Leveraging Chronic Absence Accountability Metrics to Support School Health
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Two major policy initiatives now include chronic absence as an accountability measure for schools in California, the federal Every Student Succeeds Act (ESSA) and California’s Local Control Funding Formula (LCFF). This session will feature Attendance Works,the nation’s leading expert on chronic absence, California education policy leaders, and school health experts who will provide an overview of the accountability measures, how they can be used to reinforce the importance of health for attendance, and how school-based health providers can support efforts to address chronic absence.
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Leveraging Chronic Absence Accountability Metrics to Support School Health
- 1. Leveraging Chronic Absence Accountability Metrics to Support School Health CSHA Annual Conference May 18, 2018 www.attendanceworks.org
- 2. 2 Disclosure Annie Reed The following personal financial relationships with commercial interests relevant to this presentation existed during the past 12 months: No relationships to disclose.
- 3. 3 Today’s Objectives Review what is chronic absence and why it matters Learn about the link between health and attendance Understand new state and federal policy mechanisms that support the connection between health and attendance Hear from practitioners about promising practices Consider opportunities, challenges, and next steps
- 4. 4 Today’s Speakers Annie Reed Special Projects Manager Attendance Works Natalie Wheatfall Senior Policy Analyst Education Trust – West Michelle Bell Manager, Nursing & Wellness Department San Diego Unified School District
- 5. 5 Opening Exercise Stand up if…
- 6. 6 About Us Attendance Works is a non-profit initiative that advances student success and closes equity gaps by reducing chronic absence. Since our launch in 2010, we have become the nation’s “go to” resource for student attendance with more than a quarter million annual users of our website (www.attendanceworks.org) We work at the local, state and national level – with each level of practice informing and influencing the other. Our cross-cutting objectives are to: a. Nurture proven and promising practice b. Promote meaningful and effective communications c. Advance better policy d. Catalyze needed research Our work began with a focus on elementary schools. We now offer support to K-12 schools, and are expanding to address chronic absence starting in
- 7. 7 What is Chronic Absence? Unexcused absences Chronic Absence Chronic absence is different from truancy (unexcused absences only) or average daily attendance (how many students show up to school each day). Chronic absence is missing so much school for any reason that a student is academically at risk. California defines it as missing 10% or more of school for any reason. Excused absences Suspensions
- 8. 8 Know your attendance measures How many students show up to school every day? The percent of enrolled students who attend school each day. It is used in CA to allocate funds to districts. Average Daily Attendance Truancy Chronic Absence Who is missing school without permission? Typically refers only to unexcused absences. Each state has the authority to define truancy and when it triggers legal intervention. In CA = 3 absences or 3X late to class by 30 min without a valid excuse. Who is missing so much school they are academically at risk? Broadly means missing too much school for any reason -- excused, unexcused, etc. California code defines it as missing 10% of days of school. Chronic absence is an accountability metric under Local Control Funding Formula and Every Student Succeeds Act. Data now publicly available on DataQuest (via CDE)
- 9. 9 Average Daily Attendance (ADA) Can Mask Chronic Absence 90% and even 95% ≠ A 98% ADA = little chronic absence 95% ADA = don’t know 93% ADA = significant chronic absence
- 10. 10 High School Completion: Students who attend school regularly are more likely to graduate from high school 3rd Grade: Students who attend school regularly are more likely to be able to read proficiently by the end of 3rd grade. Middle School Success: Students who attend school regularly are more likely to have passing grades in middle school College Completion: Students who attend school regularly in high school are more likely to persist in college and graduate Student Attendance is Strongly Associated with Academic Success K-1st Grade: Students who attend regularly in the early grades perform better on measures of academic and social and emotional capacities.
- 11. 11 Reflects New Paradigm on Attendance Truancy • Counts unexcused absences • Emphasizes compliance with school rules • Uses legal, typically more punitive solutions Chronic Absence • Counts all absences • Emphasizes academic impact of missed days. • Uses preventive strategies, positive messaging
- 12. No Child Left Behind Success determined by academic standards. Federal targets and interventions for schools; punitive system of responses. Accountability and data for student sub-groups. Each state defines and addresses truancy which typically emphasizes court based, punitive, interventions. Every Student Succeeds Act Success determined by academic & nonacademic standards. States set goals; supportive framework. Accountability and data for student sub-groups. Chronic absence is a required reporting & optional school quality metric. It emphasizes prevention and early intervention. This Is a Watershed Moment For Advancing The Work As a result, all states are now required to monitor chronic absence and had the option to include it as a metric for school accountability.
