Chronic Absenteeism: A Crisis Escalating in Northeast Ohio Schools

STORMS STORMS AROUND. STORMS AROUND. SO STORMS AROUND. SO WE'LL STORMS AROUND. SO WE'LL BE STORMS AROUND. SO WE'LL BE WATCHING STORMS AROUND. SO WE'LL BE WATCHING OUT STORMS AROUND. SO WE'LL BE WATCHING OUT FOR STORMS AROUND. SO WE'LL BE WATCHING OUT FOR THAT STORMS AROUND. SO WE'LL BE WATCHING OUT FOR THAT ON STORMS AROUND. SO WE'LL BE WATCHING OUT FOR THAT ON SUNDAY WATCHING OUT FOR THAT ON SUNDAY WATCHING OUT FOR THAT ON SUNDAY FOR WATCHING OUT FOR THAT ON SUNDAY FOR YOU. WATCHING OUT FOR THAT ON SUNDAY FOR YOU. WELL, WATCHING OUT FOR THAT ON SUNDAY FOR YOU. WELL, A WATCHING OUT FOR THAT ON SUNDAY FOR YOU. WELL, A SILENT WATCHING OUT FOR THAT ON SUNDAY FOR YOU. WELL, A SILENT CRISIS FOR YOU. WELL, A SILENT CRISIS FOR YOU. WELL, A SILENT CRISIS IS FOR YOU. WELL, A SILENT CRISIS IS ECHOING FOR YOU. WELL, A SILENT CRISIS IS ECHOING THROUGH FOR YOU. WELL, A SILENT CRISIS IS ECHOING THROUGH THE FOR YOU. WELL, A SILENT CRISIS IS ECHOING THROUGH THE HALLS FOR YOU. WELL, A SILENT CRISIS IS ECHOING THROUGH THE HALLS OF IS ECHOING THROUGH THE HALLS OF IS ECHOING THROUGH THE HALLS OF NORTHEAST IS ECHOING THROUGH THE HALLS OF NORTHEAST OHIO IS ECHOING THROUGH THE HALLS OF NORTHEAST OHIO SCHOOLS. IS ECHOING THROUGH THE HALLS OF NORTHEAST OHIO SCHOOLS. IT'S NORTHEAST OHIO SCHOOLS. IT'S NORTHEAST OHIO SCHOOLS. IT'S CALLED NORTHEAST OHIO SCHOOLS. IT'S CALLED CHRONIC NORTHEAST OHIO SCHOOLS. IT'S CALLED CHRONIC ABSENTEEISM, NORTHEAST OHIO SCHOOLS. IT'S CALLED CHRONIC ABSENTEEISM, AND CALLED CHRONIC ABSENTEEISM, AND CALLED CHRONIC ABSENTEEISM, AND IT'S CALLED CHRONIC ABSENTEEISM, AND IT'S THREATENING CALLED CHRONIC ABSENTEEISM, AND IT'S THREATENING THE CALLED CHRONIC ABSENTEEISM, AND IT'S THREATENING THE FUTURE CALLED CHRONIC ABSENTEEISM, AND IT'S THREATENING THE FUTURE OF IT'S THREATENING THE FUTURE OF IT'S THREATENING THE FUTURE OF OUR IT'S THREATENING THE FUTURE OF OUR CHILDREN. IT'S THREATENING THE FUTURE OF OUR CHILDREN. 19Â■ IT'S THREATENING THE FUTURE OF OUR CHILDREN. 19Â■k7■ IT'S THREATENING THE FUTURE OF OUR CHILDREN. 19Â■k7■!S IT'S THREATENING THE FUTURE OF OUR CHILDREN. 19Â■k7■!S INVESTIR OUR CHILDREN. 19Â■k7■!S INVESTIR OUR CHILDREN. 19Â■k7■!S INVESTIR GABBY OUR CHILDREN. 19Â■k7■!S INVESTIR GABBY HART OUR CHILDREN. 19Â■k7■!S INVESTIR GABBY HART LOOKS OUR CHILDREN. 19Â■k7■!S INVESTIR GABBY HART LOOKS INTO OUR CHILDREN. 19Â■k7■!S INVESTIR GABBY HART LOOKS INTO THE OUR CHILDREN. 19Â■k7■!S INVESTIR GABBY HART LOOKS INTO THE CRISIS GABBY HART LOOKS INTO THE CRISIS GABBY HART LOOKS INTO THE CRISIS THAT'S GABBY HART LOOKS INTO THE CRISIS THAT'S BEEN GABBY HART LOOKS INTO THE CRISIS THAT'S BEEN ESCALATING GABBY HART LOOKS INTO THE CRISIS THAT'S BEEN ESCALATING SINCE GABBY HART LOOKS INTO THE CRISIS THAT'S BEEN ESCALATING SINCE THE THAT'S BEEN ESCALATING SINCE THE THAT'S BEEN ESCALATING SINCE THE PANDEMIC. THAT'S BEEN ESCALATING SINCE THE PANDEMIC. IS THAT'S BEEN ESCALATING SINCE THE PANDEMIC. IS THIS THAT'S BEEN ESCALATING SINCE THE PANDEMIC. IS