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  • Chronic Absenteeism in Sacramento City Unified School District

    Center for Regional Change University of California, Davis One Shields Avenue, Wickson Hall 2019 Davis, CA 95616 (530) 752-3007 http://regionalchange.ucdavis.edu

    WP 2015-1

    Nancy Erbstein, Ph.D. Stacy Shwartz Olagundoye, M.S. Cassie Hartzog, Ph.D.

    Winter 2015

    Chronic Absenteeism in Sacramento City Unified School District: Emerging Lessons from Four Learning Collaborative Sites

  • Chronic Absenteeism in Sacramento City Unified School District

    Generous Support for the Sacramento Unified School District Chronic Absence Learning Collaborative

    and this Report Provided by The California Endowment

    Preferred Citation: Erbstein, N., Olagundoye, S., Hartzog, C. (2015). Chronic Absenteeism in Sacramento City Unified School District: Emerging Lessons from Four Learning Collaboratives Sites. Davis, CA: UC Davis Center for Regional Change. © Regents of the University of California, 2015.

  • Chronic Absenteeism in Sacramento City Unified School District

    List of Figures and Tables i List of Terms and Acronyms ii Executive Summary iv 1.0 Introduction 1 1.1 The Chronically Absent Student Population 1 1.2 School Attendance Barrier and Motivators 2 1.3 Chronic Absence Learning Collaborative Background 4 2.0 Draft Chronic Absence Guidelines 6 2.1 Strategies Pursued 7 2.2 Strategies of Interest 8 3.0 Site Level Chronic Absenteeism Patterns 10 3.1 Chronic Absenteeism Patterns Varied Across School Sites 10 3.2 Seasonal Chronic Absence Patterns 11 4.0 Site Level Chronic Absence Intervention Patterns 14 4.1 Reach of Interventions 14 4.2 Intervention Use 15 4.3 Interventions and Attendance Outcomes 18 5.0 Emerging Lessons About Addressing Chronic Absence 19 5.1 Supportive Strategies and Resources 19 5.2 Challenges to Addressing Chronic Absence 21 6.0 Recommendations 25 7.0 Appendices 28 Appendix A: Intervention and Outcome Relationship Analysis 28 Appendix B: Will C. Wood Middle School Interventions/Infrastructure 28 8.0 References and Notes 29

    Table of Contents

  • Chronic Absenteeism in Sacramento City Unified School District

    Winter 2015 Page | i

    List of Figures and Tables

    Table 1.2.1 Barriers to Student Attendance, SCUSD 2012-2013

    Table 1.2.2 Motivators of Student Attendance, SCUSD 2012-2013

    Table 1.3.1 Learning Collaborative School Background, 2012-2013

    Table 2.0.1 Draft School-Level Chronic Absence Guidelines

    Table 2.1.1 Interventions for Three Pilot Sites

    Figure 3.1.1 Number of Chronically Absent Students by School

    Figure 3.1.2 Number of Chronically Absent Students by School and Month, 2014-15

    Figure 3.1.3 Percentage of Students Who Were Chronically Absent All School Year, by Grade Level

    Figure 3.1.4 Number of Chronically Absent Students by School and Grade Figure 3.2.1 Seasonal Chronic Absence Patterns, All Learning Collaborative Schools

    Figure 3.2.2 Seasonal Distribution of Chronically Absent Students, by School

    Figure 3.2.3 Fall Chronic Absentees’ Pattern of Chronic Absenteeism, by Fall Attendance Rate

    Figure 4.1.1 Percentage of Chronically Absent Students that Received No Interventions

    Figure 4.1.2 Mean Number of Interventions Received by Chronically Absent Students

    Figure 4.1.3 Number of Interventions Received in Fall, by Grade Level

    Figure 4.2.1 Percentage of Chronically Absent Students that Ever Received Each Type of Intervention, All Pilot Schools

    Figure 4.2.2 Percentage of Chronically Absent Kindergartners at Learning Collaborative Schools that Received Intervention

    Figure 4.2.3 Percentage of Chronically Absent Primary Grade (1-3) Students at Learning Collaborative Schools that Received Intervention

    Figure 4.2.4 Percentage of Chronically Absent Intermediate Grade (4-6) Students at Learning Collaborative Schools that Received Intervention

