final-reducing chronic absenteeism pp

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

School Attendance Review Boards: Leading Three Tiers of Activities to

Reduce Chronic Absenteeism

David Kopperud, Education Programs Consultant and Chairperson, State School Attendance Review Board

Educational Options, Student Support, and American Indian Education Office

Coordinated Student Support Division

ACSA’s Pupil Personnel Service AcademyFremont Unified School District

Saturday, November 14, 2015

TOM TORLAKSONState Superintendent of Public Instruction

Workshop Objectives

• Provide a context for the increased focus on the three tiers of activities to reduce chronic absence rates

• Provide an overview of the methods of Model School Attendance Review Boards (SARBs) in leading district attendance activities and interventions

• Share practices related to chronic absence analysis and how Model SARBs are data-driven

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Current Context

• Developing a Local Control and Accountability Plan (LCAP) that includes baseline chronic absence rates and goals and strategies for reducing those rates

• Understanding the focus on elementary and middle school chronic absence rates

• SARBs that are models for reducing truancy, chronic absenteeism, and dropout rates

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Tier 1: Community Attendance Awareness

Tiers of Activities to Reduce Chronic Absence Rates

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Tier 1: Student Awards and Awareness

Tiers of Activities to Reduce Chronic Absence Rates (Cont.)

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Tier 1: Administrator Awards and Awareness


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Developing Tiers 2 and 3 Interventions Using Chronic Absence Analysis


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Local Control Funding Formula

• New language requiring that appropriate Local Control Funding Formula (LCFF) funding be “principally directed” to high-needs students will help ensure that high-needs students are provided needed support to close the gap in chronic absence rates, dropout rates, suspension rates, and in student achievement. The next step will be an evaluation rubric to ensure accountability in meeting each of the state priority areas in the LCAP.

Funding Can Support Work of School Attendance Review Boards in Reducing Chronic Absence

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Local Control and Accountability Plan

The LCAP must include a description of annual goals to be achieved for state priorities and any local priorities must be identified.

Priorities

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Chronic Absence

• A "chronic absentee" has been defined in California Education Code (EC) Section 60901(c)(1) as “…a pupil who is absent on 10 percent or more of the school days in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays."

Definition

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The Value of Chronic Absence Data to the School Attendance Review Board Compared to

Truancy Data

Chronic Absence Data

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Future of Attendance Data

• The research indicates that chronic absenteeism rates are a better indicator of risk, especially at the elementary level, than truancy rates. Chronic absenteeism includes both excused and unexcused absences while truancy only includes unexcused absences.

• As a result, the California Department of Education (CDE) is considering the collection of attendance data through the California Longitudinal Pupil Achievement Data System to calculate the rates of chronic absenteeism on a statewide basis. Truancy identification is still critical for parent notification and the SARB process to ensure compliance with compulsory education laws.

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Example of Chronic Absence Databy Grade and Year

Chronic Absence Data (Cont.)

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The Ways School Attendance Review Boards Analyze Chronic Absence to Identify High Need Groups

• Chronic absence by grade, by year

• Chronic absence by school summary

• Chronic absence by race/ethnicity

• Chronic absence by special needs status

• Chronic absence by eligibility for free or reduced price lunch

• Chronic absence by English learner status

Chronic Absence Data Analysis

Free Cal District Attendance Tracking Tool from Attendance Works provides:

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Guiding Questions for School Attendance Review Boards Analysis of Chronic Absence Data

• To what extent is chronic absence a problem in your district that has been identified in your LCAP?

• Is chronic absence a growing or decreasing trend?

• What does chronic absence look like at different grade levels in your district?

• Is chronic absence concentrated at particular schools?

• Which racial/ethnic subgroups have better or worse chronic absence?

Chronic Absence Data Analysis (Cont.)

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Additional Questions for School Attendance Review Boards

• Is chronic absence higher among students with special needs?

• Is chronic absence higher among children in foster care?

• How does chronic absence compare to average daily attendance or truancy rates for each school?

• How does chronic absence compare to measures of school climate, such as suspension rates?

Chronic Absence Data Analysis (Cont.)

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Critical Questions for the School Attendance Review Board

• Where should attendance improvement be targeted? Particular grades? Particular schools? Particular subgroups, such as foster youth?

• What would be a realistic goal to set for improvement from baseline in chronic absence levels for next year by school? By district as a whole? (Some LCAP goals expect at least a 10 percent to 20 percent reduction from baseline. For example, a 20 percent chronic absence rate would be reduced by 2 to 4 percent when LCAP defined strategies are fully implemented.)

