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Addressing Chronic Absenteeism

Addressing Chronic Absenteeism

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Question 1 of 42

1. Question

Module 1: Understanding Chronic Absenteeism

Which of the following is NOT one of the documented outcomes of chronic absenteeism?

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Correct Incorrect Correct answer

Students who can’t read at grade level by the first grade are four times more likely to drop out of high school.
Correct Incorrect Correct answer

By high school, regular attendance is a better dropout indicator than test scores.
Correct Incorrect Correct answer

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Correct Incorrect Correct answer

Correct

Incorrect
Question 2 of 42

2. Question

Module 1: Understanding Chronic Absenteeism

Students with disabilities are _____more likely to be chronically absent than their peers without disabilities.

10%
Correct Incorrect Correct answer

34%
Correct Incorrect Correct answer

50%
Correct Incorrect Correct answer

76%
Correct Incorrect Correct answer

Correct

Incorrect
Question 3 of 42

3. Question

Module 1: Understanding Chronic Absenteeism

In 2018, Virginia revised the Standards of Accreditation to include chronic absenteeism as one of the school quality indicators.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 4 of 42

4. Question

Module 1: Understanding Chronic Absenteeism

A student is considered to be chronically absent when they miss ____ or more of the school year. This is being absent for any reason, whether it is excused, unexcused, or due to out-of-school suspensions.

10%
Correct Incorrect Correct answer

34%
Correct Incorrect Correct answer

50%
Correct Incorrect Correct answer

76%
Correct Incorrect Correct answer

Correct

Incorrect
Question 5 of 42

5. Question

Module 1: Understanding Chronic Absenteeism

Every child who is chronically absent is considered to be truant.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 6 of 42

6. Question

Module 1: Understanding Chronic Absenteeism

The reasons behind chronic absenteeism can be broken down into four general categories: myths, barriers, aversion, and disengagement. Choose the category that best describes this reason: In preK or kindergarten, some parents may feel that not much academic learning is taking place, so attendance is not as important.

Myth
Correct Incorrect Correct answer

Barrier
Correct Incorrect Correct answer

Aversion
Correct Incorrect Correct answer

Disengagement
Correct Incorrect Correct answer

Correct

Incorrect
Question 7 of 42

7. Question

Module 2: Addressing Chronic Absenteeism

The approach of punishing students for missing school is effective in encouraging regular attendance.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 8 of 42

8. Question

The Virginia Tiered Systems of Supports (VTSS) use a three-tiered framework for organizing a continuum of supports and interventions for regular school attendance. Choose the tier that match these supports: Universal and preventative strategies for all students; promoting attendance by fostering a safe, supportive, and equitable school environment for students and families.

Tier 1—All students
Correct Incorrect Correct answer

Tier 2—Students missing 10-19% of the school year
Correct Incorrect Correct answer

Tier 3—Students missing 20% or more of the school year
Correct Incorrect Correct answer

Correct

Incorrect
Question 9 of 42

9. Question

The Virginia Tiered Systems of Support (VTSS) use a three-tiered framework for organizing a continuum of supports and interventions for regular school attendance. Choose the tier that match these supports: early interventions designed to provide more support to students at risk of chronic absenteeism. Personalized outreach and engaging the student and family in developing action plans are critical to identifying effective interventions.

Tier 1—All students
Correct Incorrect Correct answer

Tier 2—Students missing 10-19% of the school year
Correct Incorrect Correct answer

Tier 3—Students missing 20% or more of the school year
Correct Incorrect Correct answer

Correct

Incorrect
Question 10 of 42

10. Question

Which tier is the costliest for school divisions?

Tier 1—All students
Correct Incorrect Correct answer

Tier 2—Students missing 10-19% of the school year
Correct Incorrect Correct answer

Tier 3—Students missing 20% or more of the school year
Correct Incorrect Correct answer

Correct

Incorrect
Question 11 of 42

11. Question

Module 2: Addressing Chronic Absenteeism

Within the VTSS three-tiered framework, there are key strategies recommended for schools to address chronic absenteeism. Choose the category that this strategy would best support: contacting the parents and working with the student as quickly as possible when schools start to notice that a student is missing too many days.

