Two major policy initiatives now include chronic absence as an accountability measure for schools in California, the federal Every Student Succeeds Act (ESSA) and California’s Local Control Funding Formula (LCFF). This session will feature Attendance Works,the nation’s leading expert on chronic absence, California education policy leaders, and school health experts who will provide an overview of the accountability measures, how they can be used to reinforce the importance of health for attendance, and how school-based health providers can support efforts to address chronic absence.
NC Early Childhood Foundation: Attendance CountsAnalisa Sorrells
This document discusses chronic absence in North Carolina schools and its negative impacts on student achievement. It defines chronic absence as missing 10% or more of school days in an academic year. The document summarizes research finding that chronic absence in early grades is associated with lower academic performance, increased dropout rates, and other issues. It also notes that chronic absence disproportionately affects low-income students and students of color. The document then outlines strategies that schools and communities can take to address chronic absence at the state, district, and local levels, such as improving attendance data collection, family engagement, and collaboration with outside organizations.
AttendaNCe Counts: What North Carolina School Districts are Doing to Reduce C...Molly Osborne
This document discusses chronic absenteeism in North Carolina school districts. It finds that chronic absenteeism is an issue that affects many North Carolina communities and students, especially students from certain racial/ethnic groups. The document reports on a survey of North Carolina school districts that asked districts to self-assess their attendance policies and practices. The survey looked at four areas: data collection and use, family engagement, strategic planning, and community partnerships. The survey found that while districts feel fairly confident in their data collection, they see more room for improvement in data analysis and family engagement strategies. The document discusses recent state-level efforts to address chronic absenteeism and identifies questions for districts to improve their policies and practices.
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
This document presents research on the quality of childcare and its effects on school readiness and child development outcomes. It discusses different types of childcare (parental, home-based, center-based) and reviews literature showing that higher quality care leads to better school preparation. The authors conducted interviews and surveys of parents, teachers and administrators to examine factors like curriculum, funding, facilities, teacher qualifications, and state laws. The analysis found some correlations between these factors and parent perceptions of quality care. The conclusions call for more research on childcare's impacts to influence policymaking.
This document discusses three issues that college students often face - substance abuse, gambling, and criminal behavior - and programs that aim to address them. It notes that about 1 in 4 college students report academic consequences from drinking. It also discusses the risks of substance abuse like health problems, injuries, unsafe sex, and legal issues. For gambling and criminal behaviors, it mentions risks like debt, legal problems, and failing grades. Finally, it outlines some programs communities have implemented to help, such as mentoring, faith-based, and fatherhood programs that aim to reintegrate offenders and help them become productive members of society.
Addressing child health disparities: We made the case, we need a movement!renataschiavo
This document summarizes Renata Schiavo's 2015 presentation addressing child health disparities to the Centers for Disease Control and Prevention Division of Community Health. The presentation overviewed child health disparities in areas like infant mortality, childhood obesity, and mental health. It discussed systemic barriers to child health equity like socioeconomic factors, culture, and place. Examples were provided of emerging trends to address children's health challenges and the need to mobilize action beyond identifying issues. The presentation concluded that while the case for addressing disparities has been made, an active movement is still needed to design and implement community-specific solutions through multisectoral partnerships and capacity building.
NC Early Childhood Attendance Counts ReportEducationNC
- Chronic absenteeism, defined as missing 10% or more of the school year, puts students at risk of lower academic achievement and can hinder reading proficiency by 3rd grade.
- In North Carolina, nearly 1 in 8 students miss more than 15 days of school annually, and chronic absenteeism rates vary widely between school districts and demographic groups.
- Measuring and addressing chronic absenteeism is important for improving 3rd grade reading outcomes and school quality, as regular attendance in early grades is critical for literacy development.
This document discusses the importance of parent involvement in increasing student academic success and reducing dropout rates, especially for low-income and minority students. It presents research showing that lack of a high school diploma leads to lower lifetime earnings and poorer health and outcomes. The document then describes a qualitative case study conducted in an urban elementary school with diverse, low-income families. The study examined both traditional forms of parent involvement like PTAs as well as non-traditional forms like cultural pride and high expectations. Results showed improved reading grades and mostly maintained math grades, with students feeling more supported and parents better able to assist. The document concludes by recommending further research on implementing long-term parent involvement programs and examining school culture and student motivation.
NC Early Childhood Foundation: Attendance CountsAnalisa Sorrells
This document discusses chronic absence in North Carolina schools and its negative impacts on student achievement. It defines chronic absence as missing 10% or more of school days in an academic year. The document summarizes research finding that chronic absence in early grades is associated with lower academic performance, increased dropout rates, and other issues. It also notes that chronic absence disproportionately affects low-income students and students of color. The document then outlines strategies that schools and communities can take to address chronic absence at the state, district, and local levels, such as improving attendance data collection, family engagement, and collaboration with outside organizations.
AttendaNCe Counts: What North Carolina School Districts are Doing to Reduce C...Molly Osborne
This document discusses chronic absenteeism in North Carolina school districts. It finds that chronic absenteeism is an issue that affects many North Carolina communities and students, especially students from certain racial/ethnic groups. The document reports on a survey of North Carolina school districts that asked districts to self-assess their attendance policies and practices. The survey looked at four areas: data collection and use, family engagement, strategic planning, and community partnerships. The survey found that while districts feel fairly confident in their data collection, they see more room for improvement in data analysis and family engagement strategies. The document discusses recent state-level efforts to address chronic absenteeism and identifies questions for districts to improve their policies and practices.
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
This document presents research on the quality of childcare and its effects on school readiness and child development outcomes. It discusses different types of childcare (parental, home-based, center-based) and reviews literature showing that higher quality care leads to better school preparation. The authors conducted interviews and surveys of parents, teachers and administrators to examine factors like curriculum, funding, facilities, teacher qualifications, and state laws. The analysis found some correlations between these factors and parent perceptions of quality care. The conclusions call for more research on childcare's impacts to influence policymaking.
This document discusses three issues that college students often face - substance abuse, gambling, and criminal behavior - and programs that aim to address them. It notes that about 1 in 4 college students report academic consequences from drinking. It also discusses the risks of substance abuse like health problems, injuries, unsafe sex, and legal issues. For gambling and criminal behaviors, it mentions risks like debt, legal problems, and failing grades. Finally, it outlines some programs communities have implemented to help, such as mentoring, faith-based, and fatherhood programs that aim to reintegrate offenders and help them become productive members of society.
Addressing child health disparities: We made the case, we need a movement!renataschiavo
This document summarizes Renata Schiavo's 2015 presentation addressing child health disparities to the Centers for Disease Control and Prevention Division of Community Health. The presentation overviewed child health disparities in areas like infant mortality, childhood obesity, and mental health. It discussed systemic barriers to child health equity like socioeconomic factors, culture, and place. Examples were provided of emerging trends to address children's health challenges and the need to mobilize action beyond identifying issues. The presentation concluded that while the case for addressing disparities has been made, an active movement is still needed to design and implement community-specific solutions through multisectoral partnerships and capacity building.
NC Early Childhood Attendance Counts ReportEducationNC
- Chronic absenteeism, defined as missing 10% or more of the school year, puts students at risk of lower academic achievement and can hinder reading proficiency by 3rd grade.
- In North Carolina, nearly 1 in 8 students miss more than 15 days of school annually, and chronic absenteeism rates vary widely between school districts and demographic groups.
- Measuring and addressing chronic absenteeism is important for improving 3rd grade reading outcomes and school quality, as regular attendance in early grades is critical for literacy development.
This document discusses the importance of parent involvement in increasing student academic success and reducing dropout rates, especially for low-income and minority students. It presents research showing that lack of a high school diploma leads to lower lifetime earnings and poorer health and outcomes. The document then describes a qualitative case study conducted in an urban elementary school with diverse, low-income families. The study examined both traditional forms of parent involvement like PTAs as well as non-traditional forms like cultural pride and high expectations. Results showed improved reading grades and mostly maintained math grades, with students feeling more supported and parents better able to assist. The document concludes by recommending further research on implementing long-term parent involvement programs and examining school culture and student motivation.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
Monica Tsethlikai, Ph.D. - “Participation in Cultural and Family Activities P...youth_nex
Active participation in traditional cultural and family activities is associated with positive development in American Indian children. A study of 50 American Indian children found that those with higher levels of cultural engagement displayed better cognitive flexibility, working memory, and inhibitory control. Additionally, cultural engagement was linked to lower cortisol levels, a stress hormone, and fewer symptoms of depression and anxiety. The findings suggest that promoting involvement in traditional practices may help strengthen resilience and well-being in American Indian youth.
The document discusses the importance of education for economic self-sufficiency and positive life outcomes. It outlines data showing that higher levels of education correlate with higher wages, lower unemployment, better health, lower crime rates, and other benefits. It then proposes the creation of a statewide mentoring program in Indiana with the goal of ensuring every student has an adult passionate about their academic success to help improve high school graduation rates and academic performance.
