May 2021 10282021 1 Norms 10282021 2 Handouts Session handouts are available for download in the handouts section Handouts are also available on our SSIP webpage Questions ID: 999451
Download Presentation The PPT/PDF document "Strategies for Promoting School Attendan..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
1. Strategies for Promoting School AttendanceMay 2021 10/28/20211
2. Norms10/28/20212Handouts: Session handouts are available for download in the handouts section Handouts are also available on our SSIP webpageQuestions: Enter questions/comments in the questions/chat box.Mute: Keep your mic muted unless you are speaking to the group. Feedback: Please complete the survey at the close of the session.Certificate of Attendance: A link to a certificate of attendance will be emailed in 24-hours (Must attend the entire live session).On Demand: Session recordings will be available for on-demand access following the close of the conference on the SSIP webpage at State Systemic Improvement: Student Success (SSIP) (gadoe.org)
3. Learning TargetsParticipants will be able to: Identify common indicators of students who are at-risk of dropping out due to attendanceIdentify current strategies and interventions for promoting attendanceLearn how to develop a multi-tiered approach to promote school attendance3
4. Mythbusters“Missing a few days each year is normal and doesn’t matter that much.” Data indicate that missing more than five days of school each year, regardless of the cause, impacts student academic performance and starts shaping attitudes about school. Excused absences and unexcused absences have similar impact on academic performance. www.attendanceworks.org
5. Drop-out At-Risk IndicatorsAttendance
6. What is Chronic Absenteeism?With your team, discuss your individual conceptions on what “chronic absenteeism” means and come to a consensus on a definition.
7. Defining Chronic Absenteeism“…chronic absence has no common definition, though many researchers and schools monitor how many students are missing 10 percent or more of the school year. That’s about two days a month, or 18 days in most school districts.” www.attendanceworks.org
8. Chronic Absenteeism10/28/20218
9. Facts about Attendance One out of every 10 kindergarten and first grade students are chronically absent. Absenteeism in the first month of school can predict poor attendance throughout the school year. Poor attendance can influence whether children read proficiently by the end of third grade or be held back. By 6th grade, chronic absence becomes a leading indicator that a student will drop out of high school. www.attendanceworks.org
10. Georgia’s Absenteeism Rates10/28/202110Number of Students5 or Fewer Days Absent6-15 Days AbsentMore than 15 Days AbsentChronic Absenteeism2019-20201,869,02760.70%31.30%8.00%8.90%2018-20191,890,36151.90%36.00%12.10%13.00%2017-20181,898,43451.60%36.60%11.90%13.10%The Governor's Office of Student Achievement (georgia.gov)
11. Georgia 8th Grade Student Absences and Four Year Graduation RateTop 10 Issues to Watch in 2018
12. Georgia 9th Grade Student Absences and Four Year Graduation RateDays Absent Graduation Rates0 Days80.52%1-5 Days82.24%6-10 Days72.68%11-14 Days61.27%15 or More Days30.73%10/28/202112
13. Broader Consequences of Chronic AbsenteeismIndicates a community with few resources and large challengesReflects poor school climate or ineffective schools/districts Erodes initiatives to improve schools and graduation rates Undermines efforts to provide post-secondary and employment opportunities and to boost local economies • The workforce challenge • The soft skills challenge • The productivity challenge http://www.attendanceworks.org/10/28/202113
14. Test Your Knowledge10/28/202114True or False: Missing a few days each year is normal and doesn’t matter that much. 2. True or False: Poor attendance does not influence whether children read proficiently by the end of third grade or are retained. 3. True or False: Georgia’s data indicates that over 12% of students with disabilities are chronically absent. 4. True or False: Irregular attendance can be a better predictor than test scores of whether students will drop out before graduation.
15. “Why do I need to know algebra anyway?”“I am never going to graduate anyway.”“School is stupid.”“I am failing my classes.”“ The work is too hard.”“ I can’t do it.”“I have no friends.”“I am not riding the bus. Kids pick on me.” My teachers don’t want me there anyway. “I keep forgetting to set my alarm.”“I missed the bus.”“My mama didn’t wake me up.”Multidimensional Student EngagementObservable EngagementInternal Engagement Attendance Check & Connect
16. A student is not completing her work in math class. She often checks out before math class, skips class or is absent from school. She says she is bored and hates math. Which area of engagement would you target to increase attendance in math class? Academic EngagementBehavioral EngagementCognitive EngagementAffective EngagementFamily Engagement10/28/202116
17. A student checks out almost everyday at 2:00 pm. He is missing his social studies class and is failing. He also misses two or more days a month. His mother says she needs to get him early to avoid traffic. On which area of engagement would you focus interventions to improve his/her attendance?Academic EngagementBehavioral EngagementCognitive EngagementAffective EngagementFamily Engagement10/28/202117
18. Develop a Multi-Tiered Approach for Districts and Schools•District Actions/Strategies •School Actions/Strategies •Family & Community Actions/Strategies•Student Actions/StrategiesStrategies For School Sites - Attendance Works
19. Multi-Tiered System of SupportsMTSS is a system or framework that integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce attendance and behavioral problems. It promotes systems alignment to increase efficiency and effectiveness of resources. (Adopted from Center on Response to Intervention, 2010)10/28/202119
20. Foundational SupportsFoundational supports are the building blocks of good schools that promote attendance. 10/28/202120
21. Attendance Strategies www.attendanceworks.org
22. Tier 1 SupportsTier 1 represents universal strategies to encourage good attendance for all students.These are students that miss 5-9% (16 days) or less days of instruction. Examples Establish positive relationships with familiesRecognize good and improved attendanceEducate and engage students and families about the importance of attendance for achievementMonitor absences and set attendance goalsEstablish a supportive and engaging school climate10/28/202122www.attendanceworks.org
23. Tier 2 SupportsTier 2 supports are for students and families who need more encouragement and support to avoid chronic absenteeism. These students are missing 10-19% of days.Examples Provide personalized early outreach. Action plan addresses barriers and increases engagementConnect to a caring adult or mentor. 10/28/202123www.attendanceworks.org
24. Tier 3 SupportsTier 3 offers individual interventions and supports for students and families from a district’s student support division, public agencies and the courts. These students miss 20% (36) or more days of instruction.Examples: Provide intensive case management. Develop a coordinated, cross-agency approach. Interventions depend upon students’ personal circumstances and grade level.Mentoring is a key to success with Tier 3 attendance students.10/28/202124www.attendanceworks.org
25. Types of Data• Demographic Data• Student Learning Data • Perception Data• Process Data
26. Team Activity and PlanningIn your team, please review your current district/school attendance report and any other data you can pull related to attendance. School Attendance Self-Assessment was completed as prework. Teams will discuss results.Use the guiding questions to take a closer look at our attendance.Chart your tiered interventions for attendance.Be prepared to share.
