Did you know that students with disabilities are among those most frequently absent from school at every grade level? Typically, these children are also the ones who most need the supports and resources that schools provide.
While we shift our focus to increased accountability for chronic absenteeism, we want to make sure that new policies and practices don't punish or blame students with disabilities and their families.
In the fourth blog in our series highlighting attendance-related issues that are emerging as states work through the complexities of implementing the Every Student Succeeds Act, we've gathered eight simple approaches that administrators, principals and teachers can take to support students with disabilities and their families and that can boost attendance.
Attendance Works is developing a series of four webinars with the National Student Attendance, Engagement, and Success Center (NSAESC) for January 2018.
The free one hour webinars are open to the pubic, and will provide detailed approaches for addressing chronic absence in schools. The webinars will cover the three-tiered system of interventions - a proven approach in use in many school systems, and strategies to help create a welcoming school climate:
* Taking a Multi-Tiered Approach to Attendance Improvement at the State, District and School Level, January 9, 2018 at 1 pm EST/ 10 am PST.
* Creating a Warm and Engaging School Climate to Support Attendance, January 16, 2018 at 1 pm EST/ 10 am PST.
* Teaching Attendance: Involving Educators with Attendance Improvement Strategies, January 23, 2018 at 1 pm EST/ 10 am PST.
* Equipping Success Mentors with the Necessary Skills to Support Students with Disabilities, January 30, 2018 at 1 pm EST/ 10 am PST. (This webinar will last 90 minutes.)
Learn more about the NSAESC and its partners, and find links to previous webinars on our website.
Mark you calendars and Register for all four webinars today!
“This is an incredible watershed moment,” declared Hedy Chang, Executive Director of Attendance Works at the 2017 Campaign for Grade-Level Reading (GLR) State Leads meeting. This annual gathering, held this year on November 13 in Orlando, FL., creates opportunities for leaders to exchange ideas on advancing the work of ensuring that children read at grade level by the end of third grade.
Chang moderated a panel describing strategic opportunities for GLR state leaders and local GLR campaigns to leverage the implementation of Every Student Succeeds Act (ESSA) plans in states. At this pivotal moment - with 36 and the District of Columbia including measuring attendance as part of their school quality indicator for their state accountability rubric - states and communities have the opportunity to leverage the law to address chronic absence, Chang said. Sue Fothergill, Associate Director for Policy at Attendance Works also discussed the opportunities for states to take action.
“The good news is that the state is very willing to work with us,” said Angela Duran, Campaign Director of the Arkansas Campaign for Grade-Level Reading. “Our state seems to be doing a very good job breaking down the silos. Chronic absence is not something to the side but a necessary precondition to achieving education goals,” Duran said.
Read more in the full blog post on the Attendance Works website .
A big heartfelt thank you to all of the Campaign communities who rallied around activities to reduce chronic absenteeism during Attendance Awareness Month this year!
As we wrap up AAM 2017 we are interested to hear from you. If you have a moment, please take a few minutes and complete a short survey to give us a sense of how you participated this year and how things worked. Please finish the survey by October 30, 2017 and we will enter your name into a raffle to win one of two $50 gift cards. You can find the survey here.
If you’re a nonprofit partner, give us feedback on the collaborating partners survey.
We saw record levels of participation this year. Communities planned rallies, hosted poster contests and high-fived students as they arrived at school. The numbers show we have support from 69 national partners and had 617 pins by Superintendents on the Action Map. Learn more in our blog.
We all know that chronic absence in the early grades often results in students not learning to read by third grade. A new study shows that teachers didn't feel excessively burdened when they took the lead in a program that significantly reduced absenteeism among 1st, 2nd grade students!
Called the Early Truancy Prevention Project, the program was designed to boost attendance of primary-grade kids by facilitating communication between teachers and parents. The teachers took the lead role in intervening with students when attendance problems emerged.
The researchers report that the program:
* reduced the prevalence of frequent absences by about 10%
* is the first program for younger students to have demonstrated effectiveness
* was implemented in 20 classrooms in five high-poverty public elementary schools
* teachers reported improved communication between parents and teachers.
