Chronic Absenteeism

Question 1 of 42

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.
Students who can’t read at grade level by the first grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
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.

Question 2 of 42

Module 1: Understanding Chronic Absenteeism

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

10%
34%
50%
76%

Question 3 of 42

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
False

Question 4 of 42

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%
34%
50%
76%

Question 5 of 42

Module 1: Understanding Chronic Absenteeism

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

True
False

Question 6 of 42

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
Barrier
Aversion
Disengagement

Question 7 of 42

Module 2: Addressing Chronic Absenteeism

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

True
False

Question 8 of 42

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
Tier 2—Students missing 10-19% of the school year
Tier 3—Students missing 20% or more of the school year

Question 9 of 42

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
Tier 2—Students missing 10-19% of the school year
Tier 3—Students missing 20% or more of the school year

Question 10 of 42

Which tier is the costliest for school divisions?

Tier 1—All students
Tier 2—Students missing 10-19% of the school year
Tier 3—Students missing 20% or more of the school year

Question 11 of 42

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
Recognize good and improved attendance
Provide personalized early outreach
Monitor attendance data and practice

Question 12 of 42

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
Recognize good and improved attendance
Provide personalized early outreach
Monitor attendance data and practice

Question 13 of 42

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
Accurate data
Collaboration with community partners
Funds to purchase incentives for teachers who improve their attendance rates

Question 14 of 42

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
Strong action plans leverage and draw on existing knowledge and resources
Learning about successful practices from other schools and divisions
Commitments from key community stakeholders

Question 15 of 42

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.
Data must be accessible.
Data must be timely.
Data must be user-friendly.

Question 16 of 42

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
Percentage of absences
Reason for absences
Pattern of absences

Question 17 of 42

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
False

Question 18 of 42

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
Family income level
Academic performance
Office discipline referrals
Attendance records for siblings

Question 19 of 42

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
Students with disabilities
Students who experience homelessness or housing instability
Students eligible for free or reduced meals
Black and/or Latinx students

Question 20 of 42

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
False

Question 21 of 42

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
School climate surveys, office discipline referrals, and suspension data
Single parent households
Policies, practices, or systemic barriers

Question 22 of 42

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
False

Question 23 of 42

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
School climate and safety
Environmental health risks
Common health and mental health barriers
Disciplinary policies

Question 24 of 42

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
Number of handicapped parking spaces
Age of the textbooks
Availability of office staff

Question 25 of 42

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
Who will monitor school-wide data
Why policies were chosen
When other stakeholders should be identified to provide additional support
What will determine whether progress has been made

Question 26 of 42

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
Maintain clear sense of purpose and responsibilities
Meet regularly
Create new approaches based on intuition
Take a problem-solving approach

Question 27 of 42

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
PBIS
Restorative Justice
Social emotional learning
Trauma-sensitive practices
Schoology

Question 28 of 42

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
Monitoring their child’s performance
Supporting learning at home
Guiding their child’s education
Reading notes from teachers
Advocating for their child

Question 29 of 42

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
Focusing on what is important to the student and family
Using frequent and consistent communication

Question 30 of 42

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
Focusing on what is important to the student and family
Using frequent and consistent communication

Question 31 of 42

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
Offering multiple modes of communication such as email, phone, text message, and video
Leaving a sign-up sheet in the office with times that you can be reached
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

Question 32 of 42

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
Being specific about the impact of absences
Learning about the student and the family’s challenges
Collaboratively arriving at an action plan

Question 33 of 42

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
False

Question 34 of 42

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
Attendance Buddy
Check In/Check Out
Call and Check

Question 35 of 42

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
Respond to emails quickly
Provide training, material, and resources to support effective communication
Create opportunities and provide time for staff to build relationships
Obtain feedback from families and monitor data
Staff the school after hours for parents with questions

Question 36 of 42

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
False

Question 37 of 42

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
Early childhood programs
Local businesses and chambers of commerce
Faith-based organizations
Sports teams, professional athletes, celebrities
Population-specific service or civic organizations

Question 38 of 42

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 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
Community schools
Philanthropic and nonprofit organizations
Health care providers
Community volunteers

Question 39 of 42

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
Community schools
Philanthropic and nonprofit organizations
Health care providers
Community volunteers

Question 40 of 42

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
Out of school time (OST) providers
Local government and public agencies and nonprofit organizations

Question 41 of 42

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
Federal emergency management
Intensive care coordination

Question 42 of 42

Module 6: Strategic Partnerships

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

A strong leader
Shared vision
Leverage of the strengths of each partner
Assessment of the results and monitoring of progress

Module 1: Understanding Chronic Absenteeism

Module 2: Addressing Chronic Absenteeism

Module 3: Using Actionable Data to Address Chronic Absenteeism

Module 4: Building Capacity to Address Chronic Absenteeism

Module 5: Positive Engagement

Module 6: Strategic Partnerships

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1. Question

Module 1: Understanding Chronic Absenteeism

2. Question

Module 1: Understanding Chronic Absenteeism

3. Question

Module 1: Understanding Chronic Absenteeism

4. Question

Module 1: Understanding Chronic Absenteeism

5. Question

Module 1: Understanding Chronic Absenteeism

6. Question

Module 1: Understanding Chronic Absenteeism

7. Question

Module 2: Addressing Chronic Absenteeism

8. Question

9. Question

10. Question

11. Question

Module 2: Addressing Chronic Absenteeism

12. Question

Module 2: Addressing Chronic Absenteeism

13. Question

Module 2: Addressing Chronic Absenteeism

14. Question

Module 2: Addressing Chronic Absenteeism

15. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

16. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

17. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

18. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

19. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

20. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

21. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

22. Question

Module 3: Using Actionable Data to Address Chronic Absenteeism

23. Question

Module 4: Building Capacity to Address Chronic Absenteeism

24. Question

Module 4: Building Capacity to Address Chronic Absenteeism

25. Question

Module 4: Building Capacity to Address Chronic Absenteeism

26. Question

Module 4: Building Capacity to Address Chronic Absenteeism

27. Question

Module 4: Building Capacity to Address Chronic Absenteeism

28. Question

Module 5: Positive Engagement

29. Question

Module 5: Positive Engagement

30. Question

Module 5: Positive Engagement

31. Question

Module 5: Positive Engagement

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Module 5: Positive Engagement

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Module 5: Positive Engagement

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Module 5: Positive Engagement

35. Question

Module 5: Positive Engagement

36. Question