Data and Evaluation: Spotlight on Chronic Absenteeism

1. Data and Evaluation: Spotlight on Chronic Absenteeism Wednesday, February 27, 2019 Hosted by:

2. Housekeeping • The webinar is being recorded • The Data and Evaluation: Spotlight on Chronic Absenteeism Toolkit is available within the CCEE Resource Collection • It includes: • A PDF version of the PowerPoint presentation • A customizable version of the PowerPoint presentation • Other resources featured in this presentation • https://ccee-ca.org/resource-collection.asp • The webinar video will be added to the toolkit by the end of the week

3. Question and Answer

4. Presenters • Iishwara Ryaru, Director of Continuous Improvement, CCEE • Amanda Otte, Research Associate, CCEE • Lori Breyer, Coordinator of School Support & Accountability, HCOE • Beth Higbee, Asst. Supt. of Education Support Services, SBCSS • Cecelia Leong, Director of Programs, Attendance Works • Gillian Wadsworth, Licensed Clinical Social Worker, HCOE • James Martinez, Program Mngr. of Research & Assessment, SBCSS

5. Section I: Module Overview

6. I. Objectives • Build capacity to make informed decisions that will begin to improve student outcomes related to chronic absenteeism • Explore specific strategies that local leaders have found valuable in this work

7. I. Agenda • Section I: Module Overview • Section II: Chronic Absenteeism in the CA School Dashboard • Section III: Promising Practices – District Stories • Section IV: Tiered Intervention Strategies • Section V: Data Visualization Strategies • Section VI: Survey • Section VII: Q&A

8. I. Audience

9. I. Considerations • The CCEE is not endorsing or promoting any particular product, organization, or service—but we are sharing strategies for consideration • Considerations are not requirements • Attendees may use, modify, or disregard considerations

10. I. Disclaimer • Any references herein, regardless of form, to any person or organization other than the CCEE—or to third party-created activities, products, services, or links—are provided solely for convenience and informational purposes. • Such references do not constitute or imply endorsement, recommendation, or preferential treatment by the CCEE or any of its agents or representatives. • The CCEE is not responsible for and shall not be liable for any loss or damage of any kind incurred as a result of dealings with, and makes no representation, guarantee, or warranty regarding these third parties or any activities, products, services, or other information or resources offered by a third party or located on or accessible from any third party website, including but not limited to compliance with applicable web accessibility requirements.

11. Section II: Chronic Absenteeism in the CA School Dashboard

12. II. CA School Dashboard • Website: https://www.caschooldashboard.org/ • For more background information about the Dashboard, please see the Dashboard 101 Toolkit • https://ccee-ca.org/resource-collection.asp • The 101 module presentation: • Provides “live" demonstration and walk through of the California School Dashboard • Discusses updates to state and local indicators • Explores resources that support training on Dashboard

13. II. Chronic Absenteeism: Definition The percentage of students who are absent 10 percent or more of the instructional days they were enrolled.

14. II. Chronic Absence: Definition

15. II. Chronic Absenteeism Indicator • New! Reported for first time in 2018 Dashboard • One of two statewide indicators for students’ level of Academic Engagement • The indicator appears for LEAs, schools, and student groups in grades K–8 with 30 or more students who meet the eligible enrollment requirements in both the current and prior year will receive a performance level for this indicator on the Dashboard. • Schools that do not certify (or submit) attendance data are automatically assigned an Orange performance level.

16. II. Chronic Absenteeism Indicator: Data Source • Attendance data are collected in CALPADS. • Certification is during End-of-Year (EOY) submission.

17. II. Chronic Absenteeism Indicator: Present or Absent? • K-8 Students are absent if they have: • An unexcused absence • An excused absence • An out-of-school suspension • Exceptions/Special Circumstances • Partial day attendance • In-school Suspension • Independent Study • Saturday School • Field Trips

18. II. Chronic Absenteeism Indicator: Eligibility • K-8 Students are removed if they: • were enrolled less than 31 instructional days • were enrolled at least 31 instructional days but did not attend at least one day • were flagged as exempt in the district attendance submission • were enrolled in a Non-Public School (NPS) • received instruction through a home or hospital instructional setting, or • attended community college full-time.

19. II. Chronic Absenteeism Indicator: Calculation • Status Formula: • # of students who were absent 10% or more of instructional days • Divided by • # of students who meet the eligible enrollment requirements • Change Formula: • 2017-18 Chronic Absenteeism Rate • Minus • 2016-17 Chronic Absenteeism Rate

20. II. Chronic Absenteeism Indicator: 5X5 Grid

21. II. Chronic Absenteeism Indicator: 3X5 Grid Adjusted for Small Student Populations N-Size <150

27. Section III: Promising Practices – District Stories

28. III. Blue Lake Union Elementary • K-8 District in Humboldt County • 1 school

29. III. Blue Lake Union Elementary

30. III. San Bernardino City Unified • K-Adult District in San Bernardino County • 76 schools (61 serve students in grades K-8)

