My action reserach plan

Action Research in the E-Learning Environment-Improving School Attendance

Action Research in the E-learning Environment

Improving School Attendance

Performance Learning System

Wilkes University

Joy Grandi

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Abstract

It is the commitment of any school to ensure all students are successful in reaching their

personal and academic potential. This requires a student to be in school and ready to

learn. School attendance standards are set by Pennsylvania Department of Education for

all students in the state. Some high school students do not comply with this standard and

are not on target for the stated allotment of unexcused days permitted by the state and are

considered truant. It is my goal to raise the attendance rate of these students through

targeted intervention and strategies. This will take a team effort from several staff

personnel and family members of the students. This plan outlines the attendance policy,

interventions for students who are truant and the conclusion of my research. At the end of

this research plan, I hope to increase attendance for this group of students and improve

learning and success.

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Introduction

Both Common sense and vast amounts of research conclude that student attendance is

critical to educational success. Students with severe attendance issues are unlikely to

graduate from high school. The Pennsylvania Department of Education set standards for

attendance and Yough School District abides by the standards set for student success in

our state. In fact, the mission statement of Yough School District is as follows: “Our

mission is to provide all students with a 21st Century Learning Experience in a

collaborative and supportive environment”. Through shared values of the district, it is

seen that the district is committed to knowing that all students can learn, it believes, but

not limited to that all decision making be in the best interest of the student, to provide a

life-long learning environment and be a shared responsibility between the district, the

parents and the community. (Yough) At our high school, some students are not meeting

the attendance requirement and have become truant. This affects student grade level

requirement, education and social growth, which leads to attendance meetings, court

hearings, fines, the intervention of state agencies to mandate school attendance at an

alternative placement and the possibility of dropping out of school.

Within the last few years, our school district has developed a list of shared values which

corresponds with our district’s vision statement that “Our vision is to maximize student

experiences and opportunities that will inspire individuality, innovation and perseverance

making possibilities limitless.” One of those values is that all students are provided with

a personalized experience. Research shows that students do better in school when given

personal attention from teachers. As a district this year, we are prioritizing to strive to

make a difference in students’ lives through teaching and also through interactions. I have

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made a point to do this in my classes since the beginning of the year. I ask students how

their day is going, and details about extra-curricular activities. I will encourage students

by finding the good things that they do in class each day and tell them either during class

or at the end of the class. I have found that despite the fact that we are told that students

want to be private when their lives are concerned, love that I ask them questions, praise

and show concerned for their well-being. Though this practice, I have found improved

relationships with students as well as the students’ desire to do what I ask and in the

process, improve learning. This finding is important to the improvement or learning and

relationships. We, as a faculty are modeling life-long learning and positive interactions.

So far, the impact on my students is a positive one. I have earned trust, show the students

that I care and have increased student motivation to learn.

The focus of this research paper is responding to the questions, “What can I do to

improve student attendance and learning? What are some of the factors that cause

students to not want to come to school? A number of sub-questions were also identified

to support the research conducted. Why isn’t the student coming to school? How do

health concerns for the student or a close family member impact attendance? What are

the environmental concerns for the family? What makes a students come late to school or

not at all? What are the feelings in the student when he is not in school? How can I

encourage the students to be in school? I want to make learning meaningful and relevant

to my students so that it becomes life long learning skills. McNiff states, “As a self

reflective practitioner you need to be aware of what drives your life and work, so you can

be clear about what you are doing and why you are doing it. You might need to spend

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time clarifying for yourself the kinds of values and commitments you hold”. (McNiff, pg.

29) Not only do I want to improve learning for my students in this most effective plan, I

also want to model for my students a plan that could allow them to make changes for

their future. Through my research, I hope to improve student attendance for students at

my high school and essentially improve learning.

Background

Attendance is mandatory for students in all public schools. The Pennsylvania Department

of Education student attendance policy states that a student must not miss more that 10

unexcused days of school if under the age of 17. If over the age of 17 the number of

unexcused school days is 20. (PA department of education) Truancy actions range from

loss of credit to imposed fines, which is determined by individual school districts.

