Attendance Modification
Amanda Weyant
Julie Di Biasio
Overview
• Kent State’s process for revamping
attendance modifications
• Recognizing legitimate requests for flexible
attendance
• Evaluating the appropriateness of the request
• OCR complaints/resolutions
• Rationale for supporting or denying requests
• Questions / Discussion
Disclaimer…
History
• Prior to our formalized process:
– Started out with individual emails to faculty
• The emails didn’t say much
• Seemed to put onus on student for negotiating
accommodations
• Different processes at each of our regional
campuses
– wording and expectations varied greatly
• One campus listed in the footnote of the
accommodation letter that:
“Student should speak to faculty member regarding attendance”
History cont.
- Developed a recommendation that was
included on the student’s accommodation
letter, but found that it wasn’t consistently
applied between campuses
• Lots of words, but again, it felt like the student
had to negotiate their accommodations
History cont. (unpredictable
nature of disability statement)
“Due to the nature of this student’s disability, he/she may
experience an unpredictable exacerbation of their disability
that may impact their ability to attend class. The student
has been instructed to contact you, as close to the
beginning of the semester as possible, to discuss this
situation. SAS understands that accommodations cannot
impinge upon the intrinsic nature of a course or course
requirement, and if you believe this request does this
please contact our office and we can discuss your
concerns. This student has also been reminded that it is
his/her responsibility to meet all course requirements for
your class.”
History cont.
• 2012 OCR complaint
– Alleging that instructor was not supporting
accommodations and denied her access to
participate in a class field trip because she
requested to use her wheelchair
• OCR reviewed student’s file and case
notes from our office
– OCR found a case note stating we didn’t
provide assistance with attendance
modifications
Influencing factors for change
• Our process simply wasn’t working well
• Time intensive
• University policy required doctor’s note for
medically excused absence
• OCR letter to Metropolitan State College of
Denver (negotiating accommodations)
• OCR letter to Cabrillo Community College
(questions for determining essential course
requirements when attendance is an issue)
Implementing change
• Researched best practices / other institutions (NAU,
UCONN)
• Developed attendance modification
procedure/process and had legal counsel review
• Committee for University class attendance and
absence policy change
– Included legal counsel, Student Ombuds, Dean of Students,
Director of Health Services, SAS (with support from division VP)
– VP/Director to faculty senate approval
– Approval with board of trustees
• Implemented accommodation policy across all
campuses.
Current attendance modification
process in a nutshell (5 easy
steps )
1. Determine eligibility for attendance
modification
– Student intake, review of documentation,
disability-related impact on attendance
2. Meet with student each semester
– Review how disability is currently impacting
student, review courses, review student
responsibilities in utilizing the attendance
modification
3. Accommodation letter sent by student
and notification emails are sent by SAS
a) Student requests AL which is processed/emailed by SAS
b) SAS emails instructors individually to discuss the AM
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Refer to university policy 3-01.2
Review process for determining support of AM
Review instructor responsibilities in implementing the AM
(remind them it’s an interactive process and we need their
assistance)
Review student responsibilities
Invite instructor to follow up with us if they feel that
attendance is intrinsic to the nature of the course
Current process cont.
4. Determine if attendance is essential element of
course
–
Requires working with instructor, department chair, etc.
to learn about nature of the course
• Ask questions! We are not the experts of the course.
– Requires reviewing course description, course syllabus,
and other relevant materials
– Working together with student and instructor for possible
alternatives
5. Evaluate effectiveness and/or determine
alternative accommodations
Step 1: Determine eligibility
• As always, evaluate documentation on a caseby-case basis through an interactive process.
• Some indicators attendance modification may be
appropriate include:
– Sudden changes in severity of symptoms – student
has good days and really bad days
– Unpredictable causes of exacerbation – symptoms
change significantly based on factors beyond
student’s control
– Frequency of symptoms – student experiences
symptoms more often than a typical attendance policy
in a syllabus (2-4 times/semester)
Step 1: Determine eligibility cont.
• Documentation for this request should be
as current as possible; consultation with
doctor is possible with release if
documentation is unclear.
• Student should be able to communicate
the frequency and severity of symptoms
and how they prohibit regular attendance
over the course of the semester and
academic career.
Step 2: Meet with student each
semester
• When the SAS office determines that the
attendance modification is appropriate, student
is required each semester to:
– Request accommodation letter (sent by SAS)
– Meet with SAS to review AM procedure, discuss
courses, determine which classes AM is needed
(SAS sends AM notifications to instructor)
– Student also receives a copy of AM procedure that
outlines responsibilities of the SAS office, the student,
and the faculty member.