31. III. San Bernardino City Unified

32. Section IV: Tiered Intervention Strategies

33. IV. Tiered Intervention Model • We will be sharing a video from Attendance Works’ Teaching Attendance Curriculum • Note: This resource is publicly accessible, but you must register in order to view it on your own time • The video we’ll share is in Attendance Works’ set of Modules • Module 1: Why We Teach Attendance • Who Can Do Something? • Tiered Intervention Model

34. IV. Tiered Intervention Model

35. IV. Tiered Intervention Worksheet

36. Walking school bus • Work with local police • Work with town or city on safer crosswalks or clearing streets of snow • School nurse ensures individual management plans are up to date • School facilities do not contribute to or trigger conditions • Partner with health vans, local clinics, pediatricians • What interventions already exist? • What might you add? • Peer Group Connections or Success Mentors for incoming students • Advisories • Reason for Absence? • Chronic health conditions (e.g. asthma) • Students in transition grades do not feel they belong • Students lack a safe path to school IV. Match Interventions to Reasons for Absences

37. IV. Effective Practice: Success Mentors • MENTOR’S vision is that every young person has the supportive relationships they need to grow and develop into thriving, productive and engaged adults. • MENTOR’s mission is to fuel the quality and quantity of mentoring relationships for America’s young people and to close the mentoring gap for the one in three young people growing up without this critical support.

38. IV. Effective Practice: Peer Group Connections • Peer Group Connection (PGC) for High Schools • Once per week, pairs of junior and senior peer leaders meet with groups of 10-14 freshmen in outreach sessions designed to strengthen relationships among students across grades. • Peer Group Connection (PGC) for Middle Schools • Once per week, pairs of eighth graders meet with groups of 8-10 incoming middle school students in outreach sessions designed to strengthen relationships among students across grades.  • Peer leaders are enrolled in daily, for-credit, year-long leadership courses taught by school faculty during regular school hours. 

39. IV. Effective Practice: Parent Teacher Home Visits • Grounded in a belief that families are essential to student and school success • PreK-12 strategy to • increase students’ academic and developmental growth • build capacity in teachers and families • improve school climate, attendance and test scores • increase cultural competence and connection • and build community support for public education.

40. IV. Freely Accessible Resources from Attendance Works • Teaching Attendance Curriculum (online modules) http://www.attendanceworks.org/resources/teaching-attendance-curriculum/ • Handouts for families (in multiple languages) https://www.attendanceworks.org/resources/handouts-for-families/ • Infographic https://www.attendanceworks.org/resources/posters/infographic/ • Posters and banners https://www.attendanceworks.org/resources/posters/promotional-materials/ • Data Tools • https://www.attendanceworks.org/resources/data-tools/california-data-tools/ • Videos https://www.attendanceworks.org/resources/videos/ • All these links are included in the Toolkit

41. IV. Effective Practice in Humboldt County: The Parent Project • Workshops for parents of youth Grades 5 and above • Designed to address the most destructive of behaviors • School Failure • Truancy • Family Conflict • Drug Use • Gangs • Violent Behavior • Runaways • Teen Suicidality

42. IV. Effective Practice in Humboldt County: The Parent Project • Researched-based successes • 98% Reduction in School Expulsions- Minidoka, ID Reported in OJJDP’s Juvenile Justice Journal, Sept. 2004 • The Alabama State Department of Education has adopted the Parent Project as their first line of defense for truancy reduction, now used by every school district and juvenile court in Alabama. For more information, please contact Dr. Kay Atchison Warfield, with the Alabama State Department of Education. • 75% Reduction in Youth Risk Factors Kern County Office of Education, Bakersfield, CA

43. IV. Effective Practice in Humboldt County: The Parent Project • Why the Parent Project is effective: • Parents meet once per week for 2-3 hours per night for 11 weeks. • The activity-based curriculum allows parents to learn and practice behavior management techniques at home. • Parent support groups are formed using the UCLA self-help support group model. • Program orientation: behavior modification.

44. Section V: Data Visualization Strategies

45. V. Absenteeism Data Chronic Absenteeism Race Ethnicity Student Groups Elementary School Districts Elementary School Districts Data source: California Department of Education

46. V. SBCSS Data Visualization Project Chronic Absenteeism The map was created through a collaboration with the California Collaborative for Education Excellence, Humboldt County Office of Education, San Bernardino Superintendent of Schools and Attendance Works. Data on Chronic absenteeism was downloaded from the guide section of the California School Dashboard and System of Support link provided by the California Department of Education. https://www.cde.ca.gov/ta/ac/cm/

47. V. SBCSS Data Visualization Project Chronic Absenteeism Data on chronic absenteeism was spatially enabled in an effort to produce an interactive map with school-level data on status and change and performance gauges and links to the 5x5 placement reports on the California Department of Education website and the California School Dashboard portal

48. V. SBCSS Data Visualization Project Chronic Absenteeism An Instructional guide on how to navigate and use the map has been added to describe the various filtering options and capabilities to help improve the user experience

49. Data Enrichment Spatially Enabling Data for Deeper Insights of Chronic Absenteeism

50. Population Density