Carol paine mc govern attendance

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It’s Not About the Alarm Clock – Addressing Chronic Absence: Why It Matters, What You Can Do Shatawn Brigham Randy Koekkoek Carol Paine-McGovern

Transcript of Carol paine mc govern attendance

Page 1: Carol paine mc govern attendance

It’s Not About the Alarm Clock – Addressing Chronic Absence:

Why It Matters, What You Can Do

Shatawn BrighamRandy Koekkoek

Carol Paine-McGovern

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Chronic Absence

Missing more than 10% of the school year

Excused and Unexcused

Nationwide, as many as 7.5 million students miss nearly a month of school every year. That’s 135 million days of lost time in the classroom

Chronic absenteeism is a red alert that students are headed for academic trouble and eventually for dropping out of high school. 

Poor attendance isn’t just a problem in high school. It can start as early as kindergarten.

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History of Chronic Absence Work in Kent County

Welfare to Work

Out-stationing DHS Staff in Schools

KSSN Implementation

KSSN and The SOURCE

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Kent ISD Chronic Early Absenteeism Study 2006-2010

Lack of data on chronic early absenteeism in Kent County

Understand the scope of absenteeism

Identify areas of higher concentration

Learn about related factors such as race/ethnicity and poverty

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Data Source

Kent ISD administrative data

First through third grades

2006-2009

20 school districts

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2.1%

2.2%

2.7%

3.3%

3.5%

3.8%

3.9%

5.4%

5.5%

6.3%

6.4%

7.2%

6.8%

6.9%

7.5%

8.2%

9.5%

10.6%

10.3%

16.3%

0.2%

0.1%

0.2%

0.3%

0.3%

0.3%

0.3%

0.5%

0.7%

0.9%

1.1%

0.5%

1.0%

1.0%

1.1%

1.2%

1.1%

1.3%

2.1%

4.8%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0%

Rockford

Forest H

East GR

Caledonia

Byron Ctr

Grandvill

Northview

Thornaple

Lowell

Cedar Spr

Comstock

Kent Cty

Kentwood

Sparta

Wyoming

Godfrey L

Godwin Ht

Kenowa Hil

Kelloggsvill

GRPS

Percent of Students Chronically Absent

Chronic Extreme Chronic

22,705

2,430

3,232

2,537

1,916

5,508

2,764

9,705

4,311

2,612

3,706

3,888

3,267

3,040

6,404

3,437

1,527

3,160

10,739

8,383

District Size

Percent of Chronically Absent Students by District

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Summary

Chronic early absenteeism was shown to be related to not meeting the MEAP proficiency standards.

High percentages of chronic early absenteeism were also shown to be in geographic areas with higher population density and in areas with more people living at or below poverty level.

Chronically absent students were 2 times as likely as students with satisfactory attendance to receive free lunch, another indicator of living at or below poverty level.

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Summary Continued

Chronic absenteeism is not pervasive throughout the county but there are substantial levels of chronic early absenteeism in urban areas with higher levels of poverty.

Although a disproportionately higher percentage of African-American and Hispanic students were chronically absent, the highest number of chronically absent students is white students.

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2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

211-2012

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

AlgerBurton ElementaryCoitHarrison Park ElementaryMLK - K-8Sibley Elementary

KSSN Chronic Absence Data 2005-2012

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Literacy and Attendance

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Research Findings

Students Chronically Absent in Kindergarten and 1st Grade Much Less Likely to Read Proficiently in 3rd Grade.

Chronic Kindergarten Absence predicted lower 5th grade performance even if attendance had improved in 3rd grade.

Poor children are 4 X more likely to be chronically absent in Kindergarten than their highest income peers.

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Critical Ingredients for Success in Kent County

• Superintendent and Principal Leadership• District and Building Attendance Policy• Teacher/Staff Buy-In• Regular Attendance Meetings• Parent Outreach• Attendance Incentives• Interagency Case Management• Year End Assessment

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Role of the Community School Coordinator

• Sharing the research with parents on chronic absenteeism and its effect on their children especially in the early grades (Pre-K, K, & 1st).

• Not “letting up” -- good attendance is expected and that tardiness is not acceptable.

• Following-up on chronic attendance/tardy students/families.

• Providing families with resources to remove barriers that are keeping their children from being at school.

• Working with a Tool for Self Assessment

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Questions?