Presentation Transcript

1. Unpacking Attendance Terms
2. Moving into Action Requires Knowing If Chronic Absence is a Problem Most Schools Only Track Average Daily Attendance and Truancy. Both Can Mask Chronic Absence. 98% ADA = little chronic absence, 95%ADA = don’t know; 93% ADA = significant chronic absence
3. Chronic Absence Versus Truancy (San Francisco Unified School District)
4. Chronic Absence – A Hidden National Crisis Nationwide, as many as 7.5 million students miss nearly a month of school every year. That’s 135 million days of lost time in the classroom. In some cities, as many as one in four students are missing that much school. Chronic absenteeism is a red alert that students are headed for academic trouble and eventually for dropping out of high school.  Poor attendance isn’t just a problem in high school. It can start as early as kindergarten.
5. Students Chronically Absent in Kindergarten & 1st Grade Much Less Likely to Read Proficiently in 3rd Grade Percent Students Scoring Proficient or Advanced on 3rd Grade ELA Based on Attendance in Kindergarten and 1st Grade Attendance Source: Applied Survey Research & Attendance Works (April 2011)
6. Chronic Absence in PreK + K = Significantly Worse Outcomes For children chronically absent in preK & K, the Baltimore Education Research Consortium found: Greater likelihood of continued poor attendance. 50% chronically absent again in G1, 45% in G2. Lower outcomes in G1, G2 in reading and math, and math in G3 More often retained (26% compared with 9% of students with no chronic absence) More likely to be identified as needing special education By contrast, children who participated in Head Start had better attendance and higher 3rd grade test scores.
7. The Chronic Early Absence Is Most Troubling for Poor Children Chronic K Absence predicted lower 5th grade performance even if attendance had improved in 3rd grade. 5th Grade Math and Reading Performance By K Attendance Source: ECLS-K data analyzed by National Center for Children in Poverty (NCCP) Note: Average academic performance reflects results of direct cognitive assessments conducted for ECLS-K.
8. Chronic Absence is Especially Challenging for Low-Income Children Poor children are 4 X more likely to be chronically absent in K than their highest income peers. Children in poverty are more likely to face systemic barriers to school: Unstable Housing Poor Transportation Inadequate Food and Clothing, Lack of Safe Paths to School Due to Neighborhood Violence Chaotic Schools with Poor Quality Programs, etc.
9. Schools + Communities CAN Make a Difference Characteristics of Successful Attendance Initiatives Partner with community agencies to help parents carry out their responsibility to get children to school. Make attendance a priority, set targets and monitor progress over time. Examine factors contributing to chronic absence, especially from parent and student perspectives. Clearly communicate expectations to parents. Begin early, ideally in Pre-K. Combine universal strategies that create an engaged learning environment & build a culture of attendance with targeted interventions. Offer positive supports before punitive action.
10. Solutions Only Work If Grounded in Understanding Of What Leads to Chronic Absence Special thanks to Dr. Robert Balfanz, Everyone Graduates Center, Johns Hopkins University, Baltimore, MD for providing this framework.
11. Proposed Universal Strategies For Influencing Discretion and Identifying Causes of Absence
12. Strategies for 3 Tiered Approach Recovery Programs Safe & supportive school environment Engaging classroom environments Parent education about why attendance matters and how to help each other get students to school. On-going attention to attendance data Recognition for good and improved attendance Collaboration with afterschool & early childhood School-based health supports Case management and wrap-around services Referral as last resort for court -based intervention Recovery Programs Early outreach, support, mentoring for student with poor attendance. Identify and remove barriers Attendance contracts Intervention Programs Universal/Preventive Programs
13. Resource Materials For Making The Case: 10 Steps Communities Can Take To Reduce Chronic Absence A Summary Of Key Research For Taking Action Guidance on School Wide Attendance Incentives Parent Flyer (also available in Spanish) Attendance Data Team Tips K-5 SATT/DATT Does Attendance Really Count - Self-Assessment (Note: Materials will also available by July 2nd on www.attendanceworks.org on the Campaign for Grade Level Reading page under tools and t.a.)
14. Panel Discussion Baltimore, MD; Chula Vista, CA; Springfield MA Briefly describe your community and what you know about how much and for whom chronic absence is a problem?  What are your key strategies for improving attendance? How are you engaging community partners? What are examples of how philanthropy has helped to advance your work?