- 13. 13 72% of states (36 + DC) adopted chronic absence as a metric in their ESSA plan. Who's In: Chronic Absenteeism Under the Every Student Succeeds Act Future Ed, Georgetown University, September 2017.
- 14. 14 Accountability Metric for LCFF School attendance rates; Chronic absenteeism rates; Middle school dropout rates; High school dropout rates; High school graduation rates
- 15. 15 How many students are chronically absent? What we know from California Data
- 16. 16 Chronic Absence Data Now on DataQuest! SY16-17 data Available by: • School • District • County Visit https://data1.cde.c a.gov/dataquest/
- 17. 17 Chronic Absence A Significant Issue in California 694,030 students chronically absent in 2016-17
- 18. 18 Factors That Contribute to Chronic Absence Barriers • Illness, both chronic and acute • Lack of health, mental health, vision, or dental care • Trauma • Unsafe path to/from school • Poor Transportation • Frequent moves or school changes • Involvement with child welfare or juvenile justice systems Negative School Experiences • Struggling academically or socially • Bullying • Suspensions and expulsions • Negative attitudes of parents due to their own school experience • Undiagnosed disability • Lack of appropriate accommodations for disability Lack of Engagement • Lack of culturally relevant, engaging instruction • No meaningful relationships with adults in school • Stronger ties with peers out of school than in school • Unwelcoming school climate • Failure to earn credits/ no future plans • Many teacher absences or long- term substitutes Faulty Beliefs • Absences are only a problem if they are unexcused • Missing 2 days per month doesn’t affect learning • Sporadic absences aren’t a problem • Attendance only matters in the older grades
- 19. 19 Health is a Significant Driver of Absenteeism In this Chicago Education Research Consortium study of causes of absenteeism among students missing early education classes 61% of the families reported illness, chronic illness or a child wellness visit as the cause of
- 20. 20 Leading Health Related Causes Asthma Oral HealthBullying NutritionMental Health Vision
- 21. 21 Chronic Absence is a Cross-Cutting Metric Chronic absence is a warning sign that a health- related condition may need to be addressed Children with acute and chronic health conditions are more likely to be absent from school
- 22. 22 Invest in Prevention and Early Intervention
- 23. 23 Health Framework for Chronic Absence
- 24. 24 Health Interventions Asthma • Asthma friendly schools • Environmental assessments • Asthma friendly homes Oral Health • Community–based oral health programs • School-based sealant programs • Mobile clinics Nutrition • Community eligibility • Universal breakfast • Food backpack programs • Farm-to-school programs Vision • School-based vision screening programs Mental Health • School-based mental health programs • Universal interventions • Screening, Brief Intervention and Referral to Treatment Bullying • Safe Routes to Schools • Bullying education programs • Support groups
- 25. 25 Opportunities for Health and Attendance ESSA o Chronic absence as accountability metric o Needs assessment Building momentum o American Academy of Pediatrics o National Association of School Nurses o Campaign for Grade Level Reading o School Based Health Alliance Promising Practices
- 26. 26 Challenges for Health and Attendance Data Sharing o HIPAA/FERPA o Consent Siloed systems o Data Availability and Use o Accountability o Funding and Resources
- 27. 27 Pair Share What are top health-related barriers to attendance at your school/district/county/state?
- 28. Presenter Disclosures (1) The following personal financial relationships with commercial interests relevant to this presentation existed during the past 12 months: Natalie Wheatfall No relationships to disclose.
- 29. The Education Trust – West is an Oakland-based statewide educational policy, research, and advocacy organization that works for the high academic achievement of all students at all levels, pre-K through college. We expose opportunity and achievement gaps that separate students of color and low-income students from other youth, and we identify and advocate for the strategies that will forever close those gaps.
- 30. A new funding formula In July 2013, California dramatically reformed the way it funds school districts. The new law, the Local Control Funding Formula (LCFF), replaced a system, dating back to the 1970’s, that was: Outdated Irrational Unfair School districts serving more low- income and English learner students often received fewer state resources than school districts serving wealthier communities.
