Presented September 6, 2018, in Albuquerque, New Mexico,
Presented September 6, 2018, in Albuquerque, New Mexico, at the Mission Graduate 2018 Every Day Matters Attendance Conference Using Data to Increase Attendance Megan Dunn Davison, Ph.D. Director of Continuous Improvement, Mission: Graduate Derek Kuit Research Scientist, CCPI/Mission: Graduate #everydaymatters18 MissionGraduateNM #60Kby2020 @MissionGraduate Presentation Overview Calculating chronic absenteeism Understanding the problem Continuous improvement Calculating chronic absenteeism The Basics: Data Best Practices
Source: StriveTogether (2015). Student Data Privacy Best Practices. The Basics: Qualitative and Quantitative Quantitative Qualitative Structured data Numbers Collected through assessments, surveys, databases Analyzed with statistics Presented through graphs and tables Unstructured Words and images Collected through observations, surveys, interviews, focus groups Analyzed with themes Presented as summaries and quotes The Basics: Calculating Chronic Absence # of days absent
# of days enrolled = XX % days missed SATISFACTORY Attendance (missing less than 5% of school days) AT-RISK Attendance (missing 5-9.99% of school days) MODERATE Chronic Absence (missing 10-19.99% of school days) SEVERE Chronic Absence (missing 20% or more of school days) Chronic Absence is Research-Based Excused Absences + Unexcused Absences + Suspensions Chronic Absence ADA versus Chronic Absence Average Daily Attendance and Chronic Absence 100% 90%
96.2% 95.9% 91.8% 92.1% 80% 70% Average Daily Attendance (percentage of students present on the average day) 60% 50% 40% 30% 20% 26% 10% 11% 0%
2012-13 15% 14% 2013-14 2014-15 8/2015-3/2016 % Chronic Absence (percentage of students who missed 10% or more of school days) The Basics: Calculating Chronic Absence CHALLENGE: Some data systems are not currently set up to calculate chronic absence rates # of days absent # of days enrolled RESOURCE: http://www.attendanceworks.org/tools/tools-for-calculating-ch
ronic-absence/ Attendance Works Classroom Data Tool 1. Student Data on Chronic Absence Quickstart: Enter information in the light blue cells. All the other areas get automatically generated. More detailed instructions are in the "Guide" tab. A. Classroom Information In Cell B4: Enter your name or classroom number In Cell F4: Enter total number of school days within time period. (Enter whole numbers only) In Cell D4: Enter time period (e.g., Fall Semester 2017) B. Student Information Type or paste into columns A through F beginning on row 10. Do not paste over columns G through J. Enter the number of (Optional) Enter Student's Enter Student's days student
Enter has been Last Name Student ID First Name present (within timeframe) Student _ID First_Name Last_Name Enter the total number of days student has been absent (within timeframe) Days_Present Days_Absent (Optional) Indicate whether the student was chronically absent last school year using drop-down menu Do not enter data below. Sort by clicking on the Do not enter arrow on row 9 data below.
and selecting "sort." Prev_Year_Chronic_A Chronic Absence Chronic bsence Rate Absence Tier Double check cells D and E in Do not enter the same row data below. if this column does not say "adds up." Color coding Check www.attendanceworks.org/resources/data-tools/classroom-attendance-calculat or/ The Basics: Calculating Chronic Absence For example: As of 40 days into the school year, Any student with ____ 4 or more absences (10%) is chronically absent ALTERNATIVE: Use total number of absences for each (excused student with 8 or more absences
studentAny + unexcused + suspensions), and establish cutoffsisbased on the # of school absent days to date. (20%) severely chronically Understanding the problem Understanding WHO is absent Chronic Absence by Race/Ethnicity 30% of ALL students were chronically absent 51% 48% 28% 17% 20% 14%
23% 9% NATIVE WHITE AMERICAN (35 STUDENTS) (294 STUDENTS) 26% 19% 7% HISPANIC (392 STUDENTS) TOO FEW STUDENTS 38% % SATISFACTORY Attendance (missing less than 5% of school days) AFRICAN AMERICAN (4 STUDENTS) % AT-RISK Attendance
(missing 5-9.99% of school days) % MODERATE Chronic Absence (missing 10-19.99% of school days) % SEVERE Chronic Absence (missing 20% or more of school days) 12/13/20... 12/15/20... 12/19/20... 05/18/20... 05/22/20... 05/24/20... 12/21/20... 12/09/20... 05/16/20... 05/26/20... 12/07/20... 05/12/20...
