ATTENDANCE MATTERS: ATTENDANCE MATTERS: ATTENDANCE MATTERS: ATTENDANCE MATTERS: Regular School AttendanceRegular School Attendancegg+ Family Engagement =+ Family Engagement =School ReadinessSchool Readiness

California Head Start AssociationConference 2012Conference 2012

Suzanne Di Lillo, M.A. – Assistant Director, Contra Costa County Community Services@suzanne.dilillo@ehsd.cccounty.us

Our Pilot Study Our Pilot Study -- 11Our Pilot Study Our Pilot Study 11We began with an understanding gained from many

years of transition planning and support for families years of transition planning and support for families whose children were moving from our program spread across a large county into 20+ school districts. We were certain we could partner with these We were certain we could partner with these

families and school districts more effectively so that both could more smoothly navigate the transition. We believe that children and families who are ready We believe that children and families who are ready

for school and schools which are ready for children and families can generate positive outcomes for long term school success, measured by the standard public school success, measured by the standard public school measures, parent engagement, and family satisfaction.

Serendipitously we also noted:Serendipitously we also noted:Serendipitously we also noted:Serendipitously we also noted:Two years of participation in the national network of Cradle to Career alliances working to create civic infrastructures to to Career alliances working to create civic infrastructures to improve, sustain and scale what works for kids. Gateways is a research-based cradle to career (P-20) regional alliance of Alameda, Contra Costa and Santa Clara Counties that includes education business nonprofit civic and philanthropic includes education, business, nonprofit, civic and philanthropic organizations. CSU East Bay serves as convener of this alliance.Very increased OHS focus onVery increased OHS focus on◦ School readiness◦ Family engagementCollaborative development of the Roadmap to Collaborative development of the Roadmap to Kindergarten© with numerous local partners including the County Office of Education, Local Planning Council, First 5 Contra Costa, West Contra Costa Unified School District and our agency Contra Costa Community Services Bureauand our agency Contra Costa Community Services Bureau.

Gateways RecommendationsGateways RecommendationsGateways RecommendationsGateways RecommendationsSchools should take a comprehensive approach to increase attendance and reduce chronic absenteeism: increase attendance and reduce chronic absenteeism:

A range of activities with students, teachers, d i i t t t d it t t administrators, parents, and community partners to

encourage students’ good attendance.Frequent and positive two-way communications with f ili b t tt dfamilies about attendance.Emphasize ‘human’ qualities and connections to increase ‘caring’ about attendance.Sustain attention on attendance over time to reach set goals.

National Network of Partnership Schools, September 2010

Our Pilot Study Our Pilot Study -- 22yyA collaboration between◦ HS granteeHS grantee◦ Local school district◦ County Office of EducationyTwo HS programs located on elementary school sites and serving 184 Head Start childrenGathering attendance and family engagement data PY 12Roll out additional targeted family education model program PY 13PY 13Follow children’s attendance in subsequent yearsCorrelate the child outcomes for this pilot group with p g ptardiness, attendance, family engagement, and mandated outcomes measures

As we beganAs we beganAs we beganAs we began

We had some data.We had some questionsWe had some questions.We had some hypotheses based on research some on logic and some on research, some on logic, and some on intuition.

Family Engagement is the Base of Family Engagement is the Base of the Attendance Pyramidthe Attendance Pyramid

Coordinated public agency and

legal crisis response

Early Outreach & Case Management

to families with poor attendance

legal crisis response

Attendance IncentivesParent Education & Peer

Support

to families with poor attendance

Family Engagement in SchoolHigh quality engaging educational Program

SupportRoll Regularly taken in a caring manner

High quality engaging educational ProgramAccess to Preventative Health Care

Quality Early Care and Education ExperiencesAttendance Works

What measures relate (directly or What measures relate (directly or indirectly) to family engagement?indirectly) to family engagement?