Engage students and parents
Correct Incorrect Correct answer

Recognize good and improved attendance
Correct Incorrect Correct answer

Provide personalized early outreach
Correct Incorrect Correct answer

Monitor attendance data and practice
Correct Incorrect Correct answer

Correct

Incorrect
Question 12 of 42

12. Question

Module 2: Addressing Chronic Absenteeism

Within the VTSS three-tiered framework, there are key strategies recommended for schools to address chronic absenteeism. Choose the category that this strategy would best support: offering a warm and welcoming environment that is culturally responsive and emphasizes building relationships with students and families.

Engage students and parents
Correct Incorrect Correct answer

Recognize good and improved attendance
Correct Incorrect Correct answer

Provide personalized early outreach
Correct Incorrect Correct answer

Monitor attendance data and practice
Correct Incorrect Correct answer

Correct

Incorrect
Question 13 of 42

13. Question

Module 2: Addressing Chronic Absenteeism

Which of the following is NOT a required element in developing a programmatic response to chronic absenteeism?

Strong relationships with families and students
Correct Incorrect Correct answer

Accurate data
Correct Incorrect Correct answer

Collaboration with community partners
Correct Incorrect Correct answer

Funds to purchase incentives for teachers who improve their attendance rates
Correct Incorrect Correct answer

Correct

Incorrect
Question 14 of 42

14. Question

Module 2: Addressing Chronic Absenteeism

Systemic change requires shared accountability, partnerships and collaborations, and ongoing activities. Which of the following activities are examples of partnerships and collaborations? [multiple answer: choose all that apply].

Emphasizing the benefits of attendance
Correct Incorrect Correct answer

Strong action plans leverage and draw on existing knowledge and resources
Correct Incorrect Correct answer

Learning about successful practices from other schools and divisions
Correct Incorrect Correct answer

Commitments from key community stakeholders
Correct Incorrect Correct answer

Correct

Incorrect
Question 15 of 42

15. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

In order to understand attendance, it is important to have actionable data. As stated in the video, which of the following descriptors identifies actionable data? [multiple answer: choose all that apply].

Data must be accurate.
Correct Incorrect Correct answer

Data must be accessible.
Correct Incorrect Correct answer

Data must be timely.
Correct Incorrect Correct answer

Data must be user-friendly.
Correct Incorrect Correct answer

Correct

Incorrect
Question 16 of 42

16. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

The most common way to examine data is at the individual student level. Which one of the following is NOT an example of individual student-level data?

Neighborhood crime statistics
Correct Incorrect Correct answer

Percentage of absences
Correct Incorrect Correct answer

Reason for absences
Correct Incorrect Correct answer

Pattern of absences
Correct Incorrect Correct answer

Correct

Incorrect
Question 17 of 42

17. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

Studies have also shown that a student who is chronically absent in the prior school year and/or the first month of school is more likely to be chronically absent the rest of the year.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 18 of 42

18. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

Other sources of individual student level information may also be useful in determining the reason for a student’s absenteeism. Which one of the following is NOT one of the records suggested in the video?

Student’s medical history
Correct Incorrect Correct answer

Family income level
Correct Incorrect Correct answer

Academic performance
Correct Incorrect Correct answer

Office discipline referrals
Correct Incorrect Correct answer

Attendance records for siblings
Correct Incorrect Correct answer

Correct

Incorrect
Question 19 of 42

19. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

School-level data can also help to identify trends in a school’s absenteeism rates. Choose the school populations that may be more likely to experience chronic absenteeism. [multiple answer: choose all that apply].

Students who transfer from another school
Correct Incorrect Correct answer

Students with disabilities
Correct Incorrect Correct answer

Students who experience homelessness or housing instability
Correct Incorrect Correct answer

Students eligible for free or reduced meals
Correct Incorrect Correct answer

Black and/or Latinx students
Correct Incorrect Correct answer

Correct

Incorrect
Question 20 of 42

20. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

Some studies have found that chronic absenteeism rates tend to be higher for kindergarten and first grade, decrease and level out through elementary school before beginning to rise again in middle school, and finally be at their highest for twelfth grade.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 21 of 42

21. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

Which of the following is NOT a school-level source of data that might identify the reason for chronic absenteeism?

