Bringing Attendance Home
Engaging Parents and Students in Reducing Chronic
Absence
Nashville TN September 30, 2015
www.attendanceworks.org
Agenda
I. Review of Key Concepts
II. Parent Perceptions of Attendance
III. Apply Tier I Interventions and Tools
A. Attendance Incentives
B. Illustrating the Gap
C. Bringing Attendance Home Video
D. Student Attendance Success Plan
E.
Written Materials
V. Leveraging Parent/Teacher Conferences
VI. Reflections
2
Learning Goals for Today
• Reflect on why chronic absence matters for student
success and how family engagement is a critical
ingredient for turning it around.
• Find out about the latest research about what works
for messaging attendance to families
• Take away strategies and tools for engaging families
in conversations about why attendance matters and
what they can do
• Identify opportunities to use these materials in your
own schools and communities
3
Who is in the room?
• Please raise your hand, if you are a:
a)
b)
c)
d)
e)
f)
g)
h)
i)
Teacher
Social Worker
School Counselor
School Nurse
Attendance Officer
Site Administrator
District Administrator
Community organization working in schools
Other?
4
Attendance Concepts
A Quick Review
5
Attendance is an Essential Ingredient
of Academic Success
Attainment
Over Time
Achievement
Every Year
Attendance
Every Day
Developed by Annie E. Casey Foundation & America’s Promise Alliance
For more info go to www.americaspromise.org/parentengagement
6
Improving Attendance Matters
Because It Reflects:
Exposure to language: Starting in Pre-K, attendance equals exposure
to language-rich environments especially for low-income children.
Time on Task in Class: Students only benefit from classroom
instruction if they are in class.
On Track for Success: Chronic absence is a proven early warning sign
that a student is behind in reading by 3rd grade, failing courses middle and
high school, and likely to drop-out.
College Readiness: Attendance patterns predicts college enrollment
and persistence.
Engagement : Attendance reflects engagement in learning.
Effective Practice: Schools, communities and families can improve
attendance when they work together.
(For research, see: http://www.attendanceworks.org/research/)
7
Find Out Why Students Are
Chronically Absent
Myths
Absences are only a
problem if they are
unexcused
Sporadic versus
consecutive absences
aren’t a problem
Barriers
Chronic disease
Lack of access to
health or dental care
Poor
Transportation
Aversion
Child struggling
academically
Lack of engaging
instruction
Poor school climate
and ineffective school
discipline
Trauma
Attendance only
matters in the older
grades
No safe path to school
Parents had negative
school experience
8
Improving attendance requires a tiered
approach that begins with prevention
TIER 3
Students at risk of missing 20% or more of
school (severe chronic absence)
• Intensive education
case management
with coordination of
public agency and legal
response as needed
High
Cost
TIER 2
• Provide personalized early outreach
Students at risk of missing 10• Meet with student/family to develop plan
19% (moderate chronic
• Outreach to students with health challenges
absence)
• Offer attendance Mentor/Buddy
TIER 1
All students
• Recognize good and improved attendance
• Educate & engage students and families
• Monitor whether absences are adding up
• Clarify attendance expectations and goals
• Establish positive and engaging school climate
Low
Cost
9
AW Recommended Site-Level Strategies
10
Additional Information about Parent
Perceptions of Attendance?
11
Ad Council – CA Attorney General
Reducing Chronic Absence by Informing Parents
What Causes the Attendance Problem?
Here’s What Researchers Say
“The causes of chronic absenteeism are complex and vary from school to
school.” (Public health, transportation, poverty, etc.)9
BUT
“A lack of parental understanding
about the importance of daily school
attendance can lead to higher rates of
absenteeism, as parents may not fully
understand the negative outcomes
associated with missing school.”10
“[P]arents who have low levels of
education themselves simply do not
understand the importance of
regular school attendance.”11
13
Research Methodology
Parent Ethnographies:
Phase
#1
Expert Interviews:
School administrators, teachers,
parent liaisons, and policy experts
• In-home interviews of 24 parents
of chronically absent K–5 students
• Approx. 2 hours each
• 9 Spanish, 15 English
• 8 in LA, 8 in the Bay Area, and 8 in
Central California
Phase
#2
Conducted 823 telephone and online surveys (573 in English and 250 in
Spanish) to validate Phase 1 findings and test 4 messages
Completed September 2015.
