1. 1 Reducing Chronic Absence to Improve Achievement in Virginia Hedy Chang, Executive Director, Attendance Works Every Student, Every Day

2. 2 Please raise your hand, if you are a: a)Teacher b)Social Worker c)School Nurse d)Attendance Officer e)Site Administrator f)District Administrator g)Community organization working in schools h)State Administrator i)Other? 2 Who is in the room?

3. 3 One story about how you helped 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? Warm-Up Exercise ~ Pair Share

4. Reducing Chronic Absence: Why Does It Matter? What Can We Do?4 4 Virginia Absenteeism & Truancy Professional Development Series 1. Understanding Chronic Absenteeism 2. Learning What Works to Reduce Chronic Absence 3. Establishing School Attendance Teams 4. Using Data to Drive Action 5. Messaging Attendance 6. Integrating Attendance In Parent Engagement 7. Utilizing Parent-Teacher Conferences to Talk with Families about Attendance 8. Recognizing Good and Improved Attendance 9. Providing Personalized Early Outreach 10. Identifying barriers 11. Creating opportunities for peer learning 12. Engaging Community Partners 13. State Attendance Laws and Regulations

5. 5 Why Does Attendance Matter? Attainment Over Time Achievement Every Year Attendance Every Day Advocacy For All Developed by Annie E. Casey Foundation & America’s Promise Alliance For more info go to http://www.americaspromise.org/parent-engagement-toolkit 4 A School Success Framework

6. Reducing Chronic Absence: Why Does It Matter? What Can We Do?6 What is Chronic Absence? Excused Absences Unexcused absences Suspensions Chronic Absence Chronic absence is defined as missing 10% or more of school for any reason. Chronic absence is different from truancy (unexcused absences only) or average daily attendance (how many students show up to school each day).

7. Reducing Chronic Absence: Why Does It Matter? What Can We Do?7 Average Daily Attendance ADA = How many students typically show up to school each day. Truancy Truancy = Absences that aren’t defined as excused either by law or regulation. May be a trigger for possible legal action. Excused absences are defined by each state or local school division. Chronic Absence CA = Students who are at academic risk because they missed too much school for any reason – excused, unexcused, and suspensions. Commonly defined as missing 10% or more of school days. Now required reporting metric in ESSA. Different Attendance Measures

8. Reducing Chronic Absence: Why Does It Matter? What Can We Do?8 Average Daily Attendance (ADA) Can Mask Chronic Absence 90% and even 95% ≠ A 98% ADA = little chronic absence 95% ADA = don’t know 93% or below ADA = significant chronic absence

9. Reducing Chronic Absence: Why Does It Matter? What Can We Do?9 Truancy (unexcused absences) Can Also Mask Chronic Absence

10. Reducing Chronic Absence: Why Does It Matter? What Can We Do?10 Why We May Not Notice Chronic Absence Absences Add Up Chronic Absence = 18 days of absence = 2 days a month

11. Reducing Chronic Absence: Why Does It Matter? What Can We Do?11 Shifting the paradigm on attendance Truancy Counts unexcused absences Emphasizes compliance with school rules Uses punitive, legal solutions Chronic Absence Counts all absences Emphasizes academic impact of missed days. Uses preventive strategies, positive messaging

12. Reducing Chronic Absence: Why Does It Matter? What Can We Do?12 Why Does Attendance Matter for Achievement? What we know from research around the country

13. Reducing Chronic Absence: Why Does It Matter? What Can We Do?13 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 3 rd grade, failing middle & high school classes, and likely to drop-out. College Readiness: Attendance patterns predict college enrollment and persistence. Engagement: Attendance reflects engagement in learning. Improving Attendance Matters Because It Reflects:

14. Reducing Chronic Absence: Why Does It Matter? What Can We Do?14 Starting in Pre-K, More Years of Chronic Absence = Need for Intensive Reading Support By 2 nd 14 * 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

15. Reducing Chronic Absence: Why Does It Matter? What Can We Do?15 Chronic Absence is Especially Challenging for Low-Income Children  Poor children are 4x more likely to be chronically absent in K than their highest income peers.  Children in poverty are more likely to lack basic supports that help them get to school. They often face:  Unstable Housing  Limited Access to Health Care  Lack of Safe Paths to School  Inadequate Food and Clothing  Chaotic Schools with Poor Quality Programs, etc.  Unreliable Transportation * (Romero & Lee 2007 )

16. Reducing Chronic Absence: Why Does It Matter? What Can We Do?16 Chronic Early Absence Connected to 3 rd Grade-Level Reading Chronic absence in kindergarten Lower levels of literacy in first grade Lower achievement as far out as fifth grade A Rhode Island Data Hub analysis found that compared to kindergartners who attend regularly, those chronically absent: Scored 20% lower in reading and math in later grades and gap grows. 2X as likely to be retained in grade. 2X likely to be suspended by the end of 7 th grade. Likely to continue being chronically absent.

17. Reducing Chronic Absence: Why Does It Matter? What Can We Do?17 The Effects of Chronic Absence on Dropout Rates Are Cumulative http://www.utahdataalliance.org/downloads/ChronicAbsenteeismResearchBrief.pdf

18. Reducing Chronic Absence: Why Does It Matter? What Can We Do?18 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.

