Advisory Groups / SHAC
The School Counselor
Everyone in school communities must advocate for improved school attendance. The school counselor has a key role identifying and focusing on issues behind students’ chronic absences. Taking time to examine data, drilling down to detect causes, and providing support through individual or small group counseling can positively impact changing the patterns of absenteeism.
Your district School Health Advisory Council (SHAC) may be an untapped resource when preventing and addressing chronic absenteeism. The SHAC members, comprised of parents, community members, school health representatives, and educators, serve as problem-solvers and advisors to school districts on health related issues. Through the collaboration of SHAC, effective health education, age-appropriate behaviors, and injury prevention strategies can provide the end result of decreased absences.
School Attendance Review Team
A School Attendance Review Team (SART) is an intervention team that includes teachers, administrators, counselors, and nurses. Students with frequent absences are referred to the team. Like a Response to Intervention team, the SART is responsible for developing an individualized plan for improving the student’s attendance. The consistency the team provides works well for meeting the expectations set in House Bill 2398.
Advisory Groups / SHAC Contact
Sherri Wright, M.Ed., Counselor
Coordinator, Federal Programs
Building Positive Relationships
Here are few shareable, practical resources to help you jump-start your responsive practices:
The Power of Positive Relationships
Educator's Guide to Preventing and Solving Discipline Problems
3 Tips to make any lesson more Culturally Responsive
Office Chat: Culturally Responsive Training
Resiliency / Mindset
- I’m either good at it or not
- If I fail, I am no good
- I give up if I find something difficult
- My abilities determine everything
Students may be unaware of their mindset, and how it serves as the GPS for the pathway they take. Psychologist Carol Dweck’s mindset theories call attention to when students with fixed mindsets fail at something, they tend to internalize it as they can’t or won’t be able to do it. However, when students have a growth mindset that entails believing they can learn more or become smarter if they work hard and persevere, their GPS consistently leads them to school each morning. As educators reflect on how to reach students who are absent too often, the question “How can growth mindset be an integral part of the school’s culture?” may be an important one to ask.