1. Making Every Day Count for Every Student: Addressing Chronic Absenteeism to Close Achievement Gaps
Presenters
Laurel E Thompson, Ph.D., Director, Student Services Department;
Phillip Shaver, M.Ed., NBCT, Coordinator, District Attendance
FLORIDA

2. OBJECTIVES
This session will provide you with tools, resources, and opportunities to address challenges in your state and districts. Bring problems, take back solutions.
1 – Communicate the importance of daily student attendance using evidence-based academic research.
2 – Best practices for integrating chronic absenteeism as an important data point for school improvement.
3 – Tools to bring back to your school or District for implementation and adaptation to the students’ needs.

3. OVERVIEW Section 1) Importance of Attendance
How we looked at attendance before 2013 (ADA, Truancy)
Section 2) Responsibility and Application
ESSA and Chronic Absenteeism
What does ESSA require for state reporting?
School districts reporting?
How can schools integrate this information for data-driven planning and responding to student needs?
Section 3) Integrating a change in culture, looking at Chronic Absenteeism.
School Improvement Plan – Attendance Plan built-in
Structure of Attendance Plan (Goals and Tiers)
Supporting school leaders with data and training for staff

4. WHY IS ATTENDANCE IMPORTANT?
ACADEMIC
Missing instructional time impacts individual student learning, the teacher’s efforts to remediate the student, and the whole class misses out on contributions from their peer.
LEGAL
If a child has attended one minute of school, the state considers the school “in loco parentis” and, therefore, responsible for documentation in F.S and
UNDERLYING ISSUE OF BIGGER PROBLEMS
Non-attendance may be an indicator of underlying factors in a student’s life that are causing them to miss school.
SCHOOL FUNDING
Accurate attendance procedures for reporting to the state for Full Time Equivalent (FTE). In 2013, Florida was 44th in per pupil state spending.

5. WHAT DOES THE RESEARCH SHOW US?
Truancy negatively impacts students in several ways. Traunts are:
More likely to fall behind academically;
Drop out of school;
Use drugs and alcohol;
Be involved with the criminal justice system.
Educational gap;
Unequal outcomes;
Dropping Out
8th grade attendance is the greatest predictor, over standardized tests and grades, for high school drop-outs.

6. WHAT DOES THE RESEARCH SHOW US?
Dimming Effect

7. Every Student Succeeds Act (ESSA)
Every Student Succeeds Act (ESSA) – States must report annual chronic absence data on all students disaggregated by subgroup.
Chronic absence is one of the few metrics available now to all states and that meets or exceeds the rigorous ESSA selection criteria for indicators.
ESSA Student Success Indicators must meet the following requirements:
Be applicable to every student
All enrolled students are included in attendance counts.
Provide a summary and disaggregated data
Chronic absence rates can be reported separately for all subgroups of students.
Be comparable across a state’s school districts
States already have protocols that standardize attendance reporting.
Be able to distinguish differences in performance among schools
Chronic absence levels vary substantially among students and schools.
Be valid
Test scores are measures of test success. Chronic absence measures how much school has been missed.
Be reliable
Counting errors exist. Taking attendance repeatedly will yield a consistent result.
Have a proven impact on Achievement
An abundance of studies link chronic absenteeism to academic achievement.

8. Average Daily Attendance (ADA)
MEASURING ATTENDANCE
Average Daily Attendance (ADA)
The number of students that show up to school every day. The percent of enrolled students who attend school each day.
98%+ ADA Little Chronic Absence
94 – 97% ADA: Must review school data
93% or lower ADA: Significant Chronic Absence
Truancy
Students who are missing school without permission. Refers to unexcused absences. May result in legal interventions with the State Attorney’s Office.
At the highest level of intervention, Truancy impacts between 4 - 6% of our students.
Chronic Absence
Students missing so much school they are academically at-risk. Broadly means missing too much school for any reason. Defined as missing 10% of school. Chronic absence is a required reporting metric and an optional measure for school improvement in ESSA.

9. THE POWER OF CHRONIC ABSENCE DATA
Effective systems of support rely on the effective use of chronic absence data.
Actionable data: Early and ongoing identification of at-risk students
Positive Engagement: Ensuring that students and families know that schools and communities care for them
Capacity Building: Enhancing adults and systems’ ability to understand and meet the needs of all students
Shared Accountability: Chronic absenteeism is everyone’s responsibility
Strategic Partnerships: Schools need to be connected to organizations and agencies across a community to support all students
No Matter What: Realizing the Power of Chronic Absence Data to Ensure Safe, Supportive Schools for All Students. Attendance Works. December 7, 2016.

10. IMPORTANCE OF INTERAGENCY PARTNERSHIPS
Schools cannot do this work alone.
Supporting all students requires inter- and intra-agency coordination to address students varies needs, including health, housing, nutritional, and justice concerns.
System leaders should prioritize interagency partnerships and incentivize work that breaks down silos between agencies and schools.
A plethora of resources exist to support interagency partnerships.

