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Addressing Chronic Absenteeism
Chronic Absenteeism Module
Addressing Chronic Absenteeism is a 6-part series that covers the definitions, contextual information, use of data, and the capacity building, engagement, and partnerships needed to successfully address 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?
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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.
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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.
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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.
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Question 5 of 42
5. Question
Module 1: Understanding Chronic Absenteeism
Every child who is chronically absent is considered to be truant.
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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.
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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.
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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.
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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.
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Question 10 of 42
10. Question
Which tier is the costliest for school divisions?
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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.
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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.
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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?
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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].
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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].
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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?
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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.
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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?
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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].
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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.
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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?
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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.
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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?
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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:
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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].
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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?
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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?
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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?
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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?
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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?
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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?
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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].
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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.
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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?
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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].
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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.
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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].
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Question 38 of 42
38. 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 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?
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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?
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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?
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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]
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Question 42 of 42
42. Question
Module 6: Strategic Partnerships
Strong and successful partnerships require all but which one of the following attributes?
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