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Some CBO's have families sign consent forms to access attendance data to ensure students attend during the day in order to do the 'fun stuff' afterschool.

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Clear examples for engaging existing groups into the planning and feedback process- consider expanding 'district teams' to community planning teams.

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Marian University Preparatory School - Faith-Focused K-12 School

In partnership with Stride, Inc., Marian University launched a new faith-focused, virtual/hybrid K-12 education option called Marian University Preparatory School. Marian University Preparatory School provides a learning model that blends the best of virtual instruction and face-to-face engagement.

Students benefit from a high-quality academic schedule that fits their life. In addition to full-time virtual learning, families can elect for full-time hybrid learning. Students in the hybrid program attend classes two times a week on Marian University's Indianapolis campus and participate in hands-on learning opportunities, field trips, and more. Students will have access to comprehensive support, AP and honors courses, work-based learning opportunities, Marian University's campus and network, and most importantly, an engaging school community that extends far beyond the classroom.

Enrollment is now open for students in grades K-10 in over 30 states for the 2023-24 school year.

Discover more about Marian Preparatory School

Other Services

The Center for Vibrant Schools is committed to helping implement innovative and sustainable processes that ensure a school's longevity. We have cultivated a team of experts who can help educators and schools elevate the work they are already doing. From learning loss recovery to improvement programs, schools at every level can access support. Available programs include:

Multi-Tier Systems of Support and Response to Intervention;

Teacher and leadership coaching;

Accelerated teacher and school site licensing partnerships;

Project BUILD - high school equivalency and "Skill Up" certifications; and

Board and leadership training, development, marketing, enrollment, and strategic planning for charter and non-public schools.

Request more information about the Center's services

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Marian University is a distinguished Midwestern college, located in Indianapolis, IN that offers undergraduate and graduate degrees in a wide range of fields.

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What is Chronic Absenteeism?

Experts in the field define chronic absenteeism as missing 10 percent or more of school days and severe chronic absenteeism as missing 20 percent or more of school days, including excused, unexcused and discipline-related absences (Ehrlich, Gwynne, Pareja, Allensworth, Moore, Jagesic, & Sorice, 2014; Buehler, Tapogna & Chang, 2012; Connoly & Olson, 2004). This definition is used at the National Technical Assistance Center to support attendance intervention, the state and national initiative, Attendance Works and will be used with subsequent national data collection through the Office of Civil Rights. For years, the issue of chronic absenteeism was not widely understood as most states, districts and schools were not measuring it. Instead, many schools use the metric of "Average Daily Attendance" which can greatly mask the number of students who are chronically absent. For example, a school may have a daily attendance rate of 92 percent or higher while one in four students at the school is chronically absent.

If you have questions or are looking for specific information related to attendance, please contact us at: ODE.EII@ode.oregon.gov

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Every Day Matters - Increasing Regular Attendance and Reducing Chronic Absenteeism

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Chronic Absenteeism, Every Day Matters, Increasing Regular Attendance

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Partnering with CBO's to address the barriers already identified, such as transportation or needing expanded learning to meet working hours.

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http://ohiofamiliesengage.osu.edu

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IL - The type of supports a district, school, or community needs depends on where its starting from. At a certain point, things shift from being an attendance issue (you can shift the number by focusing on students) and more of a culture and climate issue (why don't students, particularly certain demographic groups of students) want to be in the building.

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Systems that allow families and CBO partners to access information about attendance in real time (as much as possible)

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OH - Family and Community Engagement Center - Establishing building level leadership, families and school staff, family engagement cycles. Need a system in place - approach to family engagement that includes courses. No cost for the courses and services provided. Developed with Dept of Ed and Workforce a roadmap, working with local priograms

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Collective impact approach

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NY - Mentorships, after-school tutoring, bringing in the parents to help them navigate communications with schools, and enrichment activities have been ways to support student attendance for young men of color.

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KY- Sources of Strength (peer lead HM, wellness, and suicide prevention). Relationship Mapping as well.

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MD- Vanessa oversees family support center.

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District found social influences of health impact attendance; instances of domestic violence and substance use disorders were preventing students from coming to school. District bought a building in the marginalized community and created a comprehensive service center, moved all the district counselors offices there and opening up to family members as well.

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Transportation reform.

