Causes and Impact of Chronic Absenteeism Resources and

Causes and Impact of Chronic Absenteeism Resources and Strategies to Take Action Attendance Directors Meeting October 6, 2015 www. attendanceworks. org

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 absence • Foster state campaigns • Nurture local practice www. attendanceworks. org 2

What Connects Me to this Issue? Freshman in High School Today 3

Warm-Up Exercise Pair and Share 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 story 4

What Is Chronic Absence? Average Daily Attendance Truancy Chronic Absence • ADA = How many students typically show up to school each day. A school measure. • Truancy = Who is missing school for reasons not considered excused either by legislation or regulation. It is a trigger for possible legal action. Under ESEA, defined by each state. A student measure. • CA = Who is academically at risk because they missed too much school any reason – excused, unexcused, suspensions. Researchers typically define chronic absence as missing 10% or more of school. A student measure. 5

What is Chronic Absence? Attendance Works recommends defining chronic absence as missing 10% or more of school for any reason. Excused Absences Unexcused absences Chronic Absence Chronic absence is different from truancy (unexcused absences only) or average daily attendance (how many students show up to school each day). Suspensions 6

Truancy (unexcused absences) can underestimate chronic absence 7

High Levels of Average Daily Attendance (ADA) Can Mask Chronic Absence 90% and even 95% ≠ A Chronic Absence For 6 Elementary Schools in Oakland, CA with 95% ADA in 2012 30% 25% 20% 12% 15% 10% Chronic Absence for 6 Schools in New York City with 90% ADA in 2011 -12 13% 15% 16% 20% 20% A B C 21% 23% 26% 15% 7% 10% 5% 5% 0% A B C D % Chronic Absence E F 0% D E F % Chronic Absence 98% ADA = little chronic absence 95% ADA = don’t know 93% ADA = significant chronic absence 8

Why We May Notice Chronic Absences Add Up Chronic Absence = 18 days of absence = 2 days a month 9

What do you know about attendance and chronic absence? 1) How many of you know your average daily attendance? 2) How many know the percent of students who are chronically absent? 10

Why Does Attendance Matter for Achievement? What we know from research around the country 11

Attainment Over Time Achievement Every Year 3 A Sc ho o l. S uc c es s. F ram ew ork Attendance is An Essential Ingredient of Academic Success Attendance Every Day Developed by Annie E. Casey Foundation & America’s Promise Alliance For more info go to www. americaspromise. org/parentengagement 12

Improving Attendance Matters Because It Reflects: 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 3 rd 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/) 13

The Achievement Gap An exercise to teach how missing school Contributes to the achievement gap. http: //www. attendanceworks. org/wordpress/wpcontent/uploads/2010/06/parentexercise_GAPS. pdfcontributes to the achievement gap. 14

Starting in Pre. K, More Years of Chronic Absence = Need for Intensive Reading Support By 2 nd Grade Some risk At risk * Indicates that scores are significantly different from scores of students who are never chronically absent, at p<. 05 level; **p<. 01; ***p<. 001 15

Multiple Years of Elementary Chronic Absence = Worse Middle School Outcomes Each year of chronic absence in elementary school is associated with a substantially higher probability of chronic absence in 6 th grade 18. 0 x Increase in probability of 6 th grade chronic absence Chronic absence in 1 st grade is also associated with: 7. 8 x 5. 9 x • • Lower 6 th grade test scores Higher levels of suspension Years of Chronic Absence in Grades 1 -5 Oakland Unified School District SY 2006 -2012, Analysis By Attendance Works 16

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/Chronic. Absenteeism. Research. Brief. pdf 17

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. 18

Where to find research? http: //www. attendanceworks. org/research/ 19

Chronic Absence Research Reflection During the presentation was there anything that surprised you? • Turn to the person next to you and share. Popcorn share & Questions 20

How Can We Address Chronic Absence? 21

Why Are Students Missing Too Much School? Myths Absences are only a problem if they are unexcused Sporadic versus consecutive absences aren’t a problem Barriers Chronic disease Lack of access to health or dental care Poor Transportation Aversion Child struggling academically Lack of engaging instruction Poor school climate and ineffective school discipline Trauma Attendance only matters in the older grades No safe path to school Parents had negative school experience 22

Leading Health Related Causes Asthma Bullying Oral Health Mental Health Nutrition Vision

Leading Health Related Causes Oral Health Asthma Nearly one in ten children age 414 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 Count

Going to School Every Day Reflects When Families Have … Hope for a better future + Faith that school will help you or your child succeed + Capacity Resources, skills, knowledge needed to get to school 25

AW Recommended Site Level Strategies 26

Improving Attendance Requires a Multi-Tiered Approach TIER 3 Students who missed 20% or more of the prior school year (severe chronic absence) or have a history of truancy. • Intensive case management with coordination of public agency and legal response as needed High Cost Truancy interventions TIER 2 Students exhibiting chronic absence (missing 10%). TIER 1 All students • Provide personalized early outreach • Meet with student/family to develop plan • Offer attendance Mentor/Buddy • Recognize good and improved attendance • Educate & engage students and families • Monitor attendance data • Clarify attendance expectations and goals • Establish positive and engaging school climate Low Cost 27

Tiered Interventions: A school Example TIER 3 Students at risk of missing 20% or more of school (severe chronic absence) • • Student Support Teams Family Advocate Family Support Services Agency and community supports TIER 2 Students at risk of missing 1019% (moderate chronic absence) TIER 1 All Students and Whole School 28