19. Reducing Chronic Absence: Why Does It Matter? What Can We Do?19 What Works to Reduce Chronic Absence

20. Reducing Chronic Absence: Why Does It Matter? What Can We Do?20 – Think about a student you know. – What motivates him/her to come to school? – What makes it hard? Warm Up

21. Reducing Chronic Absence: Why Does It Matter? What Can We Do?21 Myths Absences are only a problem if they are unexcused OK to miss a day here or there Attendance only matters in later grades PreK and K is seen as day care not learning Different values take priority Barriers Chronic disease (asthma) or lack of health/dental care Caring for siblings or other family members Unmet basic needs: transp., housing, food clothes, etc. Trauma No safe path to school High suspension rates Aversion Academic struggles Being teased or bullied Poor school climate, disproportionate school discipline, or unsafe school Parents had negative school experience Disengage -ment Lack of engaging and relevant instruction More exciting to be with peers out of school vs. in school No meaningful relationships with adults in school Find Out Why Students Are Chronically Absent

22. Reducing Chronic Absence: Why Does It Matter? What Can We Do?22 Going to School Every Day Reflects When Families Have … Hope for a better future + Faith that school will help you or your child succeed + Capacity Resources, skills, knowledge needed to get to school

23. Reducing Chronic Absence: Why Does It Matter? What Can We Do?23 Evidence-based School Strategies for Creating a Culture of Attendance

24. Reducing Chronic Absence: Why Does It Matter? What Can We Do?24 High Cost Low Cost Recognize good and improved attendance Educate & engage students and families Monitor attendance data Establish positive and welcoming school climate Identify and address common attendance barriers Improving attendance requires a tiered approach that begins with prevention TIER 1 All students Provide personalized early outreach Meet with student/family to develop plan Offer attendance Mentor/Buddy TIER 2 Students missing 10-19% (moderate chronic absence) Intensive case management with coordination of public agency and legal response as needed TIER 3 Students who missed 20% or more of school (severe chronic absence)

25. Reducing Chronic Absence: Why Does It Matter? What Can We Do?25 Parents Underestimate the Number of Year-End Absences Ad Council asked each parent about his or her child’s absences in two ways: 1.Was your child absent an average of 2 or more days a month? 2.Was your child absent more than 10 days over the year? 60% of parents said their child was absent an average of 2+ days a month, but not 10+ days a year Missed an average of 2+ days a month 90% The math: If a child is absent an average of 2+ days a month, then he/she is absent for more than 10+ days a year Missed 10+ days annually 30% Missed 10+ days annually 30%

26. Reducing Chronic Absence: Why Does It Matter? What Can We Do?26 Consider the Attendance Works Parent Video & Discussion Guide 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 http://www.attendanceworks.org/ tools/for-parents/bringing- attendance-home-video/

27. Reducing Chronic Absence: Why Does It Matter? What Can We Do?27 Make Creating Back Up Plans a Norm: Student Attendance Success Plan

28. Reducing Chronic Absence: Why Does It Matter? What Can We Do?28 Possible Tier 2 Interventions 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 Positive Linkages and Engagement for Students and Families

29. Reducing Chronic Absence: Why Does It Matter? What Can We Do?29 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.

30. Reducing Chronic Absence: Why Does It Matter? What Can We Do?30 Use Data to Determine Where to Focus: A Typical District’s Chronic Absence Data By Grade

31. Reducing Chronic Absence: Why Does It Matter? What Can We Do?31 How Can Chronic Absence Data Be Used? To Find Positive Outliers and Schools Needing Greater Support Chronic Absence Levels Among Oakland Public Schools (2009-10)

32. Reducing Chronic Absence: Why Does It Matter? What Can We Do?32 Students & Families Schools Actionable Data Positive Messaging Capacity Building Shared Accountability Is accurate, accessible, and regularly reported Expands ability to interpret data and work together to adopt best practices Conveys why building a habit of attendance is important and what chronic absence is 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

33. Reducing Chronic Absence: Why Does It Matter? What Can We Do?33 Potential Partners

34. Reducing Chronic Absence: Why Does It Matter? What Can We Do?34 Localit y B Locality D Leaders & Associations of Public Agencies (Housing, Health, Soc.Serv,,Transp, etc), Unions Advocacy Organizations Parent Organizations Policy Makers Others Join Ongoing peer learning, technical assistance, administrative guidance, regulations, legislation, etc. promote best practices & systemic change Ongoing peer learning, technical assistance, administrative guidance, regulations, legislation, etc. promote best practices & systemic change 4 Advance practice through peer learning Inform actions and advocacy policy makers and influential organizations with insights from local practice Spread work through TA and policy Peer opportunities to: compare data Share, demonstrate & learn about best practices Identify & problem- solve common challenges Others Philanthropy Locality A Locality C: Early Innovator Cultivating peer learning to inform broader policy change and practice Education Leaders & Assoc. (K-12 & ECE)

35. Reducing Chronic Absence: Why Does It Matter? What Can We Do?35 1.Fill out the district and community self- assessment. 2.Share the results with a colleague 1.What strengths did you notice 2.What challenges did you see 3.What might be immediate priorities for action? Self-Assessment

36. Reducing Chronic Absence: Why Does It Matter? What Can We Do?36 Virginia Absenteeism & Truancy Professional Development Series 1. Understanding Chronic Absenteeism 2. Frameworks for Reducing Chronic Absence 3. Establishing School Attendance Teams 4. Using Data to Drive Action 5. Messaging Attendance 6. Integrating Attendance In Parent Engagement 7. Utilizing Parent-Teacher Conferences to Talk with Families about Attendance 8. Recognizing Good and Improved Attendance 9. Providing Personalized Early Outreach 10. Identifying barriers 11. Creating opportunities for peer learning 12. Engaging Community Partners 13. State Attendance Laws and Regulations Given the results, what modules would you like to review next? Which conference sessions do you want to attend?

37. Reducing Chronic Absence: Why Does It Matter? What Can We Do?37 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? 37 The Parallels