14
Here’s Who We Talked To and Why
(Demographic Breakdown)
All parents had annual
household incomes below
$50,000 per year
Because 75% of chronically absent12
and 90% of severely chronically
absent students are low-income
Parents of students in public
elementary schools (K-5) who
missed 10+ days in the previous
year
Because parents are key allies in
addressing California’s elementary
school chronic absence and truancy
crisis, and we wanted to hear
directly from them
Representative samples of all
ethnic/racial backgrounds, with
oversampling of African
American and Latino parents
Because there’s an ethnic/racial
attendance gap
We wanted to zero in on the most affected families
15
Why Are Kids
Chronically Absent?
Here Are 4 Lessons
We’ve Learned
16
Lesson #1
Parents Universally Want What’s
Best for Their Kids
(Did You Need a Study to Tell You That?)
17
1
Parents Have Only the Best Intentions
How likely are you to do the following in the 2015-16 school year?
90%
Very
Likely
93%
92%
82%
91%
65%
73%
75%
59%
75%
23%
17%
69%
40%
Somewhat
Likely
17%
Keep track
of
attendance
18%
Save
absences for
when
necessary
Shorten family
vacation to
ensure child
doesn’t miss
Contact
teacher to
make up
missed work
22%
25%
Talk to child
about
importance of
attendance
Ask school
for help
During both phases of research, it was absolutely clear
that parents have big dreams for their children and
have the best intentions.
18
Lesson #2
Parents aren’t connecting the
dots between early attendance
and later outcomes
“My child shouldn’t
miss a day of
kindergarten unless
it’s unavoidable.”
“I hope my child
graduates high
school and goes to
college.”
19
2
Parents Agree that Some Absences
Were Avoidable
We asked parents:
How often did your child stay home
even though they probably could
have attended?
Although parents responded that
most absences were unavoidable,
74% responded that at least some
were avoidable.
% of Parent
Respondents
No
Avoidable
Absences
Some
Avoidable
Absences
Keep in mind: This is what parents are willing to
say to an interviewer.
20
2
Parents Don’t Think Early Grade
Absences Are a “Big Deal”
% who say “it’s a big deal to miss at this grade level”
Spanish-Speaking Parents
79%
84%
71%
63%
49%
71%
47%
56%
37%
23%
Pre-K
41%
48%
English-Speaking Parents
Kindergarten Grades 1-3
Grades 4-5 Middle School High School
Parents are about 2x more likely to say that attendance
is a “big deal” in high school than kindergarten
21
Lesson #3
Parents aren’t connecting the
dots between day-to-day
absences and year-end totals
“A couple absences
a month isn’t a big
deal.”
“18+ absences a year
is way too many.”
22
3
Parents Underestimate the Number
of Year-End Absences
We asked each parent about his or
her child’s absences in two ways:
1. Was your child absent an average
of 2 or more days a month?
2. Was your child absent more than
10 days over the year?
60% of parents said their child was
absent an average of 2+ days a
month, but not 10+ days a year
Missed an average of
2+ days per month
90%
Missed
10+ days
annually
30%
The math: If a child is absent an average of 2+ days a
month, then she is absent far more than 10+ days a year
23
3
Parents Want to Track Absences
We asked parents:
How likely is it that you will track
absences in the 2015-16 school
year?
Between 90-96% of parents said
they were likely to track absences.
73%
64%
Very likely
Somewhat
Likely
Unlikely
17%
32%
10%
4%
English-Speaking Spanish-Speaking
Parents
Parents
Parents want to do what’s best for their kids.
24
Lesson #4
Schools Inadvertently Reinforce
Absence-Causing Behaviors
25
4
Most High-Absence Parents Reported
that Their Schools Had Not Contacted Them
72% of parents
reported that they
most trust teachers
to talk to them about
absences.
BUT
Only 42% reported
that a school official,
including a teacher,
contacted them about
attendance in the last
6 months.
We need to make it easier for teachers and school
leaders to talk to parents about absences.
