Truancy, Chronic Absenteeism, changes in the laws and rules Supporting Students to Academic Achievement

Goals 1. Understand the relationship and impact of chronic absenteeism and truancy 2. Become familiar with the law and new changes 3. Understand the Community Truancy Board Model 4. Learn about the WARNS and other assessments 5. Define a role for yourself in the work of promoting attendance and student engagement OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Mandatory Attendance RCW 28A.225.010 In Washington state we have mandatory school attendance that starts at age 8 and goes to 18 with some exceptions Students may be enrolled in a private school or be home schooled At age 16 a student with permission of both the school and parent may be released from school 6 and 7 year olds who are enrolled in public schools must follow the attendance rules OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Chronic Absenteeism in Washington 16% of Washington students were chronically absent in 2014‒15 (~174,000 students). 17% of Washington Students were chronically absent in 2015-16 American Indian/Alaskan Native: 33% Native Hawaiian/Other Pacific Islander: 26% Low-Income: 22% The rate of chronically absent students varies across districts —from less than 5% to more than 40% of students in a district. Disproportionately affects… Click on hyperlink “Chronic Absenteeism in Washington” for connection to OSPI Data Analytics. Facilitators should familiarize themselves with the website. Each ESD has a data coach that can assist or contact Susan Canaga susan.canaga@k12.wa.us at OSPI. OSPI GATE Attendance Webinar 10/10/16 Creating Effective Community Truancy Boards Workshop Manual, December 2016. Revision 3, OSPI and PSESD.

Truant Youth increased ACE’s, social and emotional difficulties. 4-6 times more likely to have run away or been kicked out of their homes on multiple occasions. history of a psychological disorder or learning disability, higher level of depression-anxiety, aggression- defiance, substance abuse, peer deviance, school disengagement, and family problems than non truant youth. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Data 15-16 OSPI truancy report 15-16 Chronic Absenteeism Data HYS OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Students who report being bullied in past 30 days skip also report missing more days of school because they feel unsafe OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

District Communication Must inform parents and students of the benefits of regular attendance The risks and potential consequences of absenteeism and truancy The school’s policies and procedures for attendance Must be in the language in which they are fluent OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Elementary School Five or more excused absences in a month or ten or more in a year require a conference Unless the absence is prearranged and a plan is in place to keep the student from falling behind http://www.k12.wa.us/Attendance/default.aspx http://www.k12.wa.us/DataAdmin/Performanc eIndicators/ChronicAbsenteeism.aspx OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Unexcused Absences After 2 unexcused absences a conference is required-new law changes to 3 Take data informed steps to eliminate or reduce the absences The Washington Assessment of Risks and Needs of Students (WARNS) or other assessments- new law only for middle and high school OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Defining Unexcused Absences in ALE and Virtual Schools A new section has been added to the law that gives authority to OSPI to develop rules in WAC for defining truancy in ALE and for utilizing the Choice Transfer System to work with resident districts to ensure students and families receive the services of a Community Truancy Board. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Form Community Truancy Boards by 2017-18 All districts with greater than 200 students must enter into an MOU with the Juvenile court to form CTB’s- new law change to 300 Districts with fewer than 200 (300) students may coordinate with other districts and offer other coordinated services All districts must designate a person to their respective court to coordinate efforts to address excessive absenteeism and truancy- new law adds and OSPI OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Filing a Truancy Petition All previous interventions and assessments for the student must be included in the filing All petitions will be initially stayed and the student referred to a CTB Districts may be reimbursed per filing OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Community Truancy Boards A community response to identify root causes of truant behavior and provide resources and interventions to youth and families in a collaborative environment that keeps youth in school and out of court OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Community Truancy Boards Composed of members from the school, court and local community in which the child attends school. Provides a supportive environment where a youth and family can openly discuss the reasons behind the child’s absences. Identification of individualized interventions Goal is to successfully reintegrate students back into the school setting which encourages and supports attendance and involvement. Contract based with shared responsibilities OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Community Truancy Boards Improving school attendance by using best practices that incorporate the following: Developing a system for finding solutions to prevent truancy. Improving school engagement. Reducing drop out rates. Increasing access to outside service providers. Using an interdisciplinary approach to collaborate and coordinate with local community businesses, non profit groups, schools, and court staff. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Assessments Washington Assessment of Risks and Needs of Students- WARNS Global Appraisal of Individual Needs-Gains short screener Child and Adolescent Needs and Strengths- CANS School Refusal Assessment Scale-geared to elementary Student:  https://www.surveymonkey.com/r/ChildrensquestionnaireSchoolRefusal Parent: http://www.oxfordclinicalpsych.com/view/10.1093/med:psych/978019530 8297.001.0001/med-9780195308297-interactive-pdf-004.pdf OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

The Spokane model OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

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Roles for the staff to support students and families Where do you see yourself ? Tier 1- for all students Tier 2- for some students Tier 3- for few students OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Activity Addressing Truancy and Chronic Absenteeism thru a Multi Tiered System of Support OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

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Resources http://www.k12.wa.us/attendance/default.aspx http://www.attendanceworks.org/ http://www.modelsforchange.net/publications/475 https://www.psesd.org/services/learning-and-teaching/dropout- prevention-and-re-engagement/truancy/ PSESD Attendance Awareness Communications Kit OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018

Contact: Laurie Shannon- Graduation and Reengagement Program Supervisor/ Becca Liaison 360.725.4472 Laurie.Shannon@k12.wa.us http://www.k12.wa.us/GATE/Truancy/ www.psesd.org/truancy Krissy Johnson-Program Supervisor Student Assistance/Secondary Ed and Student Support 360.725.6045 Krissy.Johnson@k12.wa.us http://www.k12.wa.us/attendance/ OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/19/2018