Interventions to Increase Attendance

Why Focus on Attendance? High numbers of school absence are: An early warning sign of potential drop-outs Predictive of academic failure A flag for student disengagement and struggling schools Costly for each school and surrounding community Measures of attendance are: Available Easily understood Predictive of failure in school An indicator of effective engagement strategies by educators A potentially powerful shared outcome that facilitates collaboration

Why Do Students Miss School. Family Issues. Generational illiteracy Why Do Students Miss School? Family Issues Generational illiteracy Negative attitudes Lack of parental support Family situation Employment Issues Conflicting school/work hours Night or evening work schedule

Why Do Students Miss School? Academic Issues Retention in Elementary/Middle school Social promotion Struggle to adapt to increased workload in HS Language barrier for ELL kids Other Factors Bullying or other negative experiences at school gangs, drugs, and crime (pull and push) Poor economic situation of community

When 90% Doesn’t Earn an “A” Attendanceworks.org Students Who Miss More Than 10% Of School Are At Grave Risk 0-90% Chronic Absence ³ 10% absence (³ 18 days/yr.) Warning Signs <10% but > 5% absence Satisfactory Attendance £5% absence Emergency: ³ 20% absence 91-94% 95 %+

Chronic Absence in Kindergarten and 1st Grade Associated with Poor ELA Proficiency in 3rd Grade Percentage of Students Scoring Proficient or Advanced on 3rd Grade ELA test by Attendance in Kindergarten and 1st Grade No risk Missed less than 5% of school in K & 1st Small risk Missed 5-9% of school in both K & 1st Moderate risk Missed 5-9% of school in K and 10% in 1st High risk Missed 10% or more of school in K & 1st

Severely Chronically Absent (≥20%) Dropout Rates by Sixth Grade Attendance (Baltimore City Public Schools, 1990-2000 Sixth Grade Cohort) The NDPC-SD Dropout Prevention Framework characterized as a problem-solving and action-planning process through which state special education agency leadership teams can: (a) review pertinent information or data that affect school completion rates, (b) develop measurable and realistic short- and long-term targets and outcomes, (c) select evidence-based practices that have demonstrated efficacy in increasing school completion rates and decreasing dropout rates, and (d) establish systems to enable states to link technical assistance efforts and leverage resources to implement and evaluate those practices in an effective manner. Severely Chronically Absent (≥20%) Chronically Absent (³10%) Not Chronically Absent Source: Baltimore Education Research Consortium SY 2009-2010

Impact of 9th Grade Absences on Graduation Rates What is the purpose of the investigation? For example, does it seem like dropout is higher in one particular school than in others in the district? OR… Do you think that particular groups of students might be dropping out at a higher rate than the rest of the students? What are your goals for this process? (Learn the truth… Address the problem.) Hope to learn the cause(s) of the problem and to remedy it! Will involve analyzing the data, forming an intervention plan to address the needs, putting the plan in place, following through with it, and assessing progress as you go.

Attendance Strategies

Schools that make attendance gains bring together school staff members, parents, students, health and social services and others to review data, identify issues related to cause and effect, and then collaboratively develop strategies to improve student attendance.

Schools that Make Attendance Gains Teachers use a broad range of strategies to engage their students Teachers know the students well The teachers have high expectations for students, which often leads to high expectations within students The teachers foster critical judgment and problem-solving skills in their students

Schools that Make Attendance Gains Strengthen accountability among parents, students and teachers Implement positive strategies to increase engagement and personalization with students and families Intervene early: every absence counts and gets a response

Schools that Make Attendance Gains Develop strategies to improve school climate, which reduces negative peer interaction issues, such as bullying and hazing Review student discipline policies, procedures, and discipline data and subsequently implement a universal school climate improvement strategy (e.g., PBIS) Some of the preliminary research on school climate indicates that some student absences are directly related to school climate issues, such as bullying.