THIS A THAT'S BEEN ESCALATING SINCE THE PANDEMIC. IS THIS A CRISIS THAT'S BEEN ESCALATING SINCE THE PANDEMIC. IS THIS A CRISIS OR PANDEMIC. IS THIS A CRISIS OR PANDEMIC. IS THIS A CRISIS OR ARE PANDEMIC. IS THIS A CRISIS OR ARE WE, PANDEMIC. IS THIS A CRISIS OR ARE WE, YOU PANDEMIC. IS THIS A CRISIS OR ARE WE, YOU KNOW? PANDEMIC. IS THIS A CRISIS OR ARE WE, YOU KNOW? OH PANDEMIC. IS THIS A CRISIS OR ARE WE, YOU KNOW? OH ABSOLUTELY. ARE WE, YOU KNOW? OH ABSOLUTELY. ARE WE, YOU KNOW? OH ABSOLUTELY. IT'S ARE WE, YOU KNOW? OH ABSOLUTELY. IT'S A ARE WE, YOU KNOW? OH ABSOLUTELY. IT'S A CRISIS. ARE WE, YOU KNOW? OH ABSOLUTELY. IT'S A CRISIS. WHEN ARE WE, YOU KNOW? OH ABSOLUTELY. IT'S A CRISIS. WHEN STUDENTS IT'S A CRISIS. WHEN STUDENTS IT'S A CRISIS. WHEN STUDENTS MISS IT'S A CRISIS. WHEN STUDENTS MISS MORE IT'S A CRISIS. WHEN STUDENTS MISS MORE THAN IT'S A CRISIS. WHEN STUDENTS MISS MORE THAN 10% IT'S A CRISIS. WHEN STUDENTS MISS MORE THAN 10% OF IT'S A CRISIS. WHEN STUDENTS MISS MORE THAN 10% OF THE IT'S A CRISIS. WHEN STUDENTS MISS MORE THAN 10% OF THE SCHOOL MISS MORE THAN 10% OF THE SCHOOL MISS MORE THAN 10% OF THE SCHOOL YEAR MISS MORE THAN 10% OF THE SCHOOL YEAR FOR MISS MORE THAN 10% OF THE SCHOOL YEAR FOR ANY MISS MORE THAN 10% OF THE SCHOOL YEAR FOR ANY REASON, MISS MORE THAN 10% OF THE SCHOOL YEAR FOR ANY REASON, THAT'S YEAR FOR ANY REASON, THAT'S YEAR FOR ANY REASON, THAT'S CHRONIC YEAR FOR ANY REASON, THAT'S CHRONIC ABSENTEEISM. YEAR FOR ANY REASON, THAT'S CHRONIC ABSENTEEISM. THE YEAR FOR ANY REASON, THAT'S CHRONIC ABSENTEEISM. THE IMPACT CHRONIC ABSENTEEISM. THE IMPACT CHRONIC ABSENTEEISM. THE IMPACT ON CHRONIC ABSENTEEISM. THE IMPACT ON THOSE CHRONIC ABSENTEEISM. THE IMPACT ON THOSE KIDS CHRONIC ABSENTEEISM. THE IMPACT ON THOSE KIDS IS CHRONIC ABSENTEEISM. THE IMPACT ON THOSE KIDS IS DEVASTATING. ON THOSE KIDS IS DEVASTATING. ON THOSE KIDS IS DEVASTATING. THEY'RE ON THOSE KIDS IS DEVASTATING. THEY'RE LESS ON THOSE KIDS IS DEVASTATING. THEY'RE LESS LIKELY ON THOSE KIDS IS DEVASTATING. THEY'RE LESS LIKELY TO ON THOSE KIDS IS DEVASTATING. THEY'RE LESS LIKELY TO GRADUATE THEY'RE LESS LIKELY TO GRADUATE THEY'RE LESS LIKELY TO GRADUATE AND THEY'RE LESS LIKELY TO GRADUATE AND MORE THEY'RE LESS LIKELY TO GRADUATE AND MORE LIKELY THEY'RE LESS LIKELY TO GRADUATE AND MORE LIKELY TO THEY'RE LESS LIKELY TO GRADUATE AND MORE LIKELY TO FALL THEY'RE LESS LIKELY TO GRADUATE AND MORE LIKELY TO FALL BEHIND AND MORE LIKELY TO FALL BEHIND AND MORE LIKELY TO FALL BEHIND IN AND MORE LIKELY TO FALL BEHIND IN READING. AND MORE LIKELY TO FALL BEHIND IN READING. BUT AND MORE LIKELY TO FALL BEHIND IN READING. BUT IT AND MORE LIKELY TO FALL BEHIND IN READING. BUT IT DOESN'T AND MORE LIKELY TO FALL BEHIND IN READING. BUT IT DOESN'T STOP IN READING. BUT IT DOESN'T STOP IN READING. BUT IT DOESN'T STOP THERE. IN READING. BUT IT DOESN'T STOP THERE. HIGH IN READING. BUT IT DOESN'T STOP THERE. HIGH RATES IN READING. BUT IT DOESN'T STOP THERE. HIGH RATES OF IN READING. BUT IT DOESN'T STOP THERE. HIGH RATES OF CHRONIC THERE. HIGH