1. 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 jsu5988a@jsu.edu dsmith@tcboe.org

2. 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)

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

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

5. Grade2012-2013 (92 Days) 2011-20122010-2011 Days Absent TardiesDays Absent TardiesDays Absent Tardies Preschool Special Ed. 388426307 AAA23624362 Kindergarten81842211717251621814 1 st Grade58234612568351084686 2 nd Grade6194081037658961494 3 rd Grade466310761532988564 4 th Grade4432379946061073560 5 th Grade5083079226431158591

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

7. GradeStudy GroupPrevious Group Kindergarten End-of Year 2010-2011 82% Benchmark 8% Strategic 10% Intensive 2009-2010 88% Benchmark 6% Strategic 6% Intensive 2008-2009 91% Benchmark 4% Strategic 6% Intensive First Grade End-of-Year 2011-2012 67% Benchmark 27% Strategic 6% Intensive 2010-2011 82% Benchmark 15% Strategic 3% Intensive 2009-2010 76% Benchmark 19% Strategic 5% Intensive Second Grade Mid-Year 2012-2013 78% Benchmark 13% Strategic 10% Intensive 2011-2012 82% Benchmark 10% Strategic 8% Intensive 2010-2011 78% Benchmark 9% Strategic 13% Intensive

8. Second grade students 2012- 2013 school yeargreater attendance ratesthird grade students 2013- 2014 school yearimproved academic achievementDIBELS, SuccessMaker, Global Scholar assessments, and STAR Reading Second grade students at MES for the 2012- 2013 school year who have greater attendance rates as third grade students during the 2013- 2014 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 2012-2013 school year.

9. Experimental Group – Third grade students at MES during the 2013-2014 school year who receive attendance interventions and support. Control Group – Second grade students at MES during the 2012-2013 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.

10. The experimental group - the third grade students during the 2013-2014 school year who were enrolled at MES as second graders during the 2012-2013 school year who participate in attendance interventions programs or strategies to improve their attendance during the 2013-2014 school year. The control group - the second graders who attended MES during the 2012-2013 school year who did not participate in any programs or strategies to improve their attendance during the 2012-2013 school year.

11. 2010-2011 school year - 21 students were chronically absent and 52 students were moderately absent in the control group. 2011-2012 school year -14 students were chronically absent and 40 students were moderately absent in the control group. First 145 days of the 2012-2013 school - 4 students were chronically absent and 36 were moderately absent in the control group.

12. Measurements: Attendance Reports DIBELS Global Scholar STAR Reading SuccessMaker Comparisons: - 2012-2013 End-of-year Reports compared to mid-year and beginning-of-the-year reports for control group. - 2013-2014 Reports will be analyzed for academic growth of experimental groups and compared to 2012-2013 growth of control group.

13. 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

14. 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.

15. 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

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