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CA - We have a statewide Initiative called the Community Engagement Initiative that builds the capacity of LEAs/school communities on how to effectively engage. Everything to using data, how to have difficult conversations, how to plan, and budget recources

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There isn't a common definition of chronic absenteeism--since OH calculates by hours, that is different from other states

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Are classroom teachers part of the support system when we talk about student, family, and community engagement?

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WI - "Make a kid feel they will be missed if they don't come to school."

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Technology/ more strategic use of funding

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AZ - Having many different agencies, Tribal Nations, and others involved in school systems presents a both facilitators and barriers.

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ID- we are a year and a half into a new term for state wide superintend. Attendance is being watched at local level. There are two of us on this call. Over the summer, we built communication tool kits.

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Transportation!

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sample parent letters that are more friendly

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Prevention - positive school climates will remediate absenteeism.

Resources to ensure students feel safe and connected.

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examples from other states on student, family, and community engagement efforts

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Plano TX--when we talk about inclusivity, how can we bring different courses that will encourgae students to come to school. What will get students excited to come to school? What kinds of pathways and early college options can we offer? Cooking class was very popular. We;re asking members in the community what they would like to see. Our CTE dept is helping out a lot so we can target student interests

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Arizona- work with migratory parents as a target audience. Go through process of engaging them through communications and meetings that includes an orientation about the school system and the benefit of being part of the program (tutoring), with cultural awareness and acknowledgement of communicating in the native language

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Relied on Attendance Works resources

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Human resources, funding, the right people in the right places. A profile in place - look at training. How does all of this relate to closing the achievement gap. had to look at resources such as partnerships. Needed to look at the multiple layers at the state level

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AZ: Collect data on Native American student absenteeism across the state, give this information to tribes (consultation). Native American student advisory council that includes parents. Statewide summit brings together all educators, stakeholders, tribal leaders, etc. Looking for more organic conversations about this.

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We offer numerous family engagement professional learning opportunities to build knowledge, skills, and mindsets. We also offer training in establishing systemic supports for family engagement across districts and schools. We are also working with school counselors to building student supports - measuring sense of hope and belonging and attendance. We also created a Road Map for Families of students learning English. ohiofamiliesenage.osu.edu

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AZ - Really liked the approach of forming a task force in Ohio.

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Holistic feedback from community of school.

Resources and increased school staff pay.

Resources to create well being, navigate conflict, building community.

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MN--improve in general the conditions for learning and knowing that attendance is a sympton of that. Making sure we are aligned statewide.

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Trying to reach out to community about events about engagement and connectedness.

Help students and parents feel a sense of belonging

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OR - In this state, attendance is woven into many different priorities rather than being a single indicator.

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We are struggling to show how community partnerships correlate to student attendance.

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CNMI - the need to implement Family/ Parent Liaisons to serve as bridges = Funding $$$ - this will improve building trust, foundation of learning, student supports, etc.

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CA - child welfare and attendance credential. Added on to counseling/social work/PPS credentials.

Special populations tailored outreach.

Communicating in home language, culturally relational communication important.

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Maine- Tammy has a question. This is the first time I've heard that about hours instead of days. Is it preferred to go by hourly to track attendance? - NH: What happens when you collect at half days, even if you tell schools to only count if they are absent for a half day. If they have a doctors appointment where they are only out for a small portion- it doesn't fit with chronic absenteeism definition. When you do it for half days- we were adding all students absent for 20 half days-- and they weren't actually a half day. It's more accurate to track hours.

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ME - Appreciated the heat map!

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managing health conditions to keep students in school (school nurse)

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PA: Policies and regulations focus on the student and family, not as much community engagement. Looking to expand the community engagement piece more.

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We're working on making our data more actionable and consistent

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PA - Good resources for removing barriers in school, out of school, in the communities.

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In RI, we have commercials, bill boards, social media commercials and other visible entities that broadcast RI's Attendance Matters campaign.

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MS - Sept is attendance awareness month, also have a robust toolkit and training

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Idaho: training about chronic absenteeism, gather parent and student input, building a leadership team to incentivize feedback, social media posts to incentivize attendance.

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NY--barrier is that the funding goes directly to the localities so we don't have anything to offer to the localities. We try to encourage districts, but we don't have the funding.

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We have a school attendance task force state wide which is seeking to improve attendance. We have created a manual with interventions that can be incorporated state wide.