RATES OF CHRONIC THERE. HIGH RATES OF CHRONIC ABSENCE THERE. HIGH RATES OF CHRONIC ABSENCE CAN THERE. HIGH RATES OF CHRONIC ABSENCE CAN ALSO THERE. HIGH RATES OF CHRONIC ABSENCE CAN ALSO DISRUPT THERE. HIGH RATES OF CHRONIC ABSENCE CAN ALSO DISRUPT THE ABSENCE CAN ALSO DISRUPT THE ABSENCE CAN ALSO DISRUPT THE WHOLE ABSENCE CAN ALSO DISRUPT THE WHOLE CLASSROOM. ABSENCE CAN ALSO DISRUPT THE WHOLE CLASSROOM. IT ABSENCE CAN ALSO DISRUPT THE WHOLE CLASSROOM. IT MAKES ABSENCE CAN ALSO DISRUPT THE WHOLE CLASSROOM. IT MAKES IT WHOLE CLASSROOM. IT MAKES IT WHOLE CLASSROOM. IT MAKES IT HARDER WHOLE CLASSROOM. IT MAKES IT HARDER FOR WHOLE CLASSROOM. IT MAKES IT HARDER FOR TEACHERS WHOLE CLASSROOM. IT MAKES IT HARDER FOR TEACHERS TO WHOLE CLASSROOM. IT MAKES IT HARDER FOR TEACHERS TO TEACH WHOLE CLASSROOM. IT MAKES IT HARDER FOR TEACHERS TO TEACH SET HARDER FOR TEACHERS TO TEACH SET HARDER FOR TEACHERS TO TEACH SET CLASSROOM HARDER FOR TEACHERS TO TEACH SET CLASSROOM NORMS. HARDER FOR TEACHERS TO TEACH SET CLASSROOM NORMS. IT HARDER FOR TEACHERS TO TEACH SET CLASSROOM NORMS. IT MAKES HARDER FOR TEACHERS TO TEACH SET CLASSROOM NORMS. IT MAKES IT CLASSROOM NORMS. IT MAKES IT CLASSROOM NORMS. IT MAKES IT HARDER CLASSROOM NORMS. IT MAKES IT HARDER FOR CLASSROOM NORMS. IT MAKES IT HARDER FOR OTHER CLASSROOM NORMS. IT MAKES IT HARDER FOR OTHER KIDS CLASSROOM NORMS. IT MAKES IT HARDER FOR OTHER KIDS TO CLASSROOM NORMS. IT MAKES IT HARDER FOR OTHER KIDS TO LEARN. HARDER FOR OTHER KIDS TO LEARN. HARDER FOR OTHER KIDS TO LEARN. HETTY HARDER FOR OTHER KIDS TO LEARN. HETTY CHANG, HARDER FOR OTHER KIDS TO LEARN. HETTY CHANG, DIRECTOR HARDER FOR OTHER KIDS TO LEARN. HETTY CHANG, DIRECTOR OF HETTY CHANG, DIRECTOR OF HETTY CHANG, DIRECTOR OF ATTENDANCE HETTY CHANG, DIRECTOR OF ATTENDANCE WORKS, HETTY CHANG, DIRECTOR OF ATTENDANCE WORKS, SAYS HETTY CHANG, DIRECTOR OF ATTENDANCE WORKS, SAYS IT'S HETTY CHANG, DIRECTOR OF ATTENDANCE WORKS, SAYS IT'S A ATTENDANCE WORKS, SAYS IT'S A ATTENDANCE WORKS, SAYS IT'S A TRICKLE ATTENDANCE WORKS, SAYS IT'S A TRICKLE DOWN ATTENDANCE WORKS, SAYS IT'S A TRICKLE DOWN EFFECT ATTENDANCE WORKS, SAYS IT'S A TRICKLE DOWN EFFECT THAT ATTENDANCE WORKS, SAYS IT'S A TRICKLE DOWN EFFECT THAT DEMANDS TRICKLE DOWN EFFECT THAT DEMANDS TRICKLE DOWN EFFECT THAT DEMANDS ACTION. TRICKLE DOWN EFFECT THAT DEMANDS ACTION. AND TRICKLE DOWN EFFECT THAT DEMANDS ACTION. AND WHEN TRICKLE DOWN EFFECT THAT DEMANDS ACTION. AND WHEN WE TRICKLE DOWN EFFECT THAT DEMANDS ACTION. AND WHEN WE LOOK TRICKLE DOWN EFFECT THAT DEMANDS ACTION. AND WHEN WE LOOK AT TRICKLE DOWN EFFECT THAT DEMANDS ACTION. AND WHEN WE LOOK AT THE ACTION. AND WHEN WE LOOK AT THE ACTION. AND WHEN WE LOOK AT THE NUMBERS ACTION. AND WHEN WE LOOK AT THE NUMBERS FOR ACTION. AND WHEN WE LOOK AT THE NUMBERS FOR NORTHEAST ACTION. AND WHEN WE LOOK AT THE NUMBERS FOR NORTHEAST OHIO, ACTION. AND WHEN WE LOOK AT THE NUMBERS FOR NORTHEAST OHIO, IT'S NUMBERS FOR NORTHEAST OHIO, IT'S NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR WE'VE NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR WE'VE GOT NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR WE'VE GOT A NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR WE'VE GOT A LOT NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR WE'VE GOT A LOT OF NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR WE'VE GOT A LOT OF WORK NUMBERS FOR NORTHEAST OHIO, IT'S CLEAR WE'VE GOT A LOT OF WORK TO CLEAR WE'VE GOT A LOT OF WORK TO CLEAR WE'VE GOT A LOT OF WORK TO DO. CLEAR WE'VE GOT A LOT OF WORK TO DO. THE CLEAR WE'VE GOT A LOT OF WORK TO DO. THE CLEVELAND CLEAR WE'VE GOT A LOT OF WORK TO DO. THE CLEVELAND METROPOLITAN DO. THE CLEVELAND METROPOLITAN DO. THE CLEVELAND METROPOLITAN SCHOOL DO. THE CLEVELAND METROPOLITAN SCHOOL DISTRICT, DO. THE CLEVELAND METROPOLITAN SCHOOL DISTRICT, FOR DO. THE CLEVELAND METROPOLITAN SCHOOL DISTRICT, FOR EXAMPLE, SCHOOL DISTRICT, FOR EXAMPLE, SCHOOL DISTRICT, FOR EXAMPLE, SAW SCHOOL DISTRICT, FOR EXAMPLE, SAW CHRONIC SCHOOL DISTRICT, FOR EXAMPLE, SAW CHRONIC ABSENCE SCHOOL DISTRICT, FOR EXAMPLE, SAW CHRONIC ABSENCE RATE SCHOOL DISTRICT, FOR EXAMPLE, SAW CHRONIC ABSENCE RATE OF SCHOOL DISTRICT, FOR EXAMPLE, SAW CHRONIC ABSENCE RATE OF JUST SAW CHRONIC ABSENCE RATE OF JUST SAW CHRONIC ABSENCE RATE OF JUST OVER SAW CHRONIC ABSENCE RATE OF JUST OVER 56% SAW CHRONIC ABSENCE RATE OF JUST OVER 56% FOR SAW CHRONIC ABSENCE RATE OF JUST OVER 56% FOR THE SAW CHRONIC ABSENCE RATE OF JUST OVER 56% FOR THE 2023 SAW CHRONIC ABSENCE RATE OF JUST OVER 56% FOR THE 2023 SCHOOL OVER 56% FOR THE 2023 SCHOOL OVER 56% FOR THE 2023 SCHOOL YEAR. OVER 56% FOR THE 2023 SCHOOL YEAR. AND OVER 56% FOR THE 2023 SCHOOL YEAR. AND WHILE OVER 56% FOR THE 2023 SCHOOL YEAR. AND WHILE THAT'S OVER 56% FOR THE 2023 SCHOOL YEAR. AND WHILE THAT'S A OVER 56% FOR THE 2023 SCHOOL YEAR. AND WHILE THAT'S A SLIGHT YEAR. AND WHILE THAT'S A SLIGHT YEAR. AND WHILE THAT'S A SLIGHT IMPROVEMENT YEAR. AND WHILE THAT'S A SLIGHT IMPROVEMENT FROM YEAR. AND WHILE THAT'S A SLIGHT IMPROVEMENT FROM RECENT YEAR. AND WHILE THAT'S A SLIGHT IMPROVEMENT FROM RECENT YEARS, IMPROVEMENT FROM RECENT YEARS, IMPROVEMENT FROM RECENT YEARS, IT'S IMPROVEMENT FROM RECENT YEARS, IT'S STILL IMPROVEMENT FROM RECENT YEARS, IT'S STILL A IMPROVEMENT FROM RECENT YEARS, IT'S STILL A DRAMATIC IMPROVEMENT FROM RECENT YEARS, IT'S STILL A DRAMATIC JUMP IMPROVEMENT FROM RECENT YEARS, IT'S STILL A DRAMATIC JUMP FROM IT'S STILL A DRAMATIC JUMP FROM IT'S STILL A DRAMATIC JUMP FROM 2019, IT'S STILL A DRAMATIC JUMP FROM 2019, WHEN IT'S STILL A DRAMATIC JUMP FROM 2019, WHEN IT IT'S STILL A DRAMATIC JUMP FROM 2019, WHEN IT WAS IT'S STILL A DRAMATIC JUMP FROM 2019, WHEN IT WAS JUST IT'S STILL A DRAMATIC JUMP FROM 2019, WHEN IT WAS JUST OVER IT'S STILL A DRAMATIC JUMP FROM 2019, WHEN IT WAS JUST OVER 32%. 2019, WHEN IT WAS JUST OVER 32%. 