Interventions to Increase Attendance Why Focus on Attendance High numbers of school absence are An early warning sign of potential dropouts Predictive of academic failure A flag for student disengagement and struggling schools ID: 772168
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Interventions to Increase Attendance
Why Focus on Attendance?High numbers of school absence are: An early warning sign of potential drop-outs Predictive of academic failure A flag for student disengagement and struggling schools Costly for each school and surrounding community Measures of attendance are:AvailableEasily understood Predictive of failure in schoolAn indicator of effective engagement strategies by educatorsA potentially powerful shared outcome that facilitates collaboration
Why Do Students Miss School? Family Issues Generational illiteracy Negative attitudes Lack of parental support Family situation Employment Issues Conflicting school/work hours Night or evening work schedule
Why Do Students Miss School? Academic Issues Retention in Elementary/Middle school Social promotion Struggle to adapt to increased workload in HS Language barrier for ELL kids Other Factors Bullying or other negative experiences at school gangs, drugs, and crime (pull and push) Poor economic situation of community
When 90% Doesn’t Earn an “A” Attendanceworks.org Students Who Miss More Than 10% Of School Are At Grave RiskChronic Absence ³ 10% absence (³ 18 days/yr.)Warning Signs<10% but > 5% absence Satisfactory Attendance £ 5% absence Emergency : ³ 20% absence 0-90 % 91-94% 95 %+
No risk Missed less than 5% of school in K & 1 st Small riskMissed 5-9% of school in both K & 1 st Moderate riskMissed 5-9% of school in K and 10% in 1 st High risk Missed 10% or more of school in K & 1 st Percentage of Students Scoring Proficient or Advanced on 3 rd Grade ELA test by Attendance in Kindergarten and 1 st Grade Chronic Absence in Kindergarten and 1 st Grade Associated with Poor ELA Proficiency in 3 rd Grade
Dropout Rates by Sixth Grade Attendance (Baltimore City Public Schools, 1990-2000 Sixth Grade Cohort) Chronically Absent ( ³10%) Not Chronically Absent Severely Chronically Absent (≥ 20 %) Source: Baltimore Education Research Consortium SY 2009-2010
Impact of 9th Grade Absences on Graduation Rates
Attendance Strategies
Schools that make attendance gains bring together school staff members, parents, students, health and social services and others to review data, identify issues related to cause and effect, and then collaboratively develop strategies to improve student attendance. 10
Teachers use a broad range of strategies to engage their studentsTeachers know the students wellThe teachers have high expectations for students, which often leads to high expectations within students The teachers foster critical judgment and problem-solving skills in their students Schools that Make Attendance Gains 11
Strengthen accountability among parents, students and teachers Implement positive strategies to increase engagement and personalization with students and familiesIntervene early: every absence counts and gets a responseSchools that Make Attendance Gains
Develop strategies to improve school climate, which reduces negative peer interaction issues, such as bullying and hazingReview student discipline policies, procedures, and discipline data and subsequently implement a universal school climate improvement strategy (e.g., PBIS) 13 Schools that Make Attendance Gains
The Right PoliciesCreate and implement effective policies and practices that balance sanctions and rewards and which are intended to change behavior: not just punishEmploy less severe consequences, such as community service or in-school detentions Contain effective reporting, recording and monitoring processes 14
Make a clear distinction between excused and unexcused absencesAre aligned with the district’s policies and goals Are well publicized Are understood by staff, students and families 15 The Right Policies
Examples of Strategies for 3 Tiered ApproachRecovery Programs Early outreach, support, mentoring for student with poor attendance. Identify and remove barriers Attendance contracts Case management and wrap-around servicesReferral as last resort for court-based interventionSafe & supportive school environment Engaging classroom environments Parent education about why attendance matters and how to help each other get students to school. Ongoing attention to attendance data Recognition for good and improved attendance Collaboration with afterschool & early childhood School-based health supports Intervention Programs Universal/Preventive Programs
What Parents Can Do?Ensure students arrive on time each day, well equipped and ready to learnTake an interest in the education of their child by talking to them about school and by attending school events Call the school before 9:00 a.m. on each day of absenceBe alert to any signs that might indicate bullying or other issues that could affect school attendanceInform the school immediately if there are any matters that arise that may affect the attendance of their son/daughter
Engage the CommunityForge partnerships with community and public agencies:Include them on attendance data teams to glean additional data and insights into barriers to attendanceEnlist their help to support outreach and case management to parents Invite them to provide resources to address common barriers to attendance Consider using levels of chronic absence to identify which schools are top priority for collaborative relationships with community partners.
Attendance Resourceshttp://www.gadoe.org/pea_policy.aspx?PageReq=PEAPolicyAttendance http://nces.ed.gov/pubs2009/2009804.pdf http://www.attendanceworks.org/ http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources SchoolAttendanceTrackingChallengesandEffectivePractices.pdf http://www.nccp.org/publications/pdf/text_837.pdf
ELEPHANT IN THE ROOM
Attendance Incentives Samples:Exempt from end of semester testing OR attend a “Fun Day” if miss less than X amount of days (3 days usually).Must consider for equality:Students with DisabilitiesIEP504 PlansHealth Care plansHospitalizationsChronic Health ConditionEtc.
Attendance Incentives ALWAYS take into consideration students with disabilities Note WV is a medically underserved state with less than a handful of child specialist in chronic disease areas;Going to the medical home and specialist = good care management = better attendance
Attendance Incentives Not making allowances for students with disabilities can lead to DISCRIMINATION;Include provisions for students with documented disabilities (see court cases); andTalk with the school nurses about Healthcare Plans and the SAT, Section 504 and IEP teams to ensure students do not get penalized for having disabilities or chronic medical conditions.
Attendance Incentives As we know, NO one asked to have a disability/chronic disease or an acute injury/condition (broken leg, diabetic comma, hospitalization, etc.) so let’s make sure they are not penalized by our reward programs! IEP &Section 504 Guidance Doc is at https://wvde.state.wv.us/osp/504support.htm .
What is the duty of the school/district to evaluate students with medical needs and excessive absences? In Hamilton (OH) local School District, 58 IDELR 82 (OCR 2011), The school was aware of a first grade student who had absences related to her chronic hypoglycemia and migraines. The district began truancy proceedings against her and reassigned her to an online program. Her parent filed due process alleging the district denied her daughter a Free and Appropriate Public Education (FAPE).
What is the duty of the school/district to evaluate students with medical needs and excessive absences? OCR stated that Section 504 requires districts to provide qualified students with disabilities FAPE. The investigation found that the school district habitually failed to evaluate students for 504 eligibility after becoming aware of the students physical and mental impairments that impacted their attendance.
Questions
Additional Informationphomberg@k12.wv.ussbeck@k12.wv.usdlharless@k12.wv.us rjking@k12.wv.us vwilson@k12.wv.us Special Thank You to Brooke CountyAttendance VideoPresentation adapted from:National Transition Technical Assistance CenterUniversity of North Carolina CharlotteDr. Matthew KlareEmail: mklare@uncc.edu