The Attendance Story of Tench Tilghman 29

Tier 1: Team Work, Communication, Education, and Engagement 30

Leading Attendance: A Principal Toolkit Principals can: a) Cultivate A School Wide Culture of Attendance b) Use Chronic Absence Data to Assess Need For Additional Support c) Develop Capacity to Adopt Effective Attendance Practice d) Advocate for Additional Resources and Policy to Improve Attendance http: //www. attendanceworks. org/tools/schools/principals/ 31

Attendance Teams: Organizing the School Attendance Strategy Old Practice: Reacting to Lagging Indicators. Monitoring Truancy. Focusing on Individual Students. New Practice, attendance teams should: • Action-oriented • Coordinate the school’s multi-tiered strategy to reduce chronic absence • Use qualitative and quantitative data to understand the attendance challenges at their school • Use trend data to identify which sub-groups of students are most vulnerable • Connect families and students to needed resources • Monitor progress 32

Attendance Works: Attendance Teams Tips • What makes an effective attendance team? • Who should participate? • What should they do? http: //www. attendanceworks. org/wordpress/wpcontent/uploads/2013/07/Attendance-Data-Teams-7 -18 -13. pdf 33

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 …better than classmates (~. . . …same as classmates Bottom 20% 80% 70% 60% 50% % of parents who think their child's attendance is. . . 40% 30% 20% 10% 0% . . . don't know 34

Messages about absences are motivating than messages about attendance 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. Associations Perceptions Potential Impact Absences Associate with what child is missing This behavior is planned so makes parents think about impact of planned absences Change in behavior Attendance Associate with what child is already gaining This behavior considered automatic, makes parents feel like they are already doing Reinforces current behavior Ad Council, CA School Attendance Research Project Preliminary Findings: California Office of the Attorney General; Contact: Ben Chida (Ben. [email protected] ca. gov) 35

Build Awareness of How Absences Add Up a. Send home handouts with information and tips about attendance. b. Talk with parents early and often to share the value of good attendance and let them know that you are there to help. c. Consider using an activity at a parent event to demonstrate the importance of avoiding absences. (e. g. Illustrating the Gap or BAH Video) d. Utilize written commitments to encourage good attendance such as a pledge or the attendance goal work sheet. 36

Parent Video & Discussion Guide • SETTING THE STAGE • VIDEO (6 minutes) • FACILITATED CONVERSATION – THE CONSEQUENCES OF CHRONIC ABSENCE – HOW TO IMPROVE ABSENTEEISM • • FAMILY PRACTICE INCREASE SOCIAL CAPITAL IDENTIFY HOW SCHOOL CAN HELP COMMUNITY SERVICES Discussion: When and where might you use these materials with a family or a group? 37

Tools for Tier 1 Interventions 38

Make Creating Back Up Plans a Norm: Student Attendance Success Plan Tip: Start with the Help Bank and the Calendar on the 3 rd page. Offer up first page as homework to take home. 39

Leveraging Parent Teacher Conferences • 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? 40

What might educators and community partners say to families? Satisfactory Attendance 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. At-Risk Chronic Absence If student is right around 10% or a little above If student is severely chronically absent (e. g. >20%) 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. 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. 41

Framing the Conversation to Build a Relationship of Trust 1 Learn 2 Share 3 4 5 Inform Discuss Arrive at a Plan 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. 42

Tier 1 Universal and Preventive Strategies: Reflection Discuss at your table how you could introduce Attendance Works Tier 1 tools and resources to your schools. – Bringing Attendance Home – Leading Attendance – Teaching Attendance – Parent Video 43

Tier 2 Interventions 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. 44

Tools for Tier 2: The Power of Positive Connections 45

Priority Early Outreach for Positive Linkages and Engagement (PEOPLE) • Priority: Focuses on at-risk students in grades, schools and neighborhoods with high levels of chronic absence • Early: Begins with the start of school. • Outreach: Connects to students and families • Positive: Promotes preventive, supportive approaches rather than punitive responses • Linkages Taps the full community for support • Engagement: Motivates showing up to class & offers students & families a role in improving attendance. 46

Tier 2: Criteria for Identifying Which Students Need It q Chronic absence (missed 10% or more of school) in the prior year, assuming data is available. q And/or starting in the beginning of the school year, student has: 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 after 47

Possible Tier 2 Interventions (See Power of Positive Connections Toolkit) Partner with families/students to develop Student Attendance Success Plan Assign Attendance Buddies Recruit for engaging Beforeor After-School Activities Priority Early Outreach for Positive Linkages and Engagement Connect to Walk- to-School Companion Offer plan or contacts for Health Support 48

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. 49 MAYOR’S INTERAGENCY TASK FORCE 49

Tier 3 Interventions 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. 36

Who Can Help Families at Tier 3? • • • School integrated service teams Family resource centers County Social Services Mc. Kinney Vento representatives Community schools District team Who would you add to this list? 37

Ingredients for System-wide Success & Sustainability Use positive relationships to engage parents and understanding about why monitoring absence is essential to a better future. District Community Positive Engagement Schools Actionable Data Is accurate, accessible, and regularly reported Students & Families Ensures monitoring & incentives to address chronic absence Shared Accountability Capacity Building Strategic partnerships between district and community partners address specific attendance barriers and mobilize support for all ingredients Expands ability to interpret data and work together to adopt best practices 52

Pair and Share • To what extent is chronic absence a priority in your district? • What could you do to help make the case? 53

West Virginia One of the Top Leaders for Attendance Awareness Month! Thank you West Virginia! http: //awareness. attendanceworks. org/map/ 54

Chronic Absence = The Warning Light On A Car Dashboard The Parallels • 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

District Attendance Self-Assessment 56

Instructions 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 areas of strength? Where are major gaps? 3. Group reflection 57