In one word: maybe. Every school has a written attendance policy which can be found in the parents’ handbook or on the school’s website regarding rules and regulations. Regardless of each school’s policy, there is a process by which students’ attendance is tracked. Students should be flagged for attention once they start to accumulate excessive excused and/or unexcused absences—especially noted are consecutive and/or consistent same days of the week; e.g., the student is absent on a Monday week after week.
All schools have a Child Study Team (CST) as required (NJAC 6A:14-3.1) or a team with a different name (e.g., Student Support Team), but with the same function. This team must have at least a school psychologist, a learning disabilities teacher-consultant and a school social worker. Often, an administrator, general education teacher, nurse and other staff may be a part of the team. This team may meet weekly or on some other regularly scheduled timeline.
What is important to note here is that in order for a child to learn, he/she must be receiving instruction, acquiring knowledge/skills, demonstrating the understanding/practice of those skills, and, most importantly, having his/her rate of progress be measured. This is a complicated process, and schools and parents must be held accountable for ensuring that children supervised by them are being provided with FAPE (Free Appropriate Public Education.)
There are many reasons why a child may not attend school on a particular day, and most students have “excused” absences. But red flags should be flying when a student has an inconsistent attendance pattern; arrives late or leaves school early regularly; frequents the health office; is late to one or more classes daily; cuts specific classes regularly, etc. All of these are forms of absenteeism, and there is a reason. Some of those reasons include physical illness, chronic pain, undiagnosed mental health condition, fear of failure/ostracism by peers, bullying, depression, etc.. In rare cases, parents/guardians themselves keep the child at home when there is no acceptable excuse as per school policy.
The CST will develop an action plan* for each student. If within a specific timeline the action plan does not result in increased student attendance, the team’s options will be to consider referral to the 504 team or a make a special education referral. At least one staff member will be in communication with the parent/guardian regarding concerns/questions/action plans.
*the school will utilize staff supports such as additional instructional supports for reading, writing, math within the classroom or through RTI; may adjust the student’s schedule; provide a mentor—peer or adult, etc.
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