastings and Prince Edward District School Board Page 12 of 14

13 Appendix C Suggested elementary attendance improvement interventions Action/level Action contact Completed by School/office measures Referral to Child and Youth Counsellor Referral to Attendance Counsellor Prosecution under The Education Act Office contact with parents Teacher contact with parents School administration contact with parents (phone/letter/meeting) School is following attendance procedures (i.e. Administrative Procedures 302: Safe Arrival; Administrative Procedure 321: Pediculosis in Schools; Administrative Procedure 394: Compulsory School Attendance and Administrative Procedure 395: Supervised Alternative Learning) Other Academic resource/support Attendance contract development Daily attendance monitoring/charting Attendance program/group Counselling sessions Home visit Referral to community resources Restorative circle has been considered School refusal assessment completed School refusal treatment program implemented Other Parent notification of attendance counsellor intervention Counselling with student/parent Case conferencing School program modification Referral to community agencies Notification of possible court proceedings Parental charge Student charge Terms of probation Hastings and Prince Edward District School Board Page 13 of 14

14 Appendix D Suggested secondary attendance improvement interventions Action/level Action contact Completed by School/office measures Referral to Child and Youth Counsellor Referral to Attendance Counsellor Prosecution under The Education Act Office contact with parents Teacher contact with parents Administrator contact with parents Timetable change/academic resource School is following attendance procedures (i.e. Administrative Procedures 302: Safe Arrival; Administrative Procedure 321: Pediculosis in Schools; Administrative Procedure 394: Compulsory School Attendance and Administrative Procedure 395: Supervised Alternative Learning) Other Attendance contract development Daily signature sheets Attendance program/group Counselling sessions Referral to community agencies Alternative education options discussed (i.e. Administrative Procedure 395, Student Success support etc.) Restorative circle has been considered School refusal assessment completed School refusal treatment program implemented Other Attendance counsellor intervention Parent notification of attendance counsellor intervention Alternative education options reviewed (i.e.- Administrative Procedure 395, Student Success support etc.) School program modification Notification of court proceedings Parental charge Student prosecution Terms of probation Hastings and Prince Edward District School Board Page 14 of 14

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