Student learning is negatively affected by not being in school, which could affect possible

future careers and career choices. Finally, the school districted is affected in their annual

grade from the state when looking at school attendance, for Pennsylvania has set a

graduation rate at 95%. Sometimes students don’t think people are noticing that they are

missing a lot of school until it gets to the point of denial of credit and fines. In my school,

we are trying to pay attention to the students who are over what we consider “target” for

truancy. This is over the percentage of unexcused days of absence when averaging the

absent days over the school year. In the past, interventions have been in place for

unexcused absences, which includes the district’s attendance officer’s intervention. This

procedure begins after the 8th day of unexcused absences, the attendance officer will call

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home and send a letter. At day 10 of unexcused absences, the procedure is repeated again.

When the student misses over the 10-day limit, a certified letter is sent home detailing

this information along with a need for an attendance meeting involving the parent,

attendance officer, guidance counselor, principal and student. At this time, denial of

credit for semester courses are discussed and a plan of action for attendance created. At

this point, the staff hopes the student will begin to improve attendance. This seems to

help some students, but there are still a large percentage of students missing over the 10-

day limit. Our school desires to change this and keep students on target with truancy by

identifying the student early and providing interventions and reinforcements to improve

attendance.

By October 15, 2014, of the 735 students in the high school, 33% of the seniors were on

target for truancy, followed by 20% of the juniors, 11% of the sophomores and 6% of the

freshmen. These identified students totaled over 8 days unexcused absences. Our school

found this percentage unacceptable. The SAP team (Student Assistance Program) in our

school has formed an attendance team and designated every other SAP meeting as an

attendance meeting, focusing on truancy. By working as a team, the goal is to improve

attendance and student success. The attendance team is working closely with the student

and family to determine the needs for improved school attendance. Communication is of

utmost concern between all parties, identifying reasons the student is not in school,

educating students and family of the attendance policy and the consequences of being

truant. If warranted, the identified students can then be supported by other services

offered at the school and through the SAP team.

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Since November 1, student attendance reports have been run and distributed to the newly-

developed attendance team staff. The team has been divided into four grade levels. Then

each grade level team identified the students that are not on target with unexcused

absences. The parent of each student was notified by phone (script appendix A) or voice

mail. If the parent could not be reached, a letter was sent home to the parent. (Appendix

B) This action was repeated four times between Oct 28 and Dec 23, 2014. The goal of the

attendance team was to connect with the parents, make them aware of the unexcused

absences and educate the parent on the truancy procedure.

Methodology

Participants

An attendance team was initiated through the SAP (Student Assistance Team) team and

comprised of the following twelve members, two administrators, one school nurse, two

guidance counselors, one attendance officer and four teachers. One office secretary

receives and files student excuses and may be necessary in this plan. Students who are

not on target with unexcused absences will be identified as participants, as well as their

parent’s, with their contribution and interaction in this matter. At the beginning of this

study 70 students were identified with over 10 days truant. They and their parents will

participate in this action plan.

Materials and procedures

Student attendance will be followed on Powerschool, the attendance and grade portal

available to administration, staff, students and parents. The attendance team will be

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utilizing computer laptops to document attendance progression thorough out this

research. Letters and envelopes will be used for mailings to parents to keep them abreast

of attendance information. The copier and copy paper will be utilized for paper copying.

High school building phones and offices were used to call parents and meet with

students. A notebook binder holds the data collected during the interview. Finally, district

computer laptops were used to complete student survey and document data.

Ethical considerations were addressed in all aspects of this research project. Permission

was obtained from the building principal, staff, identified students and parents.

Anonymity was maintained throughout this plan, from collection of information and

individual to evaluation of data. Participation is voluntary and participants can opt out at

any time. The participants and parents were provided a clear description of the research

plan letter of participation. (Appendix C)

Data Sources

Data was collected from several sources including surveys, observations through one-on-

one meetings and Powerschool, our portal used for district grades and attendance.

