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Attendance: Using Attendance Records to Drive Interventions
- 1. Attendance: Using Attendance Records to Drive Interventions Allyson Christine Wilkins M.A. Candidate in School Counseling The University of San Diego
- 2. Tell me about Midland Elementary � Poway Unified School District � Serves K-5 � 35% of the population qualify for free/reduced lunches and Title I support � Population: 850 students � 50% Caucasian, 32% Hispanic, 7% Asian, 4% Filipino, 3% African- American, 3% Other � 35% of student population are English Language Learners
- 3. What were my concerns? � Midland Interview � Grand Central Station � Attendance History � Setting the Expectations
- 4. Will attendance percentages of the class with the lowest attendance rates on campus be improved with interventions implemented by the school counseling intern? Research Question
- 5. Review of Literature “The costs and impact of chronic truancy are significant, with both short- and long-term implications for the truant youth as well as for the family, school, and community” (Maynard, B. R., McCrea, K. T., Pigott, T. D., Kelly, M. S., & Campbell, C., 2012, p. 5) “Student absenteeism has a direct association with poor academic performance” (Weismuller, Grasska, Alexander, White, & Kramer, 2007, p. 111-118). An estimated 5 to 7.5 million students miss 18 or more days of school each year, or nearly an entire month or more of school, which puts them at significant risk of falling behind academically and failing to graduate from high school. (U.S. Department of Education, 2016) A past Action Research project conducted at USD studied interventions to combat absenteeism through discussing “the importance of school and the students” and it was found at the end of the program that students were motivated to come to school by incentives, they enjoyed check-ins because they made them feel special and proud and lastly they enjoyed the program because of it’s positive effects on their academics simply by their increased presence (Cole, J. F., 2011, p. 62-70).
- 6. Why Action Research? Reflect: What can I do for a bigger increase ? Plan: Modify for cycle two Observe: Watch records over 4 weeks Plan: Assess Attendance Records→ narrow down Action: One Classroom Guidance Lesson Observe: Attendance Records over 4 weeks Reflect: What worked? What would I do different? Action: 4 Lunchtime Lessons
- 7. Overview of this Process
- 8. Action/Intervention: Cycle One Cycle One: One classroom guidance lesson on the importance of attendance � 4th grade: Mrs. Esparza’s class � 32 students involved (20 boys, 12 girls) � Challenged them to increase their attendance for the next 30 days (1/25/2016-2/26/2016) to receive a class appointed incentive Quantitative Attendance Records for January 25-February 26, 2016
- 9. Cycle One Results Overall Attendance increased from 94.8% to 95% 4% decreases in days unexcused Initial 8/19-12/18/15 Cycle One 1/25-2/26/16 32% decrease in days excused
- 10. Balloon Party!
- 11. Interpretations & Modifications �Bigger improvement �More hands-on with students �Reflect on past research
- 12. Action/Intervention: Cycle Two Cycle Two: Four optional lunchtime lessons on various attendance related topics � Attendance Review (Pizza) � How to Stay Healthy (Popsicles) � What You Miss When You Miss a Day of School (Popcorn) � Valid & Invalid Reasons for Missing School (Nachos) Quantitative Assessed attendance records March 21-April 22, 2016 Sign-in sheets to track numbers of students in attendance for each lunchtime lesson Qualitative Exit Cards following each lesson
- 13. “Going on a vacation and not coming to school is an absence“ -Robby “That touching your eyes, mouth and nose will get you sick” -Louise “That staying home for no reason is not okay” -Maryam “Wash my hands for 30 sec” - Cylus “I learned that if I was absent it would count on my permanent record and how many days I missed” -Cassie “You miss a lot when you are absent” -Amanda “Go to school and wait for summer or break” -Thomas � Class overall attendance increased from 95% to 98.5% � Greater awareness of attendance related topics � Over 50% class attended for each optional lesson � Majority of students underestimated the total number of days they had missed throughout the year Cycle Two Results Today I learned….
- 14. What do the numbers show?
- 15. Initial Records, Cycle One & Cycle Two Initial 8/19- 12/18/15 Cycle One 1/25-2/26/16 Cycle Two 3/21-4/22/16 32% decrease in days excused 4% decrease in days unexcused 50% decrease in days excused 83.3% decrease in days unexcused Initial Records → Cycle One Cycle One → Cycle Two Overall Increase 82% decrease in days excused 87.7% decrease in days unexcused
- 16. 0.2% increase In the first cycle 3.5% increase In the second cycle 3.7% increase overall in just 3 months! Lunchtime Lessons were more powerful!
- 17. Legitimacy of Knowledge Claims � Collected Quantitative data (Attendance Records) � Descriptive Statistics (Exit Cards) � Prolonged Engagement � Data gathered through: � Poway Unified School District’s Synergy program � Student report (Exit Cards) � National Center for Education Statistics � Ensures data integrity and accuracy � Data collection survey and training for staff Lincoln & Guba, 1985
- 19. Role of Evidence-Based Research � No research for Attendance Interventions that are Evidence-Based � Research about causes → minimal research on how to combat them � Specific to school community What does the future hold? ● Per Pupil Loss=$211.20/Student/Day (SD County) ● School of 800 students who are currently at 95% attendance (760/800 attending each day) ● Missing out on $8,448 per day ○ What could these results mean for a school’s budget? Test scores? Overall achievement?