15. Baltimore: Making Every Day Count

    Presented by: Arezo Rahmani Baltimore City Public Schools Sue Fothergill Baltimore Student Attendance Campaign With generous support from Open Society Institute: Baltimore and The Annie E. Casey Foundation Data provided by: Baltimore Education Research Consortium, a partnership between Baltimore City Public Schools, Morgan State University and Johns Hopkins University
16. Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten, Baltimore Education Research Consortium, March 2012
17. Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten, Baltimore Education Research Consortium, March 2012
18. Based on a sample of 903 students, chronic absence in kindergarten is a strong predictor of chronic absence through 3rd grade. 633 students (71%) went on to be chronically absent at least one more year, with almost 200 students being chronically absent through 3rd grade. 637 students (71%) went on to be chronically absent at least one more year, with almost 200 students being chronically absent through 3rd grade. Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten, Baltimore Education Research Consortium, March 2012
19. Students with chronic absence in pre-k and kindergarten consistently perform lower than students with good attendance. Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten, Baltimore Education Research Consortium, March 2012
20. What does this all mean for Baltimore City early learners? In elementary grades, students in pre-k have the highest chronic absence, with rates improving through 3rd grade Lack of formal care prior to kindergarten is an indicator for chronic absence in later years Chronic absence in pre-k and kindergarten means a student is twice as likely to be chronically absent in 1st grade
21. So what’s Baltimore City doing? Focusing on data: Monitoring and identifying struggling schools Identifying neighborhoods struggling with attendance Raising awareness: Advocates and non-profits are elevating the issue of every day attendance, starting in pre-k, through Baltimore Attendance Collaborative and The Baltimore Campaign for Grade Level Reading Baltimore City Public Schools launched ‘every day counts…’ campaign
22. So what’s Baltimore City doing? Early learning teacher trainings: Partnership between City Schools, non-profits and local foundations Citywide partnerships: Baltimore City’s Mayor Stephanie Rawlings Blake Baltimore City Departments of Social Services and Health; The Family League Faith-based & community-based organizations Citywide collaboration: Improve on-time enrollment for pre-k and kindergarten Direct outreach to rising kindergarteners entering from home care Back to school, Baltimore! The Citywide back to school campaign
23. Campaign for Grade Level Reading Conference Denver, ColoradoJuly 1, 2012
24. Chula Vista Elementary School District Characteristics 45 Elementary Schools: Site-Based Model 28,000 Students 9,800 English Learners 6 Charter Schools 24 Title I Schools 3.91% Administrative Cost 45% Free/Reduced Lunch Program
25. Chula Vista Elementary School District Demographics
26. Chula Vista Elementary School District Performance
27. Focus on Chronic Absence Administrator’s vision to share data (2000) Quarterly Report to Principals Child-specific data Tool for site staff: Inquiry Communication Intervention
28. Focus on Chronic Absence 2010-11 Chronic Absence 26 schools improved their rate (58% of District) 35 schools at 3% or less (78% of District)
29. Focus on Chronic Absence Site-Level Strategies Culture of learning environment Expectations communicated often Parent notification Contracts for transfer students School events (Curriculum night, Kinder orientation) Incentives/Acknowledgement
30. Focus on Chronic Absence District-Level Strategies Home Visitor School Attendance Review Board (SARB) Currently for unexcused absences Intervention Advocate for student Legal process if families unresponsive Model SARB Recognition by CA Dept. of Ed.
31. Community Involvement Donation of incentive items Bicycles Baseball/Football tickets All-American City Award/Community Solutions Action Plan includes: Kindergarten orientation presentations Big Brothers/Big Sisters as mentors Local businesses and agencies Incentives for improved attendance Parent involvement/awareness