This document summarizes a webinar on co-occurring risk behaviors during adolescence. The webinar objectives were to describe how youth risk behaviors are correlated, identify factors that place youth at risk for multiple outcomes, consider how teen pregnancy programs address overlapping risk factors, and discuss implications for partnerships and sustainability. The webinar included an overview of youth risk behaviors, lessons from a teen pregnancy prevention program in New Orleans that addressed trauma and mental health needs, and implications for considering common and unique risk factors in programming.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
Breaking Down the 2019 Schooling in America SurveyEdChoice
Americans’ satisfaction with K–12 education reached a 15-year high this year, according to Gallup. But do parents and teachers agree? Is there consensus among generations? Growing education reform efforts indicate there’s more under the surface.
EdChoice's 2019 Schooling in America Survey with Braun Research measures American attitudes toward big issues in K–12 education and digs deeper with parents, public school teachers, Millennials and Generation Z.
Flip to see what we learned.
To learn more about school choice programs across America, visit https://www.edchoice.org.
ESSA and Chronic Absenteeism - A Conversation with Visionary Policy Leaders...Jonah_OD
This webinar discussed chronic absenteeism under the Every Student Succeeds Act (ESSA). Jessica Cardichon from the Learning Policy Institute discussed why chronic absenteeism matters and how states are addressing it. She defined chronic absenteeism and explained its negative impacts on students. Phillip Lovell from the Alliance for Excellent Education then discussed how ESSA requires states to report chronic absenteeism rates and select a fifth non-academic indicator. They took questions from participants on challenges in addressing chronic absenteeism and opportunities provided by ESSA. The webinar provided resources on state efforts to improve data collection and reduce chronic absenteeism through interventions and professional development.
EdChoice's 2018 Schooling in America SurveyEdChoice
Teachers and K–12 education made headlines this year. Elections can only tell us so much about what the public thinks about K–12 education. That's why we look to polls like EdChoice's six-years-running "Schooling in America Survey," which allows us to provide a clear picture of Americans' views and attitudes on K–12 issues. For this year's survey, we interviewed a representative national sample of 1,803 American adults, including an extra 533 school-aged parents. Most notably, we surveyed a separate sample of 777 public school teachers.
Learn what we found in this slide show of our key findings.
To download the full report, visit www.edchoice.org/SIA2018.
Follow us on social media!
Twitter - www.twitter.com/edchoice
Facebook - www.facebook.com/edchoice
Instagram - @edchoice
The 2009 Fairfax County Youth Survey collected data from over 42,000 students on health behaviors, mental health, bullying, substance use, and other topics. Some key findings include:
- Over 20% of students are physically active daily, but activity levels decline with age. Fruit/vegetable consumption also declines with age.
- Bullying is most common in early grades, with 13% of 6th graders bullied weekly. Half of all students report being bullied in the past year.
- Alcohol, tobacco, and marijuana use increases with age but remains below national averages, though marijuana use rose slightly.
- The report recommends continued prevention efforts across sectors to address issues like depression, obesity, and substance
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Promote children's social emotional and behavioral healthlimiacorlin
State policymakers can promote children's social, emotional, and behavioral health through a continuum of strategies. An effective approach establishes aspirations and uses data to drive decisions, measure progress, and ensure accountability. Key elements include supporting healthy development, families, and treatment for those in need. Data on conditions like autism and ADHD in children informs target-setting to improve outcomes. Recommended strategies begin with promoting early childhood social and emotional development through initiatives to increase public understanding and integrating support into existing programs.
This document summarizes a needs assessment on overweight and obese children in the Harrison School District Two and El Paso County, Colorado. It provides an overview of the Meadows Park Community Center internship site and the surrounding community. Methods used in the assessment included interviews with community stakeholders and utilizing tools like a sidewalk audit and SOPARC observations. Key findings from interviews identified barriers like food insecurity, lack of physical activity opportunities, and financial constraints. Secondary data showed increases in childhood obesity rates. The assessment provides insights into challenges faced by the community and implications for future programs and policies.
A survey of 675 Utah adults was conducted in July 2009 to assess public opinion on issues related to higher education. Key findings included:
- 99% felt a college education was important for career and economic opportunities.
- 80% gave colleges a grade of A or B.
- 80% favored increasing state financial aid for needy students.
- Both men and women should attend college according to respondents, with the expectation gap between genders narrowing.
Early childhood home visiting programs can help address the needs of young homeless children and families by targeting services to high-risk populations. Several proven home visiting models, such as Early Head Start and Nurse-Family Partnership, focus on child development, healthcare access, and parenting support. Successful partnerships have integrated housing/homelessness services with child development interventions to meet families' long-term needs. States are encouraged to prioritize home visiting services for at-risk groups including low-income families, teenage parents, those with substance abuse issues, and families involved with child welfare.
2015 March 14 ALF Advocacy Presentation BRITTON LABRACKE III PDFkklabracke
This document summarizes discussions and goals from the Wisconsin Chapter of the American Academy of Pediatrics' annual leadership forum. Key points include:
- The political climate in Wisconsin has been tumultuous, making legislative advocacy difficult.
- State government continues to provide services to children and families through dedicated employees.
- The chapter aims to educate members on poverty and government assistance programs through open forums and briefs.
- Goals also include revitalizing oral health access discussions and promoting fluoride varnish application.
- The forums successfully addressed pediatrician questions about support systems and dispelled misinformation about programs.
Attendance and student performance arp (1)Cindy Paynter
The document presents research on the relationship between student attendance and academic performance. It finds that students with higher absenteeism, defined as missing 18 or more days of school, performed at lower levels on standardized tests than students who missed 7 or fewer days. Specifically, higher percentages of chronically absent students scored at the novice level in science and social studies assessments compared to their regularly attending peers. The author concludes that attendance impacts student achievement and that the school needs to implement strategies to improve attendance in order to help more students succeed academically.
Dropout Prevention in California Schools through Civic EngagementMichelleHerczog
The document discusses how service-learning can help address the high school dropout rate. It notes that nearly 1/3 of students in California do not graduate and dropouts face poorer economic outcomes. While there are many reasons why students dropout, research suggests service-learning can help with issues like lack of engagement, motivation, academic challenges, and connection to the school environment. The document provides examples of how service-learning has improved outcomes related to civic skills, engagement, grades, attendance, and graduation rates.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
Monica Tsethlikai, Ph.D. - “Participation in Cultural and Family Activities P...youth_nex
Active participation in traditional cultural and family activities is associated with positive development in American Indian children. A study of 50 American Indian children found that those with higher levels of cultural engagement displayed better cognitive flexibility, working memory, and inhibitory control. Additionally, cultural engagement was linked to lower cortisol levels, a stress hormone, and fewer symptoms of depression and anxiety. The findings suggest that promoting involvement in traditional practices may help strengthen resilience and well-being in American Indian youth.
The document discusses the importance of education for economic self-sufficiency and positive life outcomes. It outlines data showing that higher levels of education correlate with higher wages, lower unemployment, better health, lower crime rates, and other benefits. It then proposes the creation of a statewide mentoring program in Indiana with the goal of ensuring every student has an adult passionate about their academic success to help improve high school graduation rates and academic performance.
This document summarizes a webinar on co-occurring risk behaviors during adolescence. The webinar objectives were to describe how youth risk behaviors are correlated, identify factors that place youth at risk for multiple outcomes, consider how teen pregnancy programs address overlapping risk factors, and discuss implications for partnerships and sustainability. The webinar included an overview of youth risk behaviors, lessons from a teen pregnancy prevention program in New Orleans that addressed trauma and mental health needs, and implications for considering common and unique risk factors in programming.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
Breaking Down the 2019 Schooling in America SurveyEdChoice
Americans’ satisfaction with K–12 education reached a 15-year high this year, according to Gallup. But do parents and teachers agree? Is there consensus among generations? Growing education reform efforts indicate there’s more under the surface.
EdChoice's 2019 Schooling in America Survey with Braun Research measures American attitudes toward big issues in K–12 education and digs deeper with parents, public school teachers, Millennials and Generation Z.
Flip to see what we learned.
To learn more about school choice programs across America, visit https://www.edchoice.org.
ESSA and Chronic Absenteeism - A Conversation with Visionary Policy Leaders...Jonah_OD
This webinar discussed chronic absenteeism under the Every Student Succeeds Act (ESSA). Jessica Cardichon from the Learning Policy Institute discussed why chronic absenteeism matters and how states are addressing it. She defined chronic absenteeism and explained its negative impacts on students. Phillip Lovell from the Alliance for Excellent Education then discussed how ESSA requires states to report chronic absenteeism rates and select a fifth non-academic indicator. They took questions from participants on challenges in addressing chronic absenteeism and opportunities provided by ESSA. The webinar provided resources on state efforts to improve data collection and reduce chronic absenteeism through interventions and professional development.
EdChoice's 2018 Schooling in America SurveyEdChoice
Teachers and K–12 education made headlines this year. Elections can only tell us so much about what the public thinks about K–12 education. That's why we look to polls like EdChoice's six-years-running "Schooling in America Survey," which allows us to provide a clear picture of Americans' views and attitudes on K–12 issues. For this year's survey, we interviewed a representative national sample of 1,803 American adults, including an extra 533 school-aged parents. Most notably, we surveyed a separate sample of 777 public school teachers.
Learn what we found in this slide show of our key findings.
To download the full report, visit www.edchoice.org/SIA2018.
Follow us on social media!
