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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: Available Easily understood Predictive of failure in school An indicator of effective engagement strategies by educators A potentially powerful shared outcome that facilitates collaboration
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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: Available
Easily understood Predictive of failure in school An indicator of
effective engagement strategies by educators A potentially powerful
shared outcome that facilitates collaboration Why Do Students Miss
School. Family Issues. Generational illiteracy
Why Do Students Miss School?Family Issues Generational illiteracy
Negative attitudes Lack of parental support Family
situationEmployment 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% Doesnt Earn an A
Attendanceworks.org
Students Who Miss More Than 10% Of SchoolAre At Grave Risk 0-90%
Chronic Absence 10% absence ( 18 days/yr.) Warning Signs 5% absence
Satisfactory Attendance 5% absence Emergency: 20% absence 91-94% 95
%+ Chronic Absence in Kindergarten and 1st Grade Associated with
Poor ELA Proficiency in 3rd Grade
Percentage of Students Scoring Proficient or Advanced on 3rd Grade
ELA test by Attendance in Kindergarten and 1st Grade No risk Missed
less than 5% of school in K & 1st Small risk Missed 5-9% of
school in both K & 1st Moderate risk Missed 5-9% of school in K
and 10% in 1st High risk Missed 10% or more of school in K &
1st Severely Chronically Absent (20%)
Dropout Rates by Sixth Grade Attendance(Baltimore City Public
Schools, Sixth GradeCohort) The NDPC-SD Dropout Prevention
Framework characterized as a problem-solving and action-planning
process through which state special education agency leadership
teams can: (a) review pertinent information or data that affect
school completion rates, (b) develop measurable and realistic
short- and long-term targets and outcomes, (c) select
evidence-based practices that have demonstrated efficacy in
increasing school completion rates and decreasing dropout rates,
and (d) establish systems to enable states to link technical
assistance efforts and leverage resources to implement and evaluate
those practices in an effective manner. Severely Chronically Absent
(20%) Chronically Absent (10%) Not Chronically Absent Source:
Baltimore Education Research ConsortiumSY Impact of 9th Grade
Absences on Graduation Rates
What is the purpose of the investigation? For example, does it seem
like dropout is higher in one particular school than in others in
the district? ORDo you think thatparticular groups of students
might be dropping out at a higher rate than the rest of the
students? What are your goals for this process? (Learn the truth
Address the problem.) Hope to learn the cause(s) of the problem and
to remedy it! Will involve analyzing the data, forming an
intervention plan to address the needs, putting the plan in place,
following through with it, and assessing progress as you go.
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. Schools that Make Attendance
Gains
Teachers use a broad range of strategies to engage their students
Teachers know the students well The 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
Strengthen accountability among parents, students and teachers
Implement positive strategies to increase engagement and
personalization with students and families Intervene early: every
absence counts and gets a response Schools that Make Attendance
Gains
Develop strategies to improve schoolclimate, which reduces negative
peerinteraction issues, such as bullying andhazing Review student
discipline policies,procedures, and discipline data andsubsequently
implement a universalschool climate improvement strategy
(e.g.,PBIS) Some of the preliminary research on school climate
indicates that some student absences are directly related to school
climate issues, such as bullying. The Right Policies Create and
implement effective policies andpractices that balance sanctions
and rewardsand which are intended to change behavior:not just
punish Employ less severe consequences, such as community service
or in-school detentions Contain effective reporting, recording and
monitoring processes The Right Policies Make a clear distinction
between excused and unexcused absences Are aligned with the
districts policies and goals Are well publicized Are understood by
staff, students andfamilies Universal/Preventive
Examples of Strategies for 3 Tiered Approach Recovery Programs Case
management and wrap-around services Referral as last resort for
court-based intervention Early outreach, support, mentoring for
student with poor attendance. Identify and remove barriers
Attendance contracts Intervention Programs Safe & 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
Universal/Preventive Programs What Parents Can Do? Ensure students
arrive on time each day, well equipped and ready to learn Take 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 absence Be alert to any signs that might
indicate bullying or other issues that could affect school
attendance Inform the school immediately if there are any matters
that arise that may affect the attendance of their son/daughter
Engage the Community Forge partnerships with community and public
agencies: Include them on attendance data teams to gleanadditional
data and insights into barriers to attendance Enlist their help to
support outreach and casemanagement to parents Invite them to
provide resources to address commonbarriers to attendance Consider
using levels of chronic absence to identify whichschools are top
priority for collaborative relationships withcommunity partners.
Attendance Resources
SchoolAttendanceTrackingChallengesandEffectivePractices.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 Disabilities IEP 504 Plans Health Care
plans Hospitalizations Chronic Health Condition Etc. 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); and Talk 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 lets 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 Information
Special Thank You to Brooke County Attendance Video Presentation
adapted from: National Transition Technical Assistance Center
University of North Carolina Charlotte Dr. Matthew Klare 30