Download pptx - Building A Habit of Attendance: Every Day Counts Denver, July 1, 2012

Building A Habit of

Attendance: Every Day

Counts Denver, July 1 , 2012

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Unpacking Attendance Terms

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Moving into Action Requires KnowingIf 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

A B C D E F0%

5%

10%

15%

20%

25%

30%

7%

12% 13% 13%15% 16%

Chronic Absence For 7 Elementary Schools in Oakland, CA with @ 95% ADA in 2012

% Chronic Absence

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Chronic Absence Versus Truancy (San Francisco Unified School District)

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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.

Chronic Absence –

A Hidden National Crisis

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No attendance risks Small attendance risks Moderate attendance risks

High attendance risks0%

20%

40%

60%

80%

100%

64%

43% 41%

17%

Chart Title

Students Chronically Absent in Kindergarten & 1st Grade Much Less Likely to Read Proficiently in 3rd Grade

No risk Missed less than 5% of school in K & 1st tSmall risk Missed 5-9% of days in both K & 1st

Moderate risk 5-9% of days absent in 1 year &10 % in 1 year

High risk Missed 10% or more in K & 1st Source: Applied Survey Research & Attendance Works (April 2011)

Percent Students Scoring Proficient or Advanced on 3rd Grade ELA Based on Attendance in Kindergarten and 1st Grade Attendance

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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

Chronic Absence in PreK + K = Significantly Worse Outcomes

By contrast, children who participated in Head Start had better attendance and higher 3rd grade test scores.

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40

42

44

46

48

50

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0-3.3% in K 3.3 - 6.6% in K 6.6-10.0% in K >=10.0% in K

Avera

ge A

cadem

ic P

erform

ance

Absence Rate in Kindergarten

Reading

Math

The Chronic Early Absence Is Most Troubling for Poor Children

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.

5th Grade Math and Reading Performance By K Attendance

Chronic K Absence predicted lower 5th grade performance even if attendance had improved in 3rd grade.

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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.

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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.

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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.

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Proposed Universal Strategies For Influencing Discretion and

Identifying Causes of Absence

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RecoveryPrograms

• Case management and wrap-around services• Referral as last resort for court -based

interventionRecoveryPrograms

Strategies for 3 Tiered Approach

• Early outreach, support, mentoring for student with poor attendance.

• Identify and remove barriers• Attendance contracts

• 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

InterventionPrograms

Universal/Preventive Programs

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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.)

Resource Materials

http://www.attendanceworks.org/

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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?

BALTIMORE CITY

PUBLIC SCHOOLS

Baltimore: Making Every Day Count

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Presented by:

Arezo RahmaniBaltimore City Public Schools

Sue FothergillBaltimore 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

BALTIMORE CITY

PUBLIC SCHOOLS

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BALTIMORE CITY

PUBLIC SCHOOLS

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2006-07 2007-08 2008-09 2009-10 2010-11 10.00%

12.00%

14.00%

16.00%

18.00%

20.00%

22.00%

24.00%

26.00%

28.00%

30.00%

22% 22%

20%

27%

27%

21% 19%

18%

23% 23%

The rate of chronic absence in pre-k and kindergarten is alarming.

Pre-KK Grade 1Grade 2Grade 3

School Year

Ch

ron

ic A

bse

nce R

ate

Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten, Baltimore Education Research Consortium, March 2012

BALTIMORE CITY

PUBLIC SCHOOLS

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Home Care Baltimore City Public Schools Pre-K

Baltimore City Head Start

0%

5%

10%

15%

20%

25%

30%

35%

29%

17%16%

Students without pre-k or Head Start are almost twice as likely to be chronically absent in kindergarten.


BALTIMORE CITY

PUBLIC SCHOOLS

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Based on a sample of 903 students, chronic absence in kindergarten is a strong predictor of chronic absence 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.

CA only in K CA in K and 1 more year

CA in K and 2 more years

CA from K-30%

5%

10%

15%

20%

25%

30%

35%

266 students

633 students (71%) went on to be chronically absent at least one more year, with almost 200 students being chronically absent

through 3rd grade.

BALTIMORE CITY

PUBLIC SCHOOLS

Kindergarten Readiness - % Ready

Grade 1 Reading(>50 percentile)

Grade 2 Reading(>50 percentile)

On time progression through Grade 3

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

50%

41%

48%

74%

68%

59% 58%

91%

CA in pre-k and k No chronic absence

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Students with chronic absence in pre-k and kindergarten consistently perform lower than students with good attendance.