01/13/20... 01/11/20... 01/09/20... 12/22/20... Understanding WHEN they are absent Second Quarter % absent on ABOVE average days Understanding WHY are they absent? Surveys Focus Groups Interviews Observation s SelfAssessment Understanding WHY are they absent? What are all the different reasons that you have missed school this year? I was...
I was too tired to go to s... I was having personal pro... I attended a cultural act... My family was having pro... I had problems with transport... I do not like s... I was unmoti... My classes were b... I had to take care of my child or someone in my f... I was hanging out with fr... I was susp... I was with my boyfriend/girlf... I had to... My school does not listen to stu... My classes were too... Electives were b... My teachers didnt... No one cares whether I go to s... I did not feel safe at s... 77% 32% 30% 26% 21% 18% 16% 16% 16% 14% 14%
11% 9% 9% 7% 7% 6% 4% 2% 2% Reasons for Chronic Absenteeism Survey (RCA) Developed by Problem Solving/Response to Intervention, Florida Two nationally validated surveys 6th-12th graders who have missed 10% or more instructional days PreK/Head Start parents with children who have missed 10% or more instructional days 32 items about reasons for missing, and 3 open-ended questions related to reasons for missing and attending 32 items form 6 factors: Barrier, Aversion, Disengagement, Health Composite, Transportation, and Family Composite Scoring sheet available For more information contact Megan Dunn Davison at [email protected] RCA Factors Factor Item Descriptor
Had to work Parents don't care Had to go to court/DJJ Suspended Barrier Right clothes Homeless Water/Heat/Power turned off Sent to office too much Had to move Safe on way to/from school Teased/bullied Safe at school Aversion No one misses Didn't want to see another student School not a nice place to be Too sad/depressed Hung-out with friends/family Did not get work done/study Stayed up too late Disengagement School is boring No reason to go Fear of punishment for tardies
Didn't want to go to class RCA Factors Factor Item Descriptor Sick short term Health Composite Sick long term Health-related appointment Problems with car Transportation Missed the bus Didn't want to walk in bad weather Take care of/help family Family Composite Out of town Family emergency Continuous improvement Continuous Improvement
Plan Adjust Do Study Continuous Improvement: STUDY Are What Aredata do we we need weto collect in doin doing to answer g theorder thing rightthese s questions? thing right? s? Performance Measures Answer Three Questions Effort Quantity
Quality How much did we do? How well did we do it? # clients/customers How servedmuch did # activities (by type we do? of activity) % common measures How well did ratio, we (e.g., client-staff % clients do seen it? in their own language) Responses to a satisfaction survey Did we make a difference? Effect
Did we make a difference? Changes in: Attitudes, Knowledge, Behavior, Circumstance Results-Based Accountability Websites raguide.org resultsaccountability.com resultsleadership.org Performance Measures Example Performance Measures What data can we use to evaluate whether PSAs and robocalls before holidays helps increase attendance? 1. How much did we do? 2. How well did we do it? 3. Did we make a difference? Effort Effect Setting Performance Measures (excerpt from Attendance Success Plan) How much did
we do? # of robocalls sent # of flyers that went out How well did we do it? Did we make a difference? # and % of calls that Comparison of last reached a live person years attendance rate the day before the % of student body that received the calls holiday compared with this year Feedback from parents # of days before holiday robocalls were sent # of languages flyer was translated into Data Collection and Analysis Plan Datarelated Action
Steps Design survey Administer survey to all 8th graders etc. Attendance Team Debrief re: Perf. Measures By When Who Do We Oversees Plan to Get the This Action Completed Step Who Does the Work Who Approves the work
Who Must Be Consulted Who Must Be Informed September Phyllis 15 Joseph Phyllis Principal Robinson and Third period Attendance teachers Team members September Violeta 16-20 Third period teachers
Principal Robinson N/A N/A Phyllis Principal Robinson and Attendance Team members N/A MidDecember Mid-April Phyllis Joseph Summary Chronic absenteeism includes both excused, unexcused, and suspensions A student who misses 10% or more of the school year is chronically absentmissing only 2 days per month is chronically absent
Identifying chronic absenteeism requires DATA and identifying the right students Identifying chronic absenteeism also requires DATA with a plan Thank you! We would like to acknowledge the following partners/collaborators of this presentation: Deborah Good Daphne Strader Partners and staff of Mission: Graduate
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