ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
 Chronic Absenteeism: Root Cause and Intervention Matching Tool

Use these questions to help identify the likely causes of absenteeism for a student who is chronically absent. Understanding the root causes for high absenteeism can help determine the best course of action. Is this something that you can help your student and his/her family overcome? Is there an underlying issue that requires additional support, perhaps from an intervention team, school social worker or guidance counselor? Consider the relevance of each question/statement for the student below. Then indicate the degree of relevance using the 3-point Likert scale. Simply enter an "X" for the appropriate Likert rating for that item. The scoring section below will automatically produce areas of highest to lowest relevance by established domain/s. Each domain corresponds to multiple interventions matched and logically linked to student/family need in thier respective domain/s. After participant/team deliberation, the team can then develop a plan which should then be designed, implemented and monitored.
2
3
1. Does the student’s family have a positive meaningful relationship with their child’s teacher and school? Do they find value in what the school has to offer their child? (HC)
4
2. Are the student’s cultural values and norms reflected in the school’s identity and practices? (SCC)
5
3. Does the student have fears related to attending school (e.g. perceived peer group conflicts, physical concerns, etc.)? (SC)
6
4. Has the parent/caregiver identified specific barriers to attendance? (PV)
7
5. Does the student struggle with health concerns (including mental health) that are keeping them from attending school? (HS)
8
6. Does the student struggle with organizational tasks? (AC)
9
7. Does the student avoid difficult social or academic situations by staying away from school? (SD)
10
8. Does the student have power to act, create, and change personal conditions and external systems (agency)? (SV)
11
9. Student has no or few meaningful positive relationships with the adults at school. (SCC)
12
10. Is the student struggling academically? Consider what skills and content the student has missed as a result of his or her absences as well as other instructional needs. (AC)
13
11. Does the student or their family have a plan for getting to and from school each day? (HC)
14
12. Is the student exposed to race, disability, cultural or LGBTQ biases? (SC)
15
13. Does the student’s IEP, 504 plan, or SST plan need to be reviewed, re-trained, and/or revised? (SWD)
16
14. Is the student familiar with the physical layout of campus and able to get help from trusted adults when needed (e.g. student knows who to ask for help opening a locker)? (SD)
17
15. Does the student struggle to complete homework? Are there barriers to homework completion? (AC)
18
16. Are there cultural, language, or other types of barriers that require extra effort on the part of the school to work with the parent/caregiver? (PV)
19
17. Does the student need classwork to be differentiated to benefit from classroom instruction? (AC)
20
18. Are there challenges in the home that contribute to frequent absences (e.g., parental illness, homelessness, joblessness, child care, needed health or mental health services for parent/caregiver)?
(HC)
21
19. Has the student identified the reasons for missing school? (SV)
22
20. Does the student have difficulty forming and maintaining positive peer relationships? (SD)
23
21.Does the student have language or communication challenges that are not being addressed? (AC)
24
22. Have you met with the parent/caregiver to discuss attendance concerns? (PV)
25
23. Does the parent or caregiver struggle with health concerns (including mental health) that are keeping the student from attending school? (HS)
26
24. Does the student feel a sense of belonging at school and connect their attendance with broader aspirations and meaning? (SCC)
27
25. The student does not participate or is currently ineligible for extracurricular opportunities (clubs, sports, events etc.) (SCC)
28
Totals
29
30
Scoring and Intervention Matching
31
Target AreaItemsItem Count
32
Academic Conditions (AC): If the team believes that academic demand is a part of the desire to avoid class/school, the team must consider ways to increase positive momentum. Consider as well, whether or not the desire to avoid academic demand is a "can't do" or a "won't do" problem. Consider what additional teaching the student may need to better access content and promote academic success. Also, what possible incentives may be established (i.e., reinforcement systems). 6,10,15,210
33
Safety Concerns (SC): Are there reports of or evidence for actual or perceived sense of safety concerns on the part of the student e.g, problematic peer interactions that should be addressed to either support the student directly or mediate the dynamic of others involved. What can the team do to address real or perceived concerns for safety?3, 120
34
Social Dynamics (SD): Does the team believe the student is in need of systematic and formal teaching of social skills?7,14,200
35
Home Circumstances (HC): Is there credible evidence of extenuating circumstances for the student and his/her family's personal living condition? The focus should be on providing direct or indirect support through available school/district and/or community resources.1,11,180
36
Health Status (HS): Does the student have access to healthcare? 5,230
37
School Culture/Climate (SCC): Do your school walls have positive messaging? Do you make time to great student and/or families? Be humore 2,9,24,250
38
Student Voice (SV):8,190
39
Parent Voice (PV):4,16,220
40
Attend. Barriers for Student w/Disabilities (SWD):130
41
Do Not Know: The team should pay close attention to the number of "Do Not Know" entries as well as in which categories. This may indicate that more investigation or observation is warranted in order to determine root cause and possible responses00
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100