Twitter - www.twitter.com/edchoice
Facebook - www.facebook.com/edchoice
Instagram - @edchoice
The 2009 Fairfax County Youth Survey collected data from over 42,000 students on health behaviors, mental health, bullying, substance use, and other topics. Some key findings include:
- Over 20% of students are physically active daily, but activity levels decline with age. Fruit/vegetable consumption also declines with age.
- Bullying is most common in early grades, with 13% of 6th graders bullied weekly. Half of all students report being bullied in the past year.
- Alcohol, tobacco, and marijuana use increases with age but remains below national averages, though marijuana use rose slightly.
- The report recommends continued prevention efforts across sectors to address issues like depression, obesity, and substance
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Promote children's social emotional and behavioral healthlimiacorlin
State policymakers can promote children's social, emotional, and behavioral health through a continuum of strategies. An effective approach establishes aspirations and uses data to drive decisions, measure progress, and ensure accountability. Key elements include supporting healthy development, families, and treatment for those in need. Data on conditions like autism and ADHD in children informs target-setting to improve outcomes. Recommended strategies begin with promoting early childhood social and emotional development through initiatives to increase public understanding and integrating support into existing programs.
This document summarizes a needs assessment on overweight and obese children in the Harrison School District Two and El Paso County, Colorado. It provides an overview of the Meadows Park Community Center internship site and the surrounding community. Methods used in the assessment included interviews with community stakeholders and utilizing tools like a sidewalk audit and SOPARC observations. Key findings from interviews identified barriers like food insecurity, lack of physical activity opportunities, and financial constraints. Secondary data showed increases in childhood obesity rates. The assessment provides insights into challenges faced by the community and implications for future programs and policies.
A survey of 675 Utah adults was conducted in July 2009 to assess public opinion on issues related to higher education. Key findings included:
- 99% felt a college education was important for career and economic opportunities.
- 80% gave colleges a grade of A or B.
- 80% favored increasing state financial aid for needy students.
- Both men and women should attend college according to respondents, with the expectation gap between genders narrowing.
Early childhood home visiting programs can help address the needs of young homeless children and families by targeting services to high-risk populations. Several proven home visiting models, such as Early Head Start and Nurse-Family Partnership, focus on child development, healthcare access, and parenting support. Successful partnerships have integrated housing/homelessness services with child development interventions to meet families' long-term needs. States are encouraged to prioritize home visiting services for at-risk groups including low-income families, teenage parents, those with substance abuse issues, and families involved with child welfare.
2015 March 14 ALF Advocacy Presentation BRITTON LABRACKE III PDFkklabracke
This document summarizes discussions and goals from the Wisconsin Chapter of the American Academy of Pediatrics' annual leadership forum. Key points include:
- The political climate in Wisconsin has been tumultuous, making legislative advocacy difficult.
- State government continues to provide services to children and families through dedicated employees.
- The chapter aims to educate members on poverty and government assistance programs through open forums and briefs.
- Goals also include revitalizing oral health access discussions and promoting fluoride varnish application.
- The forums successfully addressed pediatrician questions about support systems and dispelled misinformation about programs.
Attendance and student performance arp (1)Cindy Paynter
The document presents research on the relationship between student attendance and academic performance. It finds that students with higher absenteeism, defined as missing 18 or more days of school, performed at lower levels on standardized tests than students who missed 7 or fewer days. Specifically, higher percentages of chronically absent students scored at the novice level in science and social studies assessments compared to their regularly attending peers. The author concludes that attendance impacts student achievement and that the school needs to implement strategies to improve attendance in order to help more students succeed academically.
Dropout Prevention in California Schools through Civic EngagementMichelleHerczog
The document discusses how service-learning can help address the high school dropout rate. It notes that nearly 1/3 of students in California do not graduate and dropouts face poorer economic outcomes. While there are many reasons why students dropout, research suggests service-learning can help with issues like lack of engagement, motivation, academic challenges, and connection to the school environment. The document provides examples of how service-learning has improved outcomes related to civic skills, engagement, grades, attendance, and graduation rates.
The Attendance Achievement Program is a school-based truancy intervention program developed by the Center for Court Innovation to address chronic absenteeism among middle school students. The program combines support services and regular monitoring to help participating young people overcome challenges and meet attendance and academic goals. Students receive individualized plans involving conferences, classroom observations, tutoring, and bi-weekly progress hearings. The program aims to not only improve attendance but also develop students' ability to set and achieve their own goals. Evaluation found participating students increased their attendance rates by an average of seven percent during the 2012-2013 school year.
This document summarizes research on school discipline practices in Mississippi and their impact on students. It finds that Mississippi has the 2nd highest rate of middle and high school suspensions in the nation, with African American male students 2.5 times more likely to be suspended than white males. While most discipline incidents are minor, suspensions often do little to address underlying issues and can increase the likelihood of involvement in the criminal justice system. The document advocates for alternative approaches to discipline like Positive Behavioral Interventions and Supports and restorative justice that keep students in school. It provides evidence that these approaches can reduce suspensions and improve student outcomes.
This memorandum provides 3 recommendations to increase student retention and graduation rates by decreasing suspensions: 1) Eliminate suspensions for subjective offenses like "willful defiance" and instead require parent conferences and interventions; 2) Require professional development for restorative justice programs; 3) Include restorative justice in teacher credentialing programs. The recommendations aim to reduce disproportionate suspension of minority students and the school-to-prison pipeline.
The document discusses 5 ways that innovative school districts are reducing chronic absenteeism:
1. Promoting stronger relationships between teachers and students to improve social-emotional learning and school connections.
2. Changing attendance letters to "nudge" families with personalized absenteeism data and impact, reducing chronic absenteeism by 10%.
3. Setting district-wide attendance goals and building community partnerships to spread awareness, reducing chronic absenteeism by 52%.
4. Developing an app for students to track their attendance, grades, and points as positive reinforcement for healthy attendance patterns.
5. Implementing early warning systems to monitor at-risk students and inform targeted support before chronic absenteeism develops.
The document discusses strategies to address health disparities that affect educational outcomes for minority youth from low-income families. It identifies 7 priority health factors: vision, asthma, teen pregnancy, aggression/violence, physical activity, breakfast, and ADHD. It outlines the prevalence and disparities of these factors, how they can affect education through cognition, engagement, absenteeism etc. It recommends evidence-based school programs and policies to address the issues and calls for coordinated support from education and health sectors.
Policy Institute Election Guide2_printer spreadsSara Bongiorni
The document discusses early childhood care and education in Louisiana. It raises 6 questions for candidates about improving access to affordable, high-quality child care and ensuring recent reforms do not reduce quality. It recommends increasing funding for early education programs, helping centers meet higher standards, and expanding mixed delivery models. Currently, less than 1 in 8 at-risk young children are served and funding cuts have reduced access while demand grows.
This document discusses several key issues related to student absenteeism and truancy in schools:
1) Truancy is a major problem facing many schools, with some cities reporting absenteeism rates as high as 50% on a given day. Truant students are more likely to experience unemployment, crime, and incarceration later in life.
2) Truancy is often a symptom of deeper issues, as truant students typically come from low-socioeconomic families with less cohesive home environments and inconsistent parenting.
3) Studies have found that truant students perceive school and their academic abilities less favorably, and are less socially competent than regular attendees. Family problems contributing to truancy
When the Chair is Empty… How Do We Provide FAPE When Students Aren’t In School?Best Best and Krieger LLP
Chronic Absenteeism and Truancy:
1) Why Do We Care So Much?
2) Applicable Rules Requiring District Action.
3) Legal Challenges and Practical Ways to Successfully Blend Statutory Obligations to Help Ensure Student Success.
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
This document summarizes a discussion about accountability challenges for schools serving opportunity youth. It outlines fundamental considerations for authorizers, including clearly defining these student populations and establishing enrollment thresholds. While authorizers typically require consistent performance measures, some request additional school-designed measures aligned with the mission. Reasons for charter denial include lack of focus on challenges, reliance on anecdotes over progress, and insufficient capacity evidence. Schools are advised to proactively work with authorizers to negotiate distinct measures using comparable schools. The discussion addressed developing comprehensive definitions, quantifying school design, and involving stakeholders in negotiations.
Civic 101 PowerPoint Presentation by Tajah Stricklandtstrickland1
The school-to-prison pipeline refers to the trend where students, particularly from marginalized communities, are disproportionately pushed out of schools and into the criminal justice system. Zero-tolerance policies, excessive disciplinary measures, and school resource officers contribute most to this trend. If left unaddressed, it can lead to a lack of funding for education, increased juvenile detention, decreased access to education, and more discriminatory practices. Several organizations in Kansas City, Chicago, and Texas are working to disrupt this pipeline through restorative justice training, keeping police out of schools, and empowering youth voices in policy.
GA House Study Committee on Health, Education, and School-Based Health Centers
Dr. Veda Johnson , Director of Partners for Equity in Child & Adolescent Health, Emory Univ School of Medicine
www.gacommissiononwomen.org
Teachers for Healthy Kids is a joint project between the California Association of Health Plans and the California Teachers Association that was developed to improve student performance by promoting access to affordable health care coverage, with an emphasis on schools in greatest need. It educates teachers about health coverage programs and helps them share information with parents to enroll eligible children. The goal is to consolidate efforts between teachers, professional staff, and health insurance plans to insure as many eligible children as possible.