26
4
Schools Inadvertently Reinforce
Some Absence-Causing Beliefs
School Behaviors that…
Reinforce Attendance
Class rewards for good
attendance (e.g. popcorn
or ice cream parties)
Individual recognition for
students with good
attendance
Reinforce Absenteeism
• Impersonal letters
• Teachers send work
home in response to
absences
• Teachers do not address
absenteeism issue with
the parent
• Parents do not feel their
child is safe in school
• High levels of
absenteeism in the class
Big motivators for kids,
but not parents
Reinforces parents’
existing attitudes and
behaviors toward absences
Impersonal Letters:
• Easy to disregard
• Many parents felt the school
miscounted—but parents
couldn’t verify because they
weren’t tracking absences
• Many parents felt that the
school didn’t understand them
Sending Work Home:
• Parents thought that completing
a makeup packet caught their
child up for the missed day’s
work
Teachers Not Addressing
Absenteeism:
• Most parents reported that they
regularly communicate with
their children’s teacher, but
never about absences
Tested Four Messages
Attendance
Matters
Early attendance
= later success
Absences Add Up
2 absences per
month = chronic
absence
Bad Habits
Early absence
= later ditching
Believable and
persuasive
Believable and
persuasive
Never thought
about the habits
being formed
Fact that education
is sequential was
new information
Didn’t realize that 2
absences per
month was
excessive
All Absences Are
Equal
Absences have the
same
consequences
Never thought
about the
consequences of
excused absences
Too negative
“Not my child”
Unbelievable; some
absences are OK
Some combination of “attendance matters” and
“absences add up” is most effective.
28
Reflections
• What do you think about these findings
about parent’s attitudes about attendance
and absence?
• What are potential implications for your own
work?
29
Tier 1 Interventions
Tiered Approach to Improving Attendance
TIER 3
Students at risk of missing 20% or more of
school (severe chronic absence)
• Intensive education
case management
with coordination of
public agency and legal
response as needed
High
Cost
TIER 2
• Provide personalized early outreach
Students at risk of missing 10• Meet with student/family to develop plan
19% (moderate chronic
• Outreach to students with health challenges
absence)
• Offer attendance Mentor/Buddy
TIER 1
All students
• Recognize good and improved attendance
• Educate & engage students and families
• Monitor whether absences are adding up
• Clarify attendance expectations and goals
• Establish positive and engaging school climate
Low
Cost
31
What Families Does Tier 1 Help?
• Families of all
• Families who
students enrolled in
partner with school
your school or
when given the
program
necessary tools and
strategies.
• Families who have
had good
experiences with
school in the past.
32
Tier 1: Communication, Education,
and Engagement
33
Tips for Attendance Incentives
• Should be part of a more comprehensive
approach.
• Simple, no-cost rewards - recognition, special
privileges, personal connection - work. Reward
families, not just students.
• Interclass competition is a powerful motivator.
• Avoid recognizing only perfect attendance.
• Reward timeliness.
• Keep families informed and engaged, not just
students.
34
Reflection
• Does your school provide incentives?
• How might you strengthen them given these
tips?
35
Nurture a culture of attendance in
your schools and community
a. Send home handouts * with information and tips
about attendance.
See http://www.attendanceworks.org/tools/for-parents/
b. Talk with parents and students early in the school
year or, during the summer to share the value of
good attendance and let them know that you are
there to help.
c. Consider using an exercise to demonstrate the
importance of attendance. Ask parents to sign a
pledge card.
(* = low hanging fruit!)
36
Illustrating the Gap Exercise
For directions,
see page 17 of
Bringing Attendance
Home Toolkit
37
Parent Video & Discussion Guide
• SETTING THE STAGE
• VIDEO (6 minutes)
• FACILITATED CONVERSATION
– THE CONSEQUENCES OF CHRONIC
ABSENCE
– HOW TO IMPROVE ABSENTEEISM
•
•
•
•
FAMILY PRACTICE
INCREASE SOCIAL CAPITAL
IDENTIFY HOW SCHOOL CAN HELP
COMMUNITY SERVICES
Discussion: What are your reactions to the video? When and where
might you use these materials with a family or a group?
38
Student Attendance Success Plan
• These elements help a family to
– Develop back up plans
– Set an attendance goal
– Keep track of absences
– Come up with ideas for supporting attendance
at home
Tip: Start with the Help Bank and Calendar – offer the first page
for homework.