- 31. LCFF is About Equity • LCFF recognizes that students with additional academic needs—low- income, English language learner, and foster youth students—need additional financial resources to ensure equity of opportunity. • LCFF is an important step toward closing opportunity and achievement gaps that separate many students from their more advantaged peers. “Equal treatment for children in unequal situations is not justice.” – Governor Jerry Brown, January 2013 State of the State speech
- 32. Higher poverty districts receive more dollars
- 33. LCFF Equitable Funding Basics • LCFF allocates base resources to all students and extra resources based on how many low income, foster youth, and English learner students a district serves. • Districts must increase or improve services that support these students in proportion to the extra resources they generate.
- 34. How Does LCFF Work? There are 3 buckets of funding under LCFF: 1. Base grants provide districts with the bulk of their funding. These per-pupil grants vary by grade level and are adjusted each year for cost of living. In 2016-17, base grants were $7,820 in grades K-3, $7,189 in grades 4-6, $7,403 in grades 7-8, and $8,801 in grades 9-12. 2. Supplemental grants provide districts with 20% more funding for each student who is either low income, an English language learner, and/or in foster care (i.e. high need). 3. In districts where at least 55% of students are high need, concentration grants provide additional funding. For each low income, English learner, or foster youth student above the 55% enrollment threshold, the district receives an additional 50% in funding.
- 36. One way to find out is with the Is your district achieving equitable outcomes for all its students? https://www.caschooldashboard.org/
- 37. California School Dashboard • In December 2017, the state released the California School Dashboard, the centerpiece of our new school accountability system. • The Dashboard includes color-coded ratings for districts, schools, and student groups on 6 state and 4 local indicators. • The colored ratings are intended to inform local efforts to improve student outcomes, and they will also help determine which schools and districts will receive county or state assistance. *In statute, the Dashboard is referred to as the Evaluation Rubrics.
- 38. Color-Coded Dashboard Ratings The dashboard ratings factor in the current status of schools and districts on different measures (like graduation rates, suspensions, math and English test scores, etc.) and the changes on these measures over time (whether scores are going up or down). The school or district color-coded ratings are a combination of status and change on these measures, blue indicating the highest score and red indicating the lowest.
- 39. Here is an example of how the status and change in district performance are combined to come up with the color-coded rating for graduation rates. Graduation RateIndicator Five-by-Five ColorTable Graduation Change
- 40. Total number of student groups with a performance level Total number of student groups with a red or orange performance level N/A means indicator is not applicable or not available Equity Report This is the landing page for every school or district on the Dashboard. It shows the overall performance on each indicator and the number of student groups in the lowest two performance levels. https://www.caschooldashboard.org/
- 41. The Local Control and Accountability Plan • Under LCFF, districts complete a Local Control and Accountability Plan, or LCAP. • Districts use the LCAP to: – Report their district's goals, programs, services, and expenditures; – Show how they intend to address the needs identified by the Dashboard; and – Report how they plan to increase and improve services for high- need students. • The LCAP is a 3-year plan that is influenced by input from district stakeholders including parents, teachers, students, principals, and community members. • You can get involved and have a say in your district’s plan!
- 42. Sections of the LCAP Template Section Required Contents Plan Summary* • Description of the district and LCAP highlights • Description of district progress, areas for improvement, and identification of student groups most in need based on Dashboard ratings • Summary of budget information Annual Update • Expected outcomes compared to actual outcomes • Prior year planned actions, services, and expenditures compared to actual actions, services, and expenditures • Analysis of how effective implemented programs/services were at meeting related goals *New for the 2017-18 LCAP Districts are required to use a state-designed template to complete their LCAP Continued
- 43. Sections of the LCAP Template Section Required Contents Stakeholder Engagement Stakeholder engagement process district implemented and impact of stakeholder engagement on LCAP Goals, Actions, & Services District goals and actions a district will take to meet these goals and planned investments to implement actions Demonstration of Increased or Improved Services for High Need Students Description of actions taken and services provided to increase or improve services for targeted student groups
- 44. What LCAPs Must Include Homeless youth These requirements are written into the LCFF statute. The LCAP template requires even more.
