Debra Michelle Smith Munford Elementary School A Study of the Correlation between Second Grade Students’ Achievement and Attendance Improving Academic Achievement for Second Grade Students through School Attendance Interventions at Munford Elementary School

Families living in poverty lack resources: 1.Financial 2.Emotional 3.Mental 4.Spiritual 5.Physical 6.Support Systems 7.Knowledge of middle-class hidden rules 8.Role Models (Payne, 1996)

Role of “No Child Left Behind” Act – 95% average daily attendance Chronically Absent Students Effects of Chronically Absent Students Students Peers

Munford Elementary School (MES) / K – 5 school AYP Check-ins, Check-outs, and Absences Second Grade Class - Size - Tardies and Absences - Academic Achievement

Grade (92 Days) Days Absent TardiesDays Absent TardiesDays Absent Tardies Preschool Special Ed AAA Kindergarten st Grade nd Grade rd Grade th Grade th Grade

PopulationFreeReducedPaid School54%25%21% 2 nd Grade70%9%21%

GradeStudy GroupPrevious Group Kindergarten End-of Year % Benchmark 8% Strategic 10% Intensive % Benchmark 6% Strategic 6% Intensive % Benchmark 4% Strategic 6% Intensive First Grade End-of-Year % Benchmark 27% Strategic 6% Intensive % Benchmark 15% Strategic 3% Intensive % Benchmark 19% Strategic 5% Intensive Second Grade Mid-Year % Benchmark 13% Strategic 10% Intensive % Benchmark 10% Strategic 8% Intensive % Benchmark 9% Strategic 13% Intensive

Second grade students school yeargreater attendance ratesthird grade students school yearimproved academic achievementDIBELS, SuccessMaker, Global Scholar assessments, and STAR Reading Second grade students at MES for the school year who have greater attendance rates as third grade students during the school year will have improved academic achievement as demonstrated on DIBELS, SuccessMaker, Global Scholar assessments, and STAR Reading than they did as second graders during the school year.

Experimental Group – Third grade students at MES during the school year who receive attendance interventions and support. Control Group – Second grade students at MES during the school year who did not receive attendance interventions and support. Moderately Absent – missing between five and less than 10 percent of the school year (5-17 days) for any reason. Chronically Absent- missing 10 percent or more of the school year (18 or more days) for any reason. Excessively Absent – missing 20 percent or more of the school year (36 or more days) for any reason.

The experimental group - the third grade students during the school year who were enrolled at MES as second graders during the school year who participate in attendance interventions programs or strategies to improve their attendance during the school year. The control group - the second graders who attended MES during the school year who did not participate in any programs or strategies to improve their attendance during the school year.

school year - 21 students were chronically absent and 52 students were moderately absent in the control group school year -14 students were chronically absent and 40 students were moderately absent in the control group. First 145 days of the school - 4 students were chronically absent and 36 were moderately absent in the control group.

Measurements: Attendance Reports DIBELS Global Scholar STAR Reading SuccessMaker Comparisons: End-of-year Reports compared to mid-year and beginning-of-the-year reports for control group Reports will be analyzed for academic growth of experimental groups and compared to growth of control group.

Meet the Teacher Nights Faculty and Staff Mentors Leadership Team Phone Calls Monthly Standing Recognition for Perfect Attendance Put Findings of the Research in Teachers’ Mailboxes Post a Copy of the Research Offer a book study to teachers on A Framework for Understanding Poverty (Payne, 1996) First and Second Semester Parent Workshops Videos of Parent Workshops

Greater Attendance = Greater Achievement Change the Culture of the School Teachers will understand the effects of poverty. Teachers will be able to communicate better with students and their parents. Teachers will be able to empathize with families and look for solutions to obstacles. Improve Parent Involvement Parents feel understood and supported. Provide alternative ways to involve parents in educational process.

Mentoring Program will Provide Opportunities to Build Strong Relationships Decreasing Drop-out Rates Long-term Decrease Achievement Gaps Consideration for a Mentoring Program in Kindergarten

Payne, R. K. (1996). A framework for understanding poverty. (4th ed.). Highlands, TX: aha! Process, Inc.