Through Powerschool, customized attendance reports can be created to form the

identified students on target for truancy with over targeted unexcused absences.

Participants were invited to complete a survey (Appendix d) during the face-to-face

interview, providing information on absences. The survey included 2 multiple choice

answers, one requiring a response and one list that requires a student to check those

responses that apply. The interview protocol (appendix E) was utilized to gain

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information and verify the days truant. Reviewed through this data were any historical

attendance reports of the student or siblings/families. The school nurse was a benefit to

the team for any health concerns and limitations that need addressed. Guidance provided

information of services, and family issues, 504 plans and other historical data that may be

necessary. The two special education teachers on the team provided concerns of special

needs and disabilities. The secretary in the building keeps files of all excuses the students

bring to school and these are made available to the attendance team when there was a

question. The attendance officer will run current reports every other week to keep track

of present attendance rates and truancy. The attendance team meets for each grade level

to determine which students are over the target number of truancy days. Presently, I am

involved with the senior attendance team, and truancy at this point of the school year

(January 20) is set at 10 days. Prior to our first interview meeting with the students, our

school district created and sent home a brochure to each family detailing the importance

of school attendance for academic success.

Interview Procedure

The first meeting occurred January 20 with each student was a face-to-face interview.

First, each student completed the survey via laptop in my presence. The state regulations

were explained to the student and the student was questioned for understanding. Then,

during the interview, the student was questioned about the truancy and unexcused

absences and questioned of any concern. Next, the parent was contacted via phone

conference/interview. Consequences were imposed on the student if warranted. Both the

student interview and parent phone interview data were charted. (Appendix F sample) All

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attendance information continues to be secured by grade level binders in the principal’s

office. Student data sheets are in alphabetical order for ease of finding and organization.

These sheets will be referred to and recorded at each future meeting. The principal

prefers the binders, so therefore that is the main form of record keeping.

. With the parent phone conference, these same tactics were used. When consequences are

imposed because of students being over the target days of truancy, each student was told

of the reasons for being “consequenced” and how the consequence can be removed by

their consistent attendance. This consequence will be in effect for 2 weeks and will

end if the student shows consistent attendance with no truant absences in this time

period. At that time, the student has the opportunity to earn back the privilege.

Charts were completed on all students. (appendix H sample)

The binders that are kept to record student attendance collected in this action research

needs to be identified by student name. The data is secured in the high school office

(principal’s office) and does not leave the locked room. I meet with the student in the

office. The material needs to have identifiers for the issue of student attendance and

important data collection. This action research is not just for me, but also for the high

school principal in identifying students who may not graduate, need CYS (Children and

Youth Services) or other factors. This information needs to be kept up to date with as

much specifics as possible. Using the descriptive method, the data was analyzed for

reliability and validity. Predominant trends were identified. (Appendix G for diagram)

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Results or Findings

Survey results

One hundred percent of the student participants completed the survey. The survey, which was conducted face-to-face at the interview of the 70 students identified as on-focus for truancy, showed various trends. First, 75% of the students like to come to school sometimes, 17% like to come to school and 8% never like to come to school. In addition, 79% of the students feel that there is no concerns that the school needs to know of, 8% feel that there are attendance issues the school needs to know of and 13% feel the question is not applicable. Most of the students (80%) surveyed are truant for the following reasons: 50% for sleeping in, 40% for missing the bus, 39% did not want to come to school and 22% didn’t complete their homework. Some of the students who answered the survey wanted to go straight to work after high school, while some want to attend secondary education to train for a career. Others do not know what they want to do after high school graduation. Those that want to attain employment or do not know what they want to do answered the survey that they do not like school, slept in or missed the bus.

Observation Findings

Yes, the interview did go as planned. Both students are keeping personal track of their attendance, but did not do so accurately. Neither of the students expected a meeting and parent interview/conference to occur. They both thought they would just get away with the absent days. It made them aware of the truant days and the fact that they may not be on target to graduate. (Both students are seniors)

I recorded my notes on a chart that I created. I could take notes and talk at the same time and also after the parent interview, while the student is still present. The information is fresh in my mind then. Taking notes during the interview does not interfere with the interview. In fact, the chart keeps me on target with the information that I need to ask and know. I will use the phone as a part of my interview again. The phone is the best source of communication with the parent next to a personal meeting.

