OUSD Principals Leadership Retreat -- Aug 15 2011- Final (2)

7/31/2019 OUSD Principals Leadership Retreat -- Aug 15 2011- Final (2)

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Chronic Absence inOakland Schools:

A Tool for Guiding and Measuring Success as aFull Service Community School District

August 15, 2011

Hedy ChangDirector, Attendance Works

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Attendance Every Day

Achievement Every Year

Attainment Over Time

Why Does it Matter?

It is An Antidote to Drop Out

Developed by Annie E. Casey Foundation & Americas Promise Alliance

For more info go to www.americaspromise.org/parentengagement


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64%

43%41%

17%

0%

20%

40%

60%

80%

100%

No attendance risks Small attendance risks Moderate attendance risks High attendance risks

Percent Students Scoring Proficient or Advanced on 3rd GradeELA Based on Attendance in Kindergarten and 1st Grade

Students Chronically Absent inKindergarten & 1st Grade Much Less

Likely to Read Proficiently in 3rd Grade

No risk Missed less than 5% of school in K & 1st t

Small risk Missed 5-9% of days in both K & 1st

Moderate risk 5-9% of days absent in 1 year &10 % in 1 year

High risk Missed 10% or more in K & 1st

Source: Applied Survey Research & Attendance Works (April 2011)


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No risk Missed less than 5% of school in K & 1st t

Small risk Missed 5-9% of days in both K & 1st

Moderate risk 5-9% of days absent in 1 year &10 % in 1 year

High risk Missed 10% or more in K & 1st

School Readiness & Early Attendance AreCritical to Early School Success

Source: Applied Survey Research & Attendance Works (April 2011)

388

369

361

330

325

299

311

307

260

280

300

320

340

360

380

400

No attendance risk Small attendance risk Moderate attendancerisk

High attendance risk(chronically absent)

High on KinderAcademics

skills

Low on KinderAcademicsskills

Proficient

3rd Grade ELA Test Scores By Attendance and School Readiness Level


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40

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0-3.3% in K 3.3 - 6.6% in K 6.6-10.0% in K >=10.0% in K

Average

AcademicPerformance

Absence Rate in Kindergarten

Reading

Math

The Long-term Impact of ChronicKindergarten Absence Is Most

Troubling for Poor Children

Source: ECLS-K data analyzed by National Center for Children in Poverty (NCCP)

Note: Average academic performance reflects results of direct cognitive assessmentsconducted for ECLS-K.

5th Grade Math and Reading Performance By K Attendance


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Chronic Absence is EspeciallyChallenging for Low-Income Children

Kindergarten and 1st grade can reduce theachievement gap for low-income vs. middle classstudents, but only if they attend school regularly.(Ready 2010)

The negative impact of absences on literacy is75% larger for low-income children, whose familiesoften lack resources to make up lost time on task.(Ready 2010)

Only 17% of low-income children in the UnitedStates read proficiently by 4th grade. (NAEP 2009)


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Chronic Absence is EspeciallyChallenging for Low-Income Children

Poor children are 4x more likely to be chronically absent in

K than their highest income peers.

Children in poverty are more likely to lack basic health and

safety supports that ensure a child is more likely to get toschool. They often face:

Unstable Housing

Limited Access to Health Care

Poor Transportation

Inadequate Food and Clothing

Lack of Safe Paths to School Due to Neighborhood

Violence

Chaotic Schools with Poor Quality Programs, etc.

* (Romero & Lee 2007)


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Chronically Absent 6th Graders Have

Lower Graduation Rates

Dropout Rates by Sixth Grade Attendance(Baltimore City Public Schools, 1990-2000 Sixth Grade Cohort)

SeverelyChronically

Absent

ChronicallyAbsent

NotChronically

Absent

Source: Baltimore Education Research Consortium SY 2009-2010


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9th Grade Attendance Predicts

Graduation for Students of All

Economic Backgrounds

Note: This Chicago study found attendance was a stronger

graduation predictor than 8th grade test scores.

Source: Allensworth & Easton, What Matters for Staying On-Track and Graduating inChicago Public Schools, Consortium on Chicago School Research at U of C, July 2007

Need to recolor chart


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What Do We Know About theImpact of Chronic Absence on

Oakland Students?


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How do CST ELA Scores Relate to Chronic Absence (2010-11)

52%

21%

40%

32%

40%

54%

20%

42%

26%

34%37%

33%35%

26%

46%

16%

58%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

% Prof/Adv % FBB/BB % Prof/Adv % FBB/BB % Prof/Adv % FBB/BB

All OUSD Students

NOT Chronically Absent

Chronically Absent

Grades 2-5 Grades 6-8 Grades 9-11

Chronically Absent OUSD Students Have

Lower CST ELA Scores (2010-11)


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How do CST Math Scores Relate to Chronic Absence (2010-11)

66%

15%

68%

14%

36%

42%

32%

18%

61%

38%

36%38%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

% Prof/Adv % FBB/BB % Prof/Adv % FBB/BB

All OUSD Students

NOT Chronically Absent

Chronically Absent

Grades 2-5 Grades 6-8

Chronically Absent OUSD Students Have

Lower CST Math Scores (2010-11)


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Note: Since state funding is based upon attendance, this is not

just a matter of achievement but of resources.

