1. PAT HUBERT – MTSS/PBIS COORDINATOR ELEMENTARY PRINCIPALS MEETING – SEPT 2016 Absenteeism: How to get to the of the Issue

2. TODAY… Why is this Important What is “Chronic Absence” Collecting and Analyzing Data Three Tiers of Support for Attendance

4. WHY IS THIS IMPORTANT?

5. Accountability Immediate Academic Outcomes Long-term Outcomes

6. Indicator Maximum Points Available 2014-152015-16/2016-17 Student Achievement Math 40 ELA 40 Math 20 ELA 20 Total 80 Total 40 Attendance Total 20 Academic Growth Total n/a Math 20 ELA 20 Total 40 Total 100

7. ATTENDANCE Nationally: 66% of 4 th grade students are not reading proficiently 88% of 4 th grade students from low-income families are not reading proficiently 1 in 10 kindergarten and 1 st grade students miss at least 10% of the school year

8. CHRONIC EARLY ABSENCE CONNECTED TO 3 RD GRADE-LEVEL READING Chronic absence in kindergarten Lower levels of literacy in first grade Lower achievement as far out as fifth grade Virtual Summit 8 A Rhode Island Data Hub analysis found that compared to kindergartners who attend regularly, those chronically absent: Scored 20% lower in reading and math in later grades and gap grows 2x as likely to be retained in grade. 2x likely to be suspended by the end of 7 th grade. Likely to continue being chronically absent http://ridatahub.org/datastories/chronic-absenteeism-in- http://ridatahub.org/datastories/chronic-absenteeism-in- kindergarten/1/

9. THE EFFECTS OF CHRONIC ABSENCE ON DROPOUT RATES ARE CUMULATIVE With every year of chronic absenteeism, a higher percentage of students dropped out of school. Virtual Summit 9 http://www.utahdataalliance.org/downloads/ChronicAbsenteeismResearchBrief.pdf

10. ATTENDANCE IS EVEN MORE IMPORTANT FOR GRADUATION FOR STUDENTS IN POVERTY Presentation to The Interagency Council for Ending the Achievement Gap November 7, 2013, CT State DOE Virtual Summit 10

11. WHO IS MOST AFFECTED BY CHRONIC ABSENTEEISM? (NAEP DATA) Low-income students have higher rates of absenteeism in every state American Indians have the highest rates of all racial/ethnic groups Black children have higher rates than white students, particularly in some states Hispanic students have higher rates that white students particularly in some states Students with disabilities have significantly higher rates than others http://www.attendanceworks.org/re search/mapping-the-gap/ Virtual Summit 11

12. HOW BIG OF A PROBLEM IS THIS? Affects approximately 1 out of 10, or 7.5 million students nationwide. It is higher than 1 out of 3 students in some communities. It affects our youngest students as well as those in middle and high school. http://new.every1graduates.org/the- importance-of-being-in-school/ Virtual Summit 12

13. WHAT IS “CHRONIC ABSENCE”

14.  Chronic absence (missed 10% or more of school) in the prior year, assuming data is available.  And/or starting in the beginning of the school year, student has: In first 2 weeks In first month (4 weeks) In first 2 months (8 weeks) 2 absences 2-3 absences 4 absences Missing 10% any time after Virtual Summit 14

15. WHAT CONTRIBUTES TO CHRONIC ABSENCE? Myths Absences are only a problem if they are unexcused OK to miss a day here or there Attendance only matters in later grades PreK and K is seen as day dare not learning Barriers Chronic disease (asthma) or lack of health/dental care Caring for siblings or other family members Unmet basic needs: transp., housing, food clothes, etc. Trauma No safe path to school High Suspension Rates Aversion Academic Struggles Being teased or bullied Poor school climate, disproportionate school discipline, or unsafe school Parents had negative school experience Disengage- ment Lack of engaging and relevant instruction More exciting to be with peers out of school vs. in school. No meaningful relationships with adults in school Virtual Summit 2929

16. COLLECTING AND ANALYZING DATA http://www.attendanceworks.org/tools/tools-for-calculating-chronic-absence/

17. ATTENDANCE Myth: Most schools already know how many students are chronically absent Fact: An elementary school of 400 students can have 95% of its students showing up every day and still have 60 children missing 18 days – or 10% of the school year. (Chang, September 2010)

18. DATA COLLECTION Virtual Summit 18 Facilitate the spread of early warning systems at state and school district level Schools with high levels of chronic absenteeism should use early warning systems and monitor weekly Identify students with prior history of chronic absenteeism for close monitoring and rapid action at start of year. Also pay attention to students with no prior history of chronic absenteeism that suddenly start to trend towards it.

19. LONGITUDINAL BY GRADE LEVEL

20. BY ETHNICITY

21. WHAT OTHER WAYS SHOULD WE FILTER DATA?

22. DATA ALLOWS US TO Hypothesize about concerns Make problem solving plans Identify target populations Pinpoint levels of support for students Stay in front of potential issues

23. THREE TIERS OF SUPPORT FOR ATTENDANCE http://www.attendanceworks.org/tools/schools/3-tiers-of-intervention/

24. ATTENDANCE - Increased Attendance Involves a 3-Tiered Approach that Fits with Most Reform Efforts Students who were chronically absent in prior year or starting to miss 20% or more of school Provide personalized early outreach Meet with student/family to develop plan Offer attendance Mentor/Buddy Students at risk for chronic absence – Students that miss 10% of school Recognize good and improved attendance Educate & engage students and families Monitor attendance data Clarify attendance expectations and goals All students in the school Intensive Programs Strategic Programs Universal/Preventive Programs High Cost Low Cost 24 Intensive case management with coordination of public agency and legal response as needed Explicitly teach & reinforce!