Most of the students (92%) who have unexcused absences like to come to school at least

some of the time. The three highest reasons of not attending include missing the bus,

sleeping in or did not want to come to school. Of those students surveyed, 65% of the

students who answered the survey want to go straight to work after high school, while

some want to attend secondary education to train for a career. Others do not know what

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they want to do after high school graduation. Those that want to attain employment or do

not know what they want to do answered the survey that they do not like school, slept in

or missed the bus.

Interview findings

When interviewing the student, they were quiet and waited until the introduction was made. Twenty of the students have already attended attendance hearings and had an individual attendance action plans created. These students may be in jeopardy of denied credit this school year. When answering the questions, students answered just as my data shows. Reasons included sick (22students), missing the bus (10 students), sleeping in (26 students) and did not want to come to school (10). Some of these reasons were multiple ones. One student’s father has cancer and is in hospice. That situation will be handled differently with guidance involved. One student has a medical condition. That situation will be handled differently with the school nurse involved. Some students did have medical conditions that can be backed by doctor excuses so those absences will not count against them. Students understood the consequences that would be put in place due to the large number of truant absences.

Parents were contacted during the student meeting and were asked to join the meeting via conference call. The parents agreed with the students’ answers of being sick, missing the bus or had not excuse. The parents of 95% of the students were cooperative and encouraging of the mandated rules and the follow through of the high school. They were also encouraging of their child. Parents understood the consequences that would be put in place due to the number of truant absences and also agreed with the consequences, although a few parents (4) wanted to come up with a “deal” or negotiate to allow their child a second chance. That was not granted, although if a medical excuse was brought to school, the truancy absence would turn into a legal absence and the student would no longer be on target for truancy nor be “consequenced” by the school. That was acceptable to the 4 parents who wanted to negotiate.

Trends in my interview data show that the students who are not interested in school or sometimes interested in school have high truant days. Students who want to go to college after high school are truant in more cases of incomplete homework or did not study for a test. Students who want to work after high school are truant more because they miss the bus or sleep in. Additional trends I saw in the interview process is that 95% of the parents were supportive of the school and encouraged that their student was identified early as a possible truant student.

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Consequences are now in place for students over 10 days truant. The consequence is either social probation or loss of student parking pass and will last for 2 weeks. In addition, three students have been referred to the magistrate for an attendance hearing. In 2 weeks, attendance reports will be run again. The target date for those who are truant will be increased, based on the percentage of days of school so far. So on Feb 16, if a student is truant over 12 days, he/she will be identified for this action research plan and will be a part of the process to increase attendance in our high school.

Powerschool, the grade and attendance site the school utilizes is the most accurate when regarding attendance. This will continue to be my main source of data. Also used will be the student’s file of excuses, and the support staff at the high school. Additionally, parents will be a part of this procedure to include them in their child’s attendance situation and to be a support to both the school and their child.

Interview Observation

My concern is the number of students who have a high number of truant days and may

become truant this school year and either drop out, be denied credit and are affecting their

learning. My data shows that 70 students are on target for truancy out of 735 in our

building. Through my data collection of a survey, interview and data sources of

attendance reports and other school personnel I am concerned that these students are not

receiving an adequate education based on their inconsistent attendance. The surveys

shows me how the students feel about school attendance, what they plan to do after high

school and reasons they are not in school their truant days.

According to the survey, 75% of the students sometimes like to come to school, 17% like to come to school and 8% never like to come to school. 79% of the students feel that there is no concerns that the school needs to know about, 8% feel that there are attendance issues the school needs to know about and 13% feel the question is not applicable. Most of the students surveyed are truant for the following reasons: 50% for sleeping in, 40% for missing the bus, 39% did not want to come to school and 22% didn’t complete their homework.