Check it out and download the full study: https://authors.elsevier.com/a/1Vo6ohNfKdi2b
This month, as part of the fifth annual Attendance Awareness Month campaign, MENTOR National Mentoring Partnership, is sharing stories and resources showcasing the power of strong relationships to keep students involved in school. In the first post, Stephen Kostyo, Policy Advisor at the Learning Policy Institute and former middle and high school science teacher, writes about his experiences building meaningful relationships so students would want to come to his class. Read the full blog, "A Teacher's View on Reducing Chronic Absenteeism."
Throughout the month, and especially during the Mentoring In Real Life Attendance Week, MENTOR is inviting mentoring programs, youth serving organizations, schools and all campaign partners to help amplify this message on social media. In collaboration with Attendance Works MENTOR has released a promotional toolkit with mentoring and attendance specific social media messages. Download the toolkit here.
Remember to include #SchoolEveryDay and #MentorIRL in every post!
Just how are states handling the use of chronic absence as an indicator as they implement the Every Student Succeeds Act (ESSA)? Attendance Works has launched a series of blog posts that examine attendance-related issues that are emerging as states work through the complexities of responding to ESSA.
The recently submitted state plans for implementing ESSA show that chronic absence is gaining traction as an indicator of school quality and student success. At this point, the majority—14 out of the 17 officially submitted ESSA plans—includes some variant of chronic absence as an accountability indicator and many other states with plans in preparation seem likely to follow suit. And we've seen that the nature of the indicator and definitions of chronic absence differ, as do their attendance goals and intervention points.
Attendance Works is excited by the opportunity that the increased focus on chronic absence provides because it has the potential to increase student achievement substantially. Our first blog takes a look at different approaches to chronic absence indicators in state plans and unravels the complexity of using a positive indicator.
We hope this series stimulates conversation about ESSA planning and implementation. We would love to hear from you on this topic! Please share your comments with Sue Fothergill, Associate Director of Policy, at Sue@attendanceworks.org.
Educators in states across the country are seeing that current immigration policy changes are leading to increased chronic absence. As a way to reassure parents and students that school is a safe place for learning, states and districts have posted resources to encourage families with immigrant children to continue getting the students to school every day.
Resources range from letters sent to school communities and families reaffirming anti-discrimination polices, to toolkits with tips for dealing with anxious students, to videos for parents on how to communicate with their young children on topics that are particularly difficult to tackle, such as bullying. Abriendo Puertas/Opening Doors, for example, just released this video, in Spanish with English subtitles.
“Being in class every day is critical for academic achievement. We know that all students are more likely to come to school, and parents are more likely to take their kids to school, when they feel their school is a safe place for learning,” says Hedy N. Chang, executive director of Attendance Works.
Read more in our blog and find a sampling of these resources.
The next Attendance Awareness Month 2017 webinar, The Secret Formula 1+2+3: Improving Attendance for Our Most Vulnerable Students, focuses on providing a warm and engaging start to the school year as well as working across agencies to ensure additional supports for our most vulnerable students. Join Hedy Chang, executive director of Attendance Works, and a cross-section of speakers on August 8, 2017 2:00-3:30 PM EDT.
We look forward to seeing you! Speakers will discuss how to create a positive culture of attendance for all students with a warm and engaging start to the school year. We'll also address how educators can ensure additional supports for our most vulnerable students, including those who are living in public housing, involved in the foster care system, or are exposed to trauma.
* Ayeola Fortune, United Way Worldwide
* Dr. Martha Merchant, University of California, San Francisco
* Silvia Cordero, San Francisco Unified School District
* Janet Meeks, Delray Beach School District
* Minsun Meeker, National Center for Youth Law’s FosterEd CA
* and Hedy Chang, Attendance Works
The webinar will also highlight the newest resources from Attendance Works including our updated teacher toolkit, Teaching Attendance 2.0 with new messaging materials, and the indispensable Attendance Awareness Month resource Count Us In! toolkit.
Don’t miss out on this free webinar! Register here.
The National Student Attendance, Engagement, and Success Center (NSAESC) is excited to offer training and technical assistance to eligible districts and states around the implementation of early warning systems. Apply Today!
Early Warning Systems (EWS) combine predictive student data of Attendance, Behavior, and Course Performance, with a Tiered Response system designed to prevent and intervene to keep students on-track to graduation. Technical assistance state and district visits will include hands-on, targeted assistance, that bring experts to the community to provide strategic consultation to local stakeholders on EWS and addressing chronic absenteeism.
