Resources and Strategies to Take Action Attendance Directors Meeting October 6 2015 2 Attendance Works is a national and state initiative that promotes awareness of the important role that ID: 685676
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Slide1
Causes and Impact of Chronic Absenteeism
Resources and Strategies to Take Action
Attendance Directors Meeting
October 6,
2015Slide2
2
Attendance Works is a national and state initiative that promotes awareness of the important role that
reducing chronic absence
plays in achieving academic success starting with school entry.
We are an implementation partner for attendance with the Campaign for Grade Level Reading. Our three focus areas to improve student attendance are:Build public awareness and political will to address chronic absenceFoster state campaigns Nurture local practicewww.attendanceworks.org
Attendance WorksSlide3
What Connects Me to this Issue?
Freshman in High School
Today
3Slide4
Recall one story about how you successfully helped a
school improve attendance.
What barriers did you face
?
What did you learn from that experience about what works?Turn to the person next to you and share your story4Warm-Up Exercise Pair and ShareSlide5
What Is Chronic Absence?
5Slide6
What is Chronic Absence?
Attendance Works
recommends defining chronic absence as
missing 10% or more of school for any reason.
Chronic absence is different from truancy (unexcused absences only) or average daily attendance (how many students show up to school each day).6Slide7
Truancy (unexcused absences) can underestimate chronic absence
7Slide8
90% and even 95% ≠ A
High Levels of Average Daily Attendance (ADA) Can Mask Chronic Absence
98% ADA = little chronic absence
95% ADA = don’t know
93% ADA = significant chronic absence8Slide9
9
Why We May Not Notice Chronic Absence
Absences Add Up
Chronic Absence = 18 days of absence = 2 days a monthSlide10
How many of you know your average daily attendance? How many know the percent of students who are chronically absent?
What do you know about attendance and chronic absence?
10Slide11
Why Does Attendance Matter for Achievement?
What we know from research around the country
11Slide12
Attendance is An Essential I
ngredient of Academic Success
12
Developed by Annie E. Casey Foundation & America’s Promise Alliance
For more info go to www.americaspromise.org/parentengagement3 A School Success Framework Slide13
Exposure to language: Starting in Pre-K, attendance equals exposure to language-rich environments especially for low-income children.
Time on Task in Class:
Students only benefit from classroom instruction if they are in class.
On Track for Success:
Chronic absence is a proven early warning sign that a student is behind in reading by 3rd grade, failing courses middle and high school, and likely to drop-out.College Readiness: Attendance patterns predicts college enrollment and persistence.Engagement : Attendance reflects engagement in learning. Effective Practice: Schools, communities and families can improve attendance when they work together. (For research, see: http://www.attendanceworks.org/research/)
Improving Attendance
M
atters
B
ecause
I
t Reflects:
13Slide14
An exercise to teach how missing schoolContributes to the achievement gap.
http://www.attendanceworks.org/wordpress/wp-content/uploads/2010/06/parentexercise_GAPS.pdfcontributes to the achievement gap.
The Achievement Gap
14Slide15
Starting in PreK, More Years of Chronic Absence = Need for Intensive Reading Support By 2
nd
Grade
* Indicates that scores are significantly different from scores of students who are never chronically absent, at p<.05 level; **p<.01; ***p<.001Some risk
At risk
15Slide16
Multiple Years of Elementary
C
hronic Absence
= Worse
Middle School Outcomes
Oakland Unified School District SY 2006-2012, Analysis By Attendance Works
Chronic absence in 1
st
grade is also associated with:
Lower 6
th
grade test scores
Higher levels of suspension
Years of Chronic Absence in Grades 1-5
Increase in probability of 6
th
grade chronic absence
Each year of chronic absence in elementary school is associated with a
substantially higher probability
of chronic
absence
in 6
th
grade
5.9x
7.8x
18.0x
16Slide17
The Effects of Chronic Absence on Dropout Rates Are Cumulative
With every year of chronic absenteeism, a higher percentage of students dropped out of school.
http://
www.utahdataalliance.org/downloads/ChronicAbsenteeismResearchBrief.pdf
17Slide18
Attendance Is Even More Important for Graduation for Students In Poverty
Presentation to: The Interagency Council for Ending the Achievement Gap November 7, 2013, CT State Dept of Education.
