Practical Strategies for Addressing Chronic Absenteeism - PowerPoint Presentation

Practical Strategies for Addressing Chronic Absenteeism Amber BrundageIris WilliamsDavid ChamberlinLisa KernJonathan HinkePamela BrownDonna SicilianBeth DudaKristi JarvisKarie CapielloMike Henriquez @ flpsrti , #ESSEI17

Advance Organizer IntroductionsOrientation to PadletChronic Absenteeism OverviewPanel Discussion & Audience Questions

Introduction of Panel Members

Padlet Instructions To submit questions to the panel members:Go to this URL to add Postings.double-click anywhere on the wall to add your question or comment.   https://padlet.com/gmpearcy/ESSEI2017

Chronic Absenteeism

Chronic Absenteeism (CA) No standard definitionOften based on total number of days missedDoes not differentiate reasons for absencesIncludes: excused, unexcused and suspensionsFrequently defined as:Missing 10% or more of instructional days HB7069 K-8 EWS FL reports students missing 21 or more days per year Missing 15 or more days of school per year I mportant Differences - Truancy = unexcused absences (s. 1003.26(b), F.S.) Average Daily Attendance = how many students show up each day Chronic Absence = missing so much school for any reason that a student is academically at-risk - missing 10% or more of school

Prevalence of CA in FLAccording to data reported to FL DOE during the 2015/2016 school year, 10.10% of K-12 students were absent 21+ days318,787 students- an increase from 304,060 students in 14/15

2015-16 District 21+ Absence RatesSource: Education Information and Accountability Services, Florida Department of Education  0 – 9.9% 10% – 14.9% 15% – 19.9%  20% – 30+% Statewide Average 10.10%

Chronic Absenteeism by Demographics Balfanz & Byrnes, 2012

Chronic Absenteeism OCR Data

2015-16 SWD Chronic Absenteeism Rates Source: Education Information and Accountability Services, Florida Department of Education  0 – 9.9% 10% – 14.9% 15% – 19.9%  20% – 30+% Statewide Average 15.05%

Padlet Test What do you think are contributors to chronic absenteeism rates?Why do you think chronic absenteeism rates among SWD are higher?Submit answers via padlet:https://padlet.com/gmpearcy/ESSEI2017

Student Reported Reasons for CA Reason Overall PercentageSWD PercentageHealth Related 92.6 91.4 Transportation 53.0 57.7 Personal Stress 41.8 42.6 Preferred Activity Outside of School 41.0 49.1 Value of School 38.8 46.4 School Stress 34.8 44.7 School Climate 32.2 40.8 Safety/Conflict 21.2 30.4 Adult Responsibility 17.0 25.3 Legal System Involvement 15.6 26.2 Housing/Material Instability 13.6 18.8 Suspension 10.5 15.0

Accurately Recalled/Reported Absences MESSAGING

Perceptions of Absences: Compared to Peers

Panel Discussion

Panel Questions- Background Why has chronic absenteeism (CA) been on your radar? How did you identify key areas related to CA?What are the components that you think are necessary for a comprehensive plan to address CA?Who are the key players?Does this differ for SWD?

Audience Questions Please submit questions related to Section 1-Background via padlet:https://padlet.com/gmpearcy/ESSEI2017

Panel Questions- Strategies What some things you’ve tried that weren’t as effective?Summarize some things (interventions, structures, policies, practices) that have worked. What are you trying right now that you think will work (but don’t yet have data)?How do we move from a reactive approach to a more proactive mindset?

Monroe County

Pinellas County Absences Codes

Pinellas Nudge Letter

Sarasota County Data Dashboard https://app.powerbi.com/view?r=eyJrIjoiMjBlZjkxMGUtMTE1Zi00ZGUyLWEwYmMtMGMxNDBmNjcxODFiIiwidCI6ImI3NzFkYTEzLWQzMWQtNDc0NS05ZGE2LTNhMWNjODc0NTJkMSIsImMiOjF9

Pasco County Schools

Percentage of schools that identified attendance on their School Success Plan

District Attendance Committee Membership across all divisionsExamine policies and procedures that impact or are impacted by attendanceStudent Code of ConductGrading policiesAttendance codesRecognize schools efforts to improve attendanceLook at ways to engage the community in the effort to improve student attendance and engagement

Some data to consider…

Drilling Down to Student Level

Goal: Increase Access to Services Contract with 7 mental health providersCo-locate mental health services on 11 school sitesCommunity school initiative underway at one Title I location – Partner w/local FQHC for dental services Planning expansion to include physical and mental health services

Our Model for Health Services Registered professional School Nurse (RN/BSN preferred) assigned to 2 – 3 schoolsUnlicensed assistive personnel (Clinic Assistant) located in each school clinic (may be LPN, CNA, etc.)SN delegates to CA and is responsible to monitor practice regularly (supervise and direct LPNs)LPNs assigned to campuses for daily care of medically fragile studentsCurrent allocations: SN – 39; CA – 85; LPN – 16 (does not include 10 charter schools)

