Using Data to Increase Attendance Presented September 6, 2018, in Albuquerque, New Mexico, at the Mission Graduate 2018 Every Day Matters Attendance Conference Using Data to Increase Attendance Megan Dunn Davison, Ph.D. Director of Continuous Improvement, Mission: Graduate Derek Kuit Research Scientist, CCPI/Mission: Graduate #everydaymatters18

Presentation Overview Calculating chronic absenteeism Understanding the problem Continuous improvement

Calculating chronic absenteeism

The Basics: Data Best Practices Source: StriveTogether (2015). Student Data Privacy Best Practices.

The Basics: Qualitative and Quantitative Structured data Numbers Collected through assessments, surveys, databases Analyzed with statistics Presented through graphs and tables Qualitative Unstructured Words and images Collected through observations, surveys, interviews, focus groups Analyzed with themes Presented as summaries and quotes

The Basics: Calculating Chronic Absence # of days absent # of days enrolled = XX % days missed SEVERE Chronic Absence (missing 20% or more of school days) MODERATE Chronic Absence (missing 10-19.99% of school days) AT-RISK Attendance (missing 5-9.99% of school days) SATISFACTORY Attendance (missing less than 5% of school days)

Chronic Absence is Research-Based Excused Absences Chronic Absence + Unexcused Absences + Suspensions

ADA versus Chronic Absence Average Daily Attendance and Chronic Absence Average Daily Attendance (percentage of students present on the average day) % Chronic Absence (percentage of students who missed 10% or more of school days)

The Basics: Calculating Chronic Absence # of days absent # of days enrolled CHALLENGE: Some data systems are not currently set up to calculate chronic absence rates RESOURCE: http://www.attendanceworks.org/tools/tools-for-calculating-chronic-absence/

Attendance Works Classroom Data Tool 1. Student Data on Chronic Absence Quickstart: Enter information in the light blue cells. All the other areas get automatically generated. More detailed instructions are in the "Guide" tab. A. Classroom Information In Cell B4: Enter your name or classroom number   In Cell D4: Enter time period (e.g., Fall Semester 2017) In Cell F4: Enter total number of school days within time period. (Enter whole numbers only) B. Student Information Type or paste into columns A through F beginning on row 10. Do not paste over columns G through J. (Optional) Enter Student ID Enter Student's First Name Enter Student's Last Name Enter the number of days student has been present (within timeframe) Enter the total number of days student has been absent (within timeframe) (Optional) Indicate whether the student was chronically absent last school year using drop-down menu Do not enter data below. Sort by clicking on the arrow on row 9 and selecting "sort." Do not enter data below. Double check cells D and E in the same row if this column does not say "adds up." Student _ID First_Name Last_Name Days_Present Days_Absent Prev_Year_Chronic_Absence Chronic Absence Rate Chronic Absence Tier Color coding Check www.attendanceworks.org/resources/data-tools/classroom-attendance-calculator/

The Basics: Calculating Chronic Absence For example: As of 40 days into the school year, Any student with ____ or more absences (10%) is chronically absent Any student with 8 or more absences (20%) is severely chronically absent 4 ALTERNATIVE: Use total number of absences for each student (excused + unexcused + suspensions), and establish cutoffs based on the # of school days to date.

Understanding the problem

Understanding WHO is absent Chronic Absence by Race/Ethnicity 30% of ALL students were chronically absent % SATISFACTORY Attendance (missing less than 5% of school days) % AT-RISK Attendance (missing 5-9.99% of school days) TOO FEW STUDENTS % MODERATE Chronic Absence (missing 10-19.99% of school days) % SEVERE Chronic Absence (missing 20% or more of school days) AFRICAN AMERICAN (4 STUDENTS) NATIVE AMERICAN (294 STUDENTS) WHITE (35 STUDENTS) HISPANIC (392 STUDENTS)

Understanding WHEN they are absent

Understanding WHY are they absent? Surveys Focus Groups Interviews Observations Self-Assessment

Understanding WHY are they absent? What are all the different reasons that you have missed school this year?

Reasons for Chronic Absenteeism Survey (RCA) Developed by Problem Solving/Response to Intervention, Florida Two nationally validated surveys 6th-12th graders who have missed 10% or more instructional days PreK/Head Start parents with children who have missed 10% or more instructional days 32 items about reasons for missing, and 3 open-ended questions related to reasons for missing and attending 32 items form 6 factors: Barrier, Aversion, Disengagement, Health Composite, Transportation, and Family Composite Scoring sheet available For more information contact Megan Dunn Davison at megan.dunndavison@uwcnm.org

RCA Factors Factor Item Descriptor Barrier Aversion Disengagement Had to work Parents don't care Had to go to court/DJJ Suspended Right clothes Homeless Water/Heat/Power turned off Sent to office too much Had to move Aversion Safe on way to/from school Teased/bullied Safe at school No one misses Didn't want to see another student School not a nice place to be Too sad/depressed Disengagement Hung-out with friends/family Did not get work done/study Stayed up too late School is boring No reason to go Fear of punishment for tardies Didn't want to go to class

RCA Factors Factor Item Descriptor Health Composite Transportation Sick – short term Sick – long term Health-related appointment Transportation Problems with car Missed the bus Didn't want to walk in bad weather Family Composite Take care of/help family Out of town Family emergency

Continuous improvement

Continuous Improvement Plan Do Study Adjust

Continuous Improvement: STUDY Are we doing the right things? Are we doing things right? What data do we need to collect in order to answer these questions?

Performance Measures Answer Three Questions Quantity Quality Effort How much did we do? # clients/customers served # activities (by type of activity) How well did we do it? % common measures (e.g., client-staff ratio, % clients seen in their own language) Responses to a satisfaction survey Effect Did we make a difference? Changes in: Attitudes, Knowledge, Behavior, Circumstance How much did we do? How well did we do it? Did we make a difference?

Results-Based Accountability Websites raguide.org resultsaccountability.com resultsleadership.org

Performance Measures Example What data can we use to evaluate whether PSAs and robocalls before holidays helps increase attendance? How much did we do? How well did we do it? Did we make a difference? Effort Effect

Setting Performance Measures (excerpt from Attendance Success Plan) How much did we do?  How well did we do it? Did we make a difference? # of robocalls sent # of flyers that went out # and % of calls that reached a live person % of student body that received the calls Feedback from parents # of days before holiday robocalls were sent # of languages flyer was translated into Comparison of last year’s attendance rate the day before the holiday compared with this year

Data Collection and Analysis Plan Data- related Action Steps By When Do We Plan to Get This Completed Who Oversees the Action Step Who Does the Work Who Approves the work Who Must Be Consulted Who Must Be Informed Design survey September 15  Phyllis Joseph Phyllis Principal Robinson and Attendance Team members Third period teachers Administer survey to all 8th graders September 16-20  Violeta Third period teachers Principal Robinson N/A  etc.   Attendance Team Debrief re: Perf. Measures Mid- December Mid-April  N/A

Summary Chronic absenteeism includes both excused, unexcused, and suspensions A student who misses 10% or more of the school year is chronically absentmissing only 2 days per month is chronically absent Identifying chronic absenteeism requires DATA and identifying the right students Identifying chronic absenteeism also requires DATA with a plan

Thank you! We would like to acknowledge the following partners/collaborators of this presentation: Deborah Good Daphne Strader Partners and staff of Mission: Graduate