18Slide19
http://www.attendanceworks.org/research/
Where to find research?19Slide20
During the presentation was there anything that surprised you? Turn to the person next to you and share.Popcorn share & Questions
Chronic Absence Research Reflection
20Slide21
How Can We Address Chronic Absence?
21Slide22
Why Are Students Missing Too Much School?
Chronic disease
22Slide23
Leading Health Related Causes
Asthma
Oral Health
Bullying
NutritionMental HealthVisionSlide24
Leading Health Related Causes
Asthma
Oral Health
Nearly one in
ten children age 4-14 are diagnosed with asthma accounting for one-third of all days of missed instruction. (In TN @ 12% of children have problems with Asthma.*) Children miss nearly two million school days due to oral health issues every year. (In TN, 22% did not have preventative dental care. *)* Source = AECF Kids CountSlide25
Hope for a better future
+Faith
that school will help you or your child succeed
+
CapacityResources, skills, knowledge needed to get to school 25Going to School Every Day Reflects When Families Have … Slide26
AW Recommended Site Level Strategies
26Slide27
High Cost
Low Cost
27
Recognize good and improved attendance
Educate & engage students and families
Monitor attendance data
Clarify attendance expectations and goals
Establish positive and engaging school climate
Improving Attendance Requires a
Multi-Tiered Approach
TIER 1
All
students
Provide personalized early outreach
Meet with student/family to develop plan
Offer attendance Mentor/Buddy
TIER
2
Students
exhibiting chronic absence (missing 10
%).
Intensive case management with coordination of public agency and legal response as needed
TIER
3
Students
who missed 20% or more of the prior school year (severe chronic absence
) or
have a history of truancy.
Truancy interventionsSlide28
Tiered Interventions: A school Example
28
TIER
2
Students at risk of missing 10-19% (moderate chronic absence)
TIER 1
All Students and Whole School
Student Support Teams
Family Advocate
Family Support Services
Agency and community supports
TIER 3
Students at risk of missing 20% or more of
school
(severe chronic absence)Slide29
The Attendance Story of Tench Tilghman
29Slide30
Tier 1: Team Work, Communication
, Education, and Engagement
30Slide31
Leading
Attendance: A Principal Toolkit
31
Principals can:
Cultivate A School Wide Culture of AttendanceUse Chronic Absence Data to Assess Need For Additional SupportDevelop Capacity to Adopt Effective Attendance PracticeAdvocate for Additional Resources and Policy to Improve Attendancehttp://www.attendanceworks.org/tools/schools/principals/Slide32
New Practice, attendance t
eams should:
A
ction-oriented
Coordinate the school’s multi-tiered strategy to reduce chronic absenceUse qualitative and quantitative data to understand the attendance challenges at their schoolUse trend data to identify which sub-groups of students are most vulnerableConnect families and students to needed resourcesMonitor progress
32
Attendance
Teams: Organizing the School Attendance Strategy
Old Practice:
Reacting to Lagging Indicators. Monitoring Truancy. Focusing on Individual Students.Slide33
Attendance Works:
Attendance Teams Tips
33
What makes an effective attendance team?
Who should participate? What should they do?http://www.attendanceworks.org/wordpress/wp-content/uploads/2013/07/Attendance-Data-Teams-7-18-13.pdfSlide34
Pilot Survey by Todd Rogers
(Harvard University)
Vast majority of parents, even those of students with excessive absences, believe their child’s attendance is same as classmates, better than classmates, or just don’t know
34Slide35
Messages about absences
are more motivating
than
messages about attendance AssociationsPerceptionsPotential Impact
Parents easily associate ‘absence’ with what child is missing when not in school. But the word ‘attendance’ is associated with what kids are normally doing (90% of the time) – it does not appear to prompt parents to think differently about their child missing school.
