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School Attendance Performance Framework

In order to better identify the needs of schools and to replicate innovative attendance promotion strategies in the district, APS has developed a performance framework for attendance.

Attendance Performance Framework for Each Quartile

Quartile 1

Quartile 1 Attendance Performance Framework
School Chronic Absenteeism Range 33% or more
School Expectations Required:
  • An attendance action item/goal will be included in the schools’ 90-day plan. 
  • School teams Attend Mission: Graduate Attendance Summit (September 8th).
  • Schools institute an Attendance Team.
  • Schools work with district support staff to complete an annual continuous quality improvement cycle which includes implementation of a minimum of 2 strategies per tier on the APS Tiered School Attendance Approach.
Highly Recommended (as appropriate):
  • An attendance action item is included in the schools’ 90-day plan.
District Support to Schools Full-time Access Supports:
  • School level technical assistance, coaching, professional development through the Attendance Promotion and Truancy Prevention Unit.
  • APS staff incorporating school need into Mission: Graduate summit.
  • Support tools (web and in person).
  • OAR supports to use attendance data in the development and implementation of the school’s 90-day plan.

Quartile 2

Quartile 2 Attendance Performance Framework
School Chronic Absenteeism Range 26% to 32%
School Expectations Required:
  • Schools institute an Attendance Team.
  • Schools work with district support staff to complete an annual continuous quality improvement cycle which includes implementation of a minimum of 1 strategies per tier on the APS Tiered School Attendance Approach.
Highly Recommended:
  • Attendance data is considered in the development of, and an attendance action item/goal is included in the schools’ 90-day plan.  
  • Schools Attend Mission: Graduate Attendance Summit (September 8).
District Support to Schools Full-time Access Supports:
  • School level technical assistance, coaching, professional development through the Attendance Promotion and Truancy Prevention Unit
  • APS staff incorporating school need into Mission: Graduate summit  
  • Support tools (web and in person)
On Demand Supports:
  • OAR supports use attendance data in the development and implementation of the school’s 90-day plan

Quartile 3

Quartile 3 Attendance Performance Framework
School Chronic Absenteeism Range 11% to 25%
School Expectations Required:
  • Schools institute an Attendance Team
  • Schools complete an attendance self-assessment
Recommended:
  • Schools complete an annual continuous quality improvement cycle which includes implementation of a minimum of 1 strategies per tier on the APS Tiered School Attendance Approach
District Support to Schools Full-time Access Supports:
  • Support tools (web and in person)
On Demand Supports:
  • School level technical assistance, coaching, professional development through the Attendance Promotion and Truancy Prevention Unit

Quartile 4

Quartile 4 Attendance Performance Framework
School Chronic Absenteeism Range 10% or less
School Expectations Recommended:
  • Schools institute an Attendance Team
  • Schools work complete an attendance self-assessment
District Support to Schools Full-time Access Supports:
  • Support tools (web and in person)
On Demand Supports:
  • School level technical assistance, coaching, professional development through the Attendance Promotion and Truancy Prevention Unit

APS Tiered Approach to School Attendance

Tiered Approach to School Attendance.

APS Tiered Approach to School Attendance
TierThemeAudience
Tier 1 - 
Whole School Prevention
  • Awareness
  • Data and Attendance Systems
  • Culture of Attendance
  • Full Staff/Student/Family Engagement
  • School Attendance Plan
All Students
Tier 2 -
Individualized Prevention
5% - 9% Absenteeism
(9 to 17 Days Missed)
Tier 3 -
Early Intervention

10% - 19% Chronic Absenteeism
(*18 to 36 Days Missed)

Tier 4 -
Intensive Support

20% + Chronic Absenteeism
(*37 Days Missed)

Definitions

Awareness
Students, staff, families, and the community are aware of the importance of high levels of attendanceAttachment
Encourage connections between students, families, and the school.
Outreach / Intervention
Outreach and interventions are provided to students and families in a systematic and targeted manner
Attendance Team / Systems
Schools have Attendance Teams and data-centered systems and processes to support the tiered approach (including a school plan and staff training)

Critical School Strategies/Activities

Requirements

  • All schools will meet the requirements for the School Attendance Performance Framework
  • All schools will conduct a school level data review, develop/implement/reflect on an annual School Attendance Plan, and shall submit the plan to NMPED

General/Tier 1 Expectations

  • School climate/culture of attendance (awareness, incentives, discussion, and parent/teacher conferences, etc.)
  • Strong student, family, and staff engagement and partnerships
  • Strong data systems (taking/entering attendance, analysis, use, etc.)
  • All contacts, plans and interventions documented in Synergy
  • Staff expectations, training, and support
  • Directory of school, district, and community resources and services

Specific Steps for Tiers 2-4

  1. Establish clear protocols and expectations for which staff provide what forms of outreach and intervention to students/families at each tier.
  2. Use data to identify students that meet the absence threshold for each tier.
  3. Provide early outreach to students and family.
  4. Conduct an assessment of the root causes of absences.
  5. Develop attendance plan (as appropriate for each tier) with the student/family. Include both incentives, as well as discussion of consequences of continued absences.
  6. Offer resources/support/referrals to reduce barriers to attendance.
  7. Monitor progress; either celebrate success or review/ update plan.
  8. Refer the student to the Health and Wellness / Student Assistance Team, etc. as needed for wrap around support and services.

Student and School Benchmarks by Tier

Tier 4

  • Assessment of root causes of absences and resources to support attendance
  • Specialized supports offered (e.g. substance use counseling, tutoring, etc.)
  • Referral and coordination to/with school/district/community supports
  • Intensive Support Intervention Plan developed/implemented with student and family

Tier 3

  • Assessment of root causes of absences and resources to support attendance
  • Referral and coordination with school/district/community supports
  • Early Intervention Plan developed/implemented with student and family

 Tier 2

  • Families know that the school is concerned, wants to partner, will share resources
  • Impact/consequences of absences are shared with student/family
  • Student and/or family receive multiple outreach contacts and conversations
  • Individual Student Prevention Plan developed/implemented with student/family

Tier 1

  • Families know how to report absences
  • Students and families understand the importance of attendance
  • Families understand that help is available
  • All staff are trained, engaged, and committed to conducting attendance activities