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Some of the students who answered the survey wanted to go straight to work after high school, while some want to attend secondary education to train for a career. Others do not know what they want to do after high school graduation. Those that want to attain employment or do not know what they want to do answered the survey that they do not like school, slept in or missed the bus. One student stated, “It is difficult to wake up in the morning” At that point I sympathized with the student and then gave suggestion of going to bed earlier.

During the interview, the students were attentive, answered questions posed to them and understood the rules of attendance by correctly answering questions concerning attendance. Parents were “conferenced” by phone with the student in attendance and the parents were told the attendance information of their child. One parent’s response to the interview said, “Thank you for talking to (student). I feel as though I have been fighting this battle alone”. The students participated in this parent/teacher/child conference. The student willingly answered questions. When consequences were given, the student was questioned if he/she understood the reason for the consequence and how the student could, after 2 weeks, gain the privilege back by improving attendance. The student was affirmative in response. One student stated, “That is fair”, in reference to the consequence. This response gives me hope that the student will begin to come to school consistently.

Since the interview, students have contacted me in during the day and want to discuss their attendance. I remind the student of the confidentially and will discuss in private, but not in the hallway as they would like. Other students want to know if they are “on the list” to be seen in two weeks. Again, I will not discuss this in public places. Since the interview, I can observe the positive influence of the personal interview and communication. Students see that others are watching their attendance. Parents are contacted and involved. Guidance and the nurse may also be involved. Powerschool is the main source of my data, by the creation of truant days. This data determines the number of days a student is truant and is the main determinate for consequences.The historical data has/is being used in several ways. First, I looked at past attendance of the student and then of the siblings of the same family. Information from the nurse, guidance and other supports in the school help better describe the student in a more personal way. This gives me more information to make a personal impact on the student’s behavior/attendance. The communication with the student did not end at the attendance meeting. I observed that the students want to talk, like being encouraged to attend school and likes the communication and relationship that has developed. I am happy to say that this has occurred with 100% of the students!

On Feb 16, this procedure will be repeated. I am excited to see, with all that has occurred because of the Jan 20th meeting, if the number of truant students decrease and if the consequence is earned back by students.

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The one thing that has helped ethically is that I feel that I can discuss attendance with

these students outside of the meeting, without speaking of the specifics of the data and

use those moments to reinforce what was stated at the meeting and encourage them to

come to school. Sometimes students need the extra attention, that smile or feeling that

you care about them and notice when they are not in school. Hopefully, these

conversations will make a difference in their attendance. This has also added a

comfort/trust level to my research, and me for the students are not inhibited to talk at

meetings and discuss their situation. I feel this ethical consideration will be a reinforcer

for a successful action plan.

Discussion:

In my action plan, I hoped to increase unexcused absences of high school students who are at-risk of being truant this school year. The validity of my data did measure what I had intended to measure. The customized reports of Powerschool, our online attendance and grade program identifies the participants in my action plan. The survey, interview and parent phone conference further supports reasons for the absences. In my action plan, I plan to address the reasons that were given the most by the students. I will also determine if the consequences given to the students make a difference in the student’s attendance behavior.

It is important to look at the source of the on line data to determine its reliability. Each piece of data should support the other. A survey response should be supported through the interview. Other reports may be available to support both the survey and interview. These should be investigated. Another way to determine reliability is to complete the survey or interview again. If the participants give the same answers then the data is considered reliable.

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To determine reliability of my on line data collection, I used a survey to determine the reason students have acquired a high number of truant absences. The survey was completed and responses received. The students at the time were participating in the fact-to-face interview. Participants came to the meeting knowing the focus of the meeting would be truancy. The questions at the interview supported the survey responses. Parents participated in a phone conference during the student interview and also supported the survey answers from their child. I felt that the data, at that point was reliable.

