Sec. 3. Interventions to address chronic absenteeism
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/bill/116/hr/4220/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, social service agencies, city and county governments, and partner agencies or community organizations working with students; partnering with local health, transportation, and service providers to target intervention efforts; training and 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; 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 students with the appropriate adult volunteer mentors; support and oversight of the mentoring relationship; establishing goals and evaluation of outcomes for mentored students; 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 intervention efforts; cross-age peer mentoring programs under which an older student serves a mentor for a younger student for the purpose of guiding and supporting the student’s academic, social, and emotional development; identifying issues that lead to school absences; meeting with students and parents (or guardians, as appropriate) to engage students and improve performance; arranging for teacher home visits to develop relationships among students, parents (or guardians, as appropriate) 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 (or guardians, as appropriate), 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. .
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Sec. 3
Interventions to address chronic absenteeism
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