Sec. 3. Interventions to address chronic absenteeism
422 words·~2 min read·
/bill/115/hr/1864/ih/section-3A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Section 4108(5) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7118(5) ) is amended— in subparagraph (H)(iii) by striking or at the end; in subparagraph (I), by striking the period at the end and inserting ; or ; and by adding at the end the following: interventions for students who miss 10 percent or more of school days (as determined at any time during a school year), which may include— implementing data collection systems that assist schools in collecting and tracking attendance data; creating data-sharing and confidentiality agreements between schools and partner agencies or community organizations working with students; partnering with local health, transportation, and service providers; integrating school personnel for mentoring; carrying out mentoring programs that— are structured, managed, and appropriately match students with screened and well-trained adult volunteers for group and one-on-one mentoring relationships; encourage mentors and students to meet frequently; are intended to satisfy a student’s need for involvement with a caring and supportive adult who serves as a positive role model; emphasize the importance of regular school attendance; and provide and facilitate the necessary student support services; partnering with community organizations that offer mentoring services that consist of— screening and training of adult volunteers; matching children and youth with the appropriate adult volunteer mentors; support and oversight of the mentoring relationship; establishing goals and evaluation of outcomes for mentored children; and planned and ongoing coordination between mentors and school personnel to identify individual student challenges causing chronic absenteeism in an effort to connect mentees to appropriate school personnel or resources such as access to transportation or medical care; cross-age peer mentoring programs under which an older youth serves a mentor for a younger student for the purpose of guiding and supporting the student’s academic, social, and emotional development; school reorganization aimed at improving relationships between students and staff, including strategies for recognizing and modeling good attendance, such as mentors greeting students each day and promptly contacting a parent or mentor if the student is absent; identifying issues that lead to school absences; meeting with students and parents to engage students and improve performance; arranging for teacher home visits to develop relationships among students, parents and schools; connecting students to existing school resources and activities, including school counseling services and existing community-based organizations; using mentors to serve as a bridge between students, parents, and schools; implementing evidence-based restorative justice strategies aimed at reducing suspensions in order to keep students in school; or providing personnel training to build positive school climates and promote social-emotional learning. .
Connectionstraces to 1
Traces to 1 document
Citation graph
cites case law
Sec. 3
Interventions to address chronic absenteeism
Cites 1Cited by 0 across 0 sources