www.attendanceworks.org

Causes and Impact of Chronic Absenteeism

A Challenge and Opportunity

Nashville TN September 30, 2015

2

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

Attendance Works

• One story about how you sought to help a student or a school improve attendance?

• What did you learn from that experience about what works?

• What was hard? What barriers did you face?

3

Warm-Up Exercise ~ Quick Write

Average

Daily

Attendance

• ADA = How many students typically show up to school each day? California, for funding purposes, it is also defined as total days of student attendance divided by total days of student instruction.

Truancy

• Truancy = Who is missing school without permission? It is a trigger for possible legal action. Under NCLB, define by each state. In Tennessee, truancy = 5 unexcused absences.

Chronic Absence

• 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.

What Is Chronic Absence?

4

Chronic Absence Versus Truancy

5

0

100

200

300

400

500

600

700

K 1 2 3 4 5 6 7 8 9 10 11 12

Number of students missing 10% versus 10 unexcused absences

(San Francisco Unified School District)

# chronic absentees - 2010-2011

# of students with 10 unexcused absences (as of May 16th 2011)

90% and even 95% ≠ A

High Levels of Average Daily Attendance (ADA) Can Mask

Chronic Absence

A B C D E F

-5%

0%

5%

10%

15%

20%

25%

30%

7%

12% 13% 13%15% 16%

Chronic Absence For 6 Elementary Schools in Oakland, CA with 95% ADA

in 2012

% Chronic Absence

98% ADA = little chronic absence 95% ADA = don’t know

93% ADA = significant chronic absence

A B C D E F0%

5%

10%

15%

20%

25%

30%

20% 20% 20% 21%23%

26%

Chronic Absence for 6 Schools in New York City with 90% ADA in

2011-12

% Chronic Absence

6

7

Why We May Not Notice Chronic

Absence

Absences Add UpChronic Absence = 18 days of absence = 2

days a month

1) How many of you know your average daily attendance?

2) How many know the percent of students who are chronically absent?

What do you know about attendance and chronic absence?

8

Why Does Attendance Matter

for Achievement? What we know from research around the country

9

Attendance is An Essential Ingredient of Academic

Success

10

Attainment Over Time

Achievement Every Year

Attendance Every Day

Developed by Annie E. Casey Foundation & America’s Promise Alliance For more info go to www.americaspromise.org/parentengagement

3 A

Sch

ool Succ

ess

Fram

ew

ork

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 3rd 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/)

Improving Attendance Matters Because It Reflects:

11

Starting in PreK, More Years of Chronic Absence = Need for Intensive

Reading Support By 2nd Grade

* Indicates that scores are significantly different from scores of students who are never chronically absent, at p<.05 level; **p<.01; ***p<.001

Some risk

At risk

12

Multiple Years of Elementary Chronic Absence

= Worse Middle School Outcomes

Oakland Unified School District SY 2006-2012, Analysis By Attendance Works

Chronic absence in 1st grade is also associated with:

• Lower 6th grade test scores

• Higher levels of suspension

Years of Chronic Absence in Grades 1-5

Increase in probability of 6th grade

chronic absence

Each year of chronic absence in elementary school is associated with a substantially higher probability of chronic

absence in 6th grade

5.9x

7.8x

18.0x

13

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/ChronicAbsenteeismResearchBrief.pdf14

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. 15

Chronic Absence in High School Predicts Lower College Participation

16

In Rhode Island, only 11% of chronically absent high school students persisted into a 2nd year of college vs. 51% of those with low absences.

Rhode Island Data Hub: May 2014

How Can We Address Chronic Absence?

17

• Think about a child you know who struggles to get to school every day.

–What is a key barrier he or she faces?

–What helps him/her get to school even when it is difficult?

Reflection

18

Why Are Students Missing Too Much School?

