Culturally appropriate Tier 1 attendance supports: recognize good and improved attendance, hold regular check-ins, and adapt school calendars¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends expanding Tier 1 supports when chronic absenteeism affects many students, since high rates may indicate Tier 1 supports are not designed to meet AI/AN students' needs. Recommended practices include recognizing good and improved attendance with low-cost and culturally significant items such as hand drums or beaded necklaces, holding regular morning check-ins so students feel seen and appreciated, and adapting school calendars so attendance at important cultural events is exempt rather than marked absent. Partnerships with local dentists and pediatricians can schedule appointments during school breaks.

Design Implications¶

Context¶

Requirements¶

• Positive reinforcement of attainable goals to build the habit of attendance
• Collaboration between school districts and tribal governments to negotiate calendar flexibility

Constraints¶

• The brief states high rates of chronic absence among AI/AN students may indicate that Tier 1 supports are not designed to meet their needs

Target Learners¶

• AI/AN K-12 students in districts and tribal communities

Target Learning Goals¶

• Regular attendance and feeling welcomed and known at school

Related Strategies¶

• Partner with community-based organizations to deliver critical services, since districts and schools alone cannot reduce chronic absenteeism
• Implement a tiered, prevention-first approach to reducing chronic absence that invests in positive conditions for learning

Examples¶

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Key Sources¶

• Chang, H.N., & Leong, C. (2024). Missing more than school: Reducing chronic absence for American Indian and Alaska Native students. WestEd. https://eric.ed.gov/?id=ED655926