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OK - have had previous attendance initiatives; Ohio had someone completely dedicated toward and that could be a barrier; in OK a district-by-district initiative; carrying the work when it lives with separate teams or just one person

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MN - Looking forward to seeing the report. Love that they dedicated a person to the report.

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customized training for different roles in the school

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Student voices! Talking with the students about what gets them to school.

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NH- We are changing our data collection systems. The way we are calculating will change (before hourly/daily), now switching everyone to daily. The way we were collecting made it look worse. We are working on getting that down first. Once we get that down- we will have a better look at what is happening

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We have a person at almost every school in the role of Parent-Community Networking Centers (PCNCs) where they serve to create supportive partnerships among the home, the school, and the community for the purposes of supporting student success, and building a sense of family and community.

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ME - Partnering with community schools, working on engaging community health needs.

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Idaho - developed a toolkit to address chronic absenteeism

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MD- Support birth-5, so relationships are established prior to entering. Rapport has already been built with staff prior to entering school.

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Time, Staffing, Funding

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The positive language is very intriguing and really makes relationship building the core of the intent.

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IA - support is currently individualized. We are working towards data collection to help inform the team

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Doing intentional individualized approach - sending notes, going to where they are. Seeing the school as those who care, wanting to make connections

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Family engagement more of an indicator of attendance than poverty.. interesting to hear this research echoed back.

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IL - statewide survey for students and families, part of state report card. Culture/climate snapshot.

Competitive grant to address truancy - work with all stakeholders in community, demonstrate in grant application.

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We just completed an attendance toolkit that is similar to Ohio's

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Plano TX--we're meeting the community where they are; more face to face rather than digital. visiting institutions and local religious organizations and sharing the importance of attendance; what does attendance mean for growth. We are showing up.

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Move away from punitive approaches.

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EWIMS - Michigan

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NY - Curious to know how attendance improvements correlated with academic progress. From the lens of diversity, equity, and inclusion, how did those improvements look for marginalized communities?

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Great that Ohio includes student voices - the most powerful voices

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CNMI - We do have a similar approach to the Attendance Task Force, but need work on shifting the mindset to building trusting relationships vs punitive

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UT--community resource map that highlights different resources and how they provide resources and support that could support attendance (eg. tutoring, mental help supports) more of a localized community resource map

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Research confirms that the more parents are involved in students education the more positive the learning outcomes. Student, family, and community engagement is key.

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The Oregon legislature set aside funds for the 2021-2023 biennium to operate TAPP projects focused on supporting the attendance of Native students in nine preselected Oregon school districts. TAPP will enable participating districts to receive up to $186,530.55 for their Family Advocate position, which has deep local connections, to create school-wide initiatives focused on reducing chronic absenteeism.

The intent of the collaboration is to strengthen the links between Oregon Tribes and the schools that serve any student identifying as American Indian/ Alaska Native (AI/AN) , even if the student is not a member of a federally recognized tribe. TAPP differs from Title VI programs in that fundamental way. However, because this is a school-wide initiative, it will positively impact the attendance of every student attending TAPP schools.

" Schools across Oregon, nation grapple with attendance issues"

Rolando Hernandez - December 5, 2023 - OPB
"Last week, a state report showed that 38% of all Oregon students are chronically absent, meaning they miss at least 10% of school days." Charan Cline and Stacy Parrish speak about chronic absenteeism - THINK OUT LOUD Article and Podcast

TAPP is proud to announce our newest partnership with the Salem-Keizer School District. This will be our first urban TAPP site, providing a TAPP Family Advocate to help Native students reduce chronic absenteeism and succeed in their academic goals.

TAPP Program Promising and Best Practices

Since the TAPP Pilot year, our district sites have been deeply committed to the work of the Tribal Attendance Promising Practices grant program. Educators look to our TAPP districts to learn from them just what it takes to increase the attendance of our American Indian/Alaska Native students. While some of the best practices linked below can be readily implemented at any school site, our most "promising practices" are the ones which have required educators and school and district leaders to evaluate systems, structures, policies, and beliefs present in themselves and throughout their complex K-12 ecosystems to determine to what extent they truly serve our AI/AN+ students and center their unique cultural and linguistic needs in their district and school improvement efforts.
TAPP Promising and Best Practices Comprehensive Resource Setting the TAPP Family Advocate Up for Success - Self Assessment Fostering a School-Wide Culture to Promote Positive Attendance - Self Assessment
TAPP Family Advocate Monthly Meeting - September TAPP Quarterly Webinar #1 - September 21, 2023 TAPP Family Advocate monthly Meeting - October TAPP Quarterly Webinar #2 - November 30, 2023 Every Day Matters Training - November 30 - Foundations of Family Engagement
TAPP Family Advocate Monthly Meeting - February 2024 TAPP Quarterly Webinar #3 - Februrary 8, 2024 TAPP Family Advocate Monthly Meeting - March 2024 TAPP Family Advocate Monthly Meeting - May 2024

