Student Attendance and the Role of the Attendance Supervisor*

Solano County Office of EducationJune 14th, 2018

* Partially adapted from Mike Lombardo’s Ed Code 48240-48246 Placer COE

And Dennis Wiechman Student Attendance from a Multi-Tiered Perspective Sanger USD

Objectives of Today’s Presentation

Collaborative Training

• Ensure understanding of Supervisor of Attendance Education Code and its duties

• Provide strategies and tools to effectively carry out the responsibilities of the position.

• Clarify/answer any questions regarding chronic absenteeism, truancy, SARB, etc.

Start with the WHY

Chronic Absenteeism Rate

Attendance at the Forefront: Every Student, Every Day

• Attorney General and Secretary of Education Dear Colleague Letter (2015)

• Recommended Action Steps:1. Generate and act on absenteeism data

2. Create and deploy positive messages and measures

3. Focus communities on addressing chronic absenteeism

4. Ensure responsibility across sectors

Attendance at the Forefront: LCAP

•State Priority 5: Student Engagement•Chronic Absenteeism•High School Graduation•Dropout

•State Priority 6: School Climate•Student Suspension•Student Expulsion

Race/EthnicityCumulative Enrollment

Chronic Absenteeism CountChronic Absenteeism

Rate

African American 369,453 69,556 18.80%

American Indian or Alaska Native

34,005 7,124 20.90%

Asian 573,637 20,606 3.60%

Filipino 156,496 7,817 5.00%

Hispanic or Latino 3,462,159 407,181 11.80%

Pacific Islander 30,574 4,724 15.50%

White 1,505,255 145,981 9.70%

Two or More Races 213,730 22,085 10.30%

Not Reported 60,187 8,956 14.90%

Statewide Total 6,405,496 694,030 10.80%

Table 1: 2016-17 California Chronic Absenteeism Counts & Rates by Race/Ethnicity

Program Populations

Cumulative Enrollment

Chronic Absenteeism Count

Chronic Absenteeism Rate

English Learners 1,403,879 147,341 10.5%

Foster Youth 55,288 13,879 25.1%

Homeless Youth 252,525 53,630 21.2%

Migrant Education 58,253 5,298 9.1%

Socioeconomically Disadvantaged

3,915,714 529,250 13.5%

Students with Disabilities

771,024 136,566 17.7%

Statewide Total 6,405,496 694,030 10.8%

Table 2: 2016-17 California Chronic Absenteeism Counts & Rates by Program or Student Group

Attorney General Report In School & On Track: 2016

• The California Attorney General’s Office has analyzed the extent and impact of elementary chronic absence and truancy since 2013. The most recent 2016 report shows that chronic absence affects 12% of California students, with disproportionately high rates of absenteeism and suspensions for youth of color, as well as low-income, homeless, foster and special education students.

What is our Current Reality?

Solano County Demographics

▪ 66,481 Enrollment in 2017-18

▪ 38.5% Hispanic or Latino

▪ 25.1% White

▪ 14.3% African-American

▪ 8.7% Filipino

▪ 7.1% Two or More Races

▪ 3.8% Asian

▪ Unduplicated Pupil Count of Free/Reduced Price Meals, English Learners, and Foster Youth 33,521

0

5

10

15

20

25

30

35

40

45

50

2011-12 2012-13 2013-14 2014-15 2015-16

Truancy Rates

State Solano

10.8

14.7

19.2

11.610.4

12.8

19.6

0

5

10

15

20

25

StateAverage

SolanoAverage

Gr K Gr 1-3 Gr 4-6 Gr 7-8 Gr 9-12

Solano County Chronic

Absenteeism Rate

14.7

7.5

23.5

8.6

15.6

20.322.5

12.610.9

0

5

10

15

20

25

Solano County Absenteeism Rate by Ethnicity

Impacted AcademicsOn Track 2016

What is your School or District’s Chronic Absenteeism Rate and Cohort Graduation Rate

EthnicityCumulativeEnrollment

TotalSuspensions

UnduplicatedCount ofStudents

Suspended

SuspensionRate

Percent of Students

Suspended with One Suspension

Percent of Students

Suspended with Multiple

Suspensions

African American 10,199 2,988 1,507 14.8% 56.0% 44.0%

American Indian or Alaska Native

355 32 19 5.4% 63.2% 36.8%

Asian 2,442 58 44 1.8% 84.1% 15.9%

Filipino 5,659 227 157 2.8% 78.3% 21.7%

Hispanic or Latino 25,227 2,536 1,441 5.7% 65.2% 34.8%

Pacific Islander 808 95 48 5.9% 58.3% 41.7%

White 16,952 1,281 738 4.4% 66.1% 33.9%

Two or More Races

4,503 434 230 5.1% 66.1% 33.9%

Not Reported 791 76 43 5.4% 67.4% 32.6%

Solano County 66,936 7,727 4,227 6.3% 62.7% 37.3%

Statewide 6,405,496 381,845 233,478 3.6% 69.3% 30.7%

Suspension Rates

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Percentage Total Enrollment and Percentage of Students Suspended

Cumulative Enrollment Percentage of Students Suspended

Average Daily Attendance

Average CalculationsYour Free Math LessonWhat is the Average?

