1. Using Data to Increase Attendance
Presented September 6, 2018, in Albuquerque, New Mexico, at the Mission Graduate Every Day Matters Attendance Conference
Using Data to Increase Attendance
Megan Dunn Davison, Ph.D.
Director of Continuous Improvement, Mission: Graduate
Derek Kuit
Research Scientist, CCPI/Mission: Graduate
#everydaymatters18

2. Presentation Overview
Calculating chronic absenteeism
Understanding the problem
Continuous improvement

3. Calculating chronic absenteeism

4. The Basics: Data Best Practices
Source: StriveTogether (2015). Student Data Privacy Best Practices.

5. The Basics: Qualitative and Quantitative
Structured data
Numbers
Collected through assessments, surveys, databases
Analyzed with statistics
Presented through graphs and tables
Qualitative
Unstructured
Words and images
Collected through observations, surveys, interviews, focus groups
Analyzed with themes
Presented as summaries and quotes

6. The Basics: Calculating Chronic Absence
# of days absent
# of days enrolled =
XX % days missed
SEVERE Chronic Absence (missing 20% or more of school days)
MODERATE Chronic Absence (missing % of school days)
AT-RISK Attendance (missing % of school days)
SATISFACTORY Attendance (missing less than 5% of school days)

7. Chronic Absence is Research-Based
Excused Absences
Chronic Absence +
Unexcused
Absences +
Suspensions

8. ADA versus Chronic Absence
Average Daily Attendance and Chronic Absence
Average Daily Attendance (percentage of students present on the average day)
% Chronic Absence (percentage of students who missed 10% or more of school days)

9. The Basics: Calculating Chronic Absence
# of days absent
# of days enrolled
CHALLENGE: Some data systems are not currently set up to calculate chronic absence rates
RESOURCE:

10. Attendance Works Classroom Data Tool
1. Student Data on Chronic Absence
Quickstart: Enter information in the light blue cells. All the other areas get automatically generated. More detailed instructions are in the "Guide" tab.
A. Classroom Information
In Cell B4: Enter your name or classroom number
In Cell D4: Enter time period (e.g., Fall Semester 2017)
In Cell F4: Enter total number of school days within time period. (Enter whole numbers only)
B. Student Information
Type or paste into columns A through F beginning on row 10. Do not paste over columns G through J.
(Optional) Enter Student ID
Enter Student's First Name
Enter Student's Last Name
Enter the number of days student has been present (within timeframe)
Enter the total number of days student has been absent (within timeframe)
(Optional) Indicate whether the student was chronically absent last school year using drop-down menu
Do not enter data below. Sort by clicking on the arrow on row 9 and selecting "sort."
Do not enter data below.
Double check cells D and E in the same row if this column does not say "adds up."
Student _ID
First_Name
Last_Name
Days_Present
Days_Absent
Prev_Year_Chronic_Absence
Chronic Absence Rate
Chronic Absence Tier
Color coding
Check

11. The Basics: Calculating Chronic Absence
For example:
As of 40 days into the school year,
Any student with ____ or more absences (10%) is chronically absent
Any student with 8 or more absences (20%) is severely chronically absent 4
ALTERNATIVE: Use total number of absences for each student (excused + unexcused + suspensions), and establish cutoffs based on the # of school days to date.

12. Understanding the problem

13. Understanding WHO is absent
Chronic Absence by Race/Ethnicity
30% of ALL students were chronically absent
% SATISFACTORY Attendance (missing less than 5% of school days)
% AT-RISK Attendance (missing % of school days)
TOO FEW STUDENTS
% MODERATE Chronic Absence (missing % of school days)
% SEVERE Chronic Absence (missing 20% or more of school days)
AFRICAN AMERICAN
(4 STUDENTS)
NATIVE AMERICAN
(294 STUDENTS)
WHITE
(35 STUDENTS)
HISPANIC
(392 STUDENTS)