2019, WHEN IT WAS JUST OVER 32%. OTHER 2019, WHEN IT WAS JUST OVER 32%. OTHER DISTRICTS 2019, WHEN IT WAS JUST OVER 32%. OTHER DISTRICTS ACROSS 2019, WHEN IT WAS JUST OVER 32%. OTHER DISTRICTS ACROSS NORTHEAST OTHER DISTRICTS ACROSS NORTHEAST OTHER DISTRICTS ACROSS NORTHEAST OHIO OTHER DISTRICTS ACROSS NORTHEAST OHIO TELL OTHER DISTRICTS ACROSS NORTHEAST OHIO TELL A OTHER DISTRICTS ACROSS NORTHEAST OHIO TELL A SIMILAR OTHER DISTRICTS ACROSS NORTHEAST OHIO TELL A SIMILAR STORY. OTHER DISTRICTS ACROSS NORTHEAST OHIO TELL A SIMILAR STORY. IN OHIO TELL A SIMILAR STORY. IN OHIO TELL A SIMILAR STORY. IN 2023, OHIO TELL A SIMILAR STORY. IN 2023, AKRON OHIO TELL A SIMILAR STORY. IN 2023, AKRON SAW OHIO TELL A SIMILAR STORY. IN 2023, AKRON SAW 47.3% OHIO TELL A SIMILAR STORY. IN 2023, AKRON SAW 47.3% CHRONIC 2023, AKRON SAW 47.3% CHRONIC 2023, AKRON SAW 47.3% CHRONIC ABSENTEEISM, 2023, AKRON SAW 47.3% CHRONIC ABSENTEEISM, ELYRIA 2023, AKRON SAW 47.3% CHRONIC ABSENTEEISM, ELYRIA AT 2023, AKRON SAW 47.3% CHRONIC ABSENTEEISM, ELYRIA AT 34%, ABSENTEEISM, ELYRIA AT 34%, ABSENTEEISM, ELYRIA AT 34%, ASHTABULA ABSENTEEISM, ELYRIA AT 34%, ASHTABULA SCHOOLS ABSENTEEISM, ELYRIA AT 34%, ASHTABULA SCHOOLS 49.4%, ABSENTEEISM, ELYRIA AT 34%, ASHTABULA SCHOOLS 49.4%, AND ASHTABULA SCHOOLS 49.4%, AND ASHTABULA SCHOOLS 49.4%, AND LORAIN ASHTABULA SCHOOLS 49.4%, AND LORAIN CITY ASHTABULA SCHOOLS 49.4%, AND LORAIN CITY SCHOOLS ASHTABULA SCHOOLS 49.4%, AND LORAIN CITY SCHOOLS A ASHTABULA SCHOOLS 49.4%, AND LORAIN CITY SCHOOLS A STAGGERING LORAIN CITY SCHOOLS A STAGGERING LORAIN CITY SCHOOLS A STAGGERING 59%. LORAIN CITY SCHOOLS A STAGGERING 59%. THESE LORAIN CITY SCHOOLS A STAGGERING 59%. THESE DISTRICTS LORAIN CITY SCHOOLS A STAGGERING 59%. THESE DISTRICTS NEARLY 59%. THESE DISTRICTS NEARLY 59%. THESE DISTRICTS NEARLY DOUBLED 59%. THESE DISTRICTS NEARLY DOUBLED THEIR 59%. THESE DISTRICTS NEARLY DOUBLED THEIR RATES 59%. THESE DISTRICTS NEARLY DOUBLED THEIR RATES FROM 59%. THESE DISTRICTS NEARLY DOUBLED THEIR RATES FROM JUST DOUBLED THEIR RATES FROM JUST DOUBLED THEIR RATES FROM JUST FOUR DOUBLED THEIR RATES FROM JUST FOUR YEARS DOUBLED THEIR RATES FROM JUST FOUR YEARS AGO. DOUBLED THEIR RATES FROM JUST FOUR YEARS AGO. EVEN DOUBLED THEIR RATES FROM JUST FOUR YEARS AGO. EVEN COMMUNITIES FOUR YEARS AGO. EVEN COMMUNITIES FOUR YEARS AGO. EVEN COMMUNITIES LIKE FOUR YEARS AGO. EVEN COMMUNITIES LIKE STRONGSVILLE FOUR YEARS AGO. EVEN COMMUNITIES LIKE STRONGSVILLE SAW FOUR YEARS AGO. EVEN COMMUNITIES LIKE STRONGSVILLE SAW SMALL LIKE STRONGSVILLE SAW SMALL LIKE STRONGSVILLE SAW SMALL INCREASES LIKE STRONGSVILLE SAW SMALL INCREASES IN LIKE STRONGSVILLE SAW SMALL INCREASES IN CHRONIC LIKE STRONGSVILLE SAW SMALL INCREASES IN CHRONIC ABSENCE. INCREASES IN CHRONIC ABSENCE. INCREASES IN CHRONIC ABSENCE. IT'S INCREASES IN CHRONIC ABSENCE. IT'S A INCREASES IN CHRONIC ABSENCE. IT'S A TROUBLING INCREASES IN CHRONIC ABSENCE. IT'S A TROUBLING TREND INCREASES IN CHRONIC ABSENCE. IT'S A TROUBLING TREND AFFECTING IT'S A TROUBLING TREND AFFECTING IT'S A TROUBLING TREND AFFECTING STUDENTS IT'S A TROUBLING TREND AFFECTING STUDENTS ALL IT'S A TROUBLING TREND AFFECTING STUDENTS ALL ACROSS IT'S A TROUBLING TREND AFFECTING STUDENTS ALL ACROSS THE IT'S A TROUBLING TREND AFFECTING STUDENTS