1. 1 Module 4: Using Data to Drive Action Attendance & Truancy Among Virginia Students

2. Reducing Chronic Absence: Why Does It Matter? What Can We Do?2 This PowerPoint serves as No. 4 in a series of modules designed to equip Virginia school divisions to reduce truancy and absenteeism. This module identifies the types of attendance data available to divisions to monitor and address absenteeism. The Purpose

3. 3 I.Learning goals review II.Different types of attendance data: ADA, truancy, chronic absence and suspensions III.What is actionable data? IV.Key decisions to make based on actionable data Today’s Agenda

4. 4 1.Learn what makes data actionable. 2.Understand what questions are answered with different attendance measures including ADA, truancy, chronic absence, and suspensions. 3.Find out how to use chronic absence data to make strategic choices about where to target attendance interventions. Learning Goals

5. Reducing Chronic Absence: Why Does It Matter? What Can We Do?5 Warm Up Average Daily Attendance Suspension TruancyExpulsion Chronic Absence Absences due to Health What attendance data do your division leaders regularly review? Jot down the most common measures reviewed and, if you know, how often they review these data.

6. Reducing Chronic Absence: Why Does It Matter? What Can We Do?6 Average Daily Attendance ADA = How many students typically show up to school each day? Truancy Truancy = Who is missing school without permission? It is a trigger for possible legal action. Defined by each state. Chronic Absence CA = Who is academically at risk because they missed too much school for any reason – excused, unexcused, suspensions. Defined as missing 10% or more of school days. Uses of Different Attendance Measures

7. 7 For decision-makers to use data, the data must be: Accurate Accessible Timely Regularly reported What is Actionable Data? 7

8. Reducing Chronic Absence: Why Does It Matter? What Can We Do?8 Uses for Actionable Data Allocate resources more efficiently (staff or funds). Signal need for prompt corrective actions. Address inequitable outcomes. Identify positive outliers and best practices.

9. Reducing Chronic Absence: Why Does It Matter? What Can We Do?9 Administrators Can Use the Measure of Chronic Absence to Inform Decisions. Excused Absences Unexcused absences Suspensions Chronic Absence

10. Reducing Chronic Absence: Why Does It Matter? What Can We Do?10 Truancy (unexcused absences) Can Also Mask Chronic Absence

11. Reducing Chronic Absence: Why Does It Matter? What Can We Do?11 High Levels of Average Daily Attendance (ADA) Can Mask Chronic Absence 90% and even 95% ≠ A 98% ADA = little chronic absence 95% ADA = don’t know 93% ADA = significant chronic absence

12. 12 Reflection 1.What is our division’s or school’s chronic absence rate? What is our division’s or school’s ADA? 2. What is the relationship between the division’s chronic absence rate and ADA? What can we deduce about the likely levels of chronic absence in our division?

13. Reducing Chronic Absence: Why Does It Matter? What Can We Do?13 How Can Chronic Absence Data Be Used? To determine the size and scope of the issue. District A has a 19% chronic absence rate. In contrast, District B has a problem half the size with a 10% Chronic absence rate.

14. Reducing Chronic Absence: Why Does It Matter? What Can We Do?14 How Can Chronic Absence Data Be Used? To identify the right points for interventions Example from Attendance Works K-12 Combination Tool

15. 15 Discussion 1.Which grades have the highest levels of chronic absenteeism? 2.Which grades have lower levels of chronic absenteeism? 3.What are some possible explanations for the differences by grade?

16. Reducing Chronic Absence: Why Does It Matter? What Can We Do?16 How Can Chronic Absence Data Be Used? To See Trends over Time Example from Attendance Works K-5 DATT.

17. Reducing Chronic Absence: Why Does It Matter? What Can We Do?17 How Can Chronic Absence Data Be Used? To Find Positive Outliers and Schools Needing Greater Support Chronic Absence Levels Among Oakland Public Schools (2009-10)

18. 18 Discussion 1.What do you observe about the range of chronic absence between schools? 2.How many schools need greater levels of support to address absenteeism? 3.How many schools are possibly positive outliers?

19. Reducing Chronic Absence: Why Does It Matter? What Can We Do?19 Geographically, where are students with high levels of absences concentrated? How Can Chronic Absence Data Be Used? To See Where It Is Concentrated by School or Zip Code.