Family-reported barriers such as poor health, transportation issues, or unstable housing situations
Correct Incorrect Correct answer

School climate surveys, office discipline referrals, and suspension data
Correct Incorrect Correct answer

Single parent households
Correct Incorrect Correct answer

Policies, practices, or systemic barriers
Correct Incorrect Correct answer

Correct

Incorrect
Question 22 of 42

22. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

Division-level data can be used to look for outliers– schools with low chronic absenteeism to highlight effective practices and share them with other schools who may need additional support.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 23 of 42

23. Question

Module 4: Building Capacity to Address Chronic Absenteeism

One of the first steps in organizing a systemic approach may require a comprehensive needs assessment. Which of the following is NOT one of the aspects included in a comprehensive needs assessment?

Building maintenance
Correct Incorrect Correct answer

School climate and safety
Correct Incorrect Correct answer

Environmental health risks
Correct Incorrect Correct answer

Common health and mental health barriers
Correct Incorrect Correct answer

Disciplinary policies
Correct Incorrect Correct answer

Correct

Incorrect
Question 24 of 42

24. Question

Module 4: Building Capacity to Address Chronic Absenteeism

A comprehensive needs assessment should also examine the availability of resources, assets, and staffing structure to support prevention and intervention activities. An example of a school resource related to chronic absenteeism would be:

Quality of before- and after-school programs
Correct Incorrect Correct answer

Number of handicapped parking spaces
Correct Incorrect Correct answer

Age of the textbooks
Correct Incorrect Correct answer

Availability of office staff
Correct Incorrect Correct answer

Correct

Incorrect
Question 25 of 42

25. Question

Module 4: Building Capacity to Address Chronic Absenteeism

Another key ingredient in successfully addressing chronic absenteeism is the dissemination of clear attendance policies and practices. Well-defined and clear procedures should include which of the following? [multiple answer: choose all that apply].

How teachers should engage with a student or family related to absences
Correct Incorrect Correct answer

Who will monitor school-wide data
Correct Incorrect Correct answer

Why policies were chosen
Correct Incorrect Correct answer

When other stakeholders should be identified to provide additional support
Correct Incorrect Correct answer

What will determine whether progress has been made
Correct Incorrect Correct answer

Correct

Incorrect
Question 26 of 42

26. Question

Module 4: Building Capacity to Address Chronic Absenteeism

Effective attendance teams are critical in implementing supports to improve attendance. Which of the following is NOT one the four characteristics of a successful attendance team?

Involve the right people
Correct Incorrect Correct answer

Maintain clear sense of purpose and responsibilities
Correct Incorrect Correct answer

Meet regularly
Correct Incorrect Correct answer

Create new approaches based on intuition
Correct Incorrect Correct answer

Take a problem-solving approach
Correct Incorrect Correct answer

Correct

Incorrect
Question 27 of 42

27. Question

Module 4: Building Capacity to Address Chronic Absenteeism

Professional development for the entire school staff should be used to develop family engagement skills and foster a positive school climate in an effort to reduce chronic absence. Which of the following is NOT a practice that promotes a positive school climate?

Responsive Classrooms
Correct Incorrect Correct answer

PBIS
Correct Incorrect Correct answer

Restorative Justice
Correct Incorrect Correct answer

Social emotional learning
Correct Incorrect Correct answer

Trauma-sensitive practices
Correct Incorrect Correct answer

Schoology
Correct Incorrect Correct answer

Correct

Incorrect
Question 28 of 42

28. Question

Module 5: Positive Engagement

Families play a critical role in their child’s attendance, and relationships with educators can impact the family’s perspective on school attendance. Which of the following is NOT one of the five essential roles of families in student learning?