Absences
Attendance
Associate with what child is missing
Associate with what child is already gaining
This behavior is planned so
m
akes parents think about impact of planned absences
This behavior considered automatic, makes parents feel like they are already doing
Change in behavior
Reinforces current behavior
35
Ad Council, CA School Attendance Research Project Preliminary Findings: California Office of the Attorney General; Contact: Ben
Chida
(Ben.Chida@doj.ca.gov)Slide36
Build Awareness of How Absences Add Up
36
Send home handouts
with information and tips about attendance.
Talk with parents early and often to share the value of good attendance and let them know that you are there to help. Consider using an activity at a parent event to demonstrate the importance of avoiding absences. (e.g. Illustrating the Gap or BAH Video)Utilize written commitments to encourage good attendance such as a pledge or the attendance goal work sheet.Slide37
Parent Video & Discussion Guide37
Discussion: When and where might you use these materials with a family or a group?
Setting the stage
VIDEO (6 minutes) Facilitated conversationThe consequences of chronic AbsenceHow to improve absenteeismFamily practiceIncrease social capitalIdentify how school can helpCommunity servicesSlide38
Tools for Tier 1 Interventions
38Slide39
Make Creating Back Up Plans a Norm:
Student Attendance Success Plan
39
Tip: Start with the Help Bank and the Calendar on the 3
rd page. Offer up first page as homework to take home. Slide40
How many of your work in a district or a school where parent teacher conferences are still held?Do your schools discuss attendance during those conferences?
Leveraging Parent Teacher Conferences
40Slide41
What might educators and community partners say to families?
41
Satisfactory Attendance
At-Risk
Chronic Absence
Congratulate parents on making attendance a priority and encourage them to keep it up. Ask them what they’re doing that’s enabling them to be so successful.
Let parents know that you are concerned about attendance because their child is beginning to head off track, and it is easy for absences to add up.
If student is right around 10% or a little above
Let parents know their child may be academically at risk because they have missed so much school. Discuss underlying causes and how you can help.
If student is severely chronically absent (e.g. >20%)
The type of challenges these families face may differ from those with more moderate absence problems. Be prepared to touch on difficult topics, be supportive, and be ready to connect to community resources. Slide42
Framing the Conversation to Build a Relationship of Trust
42
Learn
Share
Inform
Discuss
Arrive at a Plan
1
2
3
5
4
Learn about the student’s family. Ask what their vision is for their child’s future. What are their hopes and dreams for them?
Share positive things you’ve observed about the student. Share your own vision for student learning & development, including helping put students on a pathway to success by encouraging a habit of good attendance.
Review attendance report with parents. Tailor your conversation to student’s level of absenteeism and inform parents of possible impacts of missing school. Connect attendance back to parents’ hopes and dreams for their child.
Discuss the challenges parents face in getting their children to school, as well as strengths they can build upon. For chronically absent students, try to understand the barriers that are keeping their children from school.
Think through strategies with parents for addressing absences and help them develop an attendance improvement plan. Offer referrals to services as needed and ask if there are other ways you can help.Slide43
Discuss at your table how you could introduce Attendance Works Tier 1 tools and resources to your schools.Bringing Attendance HomeLeading AttendanceTeaching Attendance
Parent VideoTier 1 Universal and Preventive Strategies: Reflection
43Slide44
Tier 2: Targeted
interventions that remove identified barriers and increase positive connections that motivate improved attendance. Who are the families in Tier 2?Missing 10% -20% of
the prior or current school year for any reason
.
