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

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. TWITTER @BCPS_180

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 TWITTER @BCPS_180

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. 1003.26 and 1003.27 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. TWITTER @BCPS_180

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. TWITTER @BCPS_180

WHAT DOES THE RESEARCH SHOW US? Dimming Effect TWITTER @BCPS_180

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. TWITTER @BCPS_180

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. TWITTER @BCPS_180

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. TWITTER @BCPS_180

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. TWITTER @BCPS_180

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 TWITTER @BCPS_180

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 (10-19.9% 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 TWITTER @BCPS_180

DATA Broward County compared to the state of Florida TWITTER @BCPS_180

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 TWITTER @BCPS_180

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. TWITTER @BCPS_180

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 TWITTER @BCPS_180

SCHOOL IMPROVEMENT PLAN Launching pad: Ideas to include in the SIP RUBRIC provides guidance for self-efficacy TWITTER @BCPS_180

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 TWITTER @BCPS_180

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. TWITTER @BCPS_180

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 TWITTER @BCPS_180

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. TWITTER @BCPS_180

MEASURING ATTENDANCE: 3-TIERED APPROACH TWITTER @BCPS_180