- 20. Limitations & Recommendations � New researcher � Language barriers with parents � Administrative approval � Multi-language Flyers � Communicating with teachers � Scheduling � More hands-on Cycle One � Replication Cycle Two + additional topics � Parent Involvement � Parent Night � Sending home information � Resources
- 21. � Conduct research to assess and enhance your counseling program in an appropriate way � Stay up-to-date with local resources � Knowledgeable regarding community data and statistics � Embracing the unknown! � Flexible with scheduling, challenges, needs of the population etc. � Much bigger than just working with students on a daily basis! What have I learned and how can I apply this?
- 22. “In conclusion, attendance percentages of the class with the lowest attendance rates on campus were improved with interventions implemented by the school counseling intern!
- 23. REFERENCES Adelman, H. & Taylor, L.(2006a). The school leader’s guide to student learning supports: New Directions for addressing barriers to learning. Thousand Oaks, CA: Corwin Press. Chapter 1: The Economic Impact. (n.d.). Retrieved May 09, 2016, from https://oag.ca.gov/truancy/2013/ch1 Cole, J. F. (2011). Interventions to Combat the Many Facets of Absenteeism: Action Research. Georgia School Counselors Association Journal, 18(1), 62-70. Hoffman, L. M. (n.d.). Section Three: Protecting the Privacy of Individuals during the Data Collection Process. Retrieved May 01, 2016, from https://nces.ed.gov/pubs97/p97527/Sec3_txt.asp Lincoln and Guba's Evaluative Criteria. (n.d.). Retrieved May 01, 2016, from http://www.qualres.org/HomeLinc-3684.html Maynard, B. R., McCrea, K. T., Pigott, T. D., Kelly, M. S., & Campbell, C. (2012). Indicated Truancy Interventions: Effects on School Attendance among Chronic Truant Students. Campbell Systematic Reviews. 2012:10.Campbell Collaboration, U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, September). WWC review of the report: Meeting the challenge of combating chronic absenteeism: Impact of the NYC Mayor’s Interagency Task Force on chronic absenteeism and school attendance and its implications for other cities. Retrieved from http://whatworks.ed.gov Weismuller, P., Grasska, M., Alexander, M., White, C., & Kramer, P. (2007). Elementary school
- 24. Thank you for your time today! Any questions?
Editor's Notes
- Say name!
- Break it down
- “Current absentee policy is mainly reactive. Proactive policy is necessary to expand efforts for prevention and for intervening as early as feasible after attendance problems are noted. The levels of intervention are designed to • promote healthy development and prevent problems • intervene early to address problems as soon after onset as is feasible • assist with chronic and severe problems. Each level represents a subsystem. The three subsystems overlap. All three are conceived as an interconnected system that strives to weave together school and community resources” (Adelman & Taylor, 2006a, b, 2015; Center for Mental Health in Schools, 2008a, b).
- Make this personalized to this project
- Relate back to Research: check-ins made students feel special
- MEntion today I learned…
- Mostly quanitative with Descriptive statistics (tallying exit cards) STUDY EXPLAINING RELIABILITY AND VALIDITY WITH ATTENDANCE RECORDS Lincoln and guba D. Ensuring Data Integrity and Accuracy Data collectors may promote data integrity and accuracy through two efforts: Making sure data providers understand the importance of the data Designing the data collection activity and training survey staff to respect the dignity of the respondents An important consideration in choosing data elements and the procedures to collect data is the quality of the data that will be received. Data integrity means that the information provided is complete and unchanging; data accuracy means that the information is correct. Two issues are important in ensuring data integrity and accuracy. The first is the degree to which the data provider (usually the student or parent) supports the data collection. It is important for students and their parents to know if the data being requested are required by law or for the purposes of ensuring that certain services can be received by the child. They need to understand when failure to provide accurate and complete data may result in the denial of benefits (e.g., immunization records required to enroll a child in school). For most data elements or data collection forms, you should inform students or their parents about why the data are important and how they will and will not be used. Written assurances of data confidentiality often alleviate concerns and elicit more cooperation, but not in all cases. You should be prepared to respond openly and thoroughly to hard questions raised by parents and privacy advocates. A second issue that can affect data integrity and accuracy is the design of the data collection activity and the training provided to data collectors. Training is important for all staff who might be involved in collecting student information, regardless of the purposes. Such staff may include teachers, school secretaries, school nurses, guidance counselors, principals, and evaluators. Areas that should be included in staff training are: The distinction between collecting data that are mandatory and those that are voluntary; and the options of the student or parent regarding provision of the data (e.g., what services might be missed, such as free meals) The ethical and legal responsibilities of staff to prevent unauthorized use or disclosure of data The ways staff can obtain explanations or other help while collecting the data The training should focus on how the questions or requests for information may be stated by the staff person to ensure that the request is clear and the data can be collected consistently from all individuals. For instance, it is important for data collection procedures to ensure that parents and students have the opportunity to provide accurate answers regardless of their language, cultural, or educational backgrounds. Staff should be sensitive to and respectful of respondents' privacy and their possible reluctance to answer a question. The information belongs to the individual; you are just "borrowing" it.
- Justify data for each one
- Most trusted through randomized testing Research fueled toward increasing attendance, but no e.b. Presearch surround attendance YET