A One-Stop Approach to Supporting the Nonacademic Needs of Community College ...April Smith
1) Community college students, especially low-income students, face high dropout rates due to both academic and non-academic challenges. Non-academic challenges include financial difficulties, food insecurity, homelessness, and lack of access to social services.
2) Single Stop aims to address this issue through a "one-stop shop" model that connects students to existing social services and benefits through screenings, applications assistance, and referrals. This helps students meet basic needs so they can focus on their studies.
3) By helping students access financial resources, handle other life challenges, and feel supported by their college, Single Stop hopes to increase persistence and completion rates. However, the impact may vary between colleges
This document provides an overview of efforts to evaluate North Carolina's Opportunity Scholarship Program, which provides state-funded vouchers for low-income students to attend private schools. Key findings include:
1) Recipients tend to be from low-income families and are more likely to be African American or in elementary school compared to public school students.
2) Access to information varies geographically, with social networks being the primary source of information.
3) Private schools that participate tend to have a religious orientation and emphasize character building over standardized testing.
4) While the program has grown, limitations in data prevent a full understanding of impacts on student achievement and outcomes. Improved data collection and a more robust evaluation are recommended
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Similar to Leveraging Chronic Absence Accountability Metrics to Support School Health (20)
Here are some suggestions for creating connection with the student:
- Validate their feelings by reflecting back what you hear them expressing. "It sounds like you've been feeling really sad and alone lately."
- Ask open-ended questions to understand their perspective. "Can you tell me more about what's been going on for you?"
- Remain calm, caring and non-judgmental to build trust. Avoid reacting strongly to what they share.
- Find common ground by sharing a brief experience of your own to relate to how they may be feeling.
- Express care for their well-being. "I'm concerned about you and want to make sure you're safe."
- Thank them for opening
The document discusses building effective student mental health identification and response systems in schools, including improving early identification through universal screening, developing multi-source referral systems using multidisciplinary teams, and establishing information sharing agreements to monitor intervention access and effectiveness. Effective referral pathways clearly define roles and responsibilities, share information efficiently, and make intervention decisions collaboratively with the priority being student wellbeing. The presentation also provides an overview of the School Mental Health Referral Pathways toolkit for establishing comprehensive systems.
This document discusses educator wellness and sustainability. It notes that high educator turnover rates negatively impact students and school budgets. Creating thriving school environments requires focusing on teacher wellness through supportive relationships, authentic communication, mindfulness practices, and accountability systems. Examples are provided of how some schools have implemented alternative schedules and wellness programs. The document encourages discussion of sustainability measures and promoting educator wellness to improve school communities and outcomes.
Here are the 11 DSM-5 criteria for substance use disorder filled in with the blank (___) replaced with "alcohol":
1. Alcohol is often taken in larger amounts or over a longer period than was intended.
2. There is a persistent desire or unsuccessful efforts to cut down or control alcohol use.
3. A great deal of time is spent in activities necessary to obtain alcohol, or recover from its effects.
4. Craving, or a strong desire or urge to use alcohol
5. Recurrent alcohol use resulting in a failure to fulfill major role obligations at work, school, or home.
6. Continued alcohol use despite having persistent or recurrent social or interpersonal problems caused
How Trauma Impacts Youth and Their Communities- Dr. Flojaune Cofer, Public Health Advocates
Building Authentic Relationships, Building Resilient Youth- Dr. Sam Himelstein, Center for Adolescent Studies
Central Valley Youth Leadership Showcase
Six Tangible Steps to Take to Build Resilience- Dr. Flojaune Cofer, Public Health Advocates
Reflecting on Today, Planning for Tomorrow- Dr. Sam Himelstein, Center for Adolescent Studies
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
Without strong supports for self-care, adults who work with youth — especially those who have been impacted by trauma — can quickly burn out. This session will provide participants with examples of ways that organizations can build a culture of self-care that results in greater capacity to cultivate and maintain the important relationships required to overcome the impacts of trauma (this includes relationships with youth themselves and also among the partnerships that maintain a “web of support” for them to access). This session will also share strategies that participants can use on their own to take care of their physical, mental, and emotional health to optimize professional engagement and performance.
This session will begin by describing a typical experience for a student struggling with multiple health and mental health challenges as they navigate the Central Valley’s complex and siloed adolescent healthcare system. Drawing on their experiences working in integrated healthcare settings, the presenters will share their vision for a local system that incorporates psychosocial screenings with a referral network that includes medical providers, social workers, therapists, nutritionists, reproductive health services, and more. By facilitating relationships between clinical and non-clinical providers, and integrating physical and mental health services, an integrated system can shift providers’ thinking from a focus on health to a focus on overall well-being for Central Valley youth.
Join Central Valley researchers and practitioners from the Integral Community Solutions Institute to learn about the implementation and positive effects of culturally-based practices for Latinx students. This session will introduce participants to the student-centered strategies of Platicás (spiritual counseling), Atención Plena (mindfulness), and Hip-Hop Therapy and will share findings about the impacts of these approaches on student success indicators such as attendance, behavior, and self-awareness.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
This session will provide a basic review of evaluation methodologies for SBHCs. The presenters, both experienced SBHC evaluators, will first provide participants with a brief overview of SBHC evaluation, including the importance of data collection and evaluation and indicators to consider to demonstrate the value of SBHCs. The presenters will then review several data collection methods, including service data collection, school-wide and targeted surveys (for students, clients, school staff and parents), focus groups, and academic data collection, such as classroom instruction time saved logs. Finally, the presenters will share strategies for dissemination, including a preview of a simple Excel template that SBHCs can tailor with their own information and use as a marketing tool. The workshop will be geared toward SBHC representatives who have little or no evaluation experience, but who have a dedication to collecting and disseminating data to highlight their SBHC efforts.
This workshop is designed for school districts, medical providers, and community agencies interested in providing services on school campuses or opening school-based health centers. The focus of this workshop will be planning stages, partnership building, needs assessments, SBHC principles, consent/confidentiality, establishing MOUs, and best practices of school integration and building a community of care.
Many of our low-income community members have healthcare coverage through the State’s Medi-Cal program, but how can we help them use these benefits to get the care they need? Often times our families tell us they need help getting dental care or seeing a mental health professional. Other times our families tell us they have had a horrible experience and don’t want to return to the doctor. How do we respond to these experiences?
Healthcare coverage can be difficult to manage for anyone. Among our low-income California residents it’s even more difficult to manage as Medi-Cal coverage can be different for each household member. In this workshop we will be discussing healthcare coverage eligibility for all members of the family that may include immigrant household members. We will be reviewing the benefits available to adults, children, and undocumented family members and the rights people have to request timely, accessible, and quality care. Our session will provide guidance to SBHC staff who work with community members with multiple healthcare needs. The goal is to help attendees identify what types of concerns families are having and how to appropriately guide and refer them to the healthcare resources they need.
In addition, during this session participants will explore existing laws, such as The California Values Act (SB 54) and Safe Schools for Immigrant Students (AB 699) that have the potential to safeguard children and their parents from immigration enforcement. Participants will also get to hear about and engage in a conversation about public charge and the potential changes that can affect immigrant families and access to key services such as health care. Lastly, through the findings of a recent report called Healthy Mind, Healthy Future the group will discuss how immigration related policy changes impact the mental health of children in immigrant families and highlight the important role that schools have on ensuring children can overcome barriers and secure the support they need to thrive.
This workshop will focus on different exemplary practices of substance use prevention and intervention, focused on e-cigarette & marijuana. Experts from TUPE programs and SBHCs will present examples of youth leadership in substance use prevention, screening, brief intervention, and referral to treatment (SBIRT) protocols, and school policies to address substance use from a restorative framework. We will review recent prevalence data from the California Healthy Kids Survey, discuss the risks of youth vaping and marijuana use according to the research literature, examine the current policies and regulations at the federal, state and school level, and share educational resources for parents, students and educators.
This workshop is designed to talk about the impact of STDs on youth under the age of 25. This workshop will discuss the importance of sexual health screenings, partner management, and current data around STD morbidity rates. We will also talk about current STD clinical recommendations for the treatment of gonorrhea, chlamydia, and syphilis. Participants will engage in an interactive activity where they will sharpen their skills on effective partner management strategies.
Developing a trauma responsive school requires successful leadership teams. In this robust workshop, participants will first learn how RISE: Resilience in School Environments initiative developed successful leadership teams and a holistic, systems-change approach to transform school culture and climate. Participants will hear from presenter, Lance McGee, who over the last three years, successfully developed an innovative trauma-informed school-based framework to provide wellness support specifically to teachers, school staff and administration. Participants will leave with useful tools to develop school leadership teams that drive trauma-responsive policy changes and gain practical self-care techniques by reducing the negative impact of vicarious trauma and compassion fatigue.
Beginning in 2014 and continuing through 2017, Native American Health Center’s SBHCs incorporated social determinants of health questions into screening tools used with students. This presentation will provide an update on implementing these screening questions, specifically the challenges and strategies to responding effectively when students identify a need. The importance of leveraging internal resources, partnering with community agencies and building connections with school staff will be addressed in relation to specific identified needs. Models of clinic staff role expansion and internal capacity building, along with other challenges and adaptations will be shared as tools for helping participants plan for and engage in incorporating screening and evaluations of these important health indicators into their practices.
