PEER & TA LEARNING NETWORK July 1, 2010 Session 1
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1 PEER & TA LEARNING NETWORK July 1, 2010 Session 1 Examining School Level Chronic Absence and Attendance Data What should we collect? How should we analyze and use it?
2 Name Introductions Organization How do you/your organization work on the issue of chronic absence? ( Limit to 1 or 2 sentence description!!)
3 Peer Exchange Format Each presenter will speak for 10 min or less. Questions can be asked via chat function any time and verbally (for a few minutes) after each presentation. At end of all 3 presenters, will engage in open discussion
4 Chronic Absence: missing 10% or more of school over the course of an academic year for any reason. Research shows 10% is associated with declining academic performance. No standard definition exists. Good Attendance:missing 5% or less over the course of an academic year for any reason. Truancy: refers only to unexcused absences and is defined by each state, according to NCLB. Average Daily Attendance: the percent of enrolled students who attend school each day. 4
5 Presenters Sue Fothergill, Coordinator, Baltimore Safe & Sound Student Attendance Initiative Abe Fernandez, Depty Dir, National Center for Community Schools, Children s Aid Society, New York, NY abef@childrensaidsociety.org Paula Ingrum, Project Director, The Children s Initiative San Diego, pingrum@theci.org
6 Attendance and Student Success Attendance Counts Peer Learning Network July 1, 2010 Sue Fothergill, Coordinator Baltimore City Student Attendance Initiative 6
7 The Baltimore Strategy to Increase the Attention Paid to Attendance Examine the Data: In over 26,000 suspensions In school year 23,643 students (nearly 30%) were chronically absent Spread the Word: Held community forums, wrote op-eds, published findings, and met with leaders Get City Leaders on Board Identify Partners and Good Practice Staff the effort: Foundation funded expertise and local partnerships to support the work groups Change Policies Adopt New Practices 7
8 Baltimore City Attendance Measures Attendance rate Habitual truancy rate High attenders rate Chronic absence rate Suspensions 8
9 9
10 Over 14,000 Fewer Suspensions in Baltimore City Public Schools 30,000 25,000 26,310 20,000 15,000 10,000 11,961 5,000 0 SY SY Note: School District Population Total Number of Suspensions School Year , 82,266 10
11 Baltimore City Average Daily Attendance Rate SCHOOL LEVEL % Average Daily Attendance Rate % Average Daily Attendance Rate % Average Daily Attendance Rate ELEMENTARY GRADES MIDDLE GRADES HIGH SCHOOL ALL CITY SCHOOLS
12 Baltimore City Chronic Absence Rate SCHOOL LEVEL % Chronic Absence % Chronic Absence % Chronic Absence ELEMENTARY GRADES MIDDLE GRADES HIGH SCHOOL ALL CITY SCHOOLS
13 Baltimore City High Attenders Rate SCHOOL TYPE % High Attenders % High Attenders % High Attenders ELEMENTARY GRADES MIDDLE GRADES HIGH SCHOOLS ALL CITY SCHOOLS
14 Baltimore City Truancy Rate Number of Students 8,068 7,191 6,377 % Habitually Truant 9.7% 8.8% 7.8% City Schools Enrollment 82,381 81,284 82,266 14
15 60.0% 50.0% Baltimore City Schools Grades 5th - 12 th School Year Chronic and Severe Absence Rates 48.9% 40.0% 41.5% 37.7% 38.3% 30.0% 20.0% 10.0% 0.0% 9.1% 2.1% 7.0% 15.0% 22.1% 18.2% 32.1% 24.3% 19.9% 19.5% 10.0% 6.9% 4.8% 16.8% 17.2% 17.8% 18.8% 10.2% 11.3% 12.1% 5th 6th 7th 8th 9th 10th 11th 12th Chronically Absent*,^ Severely Chronically Absent *, ** Note that these rates are based on a percentage of students' total days on roll, so for some students, it's not 20 or 40 days absent per se, but a corresponding percentage; i.e., missing 1/9 or 2/9 of days on roll in ^ Missed 1/9 of days on roll ** Missed 2/9 of days on roll Data made available through the Baltimore Education Research Consortium 15
16 All school absences are not the same, Suspensions and Expulsions schoolimposed student absences Excused absence illness, doctor s visit, court etc. Unexcused absence skipping school, no note, etc. nor are the solutions 16
17 Why? Keep Students in School by Reducing Suspensions Suspensions are school absences that schools control There is no evidence that suspensions change behavior There is evidence that suspensions increase drop out There is evidence that poorly behaving students require and respond to positive behavior interventions Policy Levers Adopt progressive discipline code Implement alternatives to suspensions 17
18 Keep Students in School by Reducing Excused Absences Why? Even excused absences reduce student learning. If kids aren t there they can t learn. Many excused absences are caused by chronic health, transportation or family problems that can and must be addressed. Policy Levers Share attendance data regularly with all adults who work with students such as school nurses, community school coordinators and after-school providers Make attendance a must-respond-to indicator for school support staff and other youth serving staff 18
19 Keep Students in School by Reducing Unexcused Absences Why? Unexcused absences are telling us that schools are failing to engage students or meet their academic and social needs. Unexcused absences are telling us that students are making bad, potentially life threatening, choices. Unexcused absences are telling us that students are experiencing life circumstances that conflict with their being in school. Policy Levers Create incentives and rewards that increase the value of school to students at a ratio of 4 incentives for every 1 consequence Ensure that students have a voice and ownership in their schools Treat students as school customers, ask them what they want and need Hold schools and youth serving organizations accountable for student attendance Hold students and their families accountable for student attendance Provide alternative school choices for students who need a different schedule 19