27. Guided Activity QuestionsUse the following guiding questions to examine attendance.What is the district or school’s attendance data: 5 or fewer days; 6 to 15 days; more than 15 days? How discrepant are the attendance data across subgroups? If discrepancy is high, what are possible reasons for this discrepancy? Is there higher absenteeism for a particular content area? If so, is there a correlation between the content area and performance/retention? How does tardiness impact performance in content classes? What policies and processes impact attendance? Are those policies and processes consistent across all schools? Are there policies and practices that hinder a student from being successful at school? What kinds of perception data could provide root causes for these trends? 10/28/202127
28. Self-Assessment10/28/202128http://www.attendanceworks.org
29. 10/28/202129Fill out your pyramid
30. Next StepsTake the Tiered Interventions for Attendance Chart and look for areas of improvement.Brainstorm interventions you might add to the attendance pyramid.How will you communicate these new interventions and measure impact?Take a few minutes to chart out your next stepsBe prepared to report out to the group.10/28/202130
31. Carey Wright Quote“Parents, schools and communities must work together to ensure that students understand the importance of making every school day count. The earlier that absences are identified and addressed, the more successful students will become.“— Carey M. Wright, Ed.D. State Superintendent of Education for Mississippi10/28/202131
32. Learning TargetsParticipants can:Identify common indicators of students who are at-risk of dropping out due to attendanceIdentify two current strategies and interventions for promoting attendanceDevelop a multi-tiered approach to promote school attendance32
33. ResourcesGeorgia’s School Completion Toolkit Step 2: Select Intervention Attendance Resources (gadoe.org)Check and Connect - A comprehensive student engagement intervention.Examples of Tiered Practices for Distance or Hybrid Learning - Attendance WorksPresent, Engaged and Counted10/28/202133
34. Resources 2Attendance Works, http://www.attendanceworks.org/ Chang, H. N. (2010). Curbing chronic absence in the early grades. https://www.naesp.org/resources/2/Principal/2010/MJp46.pdf Chronic absenteeism in the nation’s schools: An unprecedented look at a hidden educational crisis. (2016). http://www2.ed.gov/datastory/chronicabsenteeism.html Georgia Department of Education, Student Attendance Improvement, https://www.gadoe.org/schoolsafetyclimate/Pages/Student-Attendance-Improvement.aspx10/28/202134
35. Resources Page 3Preventing missed opportunity: Taking collective action to confront chronic absence (Sept. 2016). http://www.attendanceworks.org/research/preventingmissed-opportunityReducing chronic absenteeism: Everyday counts (2016). https://ies.ed.gov/ncee/edlabs/regions/west/Publications/Details/220Reducing chronic absence starting in the early grades: An essential ingredient for promoting success in school (2016). https://relwest.wested.org/resources/220Strategies to Improve School Attendance | PBIS Rewards 10/28/202135
36. Resources Page 4Getting Students to School: Strategies for Improving Attendance and Reducing Chronic Absenteeism (state.nj.us)US ED-ESED toolkit 2015 - US Department of Education (US ED), US Department of Justice, US Department of Health and Human Services, US Department of Housing and Urban Development. Every student, every day (ESED): A community toolkit to address and eliminate chronic absenteeism. Washington, DC; 2015mtsslens.pdf (cps.edu); Multi-tiered system of supports to address chronic absenteeism.10/28/202136
37. Reflective Thoughts or Questions
38. Contact Information Ann Cross, Program Manager GLRS/SSIPLeighann.Cross@doe.k12.ga.us 678-326-2361Susan Brozovic, SSIP Program Specialistsbrozovic@doe.k12.ga.us 470-316-8634Trace Vaughn, SSIP Program SpecialistJames.Vaughn@doe.k12.ga.us 678-552-3794
39. CreditsAdapted and updated from “A Closer Look at Strategies for Promoting School Attendance” Renee Mixon, Claire Smith, Deshonda Stringer, Ph.D. (October 25, 2016)10/28/202139
40. 10/28/202140Website and social media informationIDEA Federal Fund Disclaimer “The contents of this training were developed under an IDEA grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. No materials developed with IDEA federal funds may be sold for profit.”
41.