Attitudes:◦ Sense of parental power regarding child’s learning and education◦ Difficulties of parenting◦ Perceived instrumental social support for parenting

B li f b hild’ di◦ Beliefs about child’s readinessBehaviors:◦ Frequency of engaging in family activities at home that help children

developp◦ Use of parent education classes, support groups, other

programs/services, supports◦ Use of local family resources (parks, museums, rec centers, etc.)◦ Engagement in kindergarten transition activities◦ Engagement in kindergarten transition activitiesKnowledge (and access to knowledge):◦ If and from whom they received different kinds of information

pertaining to promoting readiness◦ Access to internet, and sources of access

Applied Survey Research & Attendance Works (April 2011)

What teachers report about What teachers report about parent engagement:parent engagement:

Attend parent-teacher conferencesAttend meetings or workshops at schoolAttend class field tripsContact teacher when child is having a problem with learningC h h h h hi d b h i Contact teacher when they have something good to report about their child’s learningVolunteer in classroom or schoolAsk teacher for specific activities to do at home with childpDiscuss TV programs with childHelp child with homeworkRead to child / listen to child readGive teacher information about their child’s needs, interests, talentsTalk to child about school dayVisit classroomTake child to library or community eventsTake child to library or community eventsAttend child’s special activities at school

Applied Survey Research & Attendance Works (April 2011)

Key Family Engagement Concepts Key Family Engagement Concepts l t d t R l Ol t d t R l O Ti Ti related to Regular Onrelated to Regular On--Time Time

AttendanceAttendanceHonor parents and identify barriers.Recognize most parents want to learn about and

fl h h l d kinfluence how schools and service systems work.Raise awareness of work habit with lifelong implications.pFoster on-time attendance from outset of schooling by sharing the research data around the importance of regular on-time attendance as well importance of regular on-time attendance as well as the outcomes associated with chronic absenteeism.Highlight concrete action for parents that Highlight concrete action for parents that supports children’s education.

Student Attendance StudiesStudent Attendance StudiesStudent Attendance StudiesStudent Attendance StudiesAttendance is linked to higher student achievement better behavior grade by grade achievement, better behavior, grade-by-grade promotion, on-time graduation, and other indicators of school success.Ch i b i li k d l d l Chronic absence is linked to lower grades, lower test scores, behavior problems, high-risk behaviors in middle and high school and school d drop out.Studies which focus on site level figures or even classroom level attendance figures may fail to g yidentify individual children whose attendance patterns place them at risk.

National Network of Partnership Schools, September 2010

Key Terms for School AttendanceKey Terms for School AttendanceKey Terms for School AttendanceKey Terms for School AttendanceAverage Daily Attendance: The percentage of enrolled students who attend school each dayenrolled students who attend school each day.Satisfactory Attendance: Missing 5% or less of school in an academic year.Chronic Absence: Missing 10% or more of school in an academic year for any reason –excused or unexcused.Severe Chronic Absence: Missing 20% or more days of school per year – approximately two months of schoolmonths of school.

Applied Survey Research & Attendance Works (April 2011)

CAUTIONCAUTIONCAUTIONCAUTION“Even the best teacher can’t help

students who aren’t in the classroom. Frequent absence is a red flag, a sign of

bl h d”trouble ahead.”

Tom TorlaksonCalifornia State Schools Superintendent

The Social and Emotional Benefit of The Social and Emotional Benefit of OnOn--time Regular Attendancetime Regular Attendance

At the period of life when young children are moving from the community of the h i b d i h i ifi b fi f i home into a broader community, there are significant benefits from consistent, on-time school attendance.

Sleeping and eating patterns are regularized with good effects on health.

A predictable schedule builds the child’s confidence in the caregiver and in the A predictable schedule builds the child s confidence in the caregiver and in the environment.

Children know what to expect when they enter the classroom because they left it the previous day.

Children recognize they are a part of the community; their peers expect and include them. This promotes self-confidence, social skills, and empathy.

Ongoing conversations and learning is able to be built carefully.

Children are increasingly able to control their emotions by recognizing the effects Children are increasingly able to control their emotions by recognizing the effects of their emotions and upon their peers and their own performance.

Teachers spend less time “bringing a child up to date” and more time in scaffolding learning.

Families recognize one another and the community of caring is extended. Parents are more able to support and engage with each other. Information is shared.

Getting to School on TimeGetting to School on TimeGetting to School on TimeGetting to School on TimeIn a 2009 NHSA national parent involvement survey on punctuality in Head Start, there were several important punctuality in Head Start, there were several important findings.

Tardiness is under-recognized and widespread. More than g p50% of teachers reported that 3-6 children were tardy in an average week. More than 10% reported and average of 7 or more. The problem was greatest in urban areas.P li i i d i h b h i dPunctuality is associated with parent behaviors and

responses to parents, including teacher attitudes about parents.Punctuality practices focus on penalties 90% of respondents Punctuality practices focus on penalties. 90% of respondents

use negative interventions while 10% use positive incentives to encourage punctuality.