20 Baltimore City uses of attendance data: Change the organization of schools: Increasing K-8 schools, closing middle schools and creating citywide school choice grades 6-12 Hold bi-weekly district attendance and safety stat meetings Provide real-time attendance data to principals through an enhanced student attendance page that alerts principals to students who are on track to becoming chronically absent and to who had prior years of chronic absence Flag outlier schools as part of the school improvement process Flag students for referral to Student Support Teams, the nurses suite, community school coordinators, after-school professionals and for outreach by school staff over the summer 20
21 Baltimore City Public Schools Attendance Data City Neighbors Charter School School Year Average Daily Attendance SY 0910 vs. SY 0809 All Reg. Sped. All Reg. Sped % 97.00% 96.57% 0.59% 0.49% 1.01% School Year Chronic Absence Rate School Year # enrolled Truant students All Reg. Sped. All Reg. Sped. 3.48% 3.01% 5.71% School Year a# of High Attenders School Year % of High Attenders All Reg. Sped. All Reg. Sped % 79.52% 85.71% 21
22 This level targets: Students who are chronically absent & habitually truant Students at-risk for poor attendance and/or with rising absence rates Recovery Programs Intervention Programs Once implemented, this model is expected to address attendance for: 5-15% of a school s students 15-20% of a school s students All Students in the school Universal/Preventative Initiatives and Programs 65-80% of a school s students 22
23 Tier 1 Universal Strategies (for all students) Build an early warning system that uses multiple measures of attendance, including suspensions, to assess attendance strengths and weaknesses of schools and the school district Establish a school going culture including responding to each absence, welcoming a child back who has been absent, making clear in communication home the importance of regular attendance and recognizing students with high attendance Start each school year with an intense, positive attendance campaign and follow-up on every absence by using technology like Global Connect or by having school staff or volunteers contact a parent or guardian At schools with high rates of absenteeism listen to students, parents and teachers to learn about what would improve attendance Ensure that each school has an established team that uses a problem solving approach to address students with poor attendance Utilize classroom, school and district attendance incentives such as certificates, movie passes, attendance ceremonies, concert tickets and rewarding parents whose children regularly attend. According to research effective incentive programs for attendance utilize incentives to punitive responses at a ratio of 4:1 Each school year review the list of students who were chronically absent in the prior school year and determine a plan, if necessary, to improve each student s attendance Focus on attendance in transition grades (kindergarten -1 st, 5 th - 6 th and 8 th - 9 th ) 23
24 Tier 2 Targeted Intervention Strategies (for students who miss 5 or more days of school) Refer a student with attendance problems to a school support team and include broad members of the school community on the team such as the school nurse, after school provider, and community schools coordinator Determine the primary cause of the students absence such as health related problems, lack of academic success, homelessness and transportation Develop a plan with the student and their parents or guardians to improve their attendance Recruit chronically absent youth to participate with the afterschool program if one exists Assign special activities to a student with high rates of absence to increase their feeling of belonging If the attendance problem is related to challenges within the home refer the family to an intervention program like Truancy Court or B-SMART 24
25 Tier 3 Recovery Strategies (for students who are missing at least 10% of their days on role and not responsive to Tier 1 and 2 strategies) Involve external partners in the provision of needed services Conduct a home visit Assign a mentor for daily check-in Provide a daily wake-up call (could use an auto dialer) Invite the family to the school attendance hearing As a very last resort conduct a court based student attendance hearing 25
26 Safe and Sound Campaign s Baltimore City Student Attendance Initiative To Access Baltimore City Student Attendance Initiatives Documents: Username: attendancewg.user Password: stayinschool Sue Fothergill Coordinator of the Baltimore Safe and Sound s Student Attendance Initiative Fothergill.sue@gmail.com Photography by Audrey Gatewood City Neighbors Charter School Graduate and Baltimore School for the Arts Sophomore The Baltimore Student Attendance Initiative is made possible through the generous support of the Open Society Institute - Baltimore 26
27 Building Capacity to Improve Attendance Attendance Counts Peer Learning Network July 1, 2010 Abe Fernandez, Deputy Director
28 Data, Data Everywhere Historical What are the trends of individual students over time? Quantitative Excused and unexcused absences Lateness and cuts
29 Data, Data Everywhere Qualitative Who knows families/the community well? Case Management What are the outcomes of the interventions?