MythsAbsences are only a problem if they are

unexcused

Sporadic versus consecutive absences

aren’t a problem

Attendance only matters in the older

grades

Barriers

Lack of access to health or dental care

Poor Transportation

Trauma

No safe path to school

AversionChild struggling

academically

Lack of engaging instruction

Poor school climate and ineffective school

discipline

Parents had negative school experience

Chronic disease

19

Leading Health Related Causes

Asthma Oral Health

Nearly one in ten children age 4-14 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

Leading Health Related Causes

Asthma Oral HealthBullying

NutritionMental Health

Vision

Hope for a better future

+

Faith that school will help you or your child succeed

+

CapacityResources, skills, knowledge needed to get to

school 22

Going to School Every Day Reflects When Families Have

…

AW Recommended Site Level Strategies

23

High Cost

Low Cost

24

• Recognize good and improved attendance• Educate & engage students and families

• Monitor attendance data • Clarify attendance expectations and goals

• Establish positive and engaging school climate

Improving Attendance Requires a Multi-Tiered Approach

TIER 1All students

• Provide personalized early outreach• Meet with student/family to develop

plan • Offer attendance Mentor/Buddy

TIER 2 Students exhibiting chronic absence (missing 10%).

• Intensive case management

with coordination of public agency

and legal response as

needed

TIER 3 Students who missed 20% or more of the prior school year (severe chronic absence) or have a history of truancy. Truancy

interventions

Use your worksheet to reflect on possible tiered intervention

25

Attendance is higher when schools: - promote a sense of belonging and connection

including noticing when students show up- make learning so engaging students don’t want to

miss class while creating understanding of how easily absences can add up

- engage in restorative practice not punishment - help our most economically challenged families

and students meet their basic needs so all have the opportunity to get to school.

- Build awareness about how absences can easily add up to too much time lost in the classroom.

Tier 1: Creating a positive, engaging school climate that

explicitly supports attendance

26

Pilot Survey by Todd Rogers(Harvard University)

Bottom 20% (~18 days)

20%-40% (~10 days)

0%

10%

20%

30%

40%

50%

60%

70%

80%

Series4…better than classmates…same as classmates

% of parents who think their

child's atten-dance is...

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

27

Tier 1: Communication, Education, and Engagement

28

Build Awareness of How Absences Add Up

29

a. Send home handouts with information & tips. (http://www.attendanceworks.org/tools/for-parents/)

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.

d. Utilize written commitments to encourage good attendance such as a pledge or the attendance goal work sheet.

Parent Video & Discussion Guide

30

Discussion: When and where might you use these materials with a family or a group?

• 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

Make Creating Back Up Plans a Norm:

Student Attendance Success Plan

31

Tip: Start with the Help Bank and the Calendar on the 3rd page. Offer up first page as homework to take home.

• How many of your work in a district or a school where parent teacher conferences are still held?

• Do you discuss attendance during those conferences?

Leveraging Parent Teacher Conferences

32

What might educators and community partners say to

families?

33

Satisfactory

Attendance

At-RiskChronic Absence

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.

If student is right around 10% or a

little above

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.

If student is severely

chronically absent (e.g. >20%)

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.

Teacher Perspective: It’s October and Alyssa has already missed 8 days of school and is frequently tardy. The teacher has noticed that Alyssa seems more reserved and less attentive than normal in class. Mother’s Perspective: Alyssa has asthma and its causing her to miss school. Alyssa is not skipping school without permission so these absences aren’t a problem.

34

Talking to Families about Absences: A Role Play

Framing the Conversation to Build a Relationship of Trust

35

Learn

Share

Inform

Discuss

Arrive at a Plan

1

2

3

5

4

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.

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.

Tier 2 Interventions

36

Chronic absence (missed 10% or more of school) in the prior year, assuming data is available.

And/or starting in the beginning of the school year, student has:

Tier 2: Criteria for Identifying Which Students

Need It

37

In first 2 weeks

In first month (4

weeks)In first 2

months (8 weeks)

2 absences

2-3 absences

4 absencesMissing 10% any time after

Possible Tier 2 Interventions

(See Power of Positive Connections Toolkit)

38

Assign Attendance

Buddies

Partner with families/students to develop

Student Attendance

Success Plan

Recruit for engaging Before- or

After-School Activities Connect to

Walk- to-School

Companion

Offer plan or contacts for

Health Support

Priority Early Outreach for

Positive Linkages and Engagement

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.