Contra Costa Health Services (CCHS) and The Los Angeles Trust for Children’s Health (L.A. Trust) have both implemented successful initiatives to expand access to oral health in school settings. This workshop will describe how CCHS established a network of school-based dental clinics and key considerations faced in this process, including defining scope of services, process for obtaining parental consent, how to work with patients without parents present, strategies for integrating dental services into existing medical clinics, key partnerships, and considerations for providing dental services in a mobile setting. Next, the L.A. Trust will share their Oral Health Initiative Model and best practices around coordinating with school district personnel, gathering data, providing health education, and increasing screening consent returns. They will also discuss oral health policy opportunities to ensure broader and more robust implementation of school-based oral health screenings and care.
This workshop will cover best practices for HIV prevention in adolescents with a focus on the implementation of Pre-Exposure Prophylaxis (PrEP) and Post Exposure Prophylaxis (PEP) in SBHCs. Join this workshop to hear an overview of the HIV epidemic among adolescents in California, best practices for determining eligibility for PrEP and PEP, instructions for labs and prescriptions, and suggestions for case management and training of all SBHC staff.
Navigating through adolescence can be a challenge for many teens. Trying to find a place where they belong, where they feel valued and heard is a challenge in itself; now imagine just how challenging it can then be trying to navigate through the health care system as a teen. During this workshop, participants will learn what it means to be teen-friendly, how to create a warm and welcoming environment, and how to engage with young people authentically and without judgment.
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Build Trust and Security:
Establish a safe and supportive environment where children feel comfortable expressing themselves.
Encourage Expression:
Enable children to articulate their thoughts, feelings, and experiences.
Promote Emotional Understanding:
Help children identify and understand their own emotions and the emotions of others.
Enhance Listening Skills:
Develop children’s ability to listen attentively and respond appropriately.
Foster Positive Relationships:
Strengthen the bond between children and caregivers, peers, and other adults.
Support Learning and Development:
Aid cognitive and language development through engaging and meaningful conversations.
Teach Social Skills:
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Resolve Conflicts:
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Encourage Independence:
Support children in making decisions and solving problems on their own.
Provide Reassurance and Comfort:
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Reinforce Positive Behavior:
Acknowledge and encourage positive actions and behaviors.
Guide and Educate:
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By focusing on these objectives, communication with children can be both effective and nurturing, supporting their overall growth and well-being.
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Fit to Fly PCR Covid Testing at our Clinic Near You
Leveraging Chronic Absence Accountability Metrics to Support School Health
1. Leveraging Chronic Absence Accountability
Metrics to Support School Health
CSHA Annual Conference May 18, 2018
www.attendanceworks.org
2. 2
Disclosure
Annie Reed
The following personal financial relationships
with commercial interests relevant to this
presentation existed during the past 12
months:
No relationships to disclose.
3. 3
Today’s Objectives
Review what is chronic absence and why it
matters
Learn about the link between health and
attendance
Understand new state and federal policy
mechanisms that support the connection between
health and attendance
Hear from practitioners about promising practices
Consider opportunities, challenges, and next
steps
4. 4
Today’s Speakers
Annie Reed
Special Projects Manager
Attendance Works
Natalie Wheatfall
Senior Policy Analyst
Education Trust – West
Michelle Bell
Manager, Nursing & Wellness Department
San Diego Unified School District
6. 6
About Us
Attendance Works is a non-profit initiative that advances student success
and closes equity gaps by reducing chronic absence. Since our launch in
2010, we have become the nation’s “go to” resource for student attendance
with more than a quarter million annual users of our website
(www.attendanceworks.org)
We work at the local, state and national level – with each level of practice
informing and influencing the other. Our cross-cutting objectives are to:
a. Nurture proven and promising practice
b. Promote meaningful and effective communications
c. Advance better policy
d. Catalyze needed research
Our work began with a focus on elementary schools. We now offer support to
K-12 schools, and are expanding to address chronic absence starting in
7. 7
What is Chronic Absence?
Unexcused
absences
Chronic
Absence
Chronic absence is different from truancy (unexcused absences only) or average
daily attendance (how many students show up to school each day).
Chronic absence is missing so much school
for any reason that a student is academically
at risk. California defines it as missing 10%
or more of school for any reason.
Excused
absences
Suspensions
8. 8
Know your attendance
measures
How many students show up to school every day?
The percent of enrolled students who attend school each
day. It is used in CA to allocate funds to districts.
Average
Daily
Attendance
Truancy
Chronic
Absence
Who is missing school without permission? Typically
refers only to unexcused absences. Each state has the
authority to define truancy and when it triggers legal
intervention. In CA = 3 absences or 3X late to class by 30
min without a valid excuse.
Who is missing so much school they are academically
at risk? Broadly means missing too much school for any
reason -- excused, unexcused, etc. California code defines
it as missing 10% of days of school. Chronic absence is an
accountability metric under Local Control Funding Formula
and Every Student Succeeds Act. Data now publicly
available on DataQuest (via CDE)
9. 9
Average Daily Attendance (ADA)
Can Mask Chronic Absence
90% and even 95% ≠ A
98% ADA = little chronic absence
95% ADA = don’t know
93% ADA = significant chronic absence
10. 10
High School
Completion:
Students who
attend school
regularly are
more likely to
graduate
from high
school
3rd Grade:
Students who
attend school
regularly are
more likely to
be able to
read
proficiently
by the end of
3rd grade.
Middle
School
Success:
Students who
attend school
regularly are
more likely to
have passing
grades in
middle
school
College
Completion:
Students who
attend school
regularly in
high school
are more
likely to
persist in
college and
graduate
Student Attendance is
Strongly Associated with
Academic Success
K-1st Grade:
Students who
attend
regularly in the
early grades
perform better
on measures
of academic
and social and
emotional
capacities.
11. 11
Reflects New Paradigm
on Attendance
Truancy
• Counts unexcused
absences
• Emphasizes
compliance with
school rules
• Uses legal, typically
more punitive
solutions
Chronic Absence
• Counts all
absences
• Emphasizes
academic impact
of missed days.
• Uses preventive
strategies,
positive
messaging
12. No Child Left Behind
Success determined by
academic standards.
Federal targets and
interventions for schools;
punitive system of responses.
Accountability and data for
student sub-groups.
Each state defines and
addresses truancy which
typically emphasizes court
based, punitive, interventions.
Every Student Succeeds Act
Success determined by
academic & nonacademic
standards.
States set goals; supportive
framework.
Accountability and data for
student sub-groups.
Chronic absence is a required
reporting & optional school
quality metric. It emphasizes
prevention and early
intervention.
This Is a Watershed Moment For Advancing The Work
As a result, all states are now required to monitor chronic absence and had the
option to include it as a metric for school accountability.
13. 13
72% of states (36 + DC) adopted chronic absence as a metric in their ESSA plan.
Who's In: Chronic Absenteeism Under the Every Student Succeeds Act
Future Ed, Georgetown University, September 2017.
14. 14
Accountability Metric
for LCFF
School attendance
rates; Chronic
absenteeism rates;
Middle school dropout
rates; High school
dropout rates; High
school graduation rates
18. 18
Factors That Contribute to
Chronic Absence
Barriers
• Illness, both
chronic and acute
• Lack of health,
mental health,
vision, or dental
care
• Trauma
• Unsafe path
to/from school
• Poor
Transportation
• Frequent moves or
school changes
• Involvement with
child welfare or
juvenile justice
systems
Negative School
Experiences
• Struggling
academically or
socially
• Bullying
• Suspensions and
expulsions
• Negative attitudes
of parents due to
their own school
experience
• Undiagnosed
disability
• Lack of appropriate
accommodations
for disability
Lack of
Engagement
• Lack of culturally
relevant, engaging
instruction
• No meaningful
relationships with
adults in school
• Stronger ties with
peers out of school
than in school
• Unwelcoming
school climate
• Failure to earn
credits/ no future
plans
• Many teacher
absences or long-
term substitutes
Faulty Beliefs
• Absences are only
a problem if they
are unexcused
• Missing 2 days per
month doesn’t
affect learning
• Sporadic absences
aren’t a problem
• Attendance only
matters in the older
grades
19. 19
Health is a Significant
Driver of Absenteeism
In this Chicago
Education Research
Consortium study of
causes of absenteeism
among students
missing early education
classes 61% of the
families reported
illness, chronic illness
or a child wellness visit
as the cause of
21. 21
Chronic Absence is a
Cross-Cutting Metric
Chronic absence is a
warning sign that a health-
related condition may need
to be addressed
Children with acute and
chronic health conditions
are more likely to be
absent from school
24. 24
Health Interventions
Asthma
• Asthma friendly
schools
• Environmental
assessments
• Asthma friendly
homes
Oral Health
• Community–based
oral health
programs
• School-based
sealant programs
• Mobile clinics
Nutrition
• Community
eligibility
• Universal breakfast
• Food backpack
programs
• Farm-to-school
programs
Vision
• School-based
vision screening
programs
Mental Health
• School-based
mental health
programs
• Universal
interventions
• Screening, Brief
Intervention and
Referral to
Treatment
Bullying
• Safe Routes to
Schools
• Bullying education
programs
• Support groups
25. 25
Opportunities for Health
and Attendance
ESSA
o Chronic absence as accountability metric
o Needs assessment
Building momentum
o American Academy of Pediatrics
o National Association of School Nurses
o Campaign for Grade Level Reading
o School Based Health Alliance
Promising Practices
26. 26
Challenges for Health and
Attendance
Data Sharing
o HIPAA/FERPA
o Consent
Siloed systems
o Data Availability and Use
o Accountability
o Funding and Resources
27. 27
Pair Share
What are top health-related
barriers to attendance at your
school/district/county/state?