    Figure 4.2.5 Percentage of Chronically Absent Middle School (7-8) Students at Learning Collaborative Schools that Received Intervention

    Table 7.1.1 Correlational Analysis of Intervention and Moving Out of Chronic Absenteeism

    Table 7.2.1 Will C. Wood Middle School Interventions/Infrastructure

    Chronic Absenteeism in Sacramento City Unified School District

  • Chronic Absenteeism in Sacramento City Unified School District

    Winter 2015 Page | ii

    List of Terms and Acronyms

    504 Plan: Section 504 of the U.S. Rehabilitation Act of 1973 is designed to help parents of students with physical or mental impairments in public schools, or publicly funded private schools, work with educators to design customized educational plans. A 504 Plan details the services and accommodations to be provided.

    ADA: Average Daily Attendance, the percentage of enrolled students that attend school each day at a school or district. Public schools are funded by the state based upon their ADA.

    Chronic Absence: When a student misses at least 10% of school for any reason, regardless of whether absences are excused, unexcused, or due to suspension.

    CAFallOnly: Chronic Absence; fall only.

    Chronic Absence Letter: A school-issued letter mailed to a student’s home expressing concern about missed school and information about available support.

    Chronic Absence Phone Call: Phone calls made by school staff to parents/guardians of students who had missed, or come close to missing, at least 10% of school, in order to encourage attendance. City Year: A nonprofit program, which places young adult AmeriCorps volunteers in schools to connect with students who miss 10-15% of school. Mentors provide daily student check-ins, monitor attendance and students’ self-reported wellness, and connect students with site services. See: http://www.cityyear.org/sacramento.

    COST: Coordination of Services Team, a dedicated team of school staff that determine how to deploy various existing school and district services.

    Learning Collaborative School Sites: The four schools within the Sacramento City Unified School District participating in our collaborative chronic absenteeism project in 2014-15.

    Persistent Chronic Absence: Chronic absence throughout an entire school year or multiple school years.

    PTHV: Parent-Teacher Home Visit, a program active in Sacramento City Unified School District, in which teachers conduct home visitations with their students and their families/caretakers. See: http://www.pthvp.org/index.php/sacramento-region.

    Home Visits: Home visitations conducted by student support coordinators, interns, and/or school principals.

    Chronic Absenteeism in Sacramento City Unified School District

  • Chronic Absenteeism in Sacramento City Unified School District

    Winter 2015 Page | iii

    IEP: Individualized Education Plan, a blueprint for a child’s special education experience at school. The IEP Plan must be created and assessed by a team consisting of the child’s parent/caregiver, at least one of the child’s general education teachers, at least one special education teacher, a school psychologist/social worker (or other specialist who can interpret evaluation results), and a district representative with authority over special education services.

    SARB: School Attendance Review Board, composed of representatives from various youth-serving agencies that help truant or persistently absent students and their parents/caregivers to solve school attendance and behavior problems through the use of available school and community resources. County SARBs are convened by the county superintendent at the beginning of each school year. SARB review is the next step when parents/guardians do not attend a SART meeting or a SART agreement is not upheld.

    SART: School Attendance Review Team, a school site team designed to identify possible solutions to improving the students’ attendance and/or behavior, which includes participation from the student and parent/caregiver, school principal, and the School Attendance Review Board chairperson. SARTs have typically been a response to truancy. The student and parent/caregiver must agree to abide by the directions of the SART by signing a document. Failure to attend this meeting with the School Attendance Review Board chairperson will result in a referral to the district’s School Attendance Review Board (SARB).

    SCUSD: Sacramento City Unified School District

    SSC: Student Support Center, a school resource hub that connects parents to resources, staffed by a coordinator, social worker, and graduate student interns.

    SSC Coordinator: Student Support Center Coordinators, staff positions that oversee Student Support Centers.

    Student Study Team: A group formed within the school to further examine, and propose interventions for, a student’s academic, behavioral, and social-emotional progress. The team usually consists of a teacher, administrator, support personnel from the school, student and parent/caregiver, and sometimes a special education teacher.

    Truancy: Defined in California as missing three days of school without a valid excuse or being late to class three times without a valid excuse.

    Chronic Absenteeism in Sacramento City Unified School District

  • Chronic Absenteeism in Sacramento City Unified School District

    Winter 2015 Page | iv

    Executive Summary

    Sacramento City Unifi