As required under State law, a student shall be excused from school for the following reasons: 

• Physical or mental condition (such as acute sickness), obtaining religious instruction, permission of parent or guardian (appointments, family event, etc.), religious holiday, suspension or expulsion, program or curriculum modification, high school equivalency. See Board Policy po5200 for more details. 
• Long-term illnesses that may disrupt attendance should be communicated through the district nurse.

A student may not be excused for more than ten (10) days per school year and must complete any coursework missed during their absence. Once the 10 days are used up, then we move to unexcused absences unless:

• They provide medical documentation to the attendance office.
• They come to school and are sent home by the school nurse.

Unexcused absences are absences from school for part or all of one (1) or more days from school without an acceptable excuse. Unexcused absences demonstrate a deliberate disregard for the educational program and are considered a serious matter. Unexcused absences are tracked as part of our tiered support system.

Attendance is important for every child, every day. Lifelong habits are established in the early years of elementary school that contribute to student success. Research shows that chronic absence in early grades correlates to difficult reading in 3rd grade and low achievement in middle school. 

A student's success and attendance have a direct correlation. Students often feel overwhelmed when they are frequently absent due to missing important instruction and assignments. Students are missing key instruction on skills. Makeup work only goes so far. It doesn't include experience, social opportunities, and interaction that make learning and knowledge come alive which helps develop life skills. 

After five (5) unexcused absences, a student and/or parent can receive a citation.

• Truancy: A student may be considered truant if the student is absent part or all of one (1)  or more days from school with the School Attendance Officer, Principal, Prevention & Intervention Specialist, or a Teacher has not been notified of the legal cause of such absence by the parent of the absent student. A student who is absent intermittently for the purpose of defying the intent of the WI Compulsory Attendance Statute 118/15 will also be considered truant.
• Habitual Truant: A student will be considered a habitual truant if the student is absent from school without an acceptable excuse for part or all of five (5) or more days on which school is held during a school semester.

Foundational strategies are practices for the whole school that promote positive conditions for learning.

Tier 1 strategies are aimed at encouraging better attendance for all students and at preventing absenteeism before it affects achievement.

Tier 1 Universal Supports Include:

• Clear, concise, and consistent communication about schedule and expectations
• Routines and celebrations related to attendance and engagement
• Personalized positive communication to families when students are absent
• Recognition of good and improved attendance
• Impact of attendance on the whole child widely understood
• Connection to a caring adult in the school

Tier 2 interventions are designed to remove barriers to attendance for students at greater risk of chronic absenteeism, such as those who missed 10% of the school year, the standard definition of chronic absenteeism. These students and families should receive personalized attention as part of the engagement strategy.

Tier 2 Early Interventions Include: 

• Common community and school barriers identified and addressed
• Individualized student success plan that includes attention to attendance
• Attendance strategies added to IEP
• Family Visit or Meeting
• Check-In/Check-Out (CICO)
• Expanded learning opportunities
• Small group interventions and supports for students
• Restorative alternatives to discipline and suspension

Tier 3 interventions provide intensive support to students missing the most school, often involving not just schools but other agencies such as health, housing, and social services, and typically requiring case management customized to individual students' challenges. Students missing 20% or more of the school year benefit from the addition of this intensive level of support.

Tier 3 Intensive Interventions Include:

• Educational support champions/advocates (prevention/intervention specialist, county, etc.)
• Interagency case management
• Community-based, non-criminal truancy court
• Individualized learning and success plan leading to graduation
• Legal intervention (as a last resort)

FALSE. The foundation for a successful education and future starts in 4K and elementary school. There are important lifelong habits that are established in the early years of elementary school that contribute to student success (see our 4K, Kindergarten, and Elementary Handout). Research shows that chronic absenteeism in early grades correlates to difficulty reading in third grade and low achievement in middle school. Research also shows by sixth grade, chronic absenteeism is a leading indicator that a student will drop out of high school. Elementary provides essential foundational skills that all students need to build upon throughout their educational journey.

FALSE. Missing just 2-3 days/month is 10% and that has a BIG (and negative) impact. When you think of how many classes a student has each day and missing 2-3 days per month, this can very quickly amount to a heavy load of missed lessons and makeup work. In addition to missing that core instruction, students are also missing important intervention/enrichment time, social interactions and opportunities, the structure and routine of the school day, and learning lifelong skills that employers look for such as dependability, communication skills, collaboration, responsibility, and resiliency. The best way to keep up with the pacing of your student's curriculum is to ensure they are in class daily.

FALSE. While it’s true an excused absence is better than an unexcused, multiple excused absences can also harm a student’s learning just as much as unexcused absences. While there are times when a student may need to be absent (see FAQ for the definition of excused absences), students’ success and attendance have a direct correlation, so even excused absences should be reserved for illness or emergencies. Students who are frequently absent report feeling overwhelmed due to missing important instruction and assignments. Families can help their students by ensuring that they arrive at school on time and scheduling appointments outside of school hours.

FALSE. Parents most often do care very much about their children and their education, but often other factors are at play that cause school absences. Parents genuinely want what is best for their child and often absences stem from challenges students or families face outside of school, not a lack of concern from their parents. In some cases, students with attendance concerns are students who are responsible for waking themselves up in the morning and ensuring that they walk to school or catch the school bus because a parent is not home. There are other cases when students have to care for younger siblings when siblings are ill because parents cannot work and other times students are simply exhausted from caring for their siblings while a parent may have to work a night shift. Another factor is that some parents don’t understand how important attendance is or how challenging a few absences can be for their child. We want to educate our families so they understand the impact that attendance has on all students academically and socially and understand the truancy and legal process as well. We encourage parents and/or students to reach out to their principal, school counselor, prevention/intervention specialist, or trusted adult at school if they have external variables that are preventing them from getting to school on time so we can help support the family as much as we can.

FALSE. It is true that students can and will need to complete makeup work when they are absent, but the makeup work doesn’t make up for everything the student misses in school. While completing makeup work is a great first step, students are missing key instruction on skills and knowledge they need to be successful in their classes. The makeup work doesn’t include experience, discovery, and interaction that makes learning and knowledge come alive connecting the learning to the real world. Students miss connecting new knowledge with concepts learned previously to construct new meanings and share explanations of what was learned. They also are missing social opportunities and interactions, developing better study habits, and healthy life habits.

Students who attend school regularly have more options in life after high school and great earning potential. A high school graduate is likely to make 1 million more over their lifetime than a high school dropout. They are also less likely to live in poverty, suffer poor health, and become involved in the criminal justice system (American University School of Education). Students are also missing out on the employability or soft skills needed to be successful in their future careers. These skills are the importance of showing up on time, being prepared, working well with others (collaboration), communicating, adaptability (flexibility), and taking responsibility. School teaches students the importance of learning to manage themselves as they would be expected to manage themselves in the workplace.