In a comparison to my findings, Joyce Epstein and Steven Sheldon completed a study involving improving student school attendance, as part of an educational grant and John Hopkins University. This research was made to prevent or minimize student dropout during high school, elementary and middle schools need to focus on improving and maintaining student attendance and student motivation to learn. (Epstein and Sheldon) This study supports the specific partnership between school, family and community utilized to improve school attendance. Baseline surveys were mailed to schools that supported the partnership communication and 18 participated. Interventions included an increased communication for student, family and community. Most of the effective involvement activities were designed to improve school-to-home and home-to-school communications, and to recognize positive attendance results. Communicating effectively about attendance with all parents, providing a school contact person for parents to call, and rewarding students for improved attendance are three activities that were consistently associated with increasing average daily attendance and reducing chronic absence. (Epstein and Sheldon)The schools provided data attendance for 3 consecutive years. Percentages increased between 1195-1997 from 93.08% to 94.16%.The conclusion of the study suggests that school attendance is more likely to improve when involving students, family and community in a positive manner and focusing on attendance over time. The interaction between school, family and community was a positive one. The study gave a human quality to a corrective action being the importance of being in school. This contact was more effective that threatening parents with fine or CYS. The study shows that certain partnership between school, family and community may be affective in improving school attendance.

This study supports my action plan in several ways. Although I did not involve the community in my action research plan, I did provide an intervention of school and family communication. I also involved other school staff members and involvement in counseling and other agencies were offered. The emphasis in my action research plan is to communicate with parents that students are at-risk for truancy and education all parties of the rules in place. Communication in my plan was positive and did not include the threat of fines or CYS, as did this identified study. Epstein and Sheldon’s study to improve attendance supports my action research plan in that attendance improved through my interventions and communication between school and family.

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References

Attendance policy. (2015, January 1). Retrieved February 5, 2015, from

http://yims.youghsd.net/

Epstein, J., & Sheldon, S. (2002, January 1). Present and Accounted for: Improving

Student Attendance Through famlly and Community Involvement

RetrievedFebruary 23, 2015, from

http://www.sia-us.com/uploads/docs/pdf/Present_and_Accounted_For_Improvi

ng_Student_Attendance_Through_Family_and_Community_Involvement.pdf

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http://www.sia-us.com/uploads/docs/pdf/Present_and_Accounted_For_Improving_Student_Attendance_Through_Family_and_Community_Involvement.pdf

http://www.sia-us.com/uploads/docs/pdf/Present_and_Accounted_For_Improving_Student_Attendance_Through_Family_and_Community_Involvement.pdf

http://yims.youghsd.net/


McNiff, J., & Whitehead, J. (2010). You and Your Action Research Project (3rd ed. pg.

2929), New York, New York: Routledge.

Purdon's Statutes. (2015, January 1). Retrieved February 5, 2015, from

http://www.portal.state.pa.us/portal/server.pt/community/purdon's_statutes/7503/

compulsory_attendance_and_truancy_elimination_plan/507353

Appendix A

Appendix A

Phone script /voice mail for attendance:

Hello, this is ______ form Yough High school. I’m calling today because our attendance team is concerned about your son/daughter’s school attendance. Is there anything we as a school, should be aware of?

Our records indicate that as of (date) your son/daughter has been absent for school a total of _____ times.

If you son or daughter continues to miss school, there are some consequences that will follow.

We are concerned about your don or daughter’s well being and academic progress. Your child’s attendance needs to improve to avoid consequences.

Possible consequences include:social probation: no school dances, no field trips, club activities, no athletics, in other words, no extra-curricular activities.If the student drives, the parking permit may be revoked

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http://www.portal.state.pa.us/portal/server.pt/community/purdon's_statutes/7503/compulsory_attendance_and_truancy_elimination_plan/507353

http://www.portal.state.pa.us/portal/server.pt/community/purdon's_statutes/7503/compulsory_attendance_and_truancy_elimination_plan/507353


Other consequences could be failed classes, unearned credits and possibly not being permitted to participate in graduation ceremonies and/or earn a diploma.Students under 17 years of age may also be referred to the magistrate for truancy charges.

If you have any concerns, please contact Assistant Principal, Mr. Dan Wilkins at the high school (xxx-xxx-xxxx Extention: xxxx)

Appendix B

Dear paent/guardian:

Attendance is important for school success. We at Yough High School view success in

school to success for your child’s future.