39
Make Creating Back Up Plans a Norm:
Student Attendance Success Plan
40
Your Family’s Help Bank
1. Your Family – List who lives in
your house
2. Everyday Helpers -Identify who
you can call on to help drop your
child off or who can pick him or
her up when you cannot. These
are people like friends,
neighbors, relatives who can
help regularly.
3. Occasional Helpers – Identify
people who probably cannot help
every day, but can help in a
pinch. Maybe it’s a god-parent, a
relative or friend who lives
outside your neighborhood but
can be there for short stints.
4. Potential Helpers – Identify
people who are part of your
school community, church, or
neighborhood who are able to
help – if you ask.
Your Family
Everyday
Helpers
Occasional
Helpers
Potential
Helpers
41
Keep Track of Attendance
Absences Add Up!
Chronic Absence = 18 days of absence = As Few As 2 days a month
42
Discussion
• When might you introduce the video and
possibly the Student Attendance Success
Plan?
43
Leveraging Parent-Teacher
Conferences to Inform Families
Satisfactory
Attendance
Missing less
than 5% of
school days
At-Risk
Missing
between 510% of school
days
Chronic
Absence
Missing 10% or
more of school
days
44
Your Turn
Satisfactory
Attendance
At-Risk
Chronic
Absence
Q: It’s the end of the first semester and 90 school
days have gone by.
What does it mean for a student to be in the
Satisfactory Attendance category?
A: Student has missed 4 or fewer school days
(in other words, less than 4.5 days)
45
Your Turn
Satisfactory
Attendance
At-Risk
Chronic
Absence
Q: It’s the end of the first semester and 90 school
days have gone by.
You meet with a student who was absent 8 days in
the first semester. What category is she in?
A: Student is in the At-Risk category
(8/90 = 8.9% absence rate)
46
Attendance Categories: Recapped
Good
Attendance
At-Risk
Chronic
Absence
Student has missed fewer than 5% of school days
(generally less than 4 or 5 days in a semester)
Student has missed between 5% and 10% of school
days (generally between 5-9 days in a semester)
Student has missed 10% or more of school days
(generally 9 days or more in a semester)
47
What might educators and
community partners say to families?
Satisfactory
Attendance
Congratulate
parents on making
attendance a
priority and
encourage them to
keep it up. Ask
them what they’re
doing that’s
enabling them to
be so successful.
Let parents know
that you are
concerned about
attendance
because their
child is beginning
to head off track,
and it is easy for
absences to add
up.
At-Risk
Chronic
Absence
If student is right around
10% or a little above
Let parents know their
child may be
academically at risk
because they have
missed so much school.
Discuss underlying
causes and how you can
help.
If student is severely
chronically absent (e.g.
>20%)
The type of challenges
these families face may
differ from those with
more moderate absence
problems. Be prepared to
touch on difficult topics,
be supportive, and be
ready to connect to
community resources.
48
Framing the Conversation to Build a
Relationship of Trust
1
Learn
Learn about the student’s family. Ask what their vision is for their
child’s future. What are their hopes and dreams for them?
Share
Share positive things you’ve observed about the student. Share your own
vision for student learning & development, including helping put students
on a pathway to success by encouraging a habit of good attendance.
Inform
Review attendance report with parents. Tailor your conversation to
student’s level of absenteeism and inform parents of possible impacts of
missing school. Connect attendance back to parents’ hopes and dreams
for their child.
Discuss
Discuss the challenges parents face in getting their children to school, as
well as strengths they can build upon. For chronically absent students, try
to understand the barriers that are keeping their children from school.
2
3
4
5
Arrive at a
Plan
Think through strategies with parents for addressing absences and help
them develop an attendance improvement plan. Offer referrals to
services as needed and ask if there are other ways you can help.
49
Caring Conversations
A. Small Group Activity: In groups of 3, have
one person role play as the staff person,
one as the parent or caregiver and one
observe. Role play for 5 minutes, then
debrief using the questions below.
B. Large Group discussion: What insights did
you gain?
50
51
Reflections
Head – a thought inspired by today
Heart – a feeling evoked by today
Hand – an action you will take
52