Implement a tiered, prevention-first approach to reducing chronic absence that invests in positive conditions for learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends that to reduce chronic absenteeism among AI/AN students, schools "put in place a tiered approach that begins with prevention." This starts with ensuring positive conditions for learning: students are more likely to come to school when they feel physically and emotionally healthy and safe, experience belonging and support, are academically challenged and engaged, and interact with socially and emotionally competent adults. For AI/AN students this explicitly includes identity safety, Native languages and culturally responsive curricula, inclusive graduation practices such as wearing regalia, and calendar flexibility for cultural events.

Design Implications¶

Context¶

Requirements¶

• Collaboration grounded in strategies that build upon the particular strengths and assets of students, families, tribes, and communities
• Professional learning for staff who are unfamiliar with AI/AN histories and cultures

Constraints¶

• The brief states establishing positive conditions for AI/AN students can require explicitly addressing challenges faced especially by AI/AN students and families

Target Learners¶

• AI/AN K-12 students and their families

Target Learning Goals¶

• Daily attendance, engagement, and reengagement in school

Related Strategies¶

• Partner with community-based organizations to deliver critical services, since districts and schools alone cannot reduce chronic absenteeism
• Build shared districtwide and schoolwide responsibility for multilingual learners' attendance through a multitiered approach with a strong foundational tier
• Culturally appropriate Tier 1 attendance supports: recognize good and improved attendance, hold regular check-ins, and adapt school calendars
• Partner with tribal governments to remove attendance barriers through staff expertise, transportation, and health and social services
• Create positive, culturally inclusive, welcoming schools using strengths-based practices such as newcomer welcome centers, attendance cafés, and home-language-as-asset approaches

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