Goal: Improve Student Health Addressing health related causes of CA thru partnerships:Health Department Free ARNP services at select high schools twice/monthFree mobile dental health (sealants) at all Title I locationsFully operational (daily) dental health clinic at Title I elementary school – expansion planned (medicaid)USF Pediatric NP services available any location (free)Flu vaccination clinics annually (no cost)Vision Quest – mobile vision servicesMedical Mobile Unit – onsite health services near schools

Example of Recognition

Health Outreach Services

Other Supportive Health Services Keeping students in school, improving academic performance & grad rates, fostering engagement & positive health outcomes:School nurses prevent/treat health and behavioral issues; lead as health expert informing school teams; if in a school, all day every day can assess and intervene to keep kids in class (5% vs. 18%)School breakfast programs (food insecurity)Later start times (wish we had that!!); PE and recessTrauma sensitive schools; SEL; staff self-care (working on this!)

The facts… Groups disproportionately affected by high rates of illness – low income, children of color, disabledOutreach services including intensive school health supports should be focused here since access to care is often the reason for the disparityTypical illnesses causing absences: asthma, influenza, diabetes, obesity and related illness, seizure disorders, mental health and anxiety and vision problemsEstimates 27% of students have a health condition

Florida Students with Chronic Health Conditions Health Condition20082015Percent IncreaseADHD59,023 102,156 73% Allergies 155,335 254,170 63% Asthma 150,963 203,017 34% Cardiac 12,902 14,125 9% Seizures 13,559 20,713 52% Psychiatric 9,582 18,039 88% Total Number 485,254 728,335 50% Per Florida School Health Program Services data summary reports

Final Thoughts… Given opportunity, time and access, Florida school nurses are uniquely positioned to help decrease chronic absenteeismSchool nurses in Pasco will continue to identify and develop creative partnerships within their school communities that are designed to improving student health and access to care

Audience Questions Please submit questions related to Section 1-Background or 2- Strategies via padlet:https://padlet.com/gmpearcy/ESSEI2017

Panel Questions- Outcomes What outcome data or changes in practice and/or policy can you share?

Example of Recognition Increase in On-Track for AttendanceQ1Q2CHANGETEWMS79.44% 82.32% 2.88% PVMS 70.11% 72.28% 2.17% JMMES 72.99% 73.40% 0.41%

Audience Questions & Reflections Please submit questions related to Section: 1-Background, 2- Strategies or 3- Outcomes via padlet:What resonated with you?What are next steps?

Contact Information Amber BrundageAbrundage@usf.edu@flpsrtiIris Williamsiriswilliams@usf.eduMike Henriquez (Monroe)Mike.henriquez@keysschools.comDonna Sicilian (Pinellas)SICILIAND@pcsb.orgKarie Cappiello (Volusia)klcappie@volusia.k12.fl.usPamela Brown (Putnam) pbrown@my.putnamschools.org Jonathan Hinke (Putnam) jhinke@my.putnamschools.org Kristi Jarvis (Sarasota) Kristi.jarvis@sarasotacountyschools.net Beth Duda (Sarasota) Bduda@thepattersonfoundation.org

Additional Readings Allensworth, E. M., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. Consortium on Chicago School Research, University of Chicago. Retrieved from http://ccsr.uchicago.edu/publications/p78.pdfAllensworth, E. M., & Easton, J. Q. (2007). What matters for staying on track and graduating in Chicago public high schools. Consortium on Chicago School Research, University of Chicago. Retrieved from http://ccsr.uchicago.edu/publications/07%20What%20Matters%20Final.pdfAllesnworth, E. M., Gwynne, J. A., Moore, P., & de la Torre, M. (2014). Looking forward to high school and college Middle grades indicators of readiness in Chicago public schools. Consortium on Chicago School Research, University of Chicago. Retrieved from https://ccsr.uchicago.edu/sites/default/files/publications/Middle%20Grades%20Report.pdfBalfanz, R., & Byrnes, V. (2012). Chronic Absenteeism: Summarizing What We Know From Nationally Available Data. Baltimore: Johns Hopkins University Center for Social Organization of Schools. Balfanz, R., Herzog, L., MacIver, D., (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42 (4), 223-235.

Additional Readings Continued Chang, Hedy N. & Romero, Mariajosé 2008. Present, engaged and accounted for the critical importance of addressing chronic absence in the early grades. National Center for Children in Poverty (NCCP): The Mailman School of Public Health at Columbia University. Connolly, F. & Olson, L. S. 2012. Early elementary performance and attendance in Baltimore City Schools’ pre-kindergarten and kindergarten. Baltimore Education Research Consortium, Baltimore, MD.Henderson, T., Hill, C. & Norton, K. 2014. The connection between missing school and health: A review of chronic absenteeism and student health in Oregon. Upstream Public Health. Olson, L. S., 2014. Why September matters: Improving student attendance. Baltimore Education Research Consortium, Baltimore, MD. Retrieved from : http://baltimore-berc.org/wp-content/uploads/2014/08/SeptemberAttendanceBriefJuly2014.pdf Chang, H., & Balfanz, R., (2016). Preventing missed opportunity: Taking collective action to confront chronic absence. Attendance Works and Everyone Graduates Center.