ALL ACROSS THE BOARD. STUDENTS ALL ACROSS THE BOARD. STUDENTS ALL ACROSS THE BOARD. SO STUDENTS ALL ACROSS THE BOARD. SO WHAT STUDENTS ALL ACROSS THE BOARD. SO WHAT IS STUDENTS ALL ACROSS THE BOARD. SO WHAT IS HAPPENING STUDENTS ALL ACROSS THE BOARD. SO WHAT IS HAPPENING THAT STUDENTS ALL ACROSS THE BOARD. SO WHAT IS HAPPENING THAT WE'RE SO WHAT IS HAPPENING THAT WE'RE SO WHAT IS HAPPENING THAT WE'RE SEEING SO WHAT IS HAPPENING THAT WE'RE SEEING THIS SO WHAT IS HAPPENING THAT WE'RE SEEING THIS RISE SO WHAT IS HAPPENING THAT WE'RE SEEING THIS RISE IN SO WHAT IS HAPPENING THAT WE'RE SEEING THIS RISE IN CHRONIC SEEING THIS RISE IN CHRONIC SEEING THIS RISE IN CHRONIC ABSENCES SEEING THIS RISE IN CHRONIC ABSENCES WHEN SEEING THIS RISE IN CHRONIC ABSENCES WHEN KIDS, SEEING THIS RISE IN CHRONIC ABSENCES WHEN KIDS, FOR SEEING THIS RISE IN CHRONIC ABSENCES WHEN KIDS, FOR EXAMPLE, ABSENCES WHEN KIDS, FOR EXAMPLE, ABSENCES WHEN KIDS, FOR EXAMPLE, MISSED ABSENCES WHEN KIDS, FOR EXAMPLE, MISSED OUT ABSENCES WHEN KIDS, FOR EXAMPLE, MISSED OUT ON ABSENCES WHEN KIDS, FOR EXAMPLE, MISSED OUT ON KEY ABSENCES WHEN KIDS, FOR EXAMPLE, MISSED OUT ON KEY CONCEPTS ABSENCES WHEN KIDS, FOR EXAMPLE, MISSED OUT ON KEY CONCEPTS AND MISSED OUT ON KEY CONCEPTS AND MISSED OUT ON KEY CONCEPTS AND LEARNING MISSED OUT ON KEY CONCEPTS AND LEARNING IS MISSED OUT ON KEY CONCEPTS AND LEARNING IS SCAFFOLDED, MISSED OUT ON KEY CONCEPTS AND LEARNING IS SCAFFOLDED, AND MISSED OUT ON KEY CONCEPTS AND LEARNING IS SCAFFOLDED, AND THEN LEARNING IS SCAFFOLDED, AND THEN LEARNING IS SCAFFOLDED, AND THEN THEY'RE LEARNING IS SCAFFOLDED, AND THEN THEY'RE ANXIOUS LEARNING IS SCAFFOLDED, AND THEN THEY'RE ANXIOUS ABOUT LEARNING IS SCAFFOLDED, AND THEN THEY'RE ANXIOUS ABOUT RETURNING THEY'RE ANXIOUS ABOUT RETURNING THEY'RE ANXIOUS ABOUT RETURNING TO THEY'RE ANXIOUS ABOUT RETURNING TO SCHOOL THEY'RE ANXIOUS ABOUT RETURNING TO SCHOOL OR THEY'RE ANXIOUS ABOUT RETURNING TO SCHOOL OR THEY THEY'RE ANXIOUS ABOUT RETURNING TO SCHOOL OR THEY HAVEN'T THEY'RE ANXIOUS ABOUT RETURNING TO SCHOOL OR THEY HAVEN'T BEEN TO SCHOOL OR THEY HAVEN'T BEEN TO SCHOOL OR THEY HAVEN'T BEEN AROUND TO SCHOOL OR THEY HAVEN'T BEEN AROUND KIDS TO SCHOOL OR THEY HAVEN'T BEEN AROUND KIDS OTHER TO SCHOOL OR THEY HAVEN'T BEEN AROUND KIDS OTHER KIDS TO SCHOOL OR THEY HAVEN'T BEEN AROUND KIDS OTHER KIDS THEIR AROUND KIDS OTHER KIDS THEIR AROUND KIDS OTHER KIDS THEIR SAME AROUND KIDS OTHER KIDS THEIR SAME AGE, AROUND KIDS OTHER KIDS THEIR SAME AGE, BUT AROUND KIDS OTHER KIDS THEIR SAME AGE, BUT THEY'RE AROUND KIDS OTHER KIDS THEIR SAME AGE, BUT THEY'RE ANXIOUS SAME AGE, BUT THEY'RE ANXIOUS SAME AGE, BUT THEY'RE ANXIOUS AND SAME AGE, BUT THEY'RE ANXIOUS AND THEY'RE SAME AGE, BUT THEY'RE ANXIOUS AND THEY'RE FEELING SAME AGE, BUT THEY'RE ANXIOUS AND THEY'RE FEELING BULLYING. AND THEY'RE FEELING BULLYING. AND THEY'RE FEELING BULLYING. CHANG AND THEY'RE FEELING BULLYING. CHANG SAYS AND THEY'RE FEELING BULLYING. CHANG SAYS IT AND THEY'RE FEELING BULLYING. CHANG SAYS IT CAN AND THEY'RE FEELING BULLYING. CHANG