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Attendance
According to a Wallace Foundation report titled, Getting to Work on Summer Learning, the Wallace Foundation found strong evidence that voluntary summer learning programs can produce short-term gains in mathematics. In addition, the report identified promising evidence that, after two consecutive summers, students with high attendance (20 or more days per summer) outperformed their peers in mathematics and English language arts (ELA) and displayed stronger social-emotional competencies.
- How will you define attendance during summer learning, for in-person and remote programs? (T)
- How will you set expectations for minimum attendance? (T,A)
- How will you incorporate parents/guardians into the planning for summer learning? (P,T)
- How will you collect and collate attendance data? Who will oversee this process? (This will be important if you intend to use ARP-ESSER or ARP funds to support your summer learning program). (T,A)
- How will you follow up with students and their families when a student is absent, or a family is unresponsive? (T)
- How will the attendance policies attend to educational equity for all students in the district? (P,T)