Site visits can include formal trainings, school observations, planning meetings, and presentations. Don’t miss out!
On June 13th and 14th, Attendance Works participated in the 2017 Campaign for Grade-Level Reading Funder Huddle in Denver. The Huddle brought together over 200+ executives and program officers from family and community foundations, United Ways and corporate giving programs, and provided an invaluable opportunity for funders to exchange ideas about how to address chronic absence as part of a comprehensive strategy for ensuring young children ready by the third grade.
As the mini-plenary closing speaker on June 14th, Hedy Chang, Attendance Works’ Executive Director, shared how this is a watershed moment during which states and communities have the opportunity to leverage the changes in federal law to address chronic absence. The speakers focused on how states working to comply with the Every Student Succeeds Act (ESSA) are adopting chronic absence as an indicator of school quality or student success. In fact, 14 out of the 17 officially submitted ESSA plans includes chronic absence.
The forum created an opportunity for Attendance Works to showcase the role that philanthropy can play in reducing chronic absence by honoring Jim Williamson, President of the Community Foundation of Greater New Britain. Jim’s commitment and passion for children played a critical role in launching and sustaining the New Britain, Campaign for Grade Level Reading. “Connecticut is the first state in the nation to show consistent reductions in chronic absence for three years in a row,” Hedy said. “Jim Williamson serves as an inspiring example of how philanthropy, especially a local community foundation can have an enduring impact on improving outcomes for children.”
Find out more about the mini-plenary and Jim's contribution to helping students be in school every day in our blog post.
Opportunities abound that offer tips, advice and strategies about how you can begin, or deepen efforts to address chronic absence in your school, district or community!
This spring the National Student Attendance, Engagement, and Success Center (NSAESC) is sponsoring a series of webinars to share practices around early warning systems that identify students who are chronically absent. Each webinar is open to the public and will also share strategies to support Success Mentor initiatives. Find one that fits into your schedule.
NSAESC operates in partnership with the US Department of Education’s Office of Safe and Healthy Schools. Other partners that support NSAESC are:
• Everyone Graduates Center, Johns Hopkins University
The second of four Attendance Awareness Month 2017 webinars focuses on early outreach and intervention. Join us and learn what teachers, mentors, school nurses and other caring adults can do to identify and help students improve attendance as soon as they show signs of falling off track. Here's the info:
Tuesday, May 23, 2017: It Takes Two: Adding Early Intervention Strategies to Address Chronic Absence (11:00 am – 12:30 pm PT / 2:00 pm – 3:30 pm ET).
Each webinar in this year’s series builds on the previous one. If you missed the first webinar, Reducing Chronic Absence: It’s a Matter of 1, 2, 3! you can find the recording and webinar materials here on our website.
Please note: Due to the high level of interest in this series, we are likely to exceed the webinar room capacity of 500! Please note that once you register you will receive the webinar recording, PowerPoint slides and other materials whether you attend or not. You might consider organizing a separate session to watch with a group using the recording and discussion guide. Guests are welcome to log in 15 minutes prior to the beginning of the webinar on May 23.
See you on May 23!
The new National Student Attendance, Engagement, and Success Center (NSAESC) is offering an online summit on April 3rd and 4th to kick off the Center and its partnership with the US Department of Education’s Office of Safe and Healthy Schools. We'll be presenting along with experts from the Everyone Graduates Center and other organizations. Registration is now open!
During the two-day National Virtual Convening, participants will have the opportunity to:
* Hear from national content experts on chronic absenteeism, early warning systems, and the Success Mentor strategy,
* Ask questions and discuss the use of chronic absenteeism as an indicator to measure school quality or student success in ESSA plans, and
* Participate in topic specific break-out sessions designed to provide customized responses to local context. Participants will have the chance to submit questions in advance.
The Center is hosting several webinars to share practices around early warning systems and for the 30 My Brother’s Keepers cities. Register here for the webinars.
The US Department of Education launched NSAESC to support the implementation of strategies, cross-sector partnerships, and early warning systems to prevent and address chronic absenteeism. Read more on our blog post.