28. Presenter Disclosures
(1) The following personal financial relationships with
commercial interests relevant to this presentation
existed during the past 12 months:
Natalie Wheatfall
No relationships to disclose.
29. The Education Trust – West is an Oakland-based
statewide educational policy, research, and advocacy
organization that works for the high academic
achievement of all students at all levels, pre-K through
college. We expose opportunity and achievement gaps
that separate students of color and low-income
students from other youth, and we identify and
advocate for the strategies that will forever close
those gaps.
30. A new funding formula
In July 2013, California dramatically reformed the way it
funds school districts. The new law, the Local Control
Funding Formula (LCFF), replaced a system, dating back
to the 1970’s, that was:
Outdated
Irrational
Unfair
School districts serving more low-
income and English learner
students often received fewer state
resources than school districts
serving wealthier communities.
31. LCFF is About Equity
• LCFF recognizes that students with
additional academic needs—low-
income, English language learner,
and foster youth students—need
additional financial resources to
ensure equity of opportunity.
• LCFF is an important step toward
closing opportunity and
achievement gaps that separate
many students from their more
advantaged peers.
“Equal treatment for children in unequal situations is not justice.”
– Governor Jerry Brown, January 2013 State of the State speech
33. LCFF Equitable Funding Basics
• LCFF allocates base resources to all students and extra
resources based on how many low income, foster youth,
and English learner students a district serves.
• Districts must increase or improve services that support these
students in proportion to the extra resources they generate.
34. How Does LCFF Work?
There are 3 buckets of funding under LCFF:
1. Base grants provide districts with the bulk of their funding. These per-pupil
grants vary by grade level and are adjusted each year for cost of living. In
2016-17, base grants were $7,820 in grades K-3, $7,189 in grades 4-6,
$7,403 in grades 7-8, and $8,801 in grades 9-12.
2. Supplemental grants provide districts with 20% more funding for each
student who is either low income, an English language learner, and/or in
foster care (i.e. high need).
3. In districts where at least 55% of students are high need, concentration
grants provide additional funding. For each low income, English learner, or
foster youth student above the 55% enrollment threshold, the district
receives an additional 50% in funding.
36. One way to find out is with the
Is your district achieving
equitable outcomes for all its
students?
https://www.caschooldashboard.org/
37. California School Dashboard
• In December 2017, the state released the California School
Dashboard, the centerpiece of our new school
accountability system.
• The Dashboard includes color-coded ratings for districts,
schools, and student groups on 6 state and 4 local
indicators.
• The colored ratings are intended to inform local efforts to
improve student outcomes, and they will also help
determine which schools and districts will receive county or
state assistance.
*In statute, the Dashboard is referred to as the Evaluation Rubrics.
38. Color-Coded Dashboard Ratings
The dashboard ratings factor in the current status of schools
and districts on different measures (like graduation rates,
suspensions, math and English test scores, etc.) and the
changes on these measures over time (whether scores are
going up or down). The school or district color-coded ratings
are a combination of status and change on these
measures, blue indicating the highest score and red
indicating the lowest.
39. Here is an example of how the status and change in district performance are
combined to come up with the color-coded rating for graduation rates.
Graduation RateIndicator Five-by-Five ColorTable
Graduation Change
40. Total number of
student groups with
a performance level
Total number of
student groups with a
red or orange
performance level
N/A
means
indicator
is not
applicable
or not
available
Equity Report
This is the landing page for every school or district
on the Dashboard. It shows the overall
performance on each indicator and the number of
student groups in the lowest two performance
levels.
https://www.caschooldashboard.org/
41. The Local Control and Accountability Plan
• Under LCFF, districts complete a Local Control and Accountability
Plan, or LCAP.
• Districts use the LCAP to:
– Report their district's goals, programs, services, and
expenditures;
– Show how they intend to address the needs identified by the
Dashboard; and
– Report how they plan to increase and improve services for high-
need students.
• The LCAP is a 3-year plan that is influenced by input from district
stakeholders including parents, teachers, students, principals, and
community members.
• You can get involved and have a say in your district’s plan!
42. Sections of the LCAP Template
Section Required Contents
Plan Summary* • Description of the district and LCAP highlights
• Description of district progress, areas for
improvement, and identification of student groups
most in need based on Dashboard ratings
• Summary of budget information
Annual Update • Expected outcomes compared to actual outcomes
• Prior year planned actions, services, and expenditures
compared to actual actions, services, and expenditures
• Analysis of how effective implemented
programs/services were at meeting related goals
*New for the 2017-18 LCAP
Districts are required to use a state-designed template to complete their LCAP
Continued
43. Sections of the LCAP Template
Section Required Contents
Stakeholder
Engagement
Stakeholder engagement process district implemented
and impact of stakeholder engagement on LCAP
Goals, Actions, &
Services
District goals and actions a district will take to meet these
goals and planned investments to implement actions
Demonstration of
Increased or
Improved Services
for High Need
Students
Description of actions taken and services provided to
increase or improve services for targeted student groups
44. What LCAPs Must Include
Homeless youth
These requirements are written into the LCFF statute. The LCAP template requires even more.
46. LCAPs and Health Strategies: About
our Research
• We reviewed first-year LCAPs for 28 districts in the 14 BHC sites
• For each LCAP, we captured any goals, metrics, or actions/services
(including expenditures) aligned with health strategies
What: Example:
Goals Annual goals that address the state
priorities. These tend to be high-level.
The district will cultivate a caring and
inclusive relationship with parents and
community, engaging families as active
participants in student learning
Metrics The specific way in which the district
will measure outcomes.
Post-parent training surveys show 85% or
higher approval rating.
Actions/
Services
Annual actions to be performed and
services provided to meet the goals.
Plan and implement Parent University,
including classes on ESL, positive parenting,
and home support strategies.
46
47. 47
Basic Services
Implementation of Standards
Parental Engagement
Student Achievement
Student Engagement
School Climate
Access to Courses
Other Student Outcomes
Community Engagement
Clean/ Well-Maintained Schools
Attendance
School Climate
Safety
Food/Beverage/ NutritionExercise
Socio-Emotional
Mental Health/Health
More Time
8 State Priority Areas 10 Related Health Strategies
48. Findings: Investments in Health
Strategies
MOST Commonly
Addressed Health Strategy:
LEAST Commonly
Addressed Health Strategy:
Goals Community Engagement Food/Beverage/Nutrition
Mental Health/Health
Metrics School Climate Food/Beverage/Nutrition
Mental Health/Health
Actions/Services Community Engagement Food/Beverage/Nutrition
• Health strategies are not mutually exclusive from other priorities. In
many cases, there is overlap with areas like basic services, student
engagement, and instruction.
• Community engagement is the most commonly addressed health
strategy
48
49. Findings: Investments in Health
Strategies (cont.)
Health Strategies are most often targeted at all students rather
than to specific subgroups
49
0%
1%
2%
5%
9%
10%
18%
60%
Latino
African-American
Special Ed
Foster Youth
English Learner
Low-Income
Unduplicated
All Students
% of Actions Targeted at Each Student Group
50. Findings: Investments in Health
Strategies (cont.)
Student Group MOST Commonly Addressed Health Strategies
(within Actions/Services):
All Students Community Engagement
Unduplicated Community Engagement
Low-income Community Engagement
English Learners Community Engagement
Foster Youth Socio-emotional Supports
Special Education Community Engagement
Socio-Emotional Supports
African-American Community Engagement
School Climate
However, when specific subgroups are targeted, we see patterns in
the types of actions/services
50
51. Note: Total exceeds 100% because some goals address multiple health strategies
51
40%
25%
21% 19%
12%
7%
3% 2% 0%
4%
GOALS
Most Commonly Addressed Health Strategies
Percentage of Goals that Address Each Strategy
52. Note: Total exceeds 100% because some metrics address multiple health strategies
52
36%
30%
21%
9%
18%
4% 2% 2% 0% 2%
METRICS
Most Commonly Addressed Health Strategies
Percentage of Metrics that Address Each Strategy
53. Note: Total exceeds 100% because some actions address multiple health strategies
53
36%
17% 16%
14%
8% 9% 10% 8%
5%
2%
ACTIONS/PROGRAMS/SERVICES
Most Commonly Addressed Health Strategies
Percentage of Actions that Address Each Strategy
54. Community Engagement
Implementing or expanding efforts to engage members of the district
community (including parents, students, and community partners)
• Addressed by 40% of LCAP
health strategy goals and over
1/3 of LCAP health strategy
metrics and actions.