- 45. Stakeholders Consulted during LCAP Development
- 46. LCAPs and Health Strategies: About our Research • We reviewed first-year LCAPs for 28 districts in the 14 BHC sites • For each LCAP, we captured any goals, metrics, or actions/services (including expenditures) aligned with health strategies What: Example: Goals Annual goals that address the state priorities. These tend to be high-level. The district will cultivate a caring and inclusive relationship with parents and community, engaging families as active participants in student learning Metrics The specific way in which the district will measure outcomes. Post-parent training surveys show 85% or higher approval rating. Actions/ Services Annual actions to be performed and services provided to meet the goals. Plan and implement Parent University, including classes on ESL, positive parenting, and home support strategies. 46
- 47. 47 Basic Services Implementation of Standards Parental Engagement Student Achievement Student Engagement School Climate Access to Courses Other Student Outcomes Community Engagement Clean/ Well-Maintained Schools Attendance School Climate Safety Food/Beverage/ NutritionExercise Socio-Emotional Mental Health/Health More Time 8 State Priority Areas 10 Related Health Strategies
- 48. Findings: Investments in Health Strategies MOST Commonly Addressed Health Strategy: LEAST Commonly Addressed Health Strategy: Goals Community Engagement Food/Beverage/Nutrition Mental Health/Health Metrics School Climate Food/Beverage/Nutrition Mental Health/Health Actions/Services Community Engagement Food/Beverage/Nutrition • Health strategies are not mutually exclusive from other priorities. In many cases, there is overlap with areas like basic services, student engagement, and instruction. • Community engagement is the most commonly addressed health strategy 48
- 49. Findings: Investments in Health Strategies (cont.) Health Strategies are most often targeted at all students rather than to specific subgroups 49 0% 1% 2% 5% 9% 10% 18% 60% Latino African-American Special Ed Foster Youth English Learner Low-Income Unduplicated All Students % of Actions Targeted at Each Student Group
- 50. Findings: Investments in Health Strategies (cont.) Student Group MOST Commonly Addressed Health Strategies (within Actions/Services): All Students Community Engagement Unduplicated Community Engagement Low-income Community Engagement English Learners Community Engagement Foster Youth Socio-emotional Supports Special Education Community Engagement Socio-Emotional Supports African-American Community Engagement School Climate However, when specific subgroups are targeted, we see patterns in the types of actions/services 50
- 51. Note: Total exceeds 100% because some goals address multiple health strategies 51 40% 25% 21% 19% 12% 7% 3% 2% 0% 4% GOALS Most Commonly Addressed Health Strategies Percentage of Goals that Address Each Strategy
- 52. Note: Total exceeds 100% because some metrics address multiple health strategies 52 36% 30% 21% 9% 18% 4% 2% 2% 0% 2% METRICS Most Commonly Addressed Health Strategies Percentage of Metrics that Address Each Strategy
- 53. Note: Total exceeds 100% because some actions address multiple health strategies 53 36% 17% 16% 14% 8% 9% 10% 8% 5% 2% ACTIONS/PROGRAMS/SERVICES Most Commonly Addressed Health Strategies Percentage of Actions that Address Each Strategy
- 54. Community Engagement Implementing or expanding efforts to engage members of the district community (including parents, students, and community partners) • Addressed by 40% of LCAP health strategy goals and over 1/3 of LCAP health strategy metrics and actions. • Most community engagement actions focus on parent involvement, including workshops on supporting student learning, English classes, and school site council trainings. Example action/service: “Implement Parent University and provide adult school classes to serve our parents and targeted outreach to African-American and Latino parents.” – West Contra Costa Unified
- 55. School Climate Implementing positive school climate interventions (including positive behavior intervention strategies; strategies to reduce suspensions/expulsions) • Addressed by1/4 of health strategy goals and over 1/3 of LCAP health strategy metrics • Addressed by 17% of health strategy actions • School Climate actions focus primarily on implementing PBIS and Restorative Justice practices Example action/service: “Increase staff training in behavioral intervention and support programs and training in providing emotional support to students.” – Kern High
