Attendance

School-Wide Culture of Attendance

Foundational supports are practices for the whole school that promote a positive school culture focused on developing relationships and learning.  When students feel welcomed, and safe, and that the work they do is important, they are more likely to attend and be engaged in learning.

In the Fulton City School District, we offer robust systems and support to develop a positive school culture:

• Trauma-informed and culturally responsive interpersonal and instructional practices

• Attention to positive school climate and culture through Positive Behavior Interventions and Supports and Restorative Practices

• Research-based instructional practices

• Direct instruction of social-emotional skills using the Second Step Curriculum in grades PK-8

• School assemblies highlighting positive character traits and hard work in the classroom

• Family engagement nights throughout the year

• Student-led conferences

• Intentional efforts to establish two-way communication with families about their student

• Encourage families to ask for assistance if they face barriers such as transportation issues, job loss, unstable housing arrangements, or health concerns.  

Tier 1 strategies are aimed at encouraging regular attendance for all students and at preventing absenteeism before it affects achievement:

• All Foundational Supports

• Regular review of data within the "Early Warning Indicator" report to identify concerning attendance patterns early

• Monitoring of daily attendance by designated school staff

• Transportation 

• Recess at the elementary level

• Free breakfast and lunch

• Daily phone call notification to parents for any daily absence

• District Attendance Regulation 5100.00R

Tier 2 interventions are designed for students who, despite the Foundational and Tier 1 supports, are identified as being chronically absent from school. A student is considered chronically absent if they have missed 10% or more of the school year to date.  These students and families should receive personalized attention as part of the engagement strategy in addition to Tier 1 and Foundational supports.

• • All Foundational and Tier 1 supports

  • Written notification from each school building for all students who have missed 10% or more of the school year to date. This occurs after the first 10 weeks of school and then every 5 weeks thereafter

  • Targeted goal setting and progress monitoring

  • Recognition for improved attendance

  • Check-in / Check-out with trusted adult(s) related to specific attendance goals

  • Communication with family reinforcing the impact of attendance on learning 

  • Collaboration with family to identify and attempt to mitigate barriers to attendance

  • Targeted skills groups to promote prosocial skills and increased attendance

  • Referrals to community-based supports as appropriate

Tier 3 interventions provide intensive and individualized support to students who are chronically absent despite access to Foundational, Tier 1, and Tier 2 supports and interventions.  These interventions often include school collaboration with community agencies in the areas of health, housing, and social services.  Students missing 20% or more of the school year benefit from the addition of this intensive level of support while also receiving continued supports at the Foundational, Tier 1, and Tier 2

• All Foundational, Tier 1, and Tier 2 supports and interventions

• Daily one-on-one Check and Connect with a trusted adult

• Home visits

• Parent conferences

• Additional referrals to community agencies for more intensive support and/or intervention

• Interagency case management

• Tutoring and mentoring

• Individual meetings between student support staff and student