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TheÌý¿ìè³É°æÊÓƵÌýrecognizes that absenteeism is often indicative of studentsÌýhaving otherÌýunmet needs. The Department hasÌýasked forÌýfeedback from school districts andÌýBoardÌýof Cooperative Educational Services (BOCES)Ìýstatewide about strategies they’ve usedÌýand how they’re measuring success.

AÌýMulti-TieredÌýSystem ofÌýSupports (MTSS)Ìýis aÌýmodel schoolsÌýuse toÌýhelp students succeed. It consists of different levelsÌýof supportÌýdepending on the need.ÌýMTSS responds to theÌýacademic, behavioral, social-emotional,Ìýphysical,Ìýand mental health needs of students.Ìý

In New York, the State Education Department promotes an integrated MTSSÌý(MTSS-I). That meansÌýequal accessÌýto a safe learning environmentÌýforÌýall students – regardless of age, race, genderÌýidentity, socio-economic status, ability, citizenshipÌýstatus, or zip code.

The ¿ìè³É°æÊÓƵ Office of Special Education, in partnership with the University at Albany,ÌýoperatesÌýtheÌý. TheÌý¿ìè³É°æÊÓƵ MTSS-I Center’sÌýmission is to improve outcomes for all students. TheÌýCenterÌýsupports teachers and other professionals in learning how to effectively support students – not just academically. We know that all elementsÌý– academic, social-emotional,Ìýand behavioral -ÌýareÌýimpactedÌýby attendance.Ìý

Here’sÌýwhat MTSS-I looks like:ÌýÌý

• FoundationalÌýsupports for allÌýstudents andÌýfamiliesÌý
• Tier one:ÌýUniversal preventionÌýfor all students and familiesÌý
• Tier two:ÌýExtra help for some students (earlyÌýintervention)Ìý
• Tier three:ÌýIntensiveÌýhelp for select students (intensive intervention)

Foundational SupportsÌý

Foundational supports in schools are the conditions intentionally created to support the whole child and theirÌýfamily,Ìýso students are safe, healthy, connected, supported, and ready to learn. Schools canÌýuseÌýtheÌýÌýto promote positive school climates, strengthen family partnerships, support students’ physical and mental health, address basic needs, and foster a sense of belonging and engagement. All these factors encourageÌýregular attendance.

Universal PreventionÌý

UniversalÌýprevention is the term used to describe proactive, schoolwide strategiesÌýand support designedÌýto promote regular attendance and preventÌýemerging absenteeism concerns.ÌýUniversal prevention effortsÌýfocus onÌýclear and consistent attendance expectations,ÌýcreatingÌýwelcoming and engaging school and classroom environments, building strong relationships with students and families,Ìýreinforcing the importance of daily attendance, and early data monitoring practice toÌýidentifyÌýand respond to emerging concerns as quickly as possible.Ìý

Early InterventionÌý

Early interventionÌýis targeted supportÌýandÌýpromptÌýresponses for studentsÌýbeginning to show signs of attendance concerns.ÌýEarly interventionÌýefforts start by helping students and families in solving problems that prevent attendance. ThisÌýincludes identifying barriers early,Ìýdeveloping a responsive plan, tracking attendanceÌýdata, and providingÌýindividualized supports before absenteeism becomes chronic.Ìý

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IntensiveÌýinterventionÌýlooks like individualized, coordinated support for studentsÌýwho are imminently at-risk of orÌýdeemedÌýto be chronicallyÌýabsentÌýfrom school (missing 10% or more of school days).ÌýThese are studentsÌýwho faceÌýsignificant challenges, preventing them from attending school regularly.ÌýIntensive intervention efforts focus on problem-solving that involves students, families, school staff, and community partners.

The layers of interventions could look different for each school district due to student needs. Some examples of what interventions look like can be found in the from Attendance Works.

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Attendance policy and programming, coupled with school climate and increased academic performance, offers a unique opportunity to engage the entire school community – parents, staff, students, and community members. SchoolÌýdistricts will differ in the incentives employed depending upon the philosophies and needs of family and community.Ìý

Districts can seek inspiration by reviewing aÌýwide-ranging sample ofÌýincentivesÌýbeing offered in schools statewide.Ìý

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Attendance Works is a non-profit initiative that brings together schools, districts, communities, and organizations across the country to identify how serious chronic absence is and what can be done to support students.

TheÌýAttendance WorksÌýÌýoffers strategies to address chronic absence, using three tiers of intervention.

Understanding the causes of absence and student motivation can shape a district’sÌýmost effectiveÌýapproach toÌýcombatÌýabsenteeism. Attendance Works offers aÌýÌý·É´Ç°ù°ì²õ³ó±ð±ð³Ù.Ìý

School Success StoriesÌý

Schools are encouraged toÌýfindÌýstrategies that are realistic and best meet the needs of theirÌýfamilies. In a state as diverse as New York, this looks different for every school district. Below are some examples of what districts statewide are doing to combat attendance challenges.

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