Regular school attendance is critical for the academic success and overall development of students. Consistent attendance enhances student engagement, fosters a sense of responsibility, and promotes a supportive learning environment. Research indicates that students who attend school regularly are more likely to perform better academically, develop strong social skills, and build a foundation for future success.
The Education Act refers to regular school attendance as both a duty of the pupil and an expectation on the part of parents to cause attendance to take place. The Act recognizes that regular attendance supports the learning success of the student and contributes to the learning environment of the school.
The purpose of a student attendance policy is to promote good attendance in order to develop positive lifelong learning patterns. An attendance policy is a tool to keep students in school rather than to exclude them from the educational process. To that end, greater emphasis must continue to be placed on the development of a positive learning environment to promote regular student attendance, rather than on the positive aspects associated with non-compliance.
1. Communication of pupil and parent responsibilities
Schools will inform pupils and parents of their responsibilities with respect to student attendance. The Education Act refers to regular attendance as a “duty” of the pupil and indicates that a child is required to attend school until he/she graduates from high school or attains the age of eighteen years. The Education Act states that a parent is expected to cause his or her child to attend school.
Suggested ways of communicating pupil and parental responsibilities regarding attendance include the following: student and parent handbook, assemblies, letters to parents, advisor/advisee program.
2. Nature of Absences
The Education Act states that a child is not required to attend school if the child:
(a) is unable to attend school by reason of the child’s sickness or other unavoidable cause,
(b) is officially excluded from attendance under the Act or the regulations (e.g., suspension),
(c) is absent on a day regarded as a holy day by the religious denomination of the child or the parent,
(d) in circumstances considered by the Minister, is exempted from attendance in writing by the Minister (e.g., home schooling).
No consequences will be associated with those absences considered acceptable by the Act.
Absences for school related activities will be considered acceptable.
Tracking of Attendance and Interventions
1. **5 Days of Absence:**
– After a student has missed 5 days of school, the teacher will make contact with the student’s parents or guardians to discuss the absences and encourage improved attendance.
2. **10 Days of Absence:**
– After 10 days of absences, the Education Support Services (ESS) Team will send a formal letter to the parents or guardians addressing the attendance issue and offering support to improve the student’s attendance.
3. **15 Days of Absence:**
– After 15 days of absences, a meeting will be scheduled with the parents or guardians, the student, and school administration.
– The student will be given 2 weeks to improve their attendance.
– If there is no improvement after 2 weeks, the student will be placed in the Opportunity Room (OR) until they have attended school for 10 consecutive days.
4. **20 Days of Absence:**
– If a student reaches 20 days of absences, they will be placed in the Opportunity Room (OR) until they have attended school for 10 consecutive days.
**Opportunity Room (OR):**
The Opportunity Room is a separate learning environment designed to provide students with a distraction-free space to catch up on missed or incomplete work. It is monitored by staff to ensure that students remain focused and receive the necessary support to succeed. The OR aims to help students reintegrate into regular classes with a better understanding of the material they may have missed and improved study habits.
**Conclusion:**
Tobique Valley High School is committed to supporting student success through consistent attendance and proactive interventions. By working together with parents, guardians, and students, we aim to create a positive and engaging learning environment for all.
References for research:
1. **Attendance Works**: This organization focuses on advancing student success by addressing chronic absence. They offer a variety of research reports and resources on the importance of attendance.
– Website: [Attendance Works](https://www.attendanceworks.org/research/)
2. **The Importance of Being in School: A Report on Absenteeism in the Nation’s Public Schools**: This report by the Everyone Graduates Center at Johns Hopkins University outlines the effects of absenteeism on student achievement.
– Report: [Everyone Graduates Center Report](https://www.attendanceworks.org/importance-being-in-school/)
3. **The Link Between Absenteeism and Student Performance**: Published by the National Center for Education Statistics, this study examines the relationship between absenteeism and academic performance.
– Report: [NCES Report](https://nces.ed.gov/pubs2009/attendancedata/)
4. **Improving Student Attendance**: A research brief by the Center for Public Education that summarizes various studies on the impact of attendance on academic success.
– Brief: [Center for Public Education](http://www.centerforpubliceducation.org/research/improving-student-attendance)
These sources provide a wealth of information on the critical role attendance plays in student engagement and academic achievement.
Age of the Pupil
Schools will differentiate consequences for unacceptable absenteeism for elementary, middle, and high school students.
Consequences generated at the case conference must take into consideration the age of the pupil as well as other circumstances that might be extenuating.