Our District

Attendance Plan

Gallipolis City School District Attendance Plan 2026-2027

The Board of Education recognizes that student absences from school, whether excused or unexcused, reduce instructional time and negatively impact student learning. Research shows that students who are chronically absent are significantly more likely to experience academic difficulties and are up to four times more likely to drop out of school.

Attendance Procedures and Interventions

At the beginning of each school year, families receive the district attendance policy and an attendance agreement for parent/guardian review and signature. These documents outline attendance expectations, policies, and procedures.

Two Unexcused Absences (12 Hours)

Parent Notification and Outreach

The school secretary will send an attendance notification letter to the parent/guardian requesting a signature.
The letter will explain attendance expectations and potential consequences if unexcused absences continue.
Teachers will contact families by phone and document communication efforts to support improved attendance.

Five Unexcused Days (30 Hours)

Home Visit

A school representative, such as the principal or assistant principal, will conduct a home visit to discuss attendance concerns, identify barriers to attendance, and develop a plan for improvement.
Potential consequences and available supports will be reviewed with the family.

Seven Unexcused Days (42 Hours)

Diversion Hearing

A diversion meeting will be scheduled involving the building principal, attendance officer, juvenile court diversion officer, parent/guardian, and student.
The purpose of the meeting is to address attendance concerns and establish expectations and interventions to improve attendance.

Habitual Truancy

A student may be considered habitually truant if they accumulate:

72 unexcused hours (12 school days) within a school year;
42 unexcused hours (7 school days) within one month; or
30 consecutive unexcused hours (5 consecutive school days).

If attendance does not improve following intervention efforts, the attendance officer may file a complaint with Juvenile Court. The court may report the matter to the Ohio Department of Education and Workforce and take additional steps to support improved attendance.

Prevention Strategies

The Gallipolis City School District is committed to improving student attendance through proactive prevention and intervention efforts.

Family Education and Awareness
- Provide ongoing communication through social media and other district platforms regarding the importance of regular school attendance.
Early Parent Communication
- Increase outreach and reminder calls to families before attendance concerns escalate to diversion hearings.
Relationship-Based Attendance Support
- Encourage teachers and staff to build positive relationships with students and families while discussing attendance concerns using an empathetic and supportive approach.
- Example: “We missed Sally at school today. How can we help make it easier for her to return to class?”
Extracurricular Engagement
- Promote participation in extracurricular activities, which have been shown to improve school connectedness and reduce absenteeism.
Early Intervention for Chronic Absenteeism
- Contact and collaborate with families when students reach the district’s chronic absenteeism threshold of 5% or greater.
Collaboration with Juvenile Court
- Work closely with local court officials to address repeat attendance concerns.
- Families meeting the criteria for habitual truancy may be required to attend Truancy Classes.
- If attendance does not improve following intervention efforts, a complaint may be filed with the Gallia County Juvenile Court and a hearing scheduled.
- The court has shifted from filing “Failure to Send” charges to filing charges related to “Contributing to the Delinquency of a Minor,” when appropriate under Ohio law. Such offenses may carry legal consequences, including potential jail time.
Universal Screening
- District and building-level teams regularly review attendance data alongside academic, behavioral, and other student indicators through an early warning system to identify concerns and provide timely support.
Data-Based Decision Making
- Collect, analyze, and use multiple sources of data to identify student needs, allocate resources effectively, and ensure interventions are evidence-based and responsive.
Progress Monitoring
- Conduct ongoing reviews of attendance and student performance data to evaluate the effectiveness of interventions and make necessary adjustments.
Team-Based Problem Solving
- Utilize a collaborative and systematic approach to identify and address barriers to attendance through personalized outreach, family engagement, and continuous monitoring.
Shared Leadership
- Maintain strong leadership at the district and building levels to support implementation of a multi-tiered system of supports (MTSS), including infrastructure, professional development, and accountability measures.
Professional Capacity Building
- Ensure staff members are trained, organized, and equipped to deliver effective instruction and student supports within an integrated MTSS framework.
Communication and Collaboration
- Foster strong partnerships among educators, administrators, families, caregivers, and students to create conditions that support regular attendance and academic success through a strengths-based approach.

