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  • THURSDAY, APRIL 13, 2017

    Chronic AbsenteeismPublic Data Release

    2015-2016

  • IntroductionsKrissy Johnson, Attendance Specialist

    Dixie Grunenfelder, Director of Secondary Education

    Tim Stensager, Director of Performance Management

    Susan Canaga, Data Governance Program Manager

    Lance Sisco, Data Analyst, Student Information

  • Purpose of PresentationOverview of key performance indicators

    Chronic absenteeism overview and data

    Highlight analytic tool features

    Share what we are learning from Washington districts

  • Vision

    Mission

    Every student ready for career, college, and life

    To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.

  • Measuring Success

    Measures of Success Increase four- and five-year high school graduation

    rates

    Increase enrollment and completion rates and

    decrease remediation rates in post-secondary

    training and education

    Performance Indicators We must help students: Enter kindergarten with expected skills in all six areas identified by the

    Washington Kindergarten Inventory of Developing Skills (WaKIDS).

    Meet standard on the 3rd-, 8th-, and 11th-grade statewide English

    language arts (ELA) and math assessments, and the 8th-grade

    statewide science assessment.

    Grow toward proficiency in ELA and math, as determined by Student

    Growth Percentiles, in 4th and 6th grades.

    Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and

    earn high school credit.

    Enroll in college-level courses and earn dual credit.

    Take the SAT and ACT and earn college-ready scores.

    Access financial aid for post-secondary learning.

    We must help students avoid: 9th-grade course failure.

    Suspensions and expulsions.

    Chronic absenteeism.

  • Defining Chronic Absenteeism

  • DefinitionsWhat It Is

    A student is considered chronically absent if they miss 10% or more of their school days (more than 2 in a month or 18 in a year) for any reason: excused, unexcused, and suspensions.

    What It Is Not

    Daily average attendance number of students showing up to school each day.

    Truancy missing five or more full days, unexcused, within a month, or missing 10 or more full days, unexcused, within a school year.

  • Data in the OSPI analyticWhat we collect

    Attendance data collected in CEDARS: Half day, Full day (50% or more) Excused, unexcused

    What we report

    Students that miss 18 full days during the year not 10% of their enrolled days Excused, unexcused

  • Why do we care about attendance?

  • Policy Changes & Increased Visibility HB 2449 (2016-17) - Changes to BECCA law shifted our focus from truancy to prevention and excused absences Prevention: letter home to parents

    Early intervention: elementary school conferences after 5 excused and 2 unexcused

    WARNS (High school) or other strength-based assessment after 2 unexcused

    Pre-court intervention: Community Truancy Boards

    Included as an accountability measure (proxy for school climate) in draft ESSA plan

    OCR Civil Rights Data Collection: Washington in 2014 had 2nd highest chronic absenteeism rate in the country

    OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

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  • Why do we care about attendance?RESEARCH AND ROOT CAUSES

  • Graduation is the Goal: Performance Indicators Are the Early Warning Measures

    Chronic Absenteeism

    9th Grade Course Failure

    Discipline

  • Why do we care about attendance? Students have a much better chance of learning if theyre in school.

    Research shows ALL absences matter: Excused, no matter the reason

    Early grades, even preschool and kindergarten

    Students that are chronically absent in kindergarten and first grade are much more likely to not read at grade level by 3rd grade

    Attendance a symptom of challenges a student or their family is facing in school or out

    Chronic Absence Research Summary

    http://www.k12.wa.us/attendance/pubdocs/Chronic_Absence_Research_Summary_1_page.pdf

  • Why are students absent?

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    Myths Absences are only a

    problem if they are unexcused

    Ok to miss a day here or there

    Attendance only matters in the older grades

    Pre-K and K are seen as day care not learning

    Barriers Chronic disease

    (asthma), lack of health/dental care, mental health

    Caring for siblings or family members

    Unmet basic needs: transportation, housing, food, clothing

    Trauma No safe path to school

    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 No meaningful

    relationship with school adults

    More exciting to be with peers out of school vs. in school

    www.attendanceworks.org

    http://www.attendanceworks.org/

  • Data Overview

  • Data Cautions & Changes Remember its 2015-16 data: does not reflect work being done this school year

    Showing all districts, no matter their size

    Minor changes in previous years data as a result of updates from districts For instance, the state rate for 2014-15 changed from the previously published 16% to the current 16.4%

  • What does the 2015-16 data show?

    The state chronic absence rate has hovered around 16% since 2012-13. The rate in 2015-16 at 16.7%.

    Some of the highest rates of chronic absenteeism are among these student groups:

    American Indian/Alaskan Native - 33% Homeless - 33% Native Hawaiian/Pacific Islander 27% (Up 1 point

    from previous year) Low Income - 22%

  • Disproportionality by Race: 2015-16

    The largest gap between racial/ethnic groups is 23 points between Asian and American Indian/Alaskan Native students.

  • Disproportionality by Other Student Groups: 2015-16

    The largest gap within other subgroups is a 16.5 point gap between homeless and non homeless students.

  • Highlights of the Chronic Absenteeism

    Data Analytic Tool

    http://www.k12.wa.us/

  • Overview Tab - Business Rules

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  • Navigation Features

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  • Statewide Summary

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    Line made up of dots representing every district in Washington

    Filter data by:1. School Year2. ESD3. Student subgroup4. District Demographics

    (to see like districts)

    (New feature: Map shows shading by chronic absenteeism rate)

  • District Detail

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    Take a deeper dive into your districts data by using filters and comparing yourself to the state.

    Filter data by:1. School Year (3 options)2. District3. Student subgroups

    (all other or race)

    The gray perpendicular line represents the state average for that subgroup.

  • Gap Analysis

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    Analyze the opportunity gap in your district

    Filter data by:1. District 2. Student subgroups

    Graph will show trend lines for different subgroups and show state average when filtered for a specific district.

  • Performance Gap

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    The scatterplot adjusts as different criteria are selected!

    Filter data by: School Year, Subgroup, & District Demographics

    Use the Highlight District tab to pinpoint districts of interest

    Use Filter by District Demographics to change the districts you want to see

    Higher Performing refers to a chronic absenteeism rate for the selected subgroup that is lower than the state average for that subgroup. And vice versa, lower performing refers to higher chronic absence rates.

  • Performance Data

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    This data represents what is selected in the Performance Tab. Adjust the data sets from this screen and the Performance scatterplot changes too.

    Filter data by: School Yearand Student Group

  • Download the Workbook

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    Scroll down and click on the Download button.

  • Choose Data

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    Click on the Data option.

  • Data Options

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    Examine the Summary and Full data tabs to determine what level of data meet your needs.

    Click Download all rows.

  • Open or Save

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    The .csv file can be opened in Excel.

  • What works to reduce chronic absenteeism

  • Our Equity Focus

  • Learning from Outlier DistrictsUsing analytics to identify outliers or highlight districts

    Interviewed districts that: Had chronic absenteeism rates lower than the state rate: 16%

    Had a smaller gap between low income and non low income students than the state average: 10.9 points

    Looked at high performers among small and large district, high FRL districts and low FRL, geography (east and west)

  • What were learningThis is hard work.

    Even with the