• Most community engagement
actions focus on parent
involvement, including
workshops on supporting
student learning, English classes,
and school site council trainings.
Example
action/service:
“Implement Parent
University and provide
adult school classes to
serve our parents and
targeted outreach to
African-American and
Latino parents.” – West
Contra Costa Unified
55. School Climate
Implementing positive school climate interventions (including positive
behavior intervention strategies; strategies to reduce
suspensions/expulsions)
• Addressed by1/4 of health
strategy goals and over 1/3 of
LCAP health strategy metrics
• Addressed by 17% of health
strategy actions
• School Climate actions focus
primarily on implementing PBIS
and Restorative Justice
practices
Example action/service:
“Increase staff training in
behavioral intervention
and support programs
and training in providing
emotional support to
students.” – Kern High
56. Attendance
Implementing strategies to improve attendance and decrease chronic
absenteeism and/or truancy
• Addressed by 1/5 of health strategy goals
and metrics
• Only addressed by about 9% of health
strategy actions
• Districts infrequently planned attendance-
specific actions, often relying on enhanced
academic, extra-curricular, and arts programs
to improve attendance
• Attendance-focused actions typically include
communication and outreach efforts
Example
action/service:
“Professional
Development for
Home School Liaison
Positions-targeted
home visits to
support college and
career, discipline and
attendance– Fresno
Unified
56
57. 57
San Diego Unified School
District
• ~104,000 Students
• 208 Square Miles
• 59.4% Free-Reduced Lunch
• 42% Medi-Cal
• 15 Ethnic Groups (Refugees)
• 60 Languages
• 26.5% English Learners
• Centralized Nursing Model
• ~150 Nurses
• ~120 Health Techs/SEHTs
• Budget Considerations
• 2017-18: $124 million
• 2018-19: $50 million
District Overview
58. 58
San Diego Unified School
District
By Grade
Kinder 16.8%
Grade 1
13.7%
Grade 2
10.8%
Grade 3
11.1%
Grade 4
10.1%
Grade 5
9.5%
Grade 6
9.8%
Grade 7
District
11,151 Students
10.72%
By Level/Type
Elementary
53%
Middle
15%
High
Chronic
Absence
Breakdown
59. 59
Attendance:
Why School Nurses?
Nursing & Wellness Strategies
• Centralized Nursing Model
• School Nurses
• Strategic Planning: Health,
Nursing, and Attendance in
LCAP
• District Collective Work
• SBHCs Partnerships
• Community Connections
• Chronic Absence Pilot Project
The Origin of School Nursing:
To Improve Student Attendance.
60. 60
School Nurses and
Attendance
School Nurses in SDUSD:
• Monitor attendance data, ID students with excessive
illness absences.
• Participate as a member of the Site Attendance Team.
• Contact parents to identify barriers to attendance, offer
supports.
• Collaborate with health care providers to identify health
needs interfering with attendance and coordinate care.
• Obtain MD orders, develop ISHPs, train staff to meet
health needs at school.
• Educate parents about health topics AND attendance.
Approximately one-half of all absences are due to reported illness.
61. 61
2017-18 CAPP Project
• 26 Elementary Schools, 1 Middle School
• Increased Nursing Support to Pilot Schools
• In-Depth Attendance Assessment of School Site
• Support with School Staff Training
• Customized Intervention Planning (3 Tiers)
• Intervention Implementation Support
• Data Tracking and Aggregation (impact on grades, literacy,
test scores)
• Advocacy with Leadership
• Creating Best Practice Model for all District Schools
62. 62
CAPP Interventions at
School Sites
Monthly meetings with Principals and Site Attendance Team members to share strategies
and best practices around attendance.
Monitoring and sharing chronic absence data.
1:1 Coaching of School Nurses for effective management of attendance activities.
Supporting Site Attendance Team in SART and SARB processes.
Consulting in complex cases.
Presentations at parent meetings regarding attendance.
Staff inservices and Teacher workshops in best attendance practices.
New written and electronic materials – Attendance Challenge charts, Illness Guidelines,
parent education flyers and letters, school vacation notices and auto-call scripts.
Home visiting support.
Sharing research and legislative updates.
63. 63
Nursing & Attendance
in the SDUSD
2017-18 LCAP
Action 4.1.a
Provide for Social and Emotional Needs:
Counseling, Guidance, and Behavioral Support
1. Implementation of the Nursing and Wellness
Attendance Plan includes partnership with
Attendance Works, California School-Based
Health Alliance and United Way, and attendance
coordination and interventions between district
departments and school sites to focus on the
physical, social, emotional and behavioral health
needs of students.
Action 4.2.a
Provide for Student Health and Wellness
1. The district will continue to provide health and
wellness services to students.
2. The district will continue to implement its
comprehensive wellness policy and action plan.
3. The district will continue to provide additional
focused support for students with disabilities and
significant health needs.
4. The district will continue to develop high school
Wellness Centers offering services to elementary
and middle schools in the cluster.
5. Nursing services will focus on all students
having a medical home, asthma management,
immunizations for school enrollment, HPV
vaccination, referral loop closure, annual school-
community engagement plan, and quarterly
School-Based Health Care (SBHC) data reporting.
In conjunction with iMTSS, Restorative
practices, Trauma informed care, and
Positive Behavior Intervention and
Support (PBIS):
Nursing & Wellness:
64. 64
Pair Share
Who in your
school/district/county/state can
support efforts to address health-
related barriers to attendance?
67. 67
Proposed Webinars and
Schedule for 2018
Leadership Matters (3/28) will show the crucial role
leaders play in mobilizing their communities to action.
Working Together Matters (5/8) will focus on building and
training teams in schools with robust participation from
community partners.
Community Matters (8/15) will focus on the role that a
variety of key community partners can play in helping to
reduce chronic absence.
Health Matters (9/12) will showcase our brief highlighting
bright spots where successful strategies to address
health barriers have reduced chronic absenteeism
TEAM UP FOR ATTENDANCE:
Attendance Awareness Campaign 2018
69. 69
Scan of Environment and
Attendance Tool (SEAT)
Elementary and Secondary versions
available Teaching and
Learning
EnvironmentSafety
Relationships
Designed to help schools identify
opportunities to strengthen school
climate
Recommend it be adapted to the
needs of the school and used at
different times of the day and
year
Adapted from Baltimore City
School’s Climate Walk Tool
70. 70
Accessing the SEAT
1. Register for the free tool at:
http://www.attendanceworks.org/resources/sca
n-environment-attendance/
2. AW Team will setup an account for them and
send an invitation via Basecamp within 72
hours
3. Complete account set-up and login to
Basecamp
71. 71
Steps for using SEAT
1. Convene a team that
includes students
2. Review the tool and
Instructions
3. Notify students and staff
4. Conduct the assessment
5. Debrief and set goals
6. Communicate the results
72. 72
Pair Share
What is one action you’re going to
take to address health-related barriers
to attendance at your
school/district/county/state?
73. Thank you!
For more information visit:
attendanceworks.org
Contact us:
info@attendanceworks.org
73
www.attendanceworks.org
Editor's Notes
Mendocino – 2016-17
13,736 students enrolled
3,036 (22.1%) chronically absent – more than 1 in 5
FosterED suggested these changes:
Barriers: Placement instability and frequent out-of-school appointments due to court involvement for system-involved youth
Aversion: Recent history of school mobility and lack of connection to current school for system involved youth
Disengagement: Not awarded appropriate credits for prior course work at previous school for system-involved youth
Of course, the problem of health-related chronic absence goes far beyond these two issues. Research indicates that other common health conditions resulting in missed school include bullying, mental health, nutrition and vision. Let me walk through some quick details here because it’s quite sobering:
Bullying: over 7% of students report not going to school at least one day in the previous month because they felt unsafe at school or on the way to school.
Nutrition: Children who come from food-insecure home are more likely to be suspended from school and have higher rates of absenteeism. And obese students are 1.7 times more likely to have 10 or more absences in a given year than their non-obese peers.
Mental Health: Children affected by ADHD are more likely to exhibit tardiness and absenteeism.
Vision: Students with vision impairments are at increased risk of disengagement from school which is a risk factor for increased missed school days.
Compounding the problem is the fact that many schools do not provide conditions that support student health. Many schools have inadequate school nurse staffing, poor indoor air quality, or a lack of access to physical activity – all which can contribute to health issues.
Of course the health-related factors don’t end with this list, but the message is clear, addressing health, particularly in a young populations, need to be part of a strategy to address chronic absenteeism.
The good news is that chronic absence is a solvable problem and we have lots of evidence-based interventions to tackle the issue.
While we’ve recognized the health and attendance connection since the organization’s inception, Attendance Works is just beginning to work more explicitly on a health strategy. We’re excited to be here to learn more from you.