We are excited to announce that the first Attendance Awareness Campaign 2017 webinar, Reducing Chronic Absence: It's a Matter of 1, 2, 3! will take place on March 28, 2017 at 2:00 pm – 3:30 pm ET/ 11:00 am – 12:30 PT.
This year’s webinar series will emphasize the importance of taking a comprehensive, three tiered approach to improve attendance.
- Our first webinar will showcase Tier 1 universal strategies
- The second will highlight Tier 2 early intervention strategies
- The third will show how to support the most vulnerable children by combining Tier 3 intensive strategies with early intervention and prevention.
Webinar guests will share innovative efforts from their communities such as the Suncoast Campaign for Grade-Level Reading's Attendance Awareness Poster Contest and the Allegheny County Be There campaign. We'll also unveil the 2017 edition of the Count Us In toolkit, the essential guide for planning your community's 2017 Attendance Awareness Campaign.
Please spread the word! Sample Tweets:
Wondering how 2 begin planning 4 #AttendanceAwarenessMonth 2017? Mark your calendar for the 1st webinar on 3/28! http://bit.ly/2lukCCn
What does it really take 2 reduce #chronicabsence? Join the 1st 2017 Attendance Awareness Campaign webinar on 3/28! http://bit.ly/2lukCCn
Sample Facebook post:
Join the first Attendance Awareness Campaign 2017 Webinar, Reducing Chronic Absence: It's a Matter of 1, 2, 3! on March 28, 2017. Guests will share innovative efforts from their communities such as the Suncoast Campaign for Grade-Level Reading's Attendance Awareness Poster Contest and the Allegheny County Be There campaign. We'll also unveil the 2017 edition of the Count Us In toolkit for planning your community's 2017 Attendance Awareness Campaign.
Researchers from Arizona State University, with Read on Arizona, wanted to find out which factors might impact a student’s ability to read by third grade. The answer for students in Arizona was clear: good attendance makes a real difference. Read on Arizona is a statewide public and private partnership aimed at boosting language and literacy skills for children from birth through age eight.
“Although this seems intuitive, our analysis suggests that for those looking to improve student learning, particularly as it relates to literacy, increasing attendance rates may be critical first step,” the researchers wrote in a blog post for the Brookings Institution.
The analysis found that for a 1 percent increase in third grade attendance rates, there is an average increase of 1.5 percent of students passing the Arizona Instrument to Measure Standards (AIMS) third grade reading test at the school-level in 2013-2014. Similar results hold for students who miss too much school: For a 1 percent increase in chronic absenteeism (i.e. the percentage of students who miss 18 or more days in a given school year), there is an average decrease of 0.3 percent of students passing third grade AIMS reading, they found.
Read the full blog post here.
As part of the Every Student Every Day campaign the US Education Department is sponsoring a virtual summit about chronic absenteeism on December 7.
This webinar will feature leading practitioners, researchers and advocates from across the country who are leveraging chronic absence data to support systems change to help ensure high-quality, whole-child supports for all students. Co-partners include Attendance Works, Healthy Schools Campaign, Trust for America’s Health, and Everyone Graduates Center at Johns Hopkins University.
We look forward to seeing you on Dec. 7! Find out more and register to attend by clicking here.
Please spread the word on social media! You can use these sample tweets:
Register for the ESED national summit! @usedgov @healthyschools @HealthyAmerica1 @JHU_EGC http://bit.ly/2gCGcED #schooleveryday
Join the nat. summit on reducing chronic absence on 12/7! Hear practitioners from across the US: http://bit.ly/2gCGcED #schooleveryday
Shifting school start times could very well improve attendance for middle and high school students. Research shows that sleep patterns naturally shift as children mature making it more difficult for them to fall asleep as early as they did when they were younger. Without adequate sleep at night, (optimally 8.5-9.5 hours) teenagers are more apt to get to school late or miss it entirely, studies show.
School Start Later, a nonprofit group, would like schools to change their morning bell times to allow teens to get a full night's rest. Teens who get adequate sleep are less at risk for health problems such as diabetes, obesity and depression. The American Academy of Pediatrics, the American Medical Association, the Centers for Disease Control and Prevention, and a host of other national and regional groups support later morning school start times for teens.
Read our blog post to find out how shifting morning school start times can help improve student attendance!
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