Families experiencing some challenge e.g. chronic disease, job loss, divorce, etc.For which families is Tier 2 sufficient?Families with barriers to school attendance who may not understand how to access support. Families who see school as “the deliverer of bad news”.Families who are more successful when there is a positive relationship with someone at the school. Tier 2 Interventions44Slide45
45
Tools for Tier 2: The Power of Positive ConnectionsSlide46
Priority:
Focuses on at-risk students in grades, schools and neighborhoods with high levels of chronic absenceEarly:
Begins with the start of school.
O
utreach: Connects to students and familiesPositive: Promotes preventive, supportive approaches rather than punitive responsesLinkages Taps the full community for support Engagement: Motivates showing up to class & offers students & families a role in improving attendance.
Priority Early Outreach for Positive Linkages and Engagement (
PEOPLE
)
46Slide47
Chronic absence (missed 10% or more of school) in the prior year, assuming data is available.And/or starting in the beginning of the school year, student has:
Tier 2: Criteria for Identifying Which Students Need It
47
In first 2 weeks
In first month (4 weeks)In first 2 months (8 weeks)
2 absences
2-3 absences
4 absences
Missing 10% any time afterSlide48
Possible Tier 2 Interventions(See Power of Positive Connections Toolkit)
48
Assign
Attendance Buddies
Partner with families/students to develop Student Attendance Success PlanRecruit for engaging Before- or After-School Activities
Connect to
Walk- to-School Companion
Offer plan or contacts for
Health Support
Priority Early Outreach for Positive Linkages and Engagement Slide49
Key Finding: Success Mentors & Supporting Infrastructure Substantially Improved Student Attendance
Students with prior histories of chronic absenteeism with a Success Mentor gained nearly two additional weeks of school (9 days), which is educationally significant.
In the top 25% of schools, students with Success Mentors
gained one additional month of school.
High School students with Success Mentors (including those overage for their grade) were 52% more likely to remain in school the following year.Mentees reported they liked having a mentor and the mentor helped improve their attendance, schoolwork, motivation, and confidence.MAYOR’S INTERAGENCY TASK FORCE
49
49Slide50
Tier 3 provides intensive interventions, often from multiple agencies or specialists within a school district or community.
Who are families in Tier 3?
Missing
20
% or more of the prior or current school year for any reason.Already involved in the system (child welfare, juvenile or criminal justices)For which families is Tier 3 necessary?Families who feel hopeless because of the barriers they face. Families who are unable to experience success without intervention.Families who have a negative relationship with school.Families who require ongoing support for sustained success. Tier 3 Interventions36Slide51
School integrated service teamsFamily resource centersCounty Social Services McKinney Vento representativesCommunity schools
District teamWho would you add to this list?
Who Can Help Families at Tier 3?
37Slide52
Students & Families
Schools
Actionable Data
Positive
Engagement
Capacity Building
Shared Accountability
Is accurate, accessible, and regularly reported
Expands ability to interpret data and work together to adopt best practices
Use positive relationships to engage parents and understanding about why monitoring absence is essential to a better future.
Ensures monitoring & incentives to address chronic absence
Community
District
Ingredients for System-wide Success & Sustainability
Strategic partnerships between district and community partners address specific attendance barriers and mobilize support for all ingredients
52Slide53
To what extent is chronic absence a priority in your district? What could you do to help make the case? Pair and Share
53Slide54
Thank you West Virginia!
54
West Virginia One of the Top Leaders for Attendance Awareness Month!
http://awareness.attendanceworks.org/map/Slide55
Chronic Absence = The Warning Light On A Car Dashboard
Ignore it at your personal peril!Address early or potentially pay more (lots more) later.
The key is to ask why is this blinking? What could this mean?
55
The ParallelsSlide56
District Attendance Self-Assessment
56Slide57
1. Use dots to post your response on the charts 2. Step back and look at patterns. What do you notice when you look at the charts. Where are areas of strength?
Where are major gaps? 3. Group reflection
Instructions
57