14. Understanding WHEN they are absent

15. Understanding WHY are they absent?
Surveys
Focus Groups
Interviews
Observations
Self-Assessment

16. Understanding WHY are they absent?
What are all the different reasons that you have missed school this year?

17. Reasons for Chronic Absenteeism Survey (RCA)
Developed by Problem Solving/Response to Intervention, Florida
Two nationally validated surveys
6th-12th graders who have missed 10% or more instructional days
PreK/Head Start parents with children who have missed 10% or more instructional days
32 items about reasons for missing, and 3 open-ended questions related to reasons for missing and attending
32 items form 6 factors: Barrier, Aversion, Disengagement, Health Composite, Transportation, and Family Composite
Scoring sheet available
For more information contact Megan Dunn Davison at

18. RCA Factors Factor Item Descriptor Barrier Aversion Disengagement
Had to work
Parents don't care
Had to go to court/DJJ
Suspended
Right clothes
Homeless
Water/Heat/Power turned off
Sent to office too much
Had to move
Aversion
Safe on way to/from school
Teased/bullied
Safe at school
No one misses
Didn't want to see another student
School not a nice place to be
Too sad/depressed
Disengagement
Hung-out with friends/family
Did not get work done/study
Stayed up too late
School is boring
No reason to go
Fear of punishment for tardies
Didn't want to go to class

19. RCA Factors Factor Item Descriptor Health Composite Transportation
Sick – short term
Sick – long term
Health-related appointment
Transportation
Problems with car
Missed the bus
Didn't want to walk in bad weather
Family Composite
Take care of/help family
Out of town
Family emergency

20. Continuous improvement

21. Continuous Improvement
Plan Do
Study
Adjust

22. Continuous Improvement: STUDY
Are we doing the right things?
Are we doing things right?
What data do we need to collect in order to answer these questions?

23. Performance Measures Answer Three Questions
Quantity
Quality
Effort
How much did we do?
# clients/customers served
# activities (by type of activity)
How well did we do it?
% common measures (e.g., client-staff ratio, % clients seen in their own language)
Responses to a satisfaction survey
Effect
Did we make a difference?
Changes in: Attitudes, Knowledge, Behavior, Circumstance
How much did we do?
How well did we do it?
Did we make a difference?

24. Results-Based Accountability
Websites
raguide.org resultsaccountability.com
resultsleadership.org

25. Performance Measures Example
What data can we use to evaluate whether PSAs and robocalls before holidays helps increase attendance?
How much did we do?
How well did we do it?
Did we make a difference?
Effort
Effect

26. Setting Performance Measures (excerpt from Attendance Success Plan)
How much did we do? 
How well did we do it?
Did we make a difference?
# of robocalls sent
# of flyers that went out
# and % of calls that reached a live person
% of student body that received the calls
Feedback from parents
# of days before holiday robocalls were sent
# of languages flyer was translated into
Comparison of last year’s attendance rate the day before the holiday compared with this year

27. Data Collection and Analysis Plan
Data- related Action Steps
By When Do We Plan to Get This Completed
Who Oversees the Action Step
Who Does the Work
Who Approves the work
Who Must Be Consulted
Who Must Be Informed
Design survey
September 15
 Phyllis
Joseph
Phyllis
Principal Robinson and Attendance Team members
Third period teachers
Administer survey to all 8th graders
September  
Violeta
Third period teachers
Principal Robinson
N/A
 etc.
Attendance Team Debrief re: Perf. Measures
Mid- December
Mid-April
 N/A

28. Summary
Chronic absenteeism includes both excused, unexcused, and suspensions
A student who misses 10% or more of the school year is chronically absentmissing only 2 days per month is chronically absent
Identifying chronic absenteeism requires DATA and identifying the right students
Identifying chronic absenteeism also requires DATA with a plan

29. Thank you!
We would like to acknowledge the following partners/collaborators of this presentation:
Deborah Good
Daphne Strader
Partners and staff of Mission: Graduate