Louise W. Wiener, Summary Report on Punctuality Survey, April 2010

Factors related to ECE absenceFactors related to ECE absenceAt the preschool and kindergarten level, parents decide whether children getting to school is a family priority.Families may not be aware that attendance in pre-K and K y pmatters.Cultural practices relating to time vary significantly.Young children’s attendance is affected by what happens to Young children s attendance is affected by what happens to families. Multiple maternal and family risk factors increase chronic absence.Poor health was associated with higher chronic absence in K-3 gfor children from 200-300% of poverty level socio-economic status.While attendance is more affected by family conditions, y ychildren’s attitudes are a factor too.Development of good on-time attendance habits begin in pre-K.Participation in formal child care is associated with lower chronic absence in kindergarten.

Practices that improve daily Practices that improve daily attendance AND reduce chronic attendance AND reduce chronic attendance AND reduce chronic attendance AND reduce chronic absenceabsence

Orient parents on school policies and expectations for student attendance and on-i i ltime arrival.

Provide parents with a school contact personperson.Communicate often (as needed) to provide all families with information on attendanceall families with information on attendance.Reward students/classrooms/teachers for improved/excellent attendance.p

National Network of Partnership Schools, September 2010

Classrooms That Support Classrooms That Support AttendanceAttendance

C t l i t h t Create a warm welcoming atmosphere – greet children and families with a smile and use their names: CONNECT!A ti l t h l t th l i h Articulate how complete the class is when everyone is present. Stress: complete, all, every one – celebrate!Provide an engaging set of activities including projects f i t t t th hild th t t d ti of interest to the children that can extend over time:

they won’t want to miss out. These activities should always have many entry points for family engagement.

And refer to our program offerings as SCHOOL!

We recognizeWe recognizeWe recognizeWe recognize

Consistent on-time school attendance alone does not indicate family engagement.g gThere can be strong family engagement despite inconsistent attendance along p gwith patterns of tardiness.Compliance with attendance expectations Compliance with attendance expectations does not guarantee successful outcomes.

When 90% doesn’t earn an “A”When 90% doesn’t earn an “A”When 90% doesn t earn an AWhen 90% doesn t earn an AStudents who miss more than 10% of school are at grave risk

Chronic Absence > 10% absence)

Warning Signs <10% but >5% absence)g g )

Satisfactory Attendance <5% absence

Emergency >20% absence

Applied Survey Research & Attendance Works (April 2011)

HEAD START PERFORMANCE STANDARD § 1305.8 Attendance.

(a) When the monthly average daily attendance rate in a center‐based program falls below 85 percent, a Head Start program must analyze the causes of absenteeism The analysis must include a study of thethe causes of absenteeism. The analysis must include a study of the pattern of absences for each child, including the reasons for absences as well as the number of absences that occur on consecutive days.

(b) If the absences are a result of illness or if they are well documented absences for other reasons, no special action is required. If, however, the absences result from other factors, including temporary family problems that affect a child's regular attendance, the program must initiate appropriate family support procedures for all children with four or more consecutive unexcused absences. These procedures must i l d h i i h di i h h hild'include home visits or other direct contact with the child's parents. Contacts with the family must emphasize the benefits of regular attendance, while at the same time remaining sensitive to any special family circumstances influencing attendance patternsfamily circumstances influencing attendance patterns. 

Learn MoreLearn MoreLearn MoreLearn MoreApplied Survey Research at www appliedsurveyresearch orgwww.appliedsurveyresearch.orgAttendance Works at www.attendanceworks.orgRoadmap to Kindergarten at www.cccoe.netwww.gatewayspartnership.orgNational Network of Partnership Schools, September 2010 at www.csos.jhu.edu/p2000/sixtypes.htmj p ypLearning and Leadership in Families at www.LLFinc.orgNational Center for Children in Poverty at National Center for Children in Poverty at www.nccp.orgHarvard Family Research Project at www.hfrp.org

What will What will YOU YOU do with this do with this information?information?Families could use Head Start help in learning how to

th i hild ’ l i d manage their children’s learning needs.

I would like to see more:

Some obstacles to family engagement include:Some obstacles to family engagement include:

Regular on time Head Start attendance is important for Regular, on-time Head Start attendance is important for children because:

Thank you for your attendance at y ythis presentation,

for your work with Head Start, o you wo w t ead Sta t, and for your commitment to

children and familieschildren and families.