Courageously naming, addressing, and working to heal the historical trauma of settler colonialism - the impacts of land theft, reservations, broken treaties, the attempted genocide of culture and languages with the boarding school era, and the devastating impacts of Indian termination policies on the lineages of entire families still today - is really the work of TAPP. The document below uplifts a fraction of these promising practices happening across our various TAPP sites. Our deep gratitude and appreciation goes out to them as they engage in this work each and every day at 28 school sites in ten school districts across the state of Oregon.

TAPP Trainings for 2023-2024

TAPP Family Advocate Monthly Meeting - December 2023

2023 TAPP Symposium

The Tribal Attendance Promising Practices Program held an end of year symposium for all TAPP Project Directors, Family advocates, Tribal Partners and esteemed guests. This event had the honor of hosting the Native Wellness Institute and Spoken Word Poet Shuina Sko who created a one of a kind poem you will find linked below. We would like to thank all who traveled near and far to attend the 2023 TAPP Symposium and we will be looking foward to hosting next years event! Please enjoy the photos taken from the symposium along with the Best Practices Slide show from our TAPP Family Advocates.

Poem: "Family is Us" by Shuina Sko

TAPP Family Advocates Best Practices Slide Show

OIE TAPP 2022 Fall Site Visit

Fall Comprehensive Report

*TAPP Best Practices in the report can be found on pg. 33-44

2021-2022 TAPP Training (Archive)

Our 2021-2022 TAPP Training was a success. We enjoyed the presentations shared by three inspiring guest speakers. You may access materials and view the recorded training below:

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Tribal Attendance Promising Practices (TAPP)

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The focus was involving the whole community, not just one individual

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The approach to local-level resources and support is positive.

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AZ - MTSS integration

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MN- Model to support family and schools. First thing is to establish a high trust between families and communities.

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Oregon - tribal schools, TAP Tribal Attendance Pilot program sites. Robust mechanism for attendance and community connection.

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It is great that they utilize the tier system approach at the state level.

Question:

For the schools that fall under tier III, are the recommendations just that or is there some sense of accountability (required to do the things recommended).

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VA- Coordinator in Parent & Family engagement- I liked that Ohio did not take a one size fits all approach. There were different layers of training and strategies .

Idaho- The amount of resources they have been able to provide. They have an individual who oversees this in their Dept. of Ed.

MN- Appreciated that they mentioned Family & Community Engagement with their strategies- schools place kids want to be and families trust sending their kids.

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Not bringing up punitive measures. Communication is about connecting and it's about community.

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regional trainings and weekly office hours

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Resonates with Ohio, some districts are changing punitive measures as well. have received feedback from families and students.

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Impressed by the systemic approach addressing attendance/chronic absenteeism inclusive of all stakeholders

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NY-we are locally controlled so we won't be able to give intensive support. Like the weekly OH to monthly webinars

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Hired someone strictly to focus on attendance efforts. This can be difficult in other states

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The surveying, especially the parents responses and the relationship barriers

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AZ - use of team sports to frame messaging around recommendations; appreciated training tools and resources to support staff

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The statewide approach

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tiered systems of support at the state level and looking at the heat map and addressing differentiated; and the individualized at that tier 3

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Integrating Student Voices

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Tier 1 communication was interesting, state-wide strategy is great! Including business partners is another positive approach.

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The attendance guide was very impressive; The conversation around tier support for individuals and how they are structed in Ohio; weekly office hours

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OR - The Task Force concept is intriguing. We are working on integrated several funding streams that relate to community and family engagement. We want to see how communities guide the discussion.

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Delsa - dedication of an FTE at the SEA dedicated to attendance

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They have done so much research around the tiers and what really works,

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Advocate approach instead of a punitive approach makes a positive difference