MAYOR’S INTERAGENCY TASK FORCE 39 39

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.

Tier 3 Interventions

36

• Community schools• Head Start family liaisons• School integrated service teams• Family resource centers• County Social Services • McKinney Vento representatives

Who would you add to this list?

Who Can Help Families at Tier 3?

37

Students &

Families

Schools

Actionable Data

Positive Engageme

nt

Capacity Building

Shared Accountabili

ty

Is accurate, accessible, and regularly reported

Expands ability to interpret data and work together to adopt best practices

Use positive relationships to engage parents and understanding about why monitoring absence is essential to a better future.

Ensures monitoring & incentives to address chronic absence

Community District

Ingredients for System-wide Success & Sustainability

Strategic partnerships between district and community partners address specific attendance barriers and mobilize support for all ingredients

42

School Name

Percent of Students who were absent 10 percent of

enrolled days

Percent of Students who were absent 20 percent of enrolled

daysAnderson County High School 14% 3%Andersonville Elementary 7% 1%Briceville Elementary 16% 4%Claxton Elementary 11% 2%Clinton Middle School 9% 2%Clinton High School 16% 5%Dutch Valley Elementary 12% 1%Fairview Elementary 9% 2%Grand Oaks Elementary 13% 3%Lake City Elementary 13% 2%Lake City Middle School 12% 1%Norris Elementary 7% 2%Norris Middle School 10% 1%Norwood Elementary 17% 3%Norwood Middle School 8% 0%Clinch River Community School 25% 9%

Use data to identify schools in need of intervention as well as positive outliers

.

This report was produced for planning and discussion purposes only. The population of students for whom we counted absences must have been present for 45 days during the 2014-2015 school year in order to have been classified as having missed 10 or 20 percent of their enrolled days. Schools with high rates of transience (alternative schools, adult, etc.) have not been included in this report.

Sample Report: Anderson County

Positive Outlier Toolkit To document effective practices in schools with high levels of poverty but

low levels of chronic absence

44

http://www.attendanceworks.org/tools/for-school-districts/positive-outliers-toolkit/

What percentage of students in each grade level were MODERATELY or SEVERELY chronically absent?

2.5% 2.1% 1.7% 1.1% 1.7% 1.5% 1.4% 1.6% 2.8%4.8% 5.3% 5.6%

3.0% 2.5%

12.2%

9.5%8.6%

7.3%7.7%

6.9%5.7%

7.4%

9.7%

9.3%10.7% 9.6%

8.9%8.8%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

PERCENT moderatechronic absence

PERCENTsevere chronicabsence

Use data to identify the right points for interventions

45

Example from K-12 Combination Tool

46

Sample Report: Anderson County

• To what extent is chronic absence a priority in your district?

• What could you do to help make the case?

Turn to your partner

47

48

Announcements& Resources

Post your community’s plans for Attendance Awareness Month 2015 on our map!

49

What are you planning in 2015?

http://awareness.attendanceworks.org/map/

Prioritize

Attendance

Mobilize the

Community

Drive With Data

The Superintendents Call to Action

To sign-up for the Call to Action, or to learn more, please visit:

www.attendanceworks.org/superintendents-call-to-action 50

Leading Attendance

51

Principals can:a) Cultivate A School Wide Culture

of Attendanceb) 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/

When it comes to attendance, the principal deserves a PAL!The inaugural PAL (Principal Attendance Leader) award:

• Recognizes school leaders who have effectively lead their school teams to reduce chronic absence

• Highlights best practices in leading attendance with stories and a webinar at the conclusion of Attendance Awareness Month

Nominate a principal today! http://www.attendanceworks.org/tools/for-school-districts/nominate-a-principal

/

Nominate a Principal

52

Chronic Absence = The Warning Light On A Car

Dashboard

• 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?

53

The Parallels

District Attendance Self-Assessment

54

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 are areas of strength?

Where are major gaps?3. Thursday morning Tennessee State Dept. of Education staff will lead a brief reflection on the collective results.

Instructions

55