100

50

0

20

40

60

80

100

120

High School 2800 Elementary 300

Percentage ADA

Weighted AverageMust Account for Each Student

•Weighted Average = (%*n)+(%*n)/N

•Weighted Average =(100*2800)+(50*300)/3200

•Weighted Average 92.19%

What Is Your District’s ADA?

• District Enrollment and ADA available at Ed Data https://www.ed-data.org/state/CA

• What percentage of your enrollment?

Cohort Graduation Rate

Cohort Graduation Rate

• The School Dashboard only reports for Districts and Schools.

• What is your District’s Cohort Graduation rate? https://www.caschooldashboard.org/#/Home

• Do you find substantial gaps between groups of students?

• Compare to the gaps found for Chronic Absenteeism?

California Education Code48240. The governing board of each school district and each county superintendent of schools shall appoint a supervisor of attendance

1976 Original: “… specific duties related to compulsory full-time education, truancy, work permits, compulsory continuation education, and opportunity schools, classes, and programs”

Amended by AB 2815 (2017) and AB 1516 (2018)

“… (b) It is the intent of the Legislature that in performing his or her duties, the supervisor of attendance promote a culture of attendance and establish a system to accurately track pupil attendance”

• Raise awareness about attendance

• Identify and respond to patterns of chronic absenteeism or truancy

• Address contributing factors including suspension and expulsion

• Early identification of students for services and interventions

• Evaluate effectiveness of strategies

Additional Services• 48240 (c) The Supervisor of Attendance may provide support services and

interventions, which may include, but are not limited to:

• Conference

• Co-curricular/extra-curricular activities (school connectedness)

• Recognizing excellent or improved attendance

• Referrals for school case management

• Collaboration: CWS, law enforcement, public health, mental health, etc.

• Collaboration: SSTs, SARBs, etc.

• For high chronic absenteeism identify school-wide deficiencies

• Referral for comprehensive psychosocial/psychoeducational assessment

Attendance Supervisor Systemic Reference

• Promote a culture of attendance/system to track attendance

• Provide support services/interventions

• Analyze effectiveness and make necessary changes

• Consistent with a Multi-Tiered Systems of Support model

Supervisor of Attendance: Three Foundational Areas

• 48240 (b): Culture of Attendance

• 48240 (b): System to Track Attendance

• 48240 (c): Interventions

Essential Definitions

Truant Habitual Truant Chronic Absent

EC Section 48260(a) Absent

from school without a valid

excuse three full days in one

school year or tardy for more

than a 30 minute period during

the school day without a valid

excuse on three occasions in

one school year

EC Section 48262: Any pupil is

deemed an habitual truant who

has been reported as a truant

three or more times per school

year (conscientious effort to

hold at least one conference

with a parent or guardian of the

pupil and the pupil himself)

EC Section 48263.6

Absent from school more than 10% of the school year from the

date of enrollment

Foundational Component 1: Promoting a Culture of Attendance

• Raise the awareness of school personnel, parents, guardians, caregivers, community partners, and local businesses of the effects of chronic absenteeism and truancy and other challenges associated with poor attendance.

• How do you do this in your district?

Supervisor of Attendance

Foundational Components Ideal Goals

Culture of Attendance Multiple methods regularly used to communicate the importance of attendance and the dangers of poor attendance and to encourage good attendance

Foundational Component 2: Tracking Attendance

• How do you track attendance?

• How do you use this system to address chronic absenteeism?

• Is the system effective?

• What are the elements of an effective system?

Attendance Tracking Should Be Used To:

• Raise the awareness of the effects of chronic absenteeism• Communicate to all stakeholder that attendance is a big deal

• Identify and respond to patterns of chronic absenteeism• Carefully and frequently analyze data to develop goals and objectives

• Identify and address factors contributing to chronic absenteeism and habitual truancy, including suspension and expulsion• Develop a comprehensive understanding of contributing factors to

address them systematically

Attendance Tracking Should Be Used To: (Cont.)

• Ensure early identification.• Address patterns before they become well established

• Evaluate the effectiveness of strategies implemented• Review outcomes and adjust interventions accordingly

Data Analysis

• For early identification of:• Struggling students

• Sub-groups (grade levels, geographic areas, etc.)

• Contributing factors

• interventions/referrals

• suspensions/expulsions

• “to ensure pupils with attendance problems are identified as early as possible to provide applicable support services and interventions.”

• “to evaluate effectiveness of current strategies.”

