1. June 27, 2016 Office of Student Services, Virginia Department of Education Virginia Association of Secondary School Principals Attendance & Truancy Among Virginia Students 12 Module Training Series

2. “The reality is an absence is an absence, excused or not, and that child is not in that classroom benefiting from the instruction on that day. We have to work in our community, with our schools and our families to build a culture of attendance.” - Ralph Smith, Executive Vice President, Annie E. Casey Foundation

3. Absences by Sub Groups During the 2013-2014 School Year (180 Days)- Virginia 3

4. Average Number of Days Missed Due to Suspensions 2013-2014 ElementaryMiddleHigh All Schools 668191428 Fully Accredited 315001204 NOT Fully Accredited 14313572118

5. 5 Classrooms NOT Courtrooms

6. 6

7. Students with Disabilities (SWD) - Percent of Short Term Suspensions (1-10 Days) Per School Year 2013-2014 7

8. 8

9. Most Frequently Reported Offenses The most frequently reported offenses resulting in suspension: – Defiance of authority/insubordination – Classroom or campus disruption – Minor physical altercation – Disruptive demonstrations – Using obscene/inappropriate language/gestures – Disrespect/walking away Combined, these offenses account for 65% of all short- term suspensions 9

11. Attendance & Virginia’s Multi Tiered System of Supports A data-driven decision making and capacity building framework for establishing the academic, behavioral and social-emotional supports needed for a school to be an effective learning environment for all students ATTENDANCE

12. Multi Tiered System of Supports In Virginia, we refer to this framework as the Virginia Tiered System of Supports (VTSS). VTSS represents the integration of multiple systems supporting students and parents and collaborating with community entities.

13. Attendance & Truancy Among Virginia Students 12 Module Training Series 13

14. What is Chronic Absence? Excused Absences Unexcused absences Suspensions Chronic Absence Chronic absence as missing 10% or more of school for any reason. Chronic absence is different from truancy (unexcused absences only) or average daily attendance (how many students show up to school each day).

15. Average Daily Attendance ADA = How many students typically show up to school each day. Truancy Truancy = Absences that aren’t defined as excused either by law or regulation. May be a trigger for possible legal action. Excused absences are defined by each state or local school division. Chronic Absence CA = Students who are at academic risk because they missed too much school for any reason – excused, unexcused, and suspensions. Defined as missing 10% or more of school days. Different Attendance Measures

16. Why We May Not Notice Chronic Absence Absences Add Up Chronic Absence = 18 days of absence = 2 days a month

17. The Effects of Chronic Absence on Dropout Rates Are Cumulative http://www.utahdataalliance.org/downloads/ChronicAbsenteeismResearchBrief.pdf

18. Module Session Titles 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 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

19. Reflection 4- Messaging Attendance Positive Messaging for Systemic Change What can school administrators and teachers do to educate families about the importance of attendance in elementary and middle school?

20. Recommendations  Educate parents about how absences as early as pre-k can impact reading and math skills and how middle/high school absences are linked to dropout.  Encourage teachers to speak to parents about absences. Specific information about the lessons students are missing can be helpful.  Help parents keep track of the # of absences. Let them know how their children compare to others in the class.  Take stock of community members who play critical roles in kids’ lives, and enlist their help.

21. Reflection 10- Messaging Attendance Positive Messaging for Systemic Change Please reflect on a situation where there was a family cultural barrier that contributed to a student’s absenteeism. What was the barrier? How did you or your school work to connect with the family and resolve the barrier? What worked?

22. Cultural Considerations Take into account the different life experiences and different cultural values that parents may prioritize. Here are some examples:  Education as a Pathway to Success: For some parents, education was not the pathway to success in adult life. They may have succeeded as entrepreneurs, farmers, craftsmen or factory workers.  Different values take priority: It isn’t that school is unimportant but many families prioritize connection to extended family and preservation of culture over missing school.  Negative experience with public schools: Public schools have been a negative force for certain groups such as Native Americans or African Americans.

23. Thank You! Virginia Department of Education Office of Student Services Office: 804-225-3370 Fax: 804-371-8796