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School Attendance Review Boards and Making Adequate Yearly Progress

• For elementary and middle school grades, the State Board of Education approved an average attendance rate of 90 percent for Adequate Yearly Progress (AYP) in 2015. SARBs should provide intensive assistance to elementary or middle schools with an average attendance rate below 90 percent.

• For high schools, the cohort graduation rate is the indicator for AYP. High schools with low cohort graduation rates and high dropout rates should be provided intensive assistance by the SARB.

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Model School Attendance Review Boards

• The Model SARB process is an effective tool with three approaches to combating truancy and to making measurable progress in chronic absenteeism rates in the LCAP.

• The SARB leads a process of prevention and different levels of intervention with the goal of reducing chronic absence rates for all student groups.

• The SARB’s collaborative, multi-disciplinary, problem-solving approach identifies and addresses barriers to attendance.

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Power and Authority of the Local and County School Attendance Review Boards

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History of the State School Attendance Review Board

• In 1987, EC Section 48325 authorized the State Superintendent of Public Instruction (SSPI) to convene the State SARB. Its mission is to provide guidance and strategies for prevention and early intervention to promote regular school attendance and higher graduation rates.

• State SARB members are invited to participate on the Board by the SSPI; the State SARB makes annual recommendations to the SSPI.

• State SARB meetings are held quarterly at the CDE; participants also attend via videoconference.

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Roles of County School Attendance Review Boards

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Roles of Local School Attendance Review Boards

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As each intervention is utilized, the goal is that

students will be “screened back” to positive

attendance.

Truancy/Chronic Absence Interventions

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Example of Successful Truancy Interventions

The chart below shows the effectiveness of truancy interventions, with only 3 percent of identified truants referred to a SARB in Sonoma County.

Source: AG’s 2013 Report on CA Elementary School Truancy and Chronic Absenteeism Crisis 25


School Attendance Review Board

Any minor pupil may be referred to SARB if he/she is:

•A habitual truant;

•Irregular in attendance;

•Habitually insubordinate or disorderly during attendance at school.

A SARB referral should be made once the school has exhausted its resources and interventions since SARB referral is a Tier 3 intervention.

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Referral Standards


School Attendance Review Board (Cont.)

(A) A parent(B) A representative of school districts (C) A representative of the county probation department (D) A representative of the county welfare department(E) A representative of the county superintendent of schools (F) A representative of law enforcement agencies(G) A representative of community-based youth service agencies(H) A representative of school guidance personnel(I) A representative of child welfare and attendance personnel(J) A representative of school or county health care personnel(K) A representative of school, county, or community mental health(L) A representative of the public defender’s office(M) A representative of the district attorney’s office

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*County SARBs shall include, but need not be limited to, all of the above per EC Section 48321(a)(2).

*Local SARBs may include, but need not be limited to, all of the above per EC Section 48321(b)(1).

Composition


Attendance Investigations

EC Section 48290 states:

The governing board of any school district, shall, on the complaint of any person, make full and impartial investigation of all charges against any parent, guardian, or other person having control or charge of any child, for violation of any of the provisions of this chapter. (Enacted by Stats. 1976, Ch. 1010.)

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Required ReferralsEC Section 48291 states:

If it appears upon investigation that any parent, guardian, or other person having control or charge of any child has violated any of the provisions of this chapter, the secretary of the board of education, except as provided in Section 48292, or the clerk of the board of trustees, shall refer such person to a school attendance review board. In the event that any such parent, guardian, or other person continually and willfully fails to respond to directives of the school attendance review board or services provided, the school attendance review board shall direct the school district to make and file in the proper court a criminal complaint against the parent, guardian, or other person, charging the violation, and shall see that the charge is prosecuted by the proper authority. In the event that a criminal complaint is not prosecuted by the proper authority as recommended, the official making the determination not to prosecute shall provide the school attendance review board with a written explanation for the decision not to prosecute.

(Amended by State 1980, Ch.1329, Sec.7.)

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TOM TORLAKSONState Superintendent of Public Instruction • The multi-agency composition of the local SARB

provides for a wealth of experience and expertise.

• Many families referred to the SARB already have been referred to public service agencies. Agencies working together can “put the pieces together” to create a comprehensive plan to provide needed assistance.

• Information regarding student records may be shared with members of the SARB (EC Section 49076[a][1][A]); this allows SARB members to have a more complete picture of the student’s current situation.