30 Attendance Teams: Lessons Learned Leadership Principals are key Membership May include: attendance monitor, school secretary, data entry specialist, nurse, case workers, program providers, teachers, district staff, etc.
31 Attendance Teams: Lessons Learned Frequency Weekly, ideally Agenda Action-oriented Gather information on individual students from multiple partners and stakeholders Connect needs to resources Review outcomes of prior interventions
32 Benefits Beyond Better Attendance Needs Assessment Quality Assurance Making the Case Building Broad Support
33 nationalcenterforcommunityschools.org
34 Data to Action Using Local Knowledge and Evidence-based Strategies to Improve School Attendance
35 Chronic Absence in San Diego County, School Year
36 Data to Action: Supporting Student Success Goals: Increase well-being of students by improving rates of school attendance Address or remove barriers to regular attendance through community-wide action Implement best practices in attendance improvement
37 Initial Phase Convene community stakeholders and program and policy leaders Attendance Team Discuss the story behind the data what is driving the trend, causing the problem Learn about what works evidence-based practices that produce results
38 Gathering Data & Making the Selection Select districts with higher rates of absenteeism. Obtain school level and grade level chronic absence data. Meet with superintendent to gain agreement and select schools for project.
39 Sample District Data School K 1 st 2 nd 3 rd 4 th 5 th 6 th Total A Enrolled Below 95% Total 51% 47% 30% 39% 30% 25% 37% 37% School K 1 st 2 nd 3 rd 4 th 5 th 6 th Total B Enrolled Below 95% Total 51% 49% 31% 16% 27% 31% 25% 32% School K 1 st 2 nd 3 rd 4 th 5 th 6 th Total Enrolled ,134 C Below 95% Total 41% 39% 30% 25% 6% 37% 21% 29% School K 1 st 2 nd 3 rd 4 th 5 th 6 th Total Enrolled ,124 D Below 95% Total 38% 39% 40% 29% 33% 40% 35% 36%
40 Phase II-Expanding the Focus Conduct key informant interviews with involved school personnel Gain school/district perspective on current procedures and factors affecting attendance. Conduct parent focus groups on school site Gain family perspective on practices, barriers, and resources needed. Simultaneous English and Spanish language groups
41 Key Informant Responses - Schools Commonly cited Weather Transportation issues Sibling care issues Families take extended vacations/weekends Family dysfunction Cultural effects Lack of connection to school/parents had bad experiences as students Parents simply do not feel school is important/do not understand the importance of attendance.
42 Parent Responses Focus Groups School issues Staff judge parents or don t believe them Policies are inconsistently applied or not communicated well School has ineffective (or no) attendance improvement practices Weather Rural areas: Snowplows don t go to their street Urban areas: afraid children will get sick from cold or rain Circumstantial barriers Feeder district calendars are different Lack of affordable childcare Lack of transportation Serious illness Parents do think attendance is important but face significant barriers.
43 Overall findings Review meaningful attendance data weekly or monthly Make attendance a school-wide priority Principal in leadership role Form an attendance team Develop/implement an attendance improvement plan Communicate expectations/policies frequently and in a supportive manner Offer short-term incentive programs for improvement Get and keep parents involved Make attendance a district priority Assist with data collection Monitor attendance and use in evaluation efforts Provide incentives for school improvement
44 Imagine success for every child in San Diego County!
45 Relevant Tools School Level Self Assessment Template for School Data Analysis Guide for Identifying Contributing Factors
46 Network Operations 90 min. webinars every two months. Recording & ppt ed later. Session 2 topic: District Data Analysis Peers can send out inquiries to colleagues either individually or to the group as a whole Brief descriptions of ta providers posted on AttendanceCounts.org (optional) Other?
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