Attendance Tracking System

COMMON UNDERSTANDING

• Excused vs. Unexcused

• Tardy vs. Late

• Truant (30 min unexcused) vs. habitual truant (3 truancies) vs. chronic truant (10% missed school due to truancies)

• Chronic absence (10% missed school for any reason, incl. suspensions)

CDE Year-End Report

Consistency

• Are the excusal reasons applied consistently? EC 48205

• How do you know?

Truancy Intervention Matrix

CDE SARB Handbookhttps://www.cde.ca.gov/ls/ai/sb/sarbhandbook.asp

Unexcused Absence: Parents will be notified in a timely mannerif their child is absent from school without permission. Education Code 51101(a)(4).

Truancy: Upon a pupil’s initial classification as a truant, you will be notified of the following: (a) That the pupil is truant. (b) That the parent or guardian is obligated to compel the attendance of the pupil(c) That you may be guilty of a criminal infraction if you fail to meet this obligation. (d) That alternative educational programs are available in the district. (e) That you have the right to meet with appropriate school personnel to discuss solutions to the pupil’s truancy. (f) That the pupil may be subject to arrest and prosecution. (g) That the pupil may be subject to suspension, restriction, or delay of the pupil’s driving privilege. (h) That it may be recommended that you accompany the pupil to school and attend classes with the pupil for one day. Education Code 48260.5

Chronic Truancy: The parent or guardian of any pupil in grades 1 through 8 who is found to be a “chronic truant” may be found guilty of a misdemeanor. Education Code 48263.6; Penal Code 270.1.

Parents’ Responsibilities

Site Level

• How is attendance and chronic absenteeism addressed at the site level?

Activity: Complete with your team

What do we do with our data? District Site

Who

What

When

Supervisor of Attendance

Foundational Components Ideal Goals

System to Track Attendance All sites and staff have common understanding of attendance terms, codes, thresholds, practices, consequences, interventions and are entering attendance data consistently; attendance reports are generated and analyzed regularly by district and site teams.

Foundational Component 3: Interventions

• What are some common causes of poor attendance?

Some Root Causes

• Student/Parent Mental Health Issues• Homelessness• Caring for Family Members• Lack of Parental Assertiveness• Substance Abuse/Neglect• Bullying• Co-parenting Issues• Academic Failure

ADVERSE CHILDHOOD EXPERIENCES

(ACES)

POTENTIAL EFFECTS OF HIGH ACES

SCORES

16.4

15.6

0 5 10 15 20

California

Solano County

Children with Two or More Adverse Experiences (Parent Reported)

Increased Attendance Involves a 3-Tiered Approach

Students chronically absent/habitually truant

5-15% of a school’s students

Students at risk for poor attendance or students with rising attendance rates

15-20% of a school’s students

All students 65-100% of a school’s students

Source: Attendance Works

Activity-- Table Talk

• What interventions do you most commonly use

to address attendance/truancy issues?

• When (Tier II, Tier III)?

• What factors do you take into account?

• Which interventions are most successful?

• 5-10 Min: Share Out

Attendance Supervisor’s Potential Services/Interventions:

• 48240 (c) The Supervisor of Attendance may provide support services and interventions, which may include, but are not limited to:

• Conference

• Co-curricular/extra-curricular activities (school connectedness)

• Recognizing excellent or improved attendance

• Referrals for school case management

• Collaboration: CWS, law enforcement, public health, mental health, etc.

• Collaboration: SSTs, SARBs, etc.

• For high chronic absenteeism identify school-wide deficiencies

• Referral for comprehensive psychosocial/psychoeducational assessment

MTSS Attendance Recommendations

MTSS and Attendance

School Attendance Review Boards

• Local SARBs Processes: Strengths and Challenges

• State SARB: Public meeting agendas at https://www.cde.ca.gov/ls/ai/sb/documents/statesarbagenda201806.asp. Next meeting June 22, 9:30-3:00

• Additional strategies: https://www.cde.ca.gov/ls/ai/cw/attendstrategy.asp

• Model SARB recognition process

• 16 SARBS recognized in 2017-18

Model SARB Application:

• Goals, objectives, and outcomes

• Prevention, early identification, and interventions

• SARB members’ collaboration and qualification

• Inventory of community resources

• Leadership strategies

• Program design and organizational structure

• Meeting dynamics

Supervisor of Attendance

Foundational Components Ideal Goals

Interventions District and sites have a host of interventions to choose from, depending on specific barrier to attendance. Emphasis on relationship and connection with both student and family.

Supervisor of Attendance

Foundational Components

In Place Initiated/Partially in Place

Not in Place Action Step(s)

Culture of Attendance

System to Track Attendance

Interventions

Conclusions

• Comments

• Identified goals

• Future conversations

• Collective impact areas

• Thank you for participating in the collaborative training. Your names will be submitted to the County Board of Education for approval as Supervisors of Attendance for your District.