25. TIER 1 Tier 1 = students whose good attendance could be maintained and cultivated as long as the universal, prevention oriented supports are in place.

26. TIER 1 Virtual Summit 26 Create welcoming environment in schools and send message to students that they are wanted in school everyday and that everyday matters Teach (explicitly) attendance expectations and goals Recognize and reinforce good and improved attendance Educate and engage students and families Monitor attendance data regularly

27. Teach attendance expectations Celebrate! Data check! Reteach Reteach & Intervene where necessary

28. Schools Inadvertently Reinforce Some Absence-Causing Beliefs Reinforce AttendanceReinforce Absenteeism Class rewards for good attendance (e.g. popcorn or ice cream parties) Individual recognition for students with good/improved attendance Impersonal letters Teachers send work home in response to absences Teachers do not address absenteeism issue with the parent Parents do not feel their child is safe in school High levels of absenteeism in the class Big motivators for kids, but not parents Reinforces parents’ existing attitudes and behaviors toward absences School Behaviors that… 28

29. ATTENDANCE – STRATEGIES WITH PARENTS Approach the issue of absences out of concern, rather than compliance Refer to absences by month, rather than by year Use simple, easy-to-understand language Be realistic about what you are asking parents to do Frame the discussion around “absences” rather than “attendance.” Describe how elementary school builds a foundation for future success Give parents specific reasons why absences matter, rather than making vague statements Connect parents to the class curriculum to help them understand what their child may be missing Communicate with parents readily using text messaging to discuss absences

30. TIER 2 Tier 2 = students who have a past history of moderate chronic absence (missing 10% or more of school) or face a risk factor (e.g. a chronic illness like asthma) which makes attendance more tenuous and need a higher level of more individualized support in addition to benefiting from the universal supports.

31. EXAMPLES OF TIER 2 INTERVENTIONS Assign School Success Mentor Partner with families/students to develop Student Attendance Success Plan Recruit for engaging Before- or After-School Activities Connect to Walk- to- School Companion, Provide Wake Up Calls, Rain Gear Offer plan or contacts for Health Support Priority Early Outreach for Positive Linkages and Engagement http://www.attendanceworks.org/tools/schools/power-positive-connections-toolkit/ Virtual Summit 31

32. TIER 3 Tier 3 = students with several levels of chronic absence (missing 20% or more of school in the past year or during the first month of school) and/or face a risk factor (like involvement in the child welfare or juvenile justice system, homelessness or having a parent who has been incarcerated).

33. TIER 3 Individual plans Assess student and family needs and intensify outreach Involve families and students in needed community services and interventions Work to ensure that the student is connection to positive supports and programs, e.g. mentoring Incorporate appropriate positive reinforcements into plans for supporting the student’s improved attendance Ensure continued positive and regular contact with the family Check on agreements at appropriate intervals Follow through on commitments of support to the family When the student misses school ensure assigned personnel is following up on each absence

34. KEY FINDING: SUCCESS MENTORS & SUPPORTING INFRASTRUCTURE SUBSTANTIALLY IMPROVED STUDENT ATTENDANCE Students with prior histories of chronic absenteeism with a Success Mentor gained nearly two additional weeks of school (9 days), which is educationally significant. In the top 25% of schools, students with Success Mentors gained one additional month of school. High School students with Success Mentors (including those overage for their grade) were 52% more likely to remain in school the following year. Mentees reported they liked having a mentor and the mentor helped improve their attendance, schoolwork, motivation, and confidence. MAYOR ’ S INTERAGENCY TASK FORCE http://www.attendanceworks.org/what-works/new- http://www.attendanceworks.org/what-works/new- york-city/success-mentors/york-city/success-mentors/ 40

35. STRATEGY SHARING!

36. Key Message #1: Good attendance helps children do well in school and eventually in the work place. 36 ATTENDANCE - Key Messages

37. Key Message #2: Absences add up. Excused and unexcused absences result in too much time lost in the classroom. 37 ATTENDANCE - Key Messages

38. Key Message #3: Chronic absence, missing 10 percent of the school year or more, affects the whole classroom, not just the students who miss school. 38 ATTENDANCE - Key Messages

39. Key Message #4: We need to monitor how many days each student misses school for any reason — excused, unexcused or suspensions — so we can intervene early. 39 ATTENDANCE - Key Messages

40. Key Message #5: Chronic absence is a problem we can solve when the whole community, including parents and schools, gets involved. 40 ATTENDANCE - Key Messages

41. Key Message #6: Relationship building is fundamental to any strategy for improving student attendance. 41 ATTENDANCE - Key Messages

42. Key Message #7: Reducing chronic absence can help close achievement gaps. 42 ATTENDANCE - Key Messages

43. MORE RESOURCES: AttendanceWorks.org PBIS.org