Technical assistance brief addresses the use of positive behavioral supports with tiered interventions to communicate and reinforce behavioral expectations and provide selective and intensive interventions.

FAQ addresses use of positive behavioral supports with tiered interventions to communicate and reinforce behavioral expectations and provide selective and intensive interventions.

(a) As used in this Section:

• “Chronic absence” means absences that total 10% or more of school days of the most recent academic school year, including absences with and without valid cause, as defined in Section 26-2a of this Code, and out-of-school suspensions for an enrolled student.
• “Student” means any enrolled student that is subject to compulsory attendance under Section 26-1 of this Code but does not mean a student for whom a documented homebound or hospital record is on file during the student’s absence from school.

(b) The General Assembly finds that:

• (1) The early years are a critical period in children’s learning and development. Every child should be counted present every day. Every day of school matters.
• (2) Being absent too many days from school can make it difficult for students to stay on-track academically and maintain the momentum to graduate from high school in order to be college-or career-ready.
• (3) Every day of school attendance matters for all students and their families. It is crucial, therefore, that the implications of chronic absence be understood and reviewed regularly.

(c) Beginning July 1, 2018, every school district, charter school, or alternative school or any school receiving public funds shall collect and review its chronic absence data and determine what systems of support and resources are needed to engage chronically absent students and their families to encourage the habit of daily attendance and promote success. The review shall include an analysis of chronic absence data from each attendance center or campus of the school district, charter school, or alternative school or other school receiving public funds.

(d) School districts, charter schools, or alternative schools or any school receiving public funds are encouraged to provide a system of support to students who are at risk of reaching or exceeding chronic absence levels with strategies such as those available through the Illinois Multi-tiered Systems of Support Network. Schools additionally are encouraged to make resources available to families such as those available through the State Board of Education’s Family Engagement Framework to support and engage students and their families to encourage heightened school engagement and improved daily school attendance.

FAQ addresses use of positive behavioral supports with tiered interventions to communicate and reinforce behavioral expectations and provide selective and intensive interventions.

Policy requires districts to adopt specific programs or plans to proactively reduce suspension and expulsion, e.g., integrated frameworks, such as multi-tiered systems of support, that incorporate school-wide positive behavior support, social-emotional learning and restorative practices.

Document addresses use of positive behavioral supports with tiered interventions to communicate and reinforce behavioral expectations and provide selective and intensive interventions.

Document recommends the use of positive behavioral supports with tiered interventions to communicate and reinforce behavioral expectations and provide selective and intensive interventions.