The Right Policies Create and implement effective policies and practices that balance sanctions and rewards and which are intended to change behavior: not just punish Employ less severe consequences, such as community service or in-school detentions Contain effective reporting, recording and monitoring processes

The Right Policies Make a clear distinction between excused and unexcused absences Are aligned with the district’s policies and goals Are well publicized Are understood by staff, students and families

Universal/Preventive Examples of Strategies for 3 Tiered Approach Recovery Programs Case management and wrap-around services Referral as last resort for court-based intervention Early outreach, support, mentoring for student with poor attendance. Identify and remove barriers Attendance contracts Intervention Programs Safe & supportive school environment Engaging classroom environments Parent education about why attendance matters and how to help each other get students to school. Ongoing attention to attendance data Recognition for good and improved attendance Collaboration with afterschool & early childhood School-based health supports Universal/Preventive Programs

What Parents Can Do? Ensure students arrive on time each day, well equipped and ready to learn Take an interest in the education of their child by talking to them about school and by attending school events Call the school before 9:00 a.m. on each day of absence Be alert to any signs that might indicate bullying or other issues that could affect school attendance Inform the school immediately if there are any matters that arise that may affect the attendance of their son/daughter

Engage the Community Forge partnerships with community and public agencies: Include them on attendance data teams to glean additional data and insights into barriers to attendance Enlist their help to support outreach and case management to parents Invite them to provide resources to address common barriers to attendance Consider using levels of chronic absence to identify which schools are top priority for collaborative relationships with community partners.

Attendance Resources http://www.gadoe.org/pea_policy.aspx?PageReq=PEAPolicyAttendance   http://nces.ed.gov/pubs2009/2009804.pdf http://www.attendanceworks.org/ http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources SchoolAttendanceTrackingChallengesandEffectivePractices.pdf http://www.nccp.org/publications/pdf/text_837.pdf

ELEPHANT IN THE ROOM

Attendance Incentives Samples: Exempt from end of semester testing OR attend a “Fun Day” if miss less than X amount of days (3 days usually). Must consider for equality: Students with Disabilities IEP 504 Plans Health Care plans Hospitalizations Chronic Health Condition Etc.

Attendance Incentives ALWAYS take into consideration students with disabilities Note WV is a medically underserved state with less than a handful of child specialist in chronic disease areas; Going to the medical home and specialist = good care management = better attendance

Attendance Incentives Not making allowances for students with disabilities can lead to DISCRIMINATION; Include provisions for students with documented disabilities (see court cases); and Talk with the school nurses about Healthcare Plans and the SAT, Section 504 and IEP teams to ensure students do not get penalized for having disabilities or chronic medical conditions.

Attendance Incentives As we know, NO one asked to have a disability/chronic disease or an acute injury/condition (broken leg, diabetic comma, hospitalization, etc.) so let’s make sure they are not penalized by our reward programs! IEP &Section 504 Guidance Doc is at https://wvde.state.wv.us/osp/504support.htm.

What is the duty of the school/district to evaluate students with medical needs and excessive absences? In Hamilton (OH) local School District, 58 IDELR 82 (OCR 2011), The school was aware of a first grade student who had absences related to her chronic hypoglycemia and migraines. The district began truancy proceedings against her and reassigned her to an online program. Her parent filed due process alleging the district denied her daughter a Free and Appropriate Public Education (FAPE).

What is the duty of the school/district to evaluate students with medical needs and excessive absences? OCR stated that Section 504 requires districts to provide qualified students with disabilities FAPE. The investigation found that the school district habitually failed to evaluate students for 504 eligibility after becoming aware of the students physical and mental impairments that impacted their attendance.

Questions

Additional Information phomberg@k12.wv.us sbeck@k12.wv.us dlharless@k12.wv.us rjking@k12.wv.us vwilson@k12.wv.us Special Thank You to Brooke County Attendance Video Presentation adapted from: National Transition Technical Assistance Center University of North Carolina Charlotte Dr. Matthew Klare Email: mklare@uncc.edu 30