Communicating high expectations
Correct Incorrect Correct answer

Monitoring their child’s performance
Correct Incorrect Correct answer

Supporting learning at home
Correct Incorrect Correct answer

Guiding their child’s education
Correct Incorrect Correct answer

Reading notes from teachers
Correct Incorrect Correct answer

Advocating for their child
Correct Incorrect Correct answer

Correct

Incorrect
Question 29 of 42

29. Question

Module 5: Positive Engagement

For educators, engaging families is a critical skill. There are three guiding principles to engaging families: making authentic connections; focusing on what is important to the student and family; and using frequent and consistent communication. Which principle would culturally and linguistically responsive communication fall under?

Making authentic connections
Correct Incorrect Correct answer

Focusing on what is important to the student and family
Correct Incorrect Correct answer

Using frequent and consistent communication
Correct Incorrect Correct answer

Correct

Incorrect
Question 30 of 42

30. Question

Module 5: Positive Engagement

For educators, engaging families is a critical skill. There are three guiding principles to engaging families: making authentic connections; focusing on what is important to the student and family; and using frequent and consistent communication. Which principle would leveraging existing activities and practices such as assemblies, back-to-school nights, and parent-teacher conferences fall under?

Making authentic connections
Correct Incorrect Correct answer

Focusing on what is important to the student and family
Correct Incorrect Correct answer

Using frequent and consistent communication
Correct Incorrect Correct answer

Correct

Incorrect
Question 31 of 42

31. Question

Module 5: Positive Engagement

The first strategy in building relationships is being able to reach families through their preferred method of communication and ensuring that communication methods are accessible to all families. Which of the following is NOT a practice that supports this strategy?

keeping messages short, using simple language, and translating into home languages for written communications
Correct Incorrect Correct answer

Offering multiple modes of communication such as email, phone, text message, and video
Correct Incorrect Correct answer

Leaving a sign-up sheet in the office with times that you can be reached
Correct Incorrect Correct answer

Choice of time of the day and day of the week most convenient for the student and their family and their preferred frequency for contact
Correct Incorrect Correct answer

Correct

Incorrect
Question 32 of 42

32. Question

Module 5: Positive Engagement

Teachers’ communications play a critical role in family outreach and relationship-building. Framing the conversation with a strengths-based approach is necessary to build trust. Which of the following components is necessary for a problem-solving perspective to attendance challenges? [multiple answer: choose all that apply].

Warning the family about the penalties associated with poor attendance
Correct Incorrect Correct answer

Being specific about the impact of absences
Correct Incorrect Correct answer

Learning about the student and the family’s challenges
Correct Incorrect Correct answer

Collaboratively arriving at an action plan
Correct Incorrect Correct answer

Correct

Incorrect
Question 33 of 42

33. Question

Module 5: Positive Engagement

One way that teachers can build trusting relationships with students is to contact them to let them know they are missed when they are absent.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 34 of 42

34. Question

Module 5: Positive Engagement

For students who are very disengaged, Tier 2 or Tier 3 interventions may be needed. A caring adult is critical in student engagement, and one of the most effective types of interventions to address disengagement is mentoring. Which of the following is NOT an evidence-based mentoring program mentioned in the video?

Check and Connect
Correct Incorrect Correct answer

Attendance Buddy
Correct Incorrect Correct answer

Check In/Check Out
Correct Incorrect Correct answer

Call and Check
Correct Incorrect Correct answer

Correct

Incorrect
Question 35 of 42

35. Question

Module 5: Positive Engagement

School leaders are essential in planning for and supporting relationship-building with students and families. To ensure high-impact family engagement, school leaders should take which of the following concrete actions? [multiple answer: choose all that apply].

Communicate expectations for meaningful engagement
Correct Incorrect Correct answer

Respond to emails quickly
Correct Incorrect Correct answer

Provide training, material, and resources to support effective communication
Correct Incorrect Correct answer

Create opportunities and provide time for staff to build relationships
Correct Incorrect Correct answer

Obtain feedback from families and monitor data
Correct Incorrect Correct answer

Staff the school after hours for parents with questions
Correct Incorrect Correct answer

Correct

Incorrect
Question 36 of 42

36. Question

Module 6: Strategic Partnerships

Community members should be concerned about regular school attendance because it can negatively affect adult income, health, and life expectancy.