Chronic Absence Affects1 of 9 OUSD Students

0%

5%

10%

15%

20%

25%

K 1 2 3 4 5 6 7 8 9 10 11 12

%

OfActiveStuden

ts

Grade Level

% Chronically Absent Students2010-11 School Year


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0%

5%

10%

15%

20%

25%

30%

K 1 2 3 4 5 6 7 8 9 10 11 12

%O

fA

ctiveStudents

Grade Level

% Chronically Absent Students By Ethnicity2010-11 School Year

AfricanAmerican

Asian

Latino

White

African American andLatino Students Most Affected


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50%

19%

31%

Chronic Absence By Level(Total # Chronic Absence in 2011: 4,639 Students)

Elementary Middle School High School

Half of Oaklands Chronically Absent

Students Are in Elementary School


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Elementary AbsenteeismConcentrated in WestOakland


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Middle School Absenteeism


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Patterns Change Substantially ByHigh School


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What Interrupts ChronicAbsence?

Insights from Best Practice

Nationally and in OUSD


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Step 1: Find Out If Chronic Absence IsA Problem

Most Schools Only Track Average Daily Attendance andTruancy. Both Can Mask Chronic Absence.

Variation in Chronic Absence for Schools with 95% ADA in Oakland, CA

5.8%

9.3%

12.4% 12.5%

14.2%

17.3%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%


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You Can Look at Your Own Data!!


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Data By TeacherNow Available for Elementary Schools


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Chronic absence data (as well as other attendance

measures) should be examined by classroom, grade,

school, neighborhood or sub-population.

If chronic absence is unusually high for a particular groupof students, explore what might be common issues

(unreliable transportation, community violence, asthma

and other chronic diseases, poor access to health care,

unnecessary suspension for non-violent offenses, lack of

engaging curriculum, child care or afterschool

programming, foreclosures, etc.)

If chronic absence is unusually low for a high risk

population, find out what they are doing that works.24

Data is Needed for Identifying

Programmatic Solutions


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Variation Helps Identify Good Practice

and Need for Intervention

Chronic Absence Levels Among Oakland Public Schools in

2009-10

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1. Take Accurate Attendance

2. Effective Use & Review ofAttendance Data

3. Develop a Culture of Attendance

4. Educate & Engage Parents andStudents

5. Partner with Community Agenciesto Address Attendance Barriers

6. Establish Clear and Effective

Referral System26

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Effective Strategies In OUSD

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7. Motivate Attendance ThroughEngaging Learning Activitiesoffered In and After School

8. Use Caring Relationships toEncourage Attendance andEngage in Outreach

9. Provide Alternatives to

Suspension10. Involve the Entire School

Community in AddressingAttendance

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Effective Strategies In OUSD


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Increased Attendance Involves a3-Tiered Approach that Fits with Most

Reform Efforts

5-15%of a schools

students

Students who are chronicallyabsent & habitually truant

15-20%of a schools

students

Students at-risk forpoor attendanceand/or with risingabsence rates

65-100% ofa schools

students

All studentsin the school

Recovery

Programs

Intervention

Programs

Universal/Preventative

Initiatives and Programs

HighCost

Low

Cost


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Improving Attendance Takes an Cross-Disciplinary Approach

Universal Attendance Supports Safe and supportive school environment

Inviting and engaging classroom environment

Intentional family involvement and participation

On-going attention to attendance data

Rapid parent contact for unexplained absences

Recognition for good and improved attendance

Collaboration with afterschool programs and early

childhood programs to build a culture of attendance

Increased access to school based health supports

A school plan and budget that reflects high attendance

priorities

Individual Assessments and Intervention Refer chronically absent/ truant students for intervention including SART &SARB Identify and remove barriers Provide on-going support

Recovery Strategies Interagency Staffing

Case management and wrap-around services Referral as last resort for court -based intervention

Baltimore Student Attendance WorkGroup adapted from Scott Perry,

Attendance Audit, Oregon


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Many parents may not be aware that attendance in

pre-K & K matters.

Young childrens attendance is affected by what

happens to parents. Multiple maternal and family risk

factors increase chronic absence.

Participation in formal child care is associated withlower chronic absence in kindergarten.

Developing good on-time attendance habits begin in

pre-K.

Poor health was associated with higher chronicabsence for in K-3 for children from 200-300% of

poverty.

While attendance is more affected by family

conditions, childrens attitudes are a factor too.

Considerations for Young Children


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Attendance is more heavily influenced by the youth althoughfamily still matters.

Older youth may miss school due to family responsibilities

( e.g. caring for siblings or ill parent, holding a job).

Mental health, teen pregnancy, chronic conditions, and dental

disease are top health concerns that affect attendance Safety issues (In-school and community) play even greater

role.

Students miss school due to suspensions for non-violent

behaviors.

Students become discouraged as they fall behind in credits

and graduation feels increasingly unattainable.

Direct and meaningful engagement of youth in the classroom

and activities on campus even more essential.

Considerations for Older Youth


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Community Schools Approach Is KeyTo Reducing Chronic Absence

Schools need insights, assets,commitment of students, parents and

community agencies to understand and

address barriers to student attendanceand create caring, engaging

environments where students want to be

in class, every day. 32


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Chronic Absence Is Critical Tool forCommunity Schools

Consider using it as:

A unifying, common goal

Effective tool for resource allocation

Easy to understand measure of progressand success

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Hedy Chang, Directorwww.Attendanceworks.org

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Documents

OUSD Principals Leadership Retreat -- Aug 15 2011- Final (2)