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Collaboration

TOM TORLAKSONState Superintendent of Public Instruction 1. State the overall purpose of the SARB meeting

2. Introduce the SARB panel

3. Ask the family if they know why they have been summoned to the SARB

4. Report history of student’s attendance

5. Present report from school representative listing all school interventions and results

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Meeting Procedures (Tier 3)


• SARB panel members and families address problems and make recommendations for resolving the problems.

• Recommendations are formalized into written directives.

• The written directive/SARB contract is signed by the student, parents/guardians/caregivers, the SARB Chairperson, and school district representative. The directive should include expectations, responsibilities, referrals, and a monitoring timeline.

• The SARB may require the student and/or parent/guardian/caregiver to provide proof of participation/completion of community services. (EC Section 48263)

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Directives


The SARB follows up on the student’s behavior and attendance and on the implementation of directives to assess progress and determine next steps.

•Send follow-up letter with reminder about SARB directives and continued monitoring

•Place SARB Identification sticker in cumulative folder

•Request progress reports from school site

•Check on contract conditions

•Provide rewards/acknowledgements for improvement

•Noncompliance results in a referral for legal recourse

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Follow-up Procedures for Tier 3 Interventions



Best Practices and Resources

• Annual SARB Report (include chronic absence) to County Superintendent

• Model SARB Recognition Program (data analysis)

• Great Collaboration with Partners

• Contact Information for Model SARB Chairpersons

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Annual Report

• The State SARB has recommended a format for local SARBs to use in compliance with EC Section 48273; the template is available on the CDE’s Reports of SARB Outcomes Web page at http://www.cde.ca.gov/ls/ai/sb/outcomereport.asp.

• Using a uniform format for this report will:o Enable SARBs to regularly and accurately assess

their local programs for reducing truancy and improving attendance in the county.

o Provide SARBs with constructive data to inform their decisions regarding dropout prevention.

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http://www.cde.ca.gov/ls/ai/sb/outcomereport.asp

http://www.cde.ca.gov/ls/ai/sb/outcomereport.asp


Model School Attendance Review Board Recognition Program

• Identify and recognize outstanding results-based school attendance improvement programs and creates a resource list of quality programs for dropout reduction.

• Model SARBs serve as mentors to other SARBs throughout the state.

• SARBs are encouraged to apply to become a Model SARB; applications and the Scoring Rubric are available on the CDE Web site.

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Overview


• Application Certification Form (Required)

• Narratives for Content Areas 1–4, including analysis of subgroup data (Required)

• Letters of Support for Content Area 5 (Required)

• Additional Content Area (Choose one)

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Model School Attendance Review Board Recognition Program (Cont.)

Application Requirements


• There is a recognized need to:o Establish better attendance policies, practices,

and procedures throughout the state.o Share effective practices and strategies.

• The California Association of Supervisors of Child Welfare and Attendance and the State SARB endorse the Model SARB Recognition Program.

• For information about Model SARBs, please contact David Kopperud at [email protected].

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Model School Attendance Review Board Recognition Program (Cont.)

Objectives of the Model SARB Recognition Program

mailto:[email protected]


Developing Plans for Model SARBs

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Resources

• Attorney General’s 2013 Report on California’s Elementary School Truancy and Chronic Absenteeism Crisis http://oag.ca.gov/truancy

• State SARB Handbook 2015 http://ww.cde.ca.gov/ls/ai/sb/sarbhandbook.asp

• State School Attendance Review Boards http://www.cde.ca.gov/ls/ai/sb

• CDE Behavioral Intervention Strategies and Supports http://www.cde.ca.gov/ls/ss/se/behaviorialintervention.asp

*Many sample SARB documents have been translated and are available through the CDE.

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http://oag.ca.gov/truancy

http://www.cde.ca.gov/ls/ai/sb/sarbhandbook.asp

http://www.cde.ca.gov/ls/ai/sb

http://www.cde.ca.gov/ls/ss/se/behaviorialintervention.asp


Quote from the State Superintendent

• “You can have the best facilities, the best teachers, and the best curriculum in the world, but none of that matters if students are not in school.”

• Tom Torlakson, State Superintendent of Public Instruction

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Contact Information

For technical assistance in preparing an application for the Model SARB Recognition Program contact:

David Kopperud, Education Programs ConsultantCoordinated Student Support Division

California Department of Education1430 N Street, Suite 6408

Sacramento, CA 95814Phone: 916-323-1028

E-mail: [email protected]

The State SARB wants to identify new Model SARBs every schoolyear. This year’s awards ceremony will be held in SouthernCalifornia.

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mailto:[email protected]

final-reducing chronic absenteeism pp

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