Our records indicate that as of (date) your son/daughter has been absent for school a total of _____ times.

If you son or daughter continues to miss school, there are some consequences that will follow.

We are concerned about your don or daughter’s well being and academic progress. Your child’s attendance needs to improve to avoid consequences.

Possible consequences include:social probation: no school dances, no field trips, club activities, no athletics, in other words, no extra-curricular activities.If the student drives, the parking permit may be revokedOther consequences could be failed classes, unearned credits and possibly not being permitted to participate in graduation ceremonies and/or earn a diploma.Students under 17 years of age may also be referred to the magistrate for truancy charges.

Appendix C

Permission forms.

Dear: (parent)As part of the requirement for a course I am taking for my Master’ for on line learning, I am conducting an action research project into studying how I can encourage students to improve attendance so they can improve learning and graduate from high school. I would appreciate your encouragement and permission for this project.

My data collection instrument will be our grade and attendance online website, Power school. I will be using excel spread-sheets to evaluate the data as well as report of this

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documentation. I will guarantee confidentiality of information and names. I will be making phone calls to parents, meeting with students and collecting data on tardies to school. If you wish, I will keep you informed of my progress throughout this research plan. My action research project will be available at Yough High School for scrutiny throughout the length of the plan. A student does not have to be a part of this research and may opt out of participation at any time.

I would appreciate your cooperation by signing this letter giving me permission to try to accomplish this plan. Thank you for allowing ___________to participate in my research. You may contact me atemail: [email protected]: 724-446-5520 x 2028

Sincerely,

Joy GrandiLearning SupportTeacher, Yough High School

Return portion:

I (name) _________________________ give Joy Grandi permission to allow my (son/daughter)_____________________________ to participate in this research.

Parent signature______________________date_____

Parent name______________________________

Letter to Principal/guidance counselors/staff

Dear (Principal)(staff)As part of my master’s course for on line teaching, I am conducting research to see how I can encourage students to have satisfactory attendance to improve learning and graduate from high school. I would appreciate your permission and support of this project.My data collection methods will be utilizing Powerschool, our grade and attendance site and excel spread sheets for data collection. I will secure permission from parents and will guarantee confidentiality of all information. I promise to make my project available to you throughout my research and will give you a copy when the research is completed.I would appreciate your encouragement and permission at this time.

Joy Grandi

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mailto:[email protected]


Return portion:

I (principal, staff) give permission to Joy Grandi to undertake her research at the high school in Yough School District.

Principal’s signature_(or staff member)(________________________date__________

Principal Name.________________________ (or staff name)

Appendix D

Survey

AttendancePlease answer the following

Do you like to come to school? Mark only one oval.

o Yes o Never o Sometimes

Are there any concerns we need to know as a school that cause you to miss school? Mark only one oval.

o Yes o No o N/A

What are your plans after high school? Type your answer here.When you miss school as an unexcued day, what are some of the reasons? Please check all that apply.Check all that apply.

o I missed the bus. o I slept in. o I didn't complete my homework. o I didn't study for a test. o I didn't want to come to school. o I have a problem with others on the bus. o I have a problem with others in school. o I have a situation with my family. o I have to stay home to babysit. o I don't like gym class. o Other

Appendix E

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Brief explanation of the action research project to shared with the interviewee.Consistent attendance is an important part of education. The state sets rules for attendance and every school district has to abide by those regulations. According to the state, any student under the age of 17 can miss no more than 10 unexcused days of school per school year. Any student over the age of 17 cannot miss more than 20 unexcused days of school. If this occurs, a student is considered truant.