BALTIMORE CITY

PUBLIC SCHOOLS

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

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BALTIMORE CITY

PUBLIC SCHOOLS

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

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BALTIMORE CITY

PUBLIC SCHOOLS

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

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Chula Vista Elementary School District

Denver, ColoradoJuly 1, 2012

Campaign for Grade Level Reading

Conference


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


Demographics

White13%

Pacific Islander

3%

Filipino11% Other

1%

Black or African-

American4%

Asian3%

Hispanic or Latino65%

Chula Vista Elementary School District Performance

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


2010-11 Chronic Absence• 26 schools improved their rate (58% of District)

• 35 schools at 3% or less (78% of District)

0

2

4

6

8

10

12

14

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Chronic Absence 4th Quarter 2010-11

Chronic Absence Percentage Rate

Num

ber

of

Schools

gro

uped b

y

perc

ent

>1% 1% 2% 3% 4% 5% 6% 7% 8% 9% 10%


Site-Level Strategies• Culture of learning environment

• Expectations communicated often– Parent notification

– Contracts for transfer students

– School events (Curriculum night, Kinder orientation)

• Incentives/Acknowledgement


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.

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


Lisa ButlerStudent Placement Manager

(619) 425-9600 [email protected]

mailto:[email protected]

The Campaign for Grade Level Reading

What’s Working: Promising Approaches to Improving Attendance

Springfield, MassachusettsJuly 1, 2012

Springfield Public Schools - A Culture of Excellence

Springfield Framework: The essential pieces to raising student achievement


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

Coach, develop and evaluate educators based on a clear vision of strong instructionSIF #1,2,3,4

Implement a consistent, rigorous curriculum built on common standards with common unit assessmentsSIF #1,3,4,7

Deploy data that is timely, accurate and accessible to make decisions for students, schools and the districtSIF #5,7

Strengthen social, emotional and academic safety nets and supports for all studentsSIF #6

The work

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%

Support Services

85.5% of all students receive free/reduced meals

Graduation Rate 2010

District 53.0%Massachusetts 82.1%

Dropout RateDistrict 10.5%Massachusetts 2.9%

Limited English Proficiency• 16% of students are identified asLimited English Proficient (LEP)• Students represent nearly 50 native languages• 24.9% of students do not speak English as a first language

Special EducationStudents…….…………..……...5,006 20%‐

Attendance Improvement Initiative: Initial Results


2008 2009 2010 2011 2012

89.4

90.4 90.4

90.8

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Springfield Attendance RateAverage Daily Student Attendance PK-12 (%)

** 2012 Data is YTD through March of 2012

Chronic Attendance Improvement Initiative: Initial Results


K 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade0%

5%

10%

15%

20%

25%

30% 28%

22%

21%

18% 18% 18%

26%

23%

19%

16%

18%16%

14% 14%13% 13% 13%

13%

2009-2010 School Year

2010-2011 School Year

2011-2012 School Year through 10/1/2011

Percentage of Students with Chronic or Severe Chronic Absence Over Time, by Grade Level

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

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

Elementary Middle High SAFE TotalCalls* 67,185 44,931 40,166 11,088 163,370Letters* 5,472 4,287 10,523 595 20,877 Letters of Concern 3,567 Letters of Warning 9,210 Letters of Critical Status 8,100 Visits 718 1,157 1,394 271 3,540 STAT Referrals 115 1,512 230 141 1,998Failure to Send ** 0 0 0 0 0 51A 150 209 47 47 453 CHINS 4 207 93 26 330

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

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-Brightwood Health 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

Elementary Initiative: The Walking School Bus


1. Daily exercise to aid in reducing childhood Obesity

2. Increase Safety for the children and neighborhood.

3. Decrease school absenteeism/tardiness

4. Increase learning Capacity

5. Reduce the Carbon Footprint

6. Promotes Community Engagement

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.

For More Information Contact


Natalie B. Dunning, Ed.D. - Chief Academic [email protected]

Mary Ann Morris, Ed.D. - Chief of Pupil [email protected]

Karen Pohlman, MSN – Nurse PractionerBaystate-Brightwood Health [email protected]




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Self Assessment

1. Please fill out Does Attendance Really Count self assessment ?

2. Turn to a partner and discuss any “ahas”

3. 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. )

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“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.