SAYS IT CAN ALSO AND THEY'RE FEELING BULLYING. CHANG SAYS IT CAN ALSO BE AND THEY'RE FEELING BULLYING. CHANG SAYS IT CAN ALSO BE A AND THEY'RE FEELING BULLYING. CHANG SAYS IT CAN ALSO BE A LACK CHANG SAYS IT CAN ALSO BE A LACK CHANG SAYS IT CAN ALSO BE A LACK OF CHANG SAYS IT CAN ALSO BE A LACK OF BASIC CHANG SAYS IT CAN ALSO BE A LACK OF BASIC NECESSITIES CHANG SAYS IT CAN ALSO BE A LACK OF BASIC NECESSITIES AT CHANG SAYS IT CAN ALSO BE A LACK OF BASIC NECESSITIES AT HOME CHANG SAYS IT CAN ALSO BE A LACK OF BASIC NECESSITIES AT HOME OR OF BASIC NECESSITIES AT HOME OR OF BASIC NECESSITIES AT HOME OR UNRELIABLE OF BASIC NECESSITIES AT HOME OR UNRELIABLE TRANSPORTATION, OF BASIC NECESSITIES AT HOME OR UNRELIABLE TRANSPORTATION, AND UNRELIABLE TRANSPORTATION, AND UNRELIABLE TRANSPORTATION, AND THIS UNRELIABLE TRANSPORTATION, AND THIS CRISIS UNRELIABLE TRANSPORTATION, AND THIS CRISIS ISN'T UNRELIABLE TRANSPORTATION, AND THIS CRISIS ISN'T AFFECTING UNRELIABLE TRANSPORTATION, AND THIS CRISIS ISN'T AFFECTING ALL THIS CRISIS ISN'T AFFECTING ALL THIS CRISIS ISN'T AFFECTING ALL STUDENTS THIS CRISIS ISN'T AFFECTING ALL STUDENTS EQUALLY. THIS CRISIS ISN'T AFFECTING ALL STUDENTS EQUALLY. OUR STUDENTS EQUALLY. OUR STUDENTS EQUALLY. OUR INVESTIGATION STUDENTS EQUALLY. OUR INVESTIGATION REVEALS STUDENTS EQUALLY. OUR INVESTIGATION REVEALS A INVESTIGATION REVEALS A INVESTIGATION REVEALS A DISTURBING INVESTIGATION REVEALS A DISTURBING RACIAL INVESTIGATION REVEALS A DISTURBING RACIAL AND INVESTIGATION REVEALS A DISTURBING RACIAL AND ETHNIC DISTURBING RACIAL AND ETHNIC DISTURBING RACIAL AND ETHNIC DISPARITY DISTURBING RACIAL AND ETHNIC DISPARITY IN DISTURBING RACIAL AND ETHNIC DISPARITY IN OHIO. DISTURBING RACIAL AND ETHNIC DISPARITY IN OHIO. HOUSE DISTURBING RACIAL AND ETHNIC DISPARITY IN OHIO. HOUSE BILL DISPARITY IN OHIO. HOUSE BILL DISPARITY IN OHIO. HOUSE BILL 410 DISPARITY IN OHIO. HOUSE BILL 410 MAKES DISPARITY IN OHIO. HOUSE BILL 410 MAKES IT DISPARITY IN OHIO. HOUSE BILL 410 MAKES IT MANDATORY DISPARITY IN OHIO. HOUSE BILL 410 MAKES IT MANDATORY FOR 410 MAKES IT MANDATORY FOR 410 MAKES IT MANDATORY FOR SCHOOLS 410 MAKES IT MANDATORY FOR SCHOOLS TO 410 MAKES IT MANDATORY FOR SCHOOLS TO REPORT 410 MAKES IT MANDATORY FOR SCHOOLS TO REPORT TO 410 MAKES IT MANDATORY FOR SCHOOLS TO REPORT TO CHILD SCHOOLS TO REPORT TO CHILD SCHOOLS TO REPORT TO CHILD SERVICES SCHOOLS TO REPORT TO CHILD SERVICES AFTER SCHOOLS TO REPORT TO CHILD SERVICES AFTER A SCHOOLS TO REPORT TO CHILD SERVICES AFTER A CERTAIN SCHOOLS TO REPORT TO CHILD SERVICES AFTER A CERTAIN NUMBER SERVICES AFTER A CERTAIN NUMBER SERVICES AFTER A CERTAIN NUMBER OF SERVICES AFTER A CERTAIN NUMBER OF UNEXCUSED SERVICES AFTER A CERTAIN NUMBER OF UNEXCUSED ABSENCES, SERVICES AFTER A CERTAIN NUMBER OF UNEXCUSED ABSENCES, BUT OF UNEXCUSED ABSENCES, BUT OF UNEXCUSED ABSENCES, BUT EXPERTS OF UNEXCUSED ABSENCES, BUT EXPERTS LIKE OF UNEXCUSED ABSENCES, BUT EXPERTS LIKE CHANG OF UNEXCUSED ABSENCES, BUT EXPERTS LIKE CHANG SAY OF UNEXCUSED ABSENCES, BUT EXPERTS LIKE CHANG