11. POWER OF DATA: 3-TIERED APPROACH
High Cost
Approximately 5% of students; requires the highest level of investment
Interventions for students with previous nonattendance or identified by early warning indicators
Universal approach, aiming for 100% of students and stakeholders
Low Cost

12. Satisfactory (0-4.9% absences) Chronic Absences (10-19.9% absences)
DATA
Where are we in Broward with our data? 3 2 1
Tier 1 : Satisfactory Attendance (0 – 4.9% Absences)
Tier 2 : At-Risk (5 – 9.9% Absences)
Tier 3 : Chronic Absence (10 – 19.9% Absences)
Tier 3 , highest needs: Severe Chronic Absences (20% or more absences)
2nd Semester
(2016/17)
Satisfactory (0-4.9% absences)
At-Risk (5-9.9% absences)
Chronic Absences ( % absences)
Severe Absences
(20% or more)
Grade
Students # % KG
 15,164
7,215 
 47.6
 4,637
30.6
 2,487
16.4
825
5.4 
1st
 16,115
8,425
52.2
4,761
29.5
2,279
14.1
650
4.0 
8th
16,703
9,429
56.5
4,404
26.4
1981
11.9
889
5.3
9th
18,762
10,719
57.1
4,537
24.2
2,217
11.8
1,289
6.9
ALL GRADES
223,901
119,786
53.5
59,986
26.8
30,228
13.5
13,901
6.2

13. DATA
Broward County compared to the state of Florida

14. SCHOOL IMPROVEMENT PLAN
A required element of every school in the Broward County Public School District. Embedded in High Quality RtI Process.
Data
Goals
Tier 1
Tier 2
Tier 3
Previous year, categorized by grade level
Based on need; focus on early grades
Strategic campaign, teaching attendance
Early interventions, utilization of data
Highest level of engagement and investment

15. SCHOOL IMPROVEMENT PLAN Site-Level Strategies/Core Ingredients
A. Monitor Attendance Data and Practices
B. Engage Students and Parents
C. Recognize Good and Improved Attendance
D. Provide Personalized Early Outreach
E. Develop Programmatic Response to Barriers
Each TIER level should address all five of the core ingredients to improve attendance or maintain good attendance.

16. COMMON BARRIERS MYTHS BARRIERS AVERSION DISENGAGEMENT
“Absences are only a problem if they are unexcused.”
“OK to miss a day here and there.”
“Attendance only matters in later grades.”
“Pre-K and Kindergarten is like Day Care, not learning.”
Different values take priority.
Chronic disease (asthma) or lack of health/dental care
Caring for siblings or other family members
Unmet basic needs: transportation, housing, food, clothes, etc.
Trauma
No safe path to school
Academic struggles
Being teased or bullied
Poor school climate, disproportionate school discipline
Unsafe school
Parents had a negative school experience
Lack of engaging and relevant curriculum/instruction
No meaningful relationship with adults in the school
More exciting to be with peers out of school vs. being in school

17. SCHOOL IMPROVEMENT PLAN
Launching pad: Ideas to include in the SIP
RUBRIC provides guidance for self-efficacy

18. DISTRICT INITIATIVES District Attendance Symposium
Dedicated School Social Worker in every high school
District Attendance Coordinator
SPARKS model in two highest needs zones
Annual Back to School Extravaganza
Attendance Plan
Partnership with others – Attendance Rallies
Attendance Campaign
Reading by Grade Level Initiative
CINS/FINS Program
Connect for Success – ReServe Program – Attachment, Attendance, Achievement
“Evening Among the Stars”
Broward Truancy Intervention Program
Mentoring Tomorrow’s Leaders

19. RECOMMENDATIONS
All states and districts should use current data to determine how much chronic absence is a challenge for students.
1.Invest in consistent and accurate data collection 2.Use data to understand need and disproportionate impact in order to target resources 3.Leverage data to identify and celebrate bright spots 4.Share data with key stakeholders and equip them to unpack barriers and take action 5.Create shared accountability, leveraging ESSA
No Matter What: Realizing the Power of Chronic Absence Data to Ensure Safe, Supportive Schools for All Students. Attendance Works. December 7, 2016.

20. RECOMMENDATIONS School Climate starts with Administrator
Prioritize attendance for entire building
Incentivize parents, teachers, students, class, grades
Parental Engagement (Attendance & Coffee)
Community Collaboration
Build capacity with School Social Work Interns

21. Missing 10% any time after.
RECOMMENDATIONS
Use 10% definition to promote early warning systems.
Chronic absence (missed 10% or more of school days) in the prior year.
Starting at the beginning of the school year, student has:
2 absences
2-3 absences
Missing 10% any time after.
4 absences
No Matter What: Realizing the Power of Chronic Absence Data to Ensure Safe, Supportive Schools for All Students. Attendance Works. December 7, 2016.

22. MEASURING ATTENDANCE: 3-TIERED APPROACH