20. Reducing Chronic Absence: Why Does It Matter? What Can We Do?20 How Can Chronic Absence Data Be Used? To identify student sub-groups disproportionately affected This shows Chronic Absence By Special Needs status. Other sub-groups to examine are Chronic Absence by: Race/ethnicity, Gender, English Learner status, and Free and Reduced Lunch status.

21. Reducing Chronic Absence: Why Does It Matter? What Can We Do?21 How Can Chronic Absence Data Be Used? To dispel misconceptions about which student sub-groups are disproportionately affected

22. Reducing Chronic Absence: Why Does It Matter? What Can We Do?22 Differences in Chronic Absence Outcomes Among Hispanic Students Highlandtown 237 Wolfe Street Academy School Chronic Absence: 28% Hispanic Chronic Absence: 10% Free and Reduced Meals: 95% School Chronic Absence: 3% Hispanic Chronic Absence: 2% Free and Reduced Meals: 95%

23. Reducing Chronic Absence: Why Does It Matter? What Can We Do?23 Look at Combined Effects: Chronic Absence by Race and Grade

24. Reducing Chronic Absence: Why Does It Matter? What Can We Do?24 Virginia At A Glance: Combined K-12 Reports

25. Reducing Chronic Absence: Why Does It Matter? What Can We Do?25 What is the Impact of Suspensions? Does your division track incidents of suspension? Does it track days missed due to suspensions? Excused Absences Unexcused absences Suspensions Chronic Absence

26. Reducing Chronic Absence: Why Does It Matter? What Can We Do?26 How Can Suspension Data Be Used? To See Impact on Opportunity to Learn

27. Reducing Chronic Absence: Why Does It Matter? What Can We Do?27 High School EnrollmentIncidents of Suspension # Students Chronically Absent % of all Chronically Absent students with at least 1 suspension 11976842069.2% 215119320213.4% 3147413735515.2% 41654351215.8% 544811932921.9% 6124510327015.9% How Can Suspension Data Be Used? To Identify Outliers

28. 28 1.What is the relationship between suspensions and chronic absence in your division? 2.What policies or practices might be contributing to better outcomes, i.e. fewer students missing school due to suspensions? 3.What discipline policies or practices do you want to reconsider? Reflection

29. Reducing Chronic Absence: Why Does It Matter? What Can We Do?29 How Can Suspension Data Be Used? To Identify Disproportionate Impact Source: Baltimore City Public Schools, Out-of-school Suspensions 2009-2012

30. Reducing Chronic Absence: Why Does It Matter? What Can We Do?30 How Can Suspension Data Be Used? To identify disproportionate impact Source: Baltimore City Public Schools, Out-of-school Suspensions, 2011-2012

31. 31 1.List three possible reasons that special education students or African American students might have higher rates of suspension. 2.Of those reasons, which ones can be impacted by changes in discipline policy? 3.By professional development? Reflection

32. Reducing Chronic Absence: Why Does It Matter? What Can We Do?32 Determine how you will address your most urgent need for actionable data. Consider using the free Attendance Works tools to calculate chronic absence. http://www.attendanceworks.org/tools/tools-for- calculating-chronic-absence/ Action Steps

33. Reducing Chronic Absence: Why Does It Matter? What Can We Do?33 Before moving on with the additional modules we encourage you to learn more about this issue. Specifically consider reading: Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight, Child and Family Policy Center and Attendance Works, November 2011 (http://www.attendanceworks.org/wordpress/wp- content/uploads/2010/04/ChronicAbsence.pdf) What Works in Our Community?: A Positive Outliers Toolkit, Attendance Works (http://www.attendanceworks.org/wordpress/wp- content/uploads/2013/10/Pos-Outliers-toolkit_final.pdf) Learn More

34. Reducing Chronic Absence: Why Does It Matter? What Can We Do?34 Virginia Absenteeism & Truancy Professional Development Series 1. Understanding Chronic Absenteeism 2. Frameworks for Reducing Chronic Absence 3. Establishing School Attendance Teams 4. Using Data to Drive Action 5. Messaging Attendance 6. Integrating Attendance In Parent Engagement 7. Utilizing Parent-Teacher Conferences to Talk with Families about Attendance 8. Recognizing Good and Improved Attendance 9. Providing Personalized Early Outreach 10. Identifying barriers 11. Creating opportunities for peer learning 12. Engaging Community Partners 13. State Attendance Laws and Regulations