32. Lisa ButlerStudent Placement Manager

    (619) 425-9600 x1571 cheryl.butler@cvesd.org
33. The Campaign for Grade Level Reading What’s Working: Promising Approaches to Improving Attendance Springfield, Massachusetts July 1, 2012 Springfield Public Schools - A Culture of Excellence
34. Springfield Framework: The essential pieces to raising student achievement The work Implement a consistent, rigorous curriculum built on common standards with common unit assessments SIF #1,3,4,7 Coach, develop and evaluate educators based on a clear vision of strong instruction SIF #1,2,3,4 Effective instruction in every class, every day Shared, high expectations for all students Students achieve grade level proficiency Students graduate ready for college and career Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district SIF #5,7 Strengthen social, emotional and academic safety nets and supports for all students SIF #6 Springfield Public Schools - A Culture of Excellence
35. The District of Springfield: Demographics African American 20.7% Asian 2.4% Hispanic 59.7% Native American 0.1% White 13.8% Multiracial 3.2% Limited English Proficiency • 16% of students are identified as Limited English Proficient (LEP) • Students represent nearly 50 native languages • 24.9% of students do not speak English as a first language Special Education Students…….…………..……...5,006 ‐ 20% Graduation Rate 2010 District 53.0% Massachusetts 82.1% Dropout Rate District 10.5% Massachusetts 2.9% Support Services 85.5% of all students receive free/reduced meals Springfield Public Schools - A Culture of Excellence
36. Attendance Improvement Initiative: Initial Results ** 2012 Data is YTD through March of 2012 Springfield Public Schools - A Culture of Excellence
37. Chronic Attendance Improvement Initiative: Initial Results Springfield Public Schools - A Culture of Excellence
38. Populations of Greatest Concern The highest % and largest number of chronically absent are Latino students. African Americans are a high percent but fewer in number. Chronic Absence Higher Among Students in Special Education and On Free & Reduced Price Lunch Springfield Public Schools - A Culture of Excellence
39. Attendance Improvement Initiative/Springfield Attendance Policy *Interventions may reflect multiple occurrences to a family/student. *Failure to Send is a new option approved by School Committee in March, 2012 Springfield Public Schools - A Culture of Excellence
40. Springfield Student Attendance Resource Center (SSARC) SSARC is a collaborative initiative between the Hampden County Sheriff’s Department and the SPS to implement the proposed Truancy Intervention and Prevention Program. GOALS: Reduce daily truancy rate Increase attendance rate Reduce dropout rate Increase access to needed services for eligible youth and their families Springfield Public Schools - A Culture of Excellence
41. Community Collaboration & Attendance Initiative Springfield Public Schools Hampden County Sheriff’s Department Springfield Police Department Hampden County District Attorney’s Office Springfield Juvenile Court Department of Youth Services Department of Children and Families Baystate-BrightwoodHealth Center Massachusetts Department of Public Health Massachusetts State Police C3 Policing Partners for a Healthier Community Pioneer Valley Planning Commission Regional Employment Board of Hamden County Safe Kids of Western Mass Safe Routes to School Springfield Housing Authority Springfield Mass in Motion YMCA : ACHEIVE Springfield Public Schools - A Culture of Excellence
42. Elementary Initiative: The Walking School Bus Daily exercise to aid in reducing childhood Obesity Increase Safety for the children and neighborhood. Decrease school absenteeism/tardiness Increase learning Capacity Reduce the Carbon Footprint Promotes Community Engagement Springfield Public Schools - A Culture of Excellence
43. Elementary Initiative: The Walking School Bus Of students that lived within a 1 mile radius, greater than 90% were driven to school. Initially began with 6-10 children walking to school every morning with a small but consist group of teachers dedicated to staffing our walking route Monday through Friday . By the end of the first year we had maintained our initial route every morning and had approximately 40-50 consistent students participating. For the 2011-2012 school year we have expanded the program from one to three separate walking routes. Staff lead each route Monday through Friday. Participation has increased to approximately 134 students consistently walking to school each day. Early results show that students participating in the Walking School Bus initiative have a better attendance rate (approximately 2% -- almost for additional days of instruction) than there other peers. Springfield Public Schools - A Culture of Excellence
44. For More Information Contact Natalie B. Dunning, Ed.D. - Chief Academic Officer dunningn@sps.springfield.ma.us Mary Ann Morris, Ed.D. - Chief of Pupil Services morrism@sps.springfield.ma.us Karen Pohlman, MSN – Nurse Practioner Baystate-Brightwood Health Center Karen.Pohlman@baystatehealth.org Springfield Public Schools - A Culture of Excellence
45. Self Assessment Please fill out Does Attendance Really Count self assessment ? Turn to a partner and discuss any “ahas” Hand in your self assessment with the identified t.a. needs to Attendance Works before leaving the session. (Note: Please fill in and take a 2nd self-assessment if you’d like a record of your responses. We will email out a collective tally of the results. )
46. “Take Aways” Every day counts for learning especially in the early years. Intervening starts with finding out how many & which students and schools are affected by chronic absence. Use data to identify priorities for action and promising practice sites Move the needle on discretion and unpack barriers by providing a) incentives for good and improved attendance, b) parent education, c) personalized early outreach and d) attendance data teams. Find out how everyone can contribute to reducing absences.