Topics and the type of information you will need to cover them.I will need an attendance report run of unexcused days of absence from our Powerschool attendance for this school year and grade program and the student’s file of received excuses during the school year from the school secretary. I will explain to the student that they are not on target with satisfactory attendance and may be in jeopardy to lose credit for classes, social probation or fines.

oQuestions, preferably open-ended, about your topics.Why have you missed ___ days of school?Are their any concerns we need to be aware of as a district and school?What is your understanding of the state and school policy for missing more than 10 days of school if under 17 and 20 days of school if over 17? (this depends on the student’s age)

Questions that ask the interviewee to be more specific.What can you do to make sure you are up and ready for school?If transportation is a problem, what can we do, as a school, to make this better?If your bus stop location is a concern, what can we do, as a school, to make this better?Who is bothering you on the bus or at the bus stop to upset you?

Questions that allow the interviewee to say what is on his/her mind.What is it about the state rules for attending school that you don’t understand?Is there something of concern to you that causes you to miss school?Is something preventing you from coming to school consistently?Now that you are aware of your attendance, what are you going to do?

Interactive tool(s) you will use to conduct the interview(s). I will use Powerschool, our online attendance and grade web tool to document unexcused days of school. Attendance reports can be uploaded into excel to document attendance performance and progress. I will use an excel chart to document the absences of the students. I will also have a binder for each grade level. I will include a page for each student, identifying their name, date met with, date parent informed and the sum of unexcused days.

Protocol for Parents:Brief explanation of your action research project to share with the interviewee.Consistent attendance is an important part of education. The state sets rules for attendance and every school district has to abide by those regulations. According to the state, any student under the age of 17 can miss no more than 10 unexcused days of school

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per school year. Any student over the age of 17 cannot miss more than 20 unexcused days of school. If this occurs, the student is considered truant.

Topics and the type of information you will need to cover them.I will need an attendance report run of unexcused days of absence from our Powerschool attendance and grade program and the student’s file of received excuses during the school year from the school secretary. I will explain to the parent that their child is not on target with satisfactory attendance and may be in jeopardy to lose credit for classes, social probation or fines.

Questions, preferably open-ended, about your topics.Are their any concerns we need to be aware of as a district and school?What is your understanding of the state and school policy for missing more than 10 days of school if under 17 and 20 days of school if over 17? (this depends on the student’s age)

Questions that ask the interviewee to be more specific.What can you do to make sure your child is up and ready for school?If transportation is a problem, what can we do, as a school, to make this better?If your bus stop location is a concern, what can we do, as a school, to make this better?Who is bothering your child on the bus or at the bus stop to upset them?

Questions that allow the interviewee to say what is on his/her mind.What is it about the state rules for attending school that you don’t understand?Is there something of concern to you that causes your child to miss school?Is something preventing your child from coming to school consistently?

Now that you know this information, what are you going to do to help your child come to school?Interactive tool(s) you will use to conduct the interview(s). I will use Powerschool, our online attendance and grade web tool to document unexcused days of school. Attendance reports can be uploaded into excel to document attendance performance and progress. I will also have a binder for each grade level. I will include a page for each student, identifying their name, date met with, date parent informed and the sum of unexcused days.

Appendix F

Student

name

date Truant

days

Concerns/question Parent

contact

Parent

concerns

student

consequence

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Appendix G-google forms analysis

https://docs.google.com/forms/d/17QTNKCkGAoN-Gf8QJIArRHip8n2ECSFEB-

rkAQghVww/viewanalytics

Appendix H

Student

name

Date

Jan 20

Truant

days 12

Concerns/question

Slept in

Parent

contact

Yes

Jan 20

Parent

concerns

Student

works

student

consequence

social

probation

Student

name

Date

Jan. 20

Truant

days 14

Concerns/question

Missed bus

Parent

contact

Yes

Jan 20

Parent

concerns

Parent

works, cant

transport

student

consequence

social

probation

Appendix I Collection data from interview.

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https://docs.google.com/forms/d/17QTNKCkGAoN-Gf8QJIArRHip8n2ECSFEB-rkAQghVww/viewanalytics

https://docs.google.com/forms/d/17QTNKCkGAoN-Gf8QJIArRHip8n2ECSFEB-rkAQghVww/viewanalytics

Action Research in the E-Learning Environment-Improving School Attendance 25

Action Research in the E-Learning Environment-Improving School Attendance 26

Documents

My action reserach plan