Gallipolis City School District Attendance Plan 2026-2027

The Board of Education recognizes that student absences from school, whether excused or unexcused, reduce instructional time and negatively impact student learning. Research shows that students who are chronically absent are significantly more likely to experience academic difficulties and are up to four times more likely to drop out of school.

Attendance Procedures and Interventions

At the beginning of each school year, families receive the district attendance policy and an attendance agreement for parent/guardian review and signature. These documents outline attendance expectations, policies, and procedures.

Two Unexcused Absences (12 Hours)

Parent Notification and Outreach

The school secretary will send an attendance notification letter to the parent/guardian requesting a signature.
The letter will explain attendance expectations and potential consequences if unexcused absences continue.
Teachers will contact families by phone and document communication efforts to support improved attendance.

Five Unexcused Days (30 Hours)

Home Visit

A school representative, such as the principal or assistant principal, will conduct a home visit to discuss attendance concerns, identify barriers to attendance, and develop a plan for improvement.
Potential consequences and available supports will be reviewed with the family.

Seven Unexcused Days (42 Hours)

Diversion Hearing

A diversion meeting will be scheduled involving the building principal, attendance officer, juvenile court diversion officer, parent/guardian, and student.
The purpose of the meeting is to address attendance concerns and establish expectations and interventions to improve attendance.

Habitual Truancy

A student may be considered habitually truant if they accumulate:

72 unexcused hours (12 school days) within a school year;
42 unexcused hours (7 school days) within one month; or
30 consecutive unexcused hours (5 consecutive school days).

If attendance does not improve following intervention efforts, the attendance officer may file a complaint with Juvenile Court. The court may report the matter to the Ohio Department of Education and Workforce and take additional steps to support improved attendance.

Prevention Strategies

The Gallipolis City School District is committed to improving student attendance through proactive prevention and intervention efforts.

Family Education and Awareness
- Provide ongoing communication through social media and other district platforms regarding the importance of regular school attendance.
Early Parent Communication
- Increase outreach and reminder calls to families before attendance concerns escalate to diversion hearings.
Relationship-Based Attendance Support
- Encourage teachers and staff to build positive relationships with students and families while discussing attendance concerns using an empathetic and supportive approach.
- Example: “We missed Sally at school today. How can we help make it easier for her to return to class?”
Extracurricular Engagement
- Promote participation in extracurricular activities, which have been shown to improve school connectedness and reduce absenteeism.
Early Intervention for Chronic Absenteeism
- Contact and collaborate with families when students reach the district’s chronic absenteeism threshold of 5% or greater.
Collaboration with Juvenile Court
- Work closely with local court officials to address repeat attendance concerns.
- Families meeting the criteria for habitual truancy may be required to attend Truancy Classes.
- If attendance does not improve following intervention efforts, a complaint may be filed with the Gallia County Juvenile Court and a hearing scheduled.
- The court has shifted from filing “Failure to Send” charges to filing charges related to “Contributing to the Delinquency of a Minor,” when appropriate under Ohio law. Such offenses may carry legal consequences, including potential jail time.
Universal Screening
- District and building-level teams regularly review attendance data alongside academic, behavioral, and other student indicators through an early warning system to identify concerns and provide timely support.
Data-Based Decision Making
- Collect, analyze, and use multiple sources of data to identify student needs, allocate resources effectively, and ensure interventions are evidence-based and responsive.
Progress Monitoring
- Conduct ongoing reviews of attendance and student performance data to evaluate the effectiveness of interventions and make necessary adjustments.
Team-Based Problem Solving
- Utilize a collaborative and systematic approach to identify and address barriers to attendance through personalized outreach, family engagement, and continuous monitoring.
Shared Leadership
- Maintain strong leadership at the district and building levels to support implementation of a multi-tiered system of supports (MTSS), including infrastructure, professional development, and accountability measures.
Professional Capacity Building
- Ensure staff members are trained, organized, and equipped to deliver effective instruction and student supports within an integrated MTSS framework.
Communication and Collaboration
- Foster strong partnerships among educators, administrators, families, caregivers, and students to create conditions that support regular attendance and academic success through a strengths-based approach.

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Attendance Plan

District Building Local Reports Cards

Extended Learning Plan

GCSD Make - Up Hours Plan

Mandatory Bullying /Harassement Semi-annual Reports