ESSA
Chronic absence as accountability metric
More attention to barriers to attendance, including health
Needs assessment
Title 1 schools with Schoolwide Program Plans are required to do needs assessments, that should include health
Building momentum
American Academy of Pediatrics – forthcoming policy statement in Spring/Summer 2018 that recognizes the reciprocal relationships between health and attendance and calls on the pediatric community to take action to address too many absences
National Association of School Nurses – increasing recognition about the potential role of school nurses in attendance, developing a framework
Campaign for Grade Level Reading – looking more explicitly about the connection between health and early childhood outcomes
School Based Health Alliance- increasing recognition of the role of SBHCs in addressing attendance, including with California School Based Health Alliance, who AW partnered with to build capacity of SBHCs to address attendance
Siloed systems
Data Availability and Use
Difficultly getting health and attendance data in the same place
Big cross-sector differences in how data is used – An important role that professionals in the health field can play is helping educators better understand how to use data like chronic absence to design prevention and intervention strategies. Use of data to understand the scope and scale of a problem and to pinpoint where a particular problem is more acute is a capacity that those in the health field take for granted in regard to how to make smart decisions with resources and determining appropriate prevention and intervention strategies. Using data in this way is something that educators are continuing to improve in however there is a lot of room to grow. Health professions can help demonstrate smart uses of data and be partners to the education field.
Accountability - no shared sense of responsibility for cross sector outcomes
All aiming our arrows (interventions) at different targets
Chronic absence provides an opportunity to health and education to aim their respective arrows at the SAME target
Funding and Resources
Often school and districts with the highest rates of chronic absence have the fewest resources to dedicate to health initiatives, even if they do see it as a priority
One of the main purposes of LCFF is to make the way we fund schools more equitable
Before LCFF, the funding system actually provided more resources to more affluent schools and less to higher poverty schools
Also, the categorical system was confusing and required a lot of compliance hoop jumping that made it unnecessarily difficult for districts to receive this specific funding
In this illustration you can see here that under the old categorical system, affluent schools got less categorical money but more revenue limit money to even out the funds with the higher pverty school the receive more categoricals
Can someone read off the different groups that need to be consulted to complete the LCAP
These health strategies, as we have identified them, are listed on the next slide
Some of the health strategies map directly to the priority areas, while others can be mapped to multiple. For example, safety can be considered a basic services (consider, for example: locks, gates, security systems) and it can also be attributed to school climate (consider bullying prevention programs, school resource officers, and campus police). Some health strategies do not clearly map to any state priority – for example, exercise and nutrition. These often were attributed to many or even all priorities. It may also explain why some of these difficult-to-map areas were less addressed by LCAPs.
Expenditure analysis was cut from this slide deck. But some notes:
Some districts’ expenditures where excluded, because their expenditures were too broad and vague (for example, some districts included their full Special Education budgets, with some of this spending going to new psychological or behavior management positions. At least one district included its full school site staffing costs as a single line item, with teachers, admins, nurses, counselors, and so on bundled together.)
Even after removing those types of expenditures, we estimate that districts spent about $650 per pupil on health strategies. This estimate gives districts “credit” for things that probably have many other purposes beyond improving investments in health strategies. For example, adding APs to help support student attendance and school climate (these people probably do many other things), adding custodians, school site discretionary dollars that can be used to support a variety of things, including but not limited to attendance interventions, school climate, and so on.
Potentially problematic expenditures that we coded as health strategies: full special education costs, broad operational costs.
Fresno
2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, excerise attendance and socio emotional
WCCUSD
4/11 Community engagement
3/11 school climate
2/11 attendance
Sacramento goals (4 total)
1 community engagement
1 socio-emotional
1 attendance
Metrics
Coachella
1 ce
1 clean/well maintained
Kern
4/8 community engagement
2/8 attendance
1/8 school climate
Fresno
2/8 Attendance
1/8 School Climate
0 ce
WCCUSD
4/11 CE
2/11 school climate
3/11 Attendace
Sacramento
5/11 CE
2/11 attendance
3/11 school climate
Coachella
6/12 CE
3/12 School Climate
2/12 Attendance
Kern
5/19 attendace
2/19 CE
8/19 school climate
Fresno
Ce 5/41
A 2/41
Sc 3/41
Se 8/41
WCCUSD
Ce 4/20
Sc 2/20
A 0/20
Se 6/20
Sacramento
sc4/24
Ce 5/24
A 2/24
Coachella
Ce 20/32
Sc 1/32
A 2/32
Kern
A 7/70
Ce 27/70
Sc 11/70
Mt 11/70
Fresno
2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, exercise attendance and socio emotional, 0 Community Engagement
Metrics - 2/8 Attendance, 1/8 School Climate, 0 Community Engagement
Actions - Community Engagement 5/41, Attendance 2/41, School Climate 3/41, socio emotional 8/41
Sacramento goals (4 total)
Goals - 1 community engagement, 1 socio-emotional, 1 attendance
Metrics - 5/11 CE, 2/11 attendance, 3/11 school climate
Actions - school climate 4/24, Community Engagement 5/24, Attendance 2/24
WCCUSD
Goals - 4/11 Community engagement, 3/11 school climate, 2/11 attendance
Metrics - 4/11 Community Engagement, 2/11 school climate, 3/11 Attendance
Actions - Community Engagement 4/20, School Climate 2/20, Attendance 0/20, socio emotional 6/20
Coachella
Goals – 2 total 1 Community Engagement, 1 clean/well maintained
Metrics - 6/12 Community Engagement, 3/12 School Climate, 2/12 Attendance
Actions - Community Engagement 20/32, School Climate 1/32, Attendance 2/32
Kern
Goals - 4/8 community engagement, 2/8 attendance, 1/8 school climate
Metrics - 5/19 attendance, 2/19 Community Engagement , 8/19 school climate
Actions - Attendance 7/70, Community Engagement 27/70, School Climate 11/70, More Time 11/70
Fresno
2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, exercise attendance and socio emotional, 0 Community Engagement
Metrics - 2/8 Attendance, 1/8 School Climate, 0 Community Engagement
Actions - Community Engagement 5/41, Attendance 2/41, School Climate 3/41, socio emotional 8/41
Sacramento goals (4 total)
Goals - 1 community engagement, 1 socio-emotional, 1 attendance, 0 school climate
Metrics - 5/11 CE, 2/11 attendance, 3/11 school climate
Actions - school climate 4/24, Community Engagement 5/24, Attendance 2/24
WCCUSD
Goals - 4/11 Community engagement, 3/11 school climate, 2/11 attendance
Metrics - 4/11 Community Engagement, 2/11 school climate, 3/11 Attendance
Actions - Community Engagement 4/20, School Climate 2/20, Attendance 0/20, socio emotional 6/20
Coachella
Goals – 2 total 1 Community Engagement, 1 clean/well maintained
Metrics - 6/12 Community Engagement, 3/12 School Climate, 2/12 Attendance
Actions - Community Engagement 20/32, School Climate 1/32, Attendance 2/32
Kern
Goals - 4/8 community engagement, 2/8 attendance, 1/8 school climate
Metrics - 5/19 attendance, 2/19 Community Engagement , 8/19 school climate
Actions - Attendance 7/70, Community Engagement 27/70, School Climate 11/70, More Time 11/70
Fresno
2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, exercise attendance and socio emotional, 0 Community Engagement
Metrics - 2/8 Attendance, 1/8 School Climate, 0 Community Engagement
Actions - Community Engagement 5/41, Attendance 2/41, School Climate 3/41, socio emotional 8/41
Sacramento goals (4 total)
Goals - 1 community engagement, 1 socio-emotional, 1 attendance
Metrics - 5/11 CE, 2/11 attendance, 3/11 school climate
Actions - school climate 4/24, Community Engagement 5/24, Attendance 2/24
WCCUSD
Goals - 4/11 Community engagement, 3/11 school climate, 2/11 attendance
Metrics - 4/11 Community Engagement, 2/11 school climate, 3/11 Attendance
Actions - Community Engagement 4/20, School Climate 2/20, Attendance 0/20, socio emotional 6/20
Coachella
Goals – 2 total 1 Community Engagement, 1 clean/well maintained
Metrics - 6/12 Community Engagement, 3/12 School Climate, 2/12 Attendance
Actions - Community Engagement 20/32, School Climate 1/32, Attendance 2/32
Kern
Goals - 4/8 community engagement, 2/8 attendance, 1/8 school climate
Metrics - 5/19 attendance, 2/19 Community Engagement , 8/19 school climate
Actions - Attendance 7/70, Community Engagement 27/70, School Climate 11/70, More Time 11/70
Current data
Grade data is 2015-16 and the rest is current
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Louise and Annie
Recognizing the importance of school climate for attendance, AW has designed a tool to help schools to examine the characteristics of school climate. The tool is free, and is differentiated between elementary schools and middle and high schools. We recommend using the tool throughout the year to assess change over time and at different times throughout the school day get a full sense of the student experience.
The SEAT is available publicly. You can access the registration through our website and, after completing a quick survey that tells us a little about you and allows us to get in touch with you for feedback, you’ll receive a Basecamp invitation from our team in 72 hours. Then you or someone from your school or district will need to complete the account set-up and download the tool and user guide from basecamp. Remember to read the user guide before you get started to help guide your process. Engaging young people as members of your team will help to improve your overall analysis and also builds leadership skills among the students who will be part of the analysis and solution development.
The SEAT comes with instructions and an observation tool. We encourage schools to put together a team that include students as members of the team. When recruiting students think about which students are struggling with attendance whose insights would be valuable related to school climate.
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