Step 2: Meet with student each
semester cont.
• Student responsibilities include:
– Discuss a plan for make-up work at the beginning
of the semester.
– Alert instructor of all disability-related absences
before or as soon as possible after class.
– Make up work within a timely manner.
– Talk to SAS if accommodation is not being met.
– Meet all academic requirements of the course.
Step 2: Meet with student each
semester cont.
• Instructor responsibilities include:
– Meeting with the student to discuss a plan for
make-up work or alternate assignments within
a reasonable time frame.
– Removing attendance penalties for SASrelated absences.
– Consulting with SAS about reasonable
accommodations.
Step 2: Meet with student each
semester cont.
• SAS responsibilities include:
– Determine eligibility
– Evaluate semester requests
– Work with instructors to determine
appropriateness of modifying the course
attendance policy
– Notify instructor and student of determination
– Evaluate and/or determine alternatives
**Communication with all parties is key!
Step 3: Accommodation letter
and AM notification email
• Student requests accommodation letter
• SAS emails accommodation letter and
attendance modification notice to
instructor and student
– Opens conversation with instructor for
determining if attendance is essential element
of course
Step 4: Determining if attendance
is essential
• The process for determining if attendance
is essential to the course includes
conversations or input from:
– Faculty member teaching the course
– Dean, Chair, or Program Director
– Course Description in catalog
– Course Syllabus and stated attendance
policies
Step 4: Determining if attendance
is essential cont.
• SAS considers the following factors in
making this determination:
– Method of assessing students’ learning used in
the course – is participation used to measure
learning?
– Potential duplication of material – is the only way
to acquire this information through being in class?
– Alternate assignment options – while not
preferable, is there another way the student can
demonstrate knowledge?
Step 4: Determining if attendance
is essential cont.
Questions suggested by OCR in Cabrillo
case:
1. What does the course description and syllabus
say about attendance?
2. Is the attendance policy consistently applied for
all students?
3. Is attendance factored in as part of the final
course grade?
4. Is there classroom interaction between the
instructor and students? Among students?
Step 4: Determining if attendance
is essential cont.
5. Do student contributions constitute a significant
component of the learning process?
6. Does the course rely on student participation as
an essential method for learning?
7. What is the impact of the education experience
of other student in the class if (student) fails to
attend?
Step 4: Determining if attendance
is essential cont.
• As with all accommodations, it is important to
reiterate that the accommodation cannot alter
the intrinsic nature of the course.
• Be respectful of “sage on the stage” professors.
Missing class or giving an alternate assignment
is by no means ideal or preferable but students
cannot be penalized for a disability. This is not
special treatment or a reduction of standards.
• Faculty may need assistance with considering
alternate assignments or make-up work, so they
may need to consult with lab managers or other
support staff.
Step 4: Determining if attendance
is essential cont.
• After an interactive process, if attendance
is determined to be intrinsic to the nature
of the course:
– The student is notified in writing that the
accommodation is not appropriate.
– Grievance procedure is attached.
– Student may be eligible for other
accommodations.
Step 4: Determining if
attendance is essential cont.
• If the request can be substantiated, the
accommodation is given.
• Factors SAS does not consider when
evaluating accommodation requests:
– Whether the student is responsible enough to
alert professors of absences
– If student will take advantage of the
accommodation
– If student will miss class too often to be
successful
Step 5: Evaluate effectiveness
and/or determine alternatives
• If attendance modification is determine
inappropriate for course, work with student
and instructor to determine alternatives
• Evaluate effectiveness of attendance
modification
– Are absences becoming excessive?
– Is the student missing essential material or
hours (e.g. student teaching, clinicals)?
What we have found…
• This is a fluid process (expect ups and downs)
• Instructors have lots of questions and may
present with a great deal of resistance
• Most instructors are very willing to work with the
student and implement the attendance
modification
• Students feel much more comfortable not being
the ones “negotiating” with the instructor
• Seamless transition between campuses
Questions?
Resources
• University Policy on Class Attendance and Class
Absence:
http://www.kent.edu/policyreg/administrativepolicy-regarding-class-attendance-and-classabsence
• SAS attendance modification procedure:
http://www.kent.edu/sas/modification-classattendance-policy
• Contact us: jdibiasi@kent.edu or aweyant1@kent.edu