True
Correct Incorrect Correct answer

False
Correct Incorrect Correct answer

Correct

Incorrect
Question 37 of 42

37. Question

Module 6: Strategic Partnerships

Tier 1 or school-wide, universal prevention practices promoting attendance and providing incentives for regular attendance can be provided through the following community collaborations/partnerships. [multiple answer: choose all that apply].

Court interventions
Correct Incorrect Correct answer

Early childhood programs
Correct Incorrect Correct answer

Local businesses and chambers of commerce
Correct Incorrect Correct answer

Faith-based organizations
Correct Incorrect Correct answer

Sports teams, professional athletes, celebrities
Correct Incorrect Correct answer

Population-specific service or civic organizations
Correct Incorrect Correct answer

Correct

Incorrect
Question 38 of 42

38. Question
Module 6: Strategic Partnerships
1. In the video, some partnerships for Tier 1 supports to address systemic barriers were categorized as local government and public agencies; community schools; philanthropic and nonprofit organizations; health care providers; and community volunteers. Under which category would serving as a hub for community partners to provide a range of services for children and families, from supporting basic needs, like health services, to engagement with students and families fall?
Local government and public agencies
Correct Incorrect Correct answer

Community schools
Correct Incorrect Correct answer

Philanthropic and nonprofit organizations
Correct Incorrect Correct answer

Health care providers
Correct Incorrect Correct answer

Community volunteers
Correct Incorrect Correct answer
Correct

Incorrect
Question 39 of 42

39. Question

Module 6: Strategic Partnerships

In the video, some partnerships for Tier 1 supports to address systemic barriers were categorized as local government and public agencies; community schools; philanthropic and nonprofit organizations; health care providers; and community volunteers. Under which category would social services and housing agencies that can provide direct funding and targeted resources like free metro or bus cards and tutoring programs in housing developments fall?

Local government and public agencies
Correct Incorrect Correct answer

Community schools
Correct Incorrect Correct answer

Philanthropic and nonprofit organizations
Correct Incorrect Correct answer

Health care providers
Correct Incorrect Correct answer

Community volunteers
Correct Incorrect Correct answer

Correct

Incorrect
Question 40 of 42

40. Question

Module 6: Strategic Partnerships

In the video, Tier 2 interventions are identified as collaborations with partners that may rely on more specialized knowledge or resources, for example, health and behavioral health providers; out of school time (OST) providers; and local government and public agencies and nonprofit organizations. Under which category would targeted supports to families such as parenting classes, pro bono legal services, or credit counselors fall?

Health and behavioral health providers
Correct Incorrect Correct answer

Out of school time (OST) providers
Correct Incorrect Correct answer

Local government and public agencies and nonprofit organizations
Correct Incorrect Correct answer

Correct

Incorrect
Question 41 of 42

41. Question

Module 6: Strategic Partnerships

For Tier 3 interventions, school personnel will benefit from a system of care approach and may need assistance from ___________________ services, or wraparound services, as recommended by the Office of Children’s Services. [fill in the blank]

Child protective
Correct Incorrect Correct answer

Federal emergency management
Correct Incorrect Correct answer

Intensive care coordination
Correct Incorrect Correct answer

Correct

Incorrect
Question 42 of 42

42. Question

Module 6: Strategic Partnerships

Strong and successful partnerships require all but which one of the following attributes?

A strong leader
Correct Incorrect Correct answer

Shared vision
Correct Incorrect Correct answer

Leverage of the strengths of each partner
Correct Incorrect Correct answer

Assessment of the results and monitoring of progress
Correct Incorrect Correct answer

Correct

Incorrect

Center for Implementation and Evaluation of Education Systems

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The Creating Capacity for Change and Continued Professional Growth: Integrating Comprehensive Retention Planning into the Virginia Tiered Systems of Supports project is funded by US Department of Education, Personnel Development Grant Program, H325P210003.

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