SAY THE OF UNEXCUSED ABSENCES, BUT EXPERTS LIKE CHANG SAY THE FOCUS EXPERTS LIKE CHANG SAY THE FOCUS EXPERTS LIKE CHANG SAY THE FOCUS SHOULD EXPERTS LIKE CHANG SAY THE FOCUS SHOULD ALWAYS EXPERTS LIKE CHANG SAY THE FOCUS SHOULD ALWAYS BE EXPERTS LIKE CHANG SAY THE FOCUS SHOULD ALWAYS BE ON EXPERTS LIKE CHANG SAY THE FOCUS SHOULD ALWAYS BE ON PREVENTION SHOULD ALWAYS BE ON PREVENTION SHOULD ALWAYS BE ON PREVENTION AND SHOULD ALWAYS BE ON PREVENTION AND EARLY SHOULD ALWAYS BE ON PREVENTION AND EARLY INTERVENTION, SHOULD ALWAYS BE ON PREVENTION AND EARLY INTERVENTION, OR SHOULD ALWAYS BE ON PREVENTION AND EARLY INTERVENTION, OR ELSE AND EARLY INTERVENTION, OR ELSE AND EARLY INTERVENTION, OR ELSE THE AND EARLY INTERVENTION, OR ELSE THE SYSTEM AND EARLY INTERVENTION, OR ELSE THE SYSTEM GETS AND EARLY INTERVENTION, OR ELSE THE SYSTEM GETS OVERWHELMED. THE SYSTEM GETS OVERWHELMED. THE SYSTEM GETS OVERWHELMED. FIND THE SYSTEM GETS OVERWHELMED. FIND OUT THE SYSTEM GETS OVERWHELMED. FIND OUT WHAT THE SYSTEM GETS OVERWHELMED. FIND OUT WHAT THE THE SYSTEM GETS OVERWHELMED. FIND OUT WHAT THE BARRIERS THE SYSTEM GETS OVERWHELMED. FIND OUT WHAT THE BARRIERS ARE FIND OUT WHAT THE BARRIERS ARE FIND OUT WHAT THE BARRIERS ARE AND FIND OUT WHAT THE BARRIERS ARE AND OVERCOME FIND OUT WHAT THE BARRIERS ARE AND OVERCOME THEM. FIND OUT WHAT THE BARRIERS ARE AND OVERCOME THEM. I'M FIND OUT WHAT THE BARRIERS ARE AND OVERCOME THEM. I'M GABBY AND OVERCOME THEM. I'M GABBY AND OVERCOME THEM. I'M GABBY HART, AND OVERCOME THEM. I'M GABBY HART, 19 AND OVERCOME THEM. I'M GABBY HART, 19 NEWS. AND OVERCOME THEM. I'M GABBY HART, 19 NEWS. THE AND OVERCOME THEM. I'M GABBY HART, 19 NEWS. THE DEPARTMENT AND OVERCOME THEM. I'M GABBY HART, 19 NEWS. THE DEPARTMENT OF HART, 19 NEWS. THE DEPARTMENT OF HART, 19 NEWS. THE DEPARTMENT OF EDUCATION HART, 19 NEWS. THE DEPARTMENT OF EDUCATION SENT HART, 19 NEWS. THE DEPARTMENT OF EDUCATION SENT 19 HART, 19 NEWS. THE DEPARTMENT OF EDUCATION SENT 19 NEWS HART, 19 NEWS. THE DEPARTMENT OF EDUCATION SENT 19 NEWS A EDUCATION SENT 19 NEWS A EDUCATION SENT 19 NEWS A STATEMENT EDUCATION SENT 19 NEWS A STATEMENT SAYING EDUCATION SENT 19 NEWS A STATEMENT SAYING IN EDUCATION SENT 19 NEWS A STATEMENT SAYING IN PART, EDUCATION SENT 19 NEWS A STATEMENT SAYING IN PART, QUOTE, STATEMENT SAYING IN PART, QUOTE, STATEMENT SAYING IN PART, QUOTE, WE STATEMENT SAYING IN PART, QUOTE, WE ARE STATEMENT SAYING IN PART, QUOTE, WE ARE DEDICATED STATEMENT SAYING IN PART, QUOTE, WE ARE DEDICATED TO STATEMENT SAYING IN PART, QUOTE, WE ARE DEDICATED TO HELPING WE ARE DEDICATED TO HELPING WE ARE DEDICATED TO HELPING DISTRICTS WE ARE DEDICATED TO HELPING DISTRICTS AND WE ARE DEDICATED TO HELPING DISTRICTS AND SCHOOLS WE ARE DEDICATED TO HELPING DISTRICTS AND SCHOOLS SUPPORT DISTRICTS AND SCHOOLS SUPPORT DISTRICTS AND SCHOOLS SUPPORT STUDENT DISTRICTS AND SCHOOLS SUPPORT STUDENT ENGAGEMENT DISTRICTS AND SCHOOLS SUPPORT STUDENT ENGAGEMENT AND STUDENT ENGAGEMENT AND STUDENT ENGAGEMENT AND ATTENDANCE. STUDENT ENGAGEMENT AND ATTENDANCE. OUR