Effective: August 1, 2026
(Revised to Align with RIDE Attendance & Academic Achievement Guidance – September 2025)
Regular and punctual attendance is essential to student learning, academic achievement, and long-term success. Smithfield Public Schools recognizes that attendance and academic performance are inextricably linked, and that early, consistent attendance is a critical predictor of student outcomes.
Smithfield Public Schools confirms that:
Students who are chronically absent are significantly more likely to experience academic failure and disengagement.
Attendance challenges must be addressed early, proactively, and through supportive—not punitive—measures.
Retention decisions, when necessary, must be rare, data-driven, team-based, and aligned to a Multi-Tiered System of Supports (MTSS).
This policy is intended to ensure that Smithfield Public Schools promotes student success by combining clear expectations, early identification, family partnership, and tiered interventions.
This policy is adopted in accordance with:
R.I. Gen. Laws §16-19-1 (Compulsory Attendance)
R.I. Gen. Laws §16-19-6 (Truancy)
RIDE Attendance and Academic Achievement Guidance (September 2025)
Attendance: Presence for any part of the instructional day.
Chronic Absenteeism: Missing 10% or more of school days (excused or unexcused) in a school year.
Tardy: Arrival after the official start of the school day.
Early Dismissal: Departure prior to the official end of the school day.
Significantly Off-Track: A student who meets both attendance and academic risk criteria as defined below.
MTSS: Multi-Tiered System of Supports.
ILP: Individualized Learning Plan.
Smithfield Public Schools shall:
Monitor and Track Attendance Daily
Utilize accurate attendance codes in alignment with RIDE reporting requirements.
Analyze attendance data monthly at the school and district level.
Identify Students Early
Identify students at risk for chronic absenteeism no later than the end of the first academic quarter, or earlier based on prior-year patterns.
Implement MTSS-Aligned Interventions
Address attendance and academic concerns through tiered supports prior to disciplinary or legal action.
Communicate Clearly and Frequently
Engage families early and often using multiple communication methods and home-language supports as needed.
Report and Review
Submit quarterly attendance reports to the Superintendent or designee identifying students with chronic absenteeism and documented interventions.
Parents/guardians and students share responsibility for regular attendance and shall:
Ensure daily attendance except when excused for allowable reasons.
Notify the school on the day of absence and provide documentation when required.
Schedule appointments outside of school hours whenever possible.
Avoid family vacations during scheduled school days.
In cases of long-term illness, notify the school (school nurse and principal) as soon as possible so that provisions may be made for appropriate instruction.
Collaborate with school staff when attendance or academic concerns arise.
Excused absences include, but are not limited to:
Medical or dental appointments (documentation required)
Death or health emergency in the immediate family
Religious observances
Legal obligations
Approved college or military visits
A medical note is required for three (3) or more consecutive days of illness.
Unexcused absences include absences to school without valid cause or required notification and family vacations during school days.
Unexcused tardiness includes tardiness to school without valid cause or required notification.
Unexcused Tardiness Limits: Students are allowed four unexcused tardies/early dismissals per quarter (or five per trimester). Exceeding this limit will trigger the following disciplinary consequences. Tardies/early dismissals 5-8 will result in a one hour detention at SHS or 45 minute detention at GMS per tardy. Tardies/early dismissals 9 and beyond result in social suspension and ineligibility to participate in sports and extra curricular activities through the end of the quarter/trimester in addition to detention.
Unexcused early dismissals include personal appointments (such as hair/nail appointments, errands, etc), Non-RIIL sporting events (club/competitions sports that are not related to the RIIL/SPS teams), transportation or convenience, work/employment (unless approved as part of Work-Based Learning/Work Release). An Early Dismissal Form must be completed and submitted to the School Administration at least 24 hours in advance.(SHS Example)
Unexcused Early Dismissal Limits: Students are allowed four unexcused tardi/early dismissals per quarter (or five per trimester). Exceeding this limit will trigger the following disciplinary consequences. Tardies/Dismissals 5-8 will result in a one hour detention at SHS or 45 minute detention at GMS per dismissal. Tardies/Dismissals 9 and beyond result in social suspension and ineligibility to participate in sports and extra curricular activities through the end of the quarter/trimester.
Truancy is defined as a pattern of unexcused absences or misuse of excused absences. Referral to family/truancy court may occur when a student is considered chronically absent (see definition section).
Identification of “Significantly Off-Track” Students
A student may be identified as Significantly Off-Track at any point in the school year if the student meets the following criteria for both attendance and academics:
Is on track to miss 10% or more of the school year (approximately 18 days), or
Demonstrates early attendance patterns predictive of chronic absenteeism.
Performed below grade-level expectations in ELA and Mathematics based on:
Prior year state assessments (where applicable), and
Current year local assessment data, grades, or progress monitoring.
Families shall be notified within two (2) weeks of a student being identified as Significantly Off-Track.
Notification shall occur in writing and verbally, in the family’s preferred language.
A Promotion-in-Doubt notice shall be issued automatically once a student meets the criteria.
Communication shall continue at least quarterly thereafter.
For students identified as at risk:
A team-based review (MTSS, attendance, or child study team) shall occur.
An Individualized Learning Plan (ILP) shall be developed documenting:
Attendance improvement strategies
Academic interventions
Family engagement supports
Interventions may include:
Targeted academic instruction or tutoring
Counseling or social-emotional supports
Transportation or access supports
Community-based services
Family navigation or liaison support
Retention shall:
Be considered only after all MTSS interventions have been exhausted
Be data-driven and team-based
Include parent/guardian participation
Focus primarily on elementary and middle grades
Occur no more than once in a student’s K-12 education, unless expressly agreed upon by the parent/guardian
Retention is never automatic and must be determined to be in the student’s long-term best interest.
Students who are retained shall receive an ILP with intensified supports for the subsequent school year.
Students with Disabilities: Attendance concerns may prompt an IEP team review.
Multilingual Learners: Language access and culturally responsive supports shall be provided.
Students Experiencing Homelessness or Youth in Care: The District shall collaborate with liaisons and agencies to reduce barriers before considering retention.
After documented interventions for a minimum of three (3) months, or sooner if deemed necessary, school administrators may file a truancy petition with the Rhode Island Family Court.
Families may appeal retention decisions through the following process:
School Principal
Superintendent
School Committee
Commissioner of Education
Adopted: February 28, 2005
Revised: August 17, 2009; September 17, 2012; March 11, 2013; September 16, 2013; August 6, 2018; July 16, 2026