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.
Consequences are now in place for students over 10 days truant. The consequence is
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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_Improving_Student_Atte
ndance_Through_Family_and_Community_Involvement.pdf
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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/compuls
ory_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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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 revoked
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.
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 at
email: grandij@youghsd.net
Phone: 724-446-5520 x 2028
Sincerely,
Joy Grandi
Learning Support
Teacher, 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
20

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
Attendance
Please 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
21

Appendix E
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.
o
Questions, 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
22

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, 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
23

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.
24

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

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

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