- 56. Attendance Implementing strategies to improve attendance and decrease chronic absenteeism and/or truancy • Addressed by 1/5 of health strategy goals and metrics • Only addressed by about 9% of health strategy actions • Districts infrequently planned attendance- specific actions, often relying on enhanced academic, extra-curricular, and arts programs to improve attendance • Attendance-focused actions typically include communication and outreach efforts Example action/service: “Professional Development for Home School Liaison Positions-targeted home visits to support college and career, discipline and attendance– Fresno Unified 56
- 57. 57 San Diego Unified School District • ~104,000 Students • 208 Square Miles • 59.4% Free-Reduced Lunch • 42% Medi-Cal • 15 Ethnic Groups (Refugees) • 60 Languages • 26.5% English Learners • Centralized Nursing Model • ~150 Nurses • ~120 Health Techs/SEHTs • Budget Considerations • 2017-18: $124 million • 2018-19: $50 million District Overview
- 58. 58 San Diego Unified School District By Grade Kinder 16.8% Grade 1 13.7% Grade 2 10.8% Grade 3 11.1% Grade 4 10.1% Grade 5 9.5% Grade 6 9.8% Grade 7 District 11,151 Students 10.72% By Level/Type Elementary 53% Middle 15% High Chronic Absence Breakdown
- 59. 59 Attendance: Why School Nurses? Nursing & Wellness Strategies • Centralized Nursing Model • School Nurses • Strategic Planning: Health, Nursing, and Attendance in LCAP • District Collective Work • SBHCs Partnerships • Community Connections • Chronic Absence Pilot Project The Origin of School Nursing: To Improve Student Attendance.
- 60. 60 School Nurses and Attendance School Nurses in SDUSD: • Monitor attendance data, ID students with excessive illness absences. • Participate as a member of the Site Attendance Team. • Contact parents to identify barriers to attendance, offer supports. • Collaborate with health care providers to identify health needs interfering with attendance and coordinate care. • Obtain MD orders, develop ISHPs, train staff to meet health needs at school. • Educate parents about health topics AND attendance. Approximately one-half of all absences are due to reported illness.
- 61. 61 2017-18 CAPP Project • 26 Elementary Schools, 1 Middle School • Increased Nursing Support to Pilot Schools • In-Depth Attendance Assessment of School Site • Support with School Staff Training • Customized Intervention Planning (3 Tiers) • Intervention Implementation Support • Data Tracking and Aggregation (impact on grades, literacy, test scores) • Advocacy with Leadership • Creating Best Practice Model for all District Schools
- 62. 62 CAPP Interventions at School Sites Monthly meetings with Principals and Site Attendance Team members to share strategies and best practices around attendance. Monitoring and sharing chronic absence data. 1:1 Coaching of School Nurses for effective management of attendance activities. Supporting Site Attendance Team in SART and SARB processes. Consulting in complex cases. Presentations at parent meetings regarding attendance. Staff inservices and Teacher workshops in best attendance practices. New written and electronic materials – Attendance Challenge charts, Illness Guidelines, parent education flyers and letters, school vacation notices and auto-call scripts. Home visiting support. Sharing research and legislative updates.
- 63. 63 Nursing & Attendance in the SDUSD 2017-18 LCAP Action 4.1.a Provide for Social and Emotional Needs: Counseling, Guidance, and Behavioral Support 1. Implementation of the Nursing and Wellness Attendance Plan includes partnership with Attendance Works, California School-Based Health Alliance and United Way, and attendance coordination and interventions between district departments and school sites to focus on the physical, social, emotional and behavioral health needs of students. Action 4.2.a Provide for Student Health and Wellness 1. The district will continue to provide health and wellness services to students. 2. The district will continue to implement its comprehensive wellness policy and action plan. 3. The district will continue to provide additional focused support for students with disabilities and significant health needs. 4. The district will continue to develop high school Wellness Centers offering services to elementary and middle schools in the cluster. 5. Nursing services will focus on all students having a medical home, asthma management, immunizations for school enrollment, HPV vaccination, referral loop closure, annual school- community engagement plan, and quarterly School-Based Health Care (SBHC) data reporting. In conjunction with iMTSS, Restorative practices, Trauma informed care, and Positive Behavior Intervention and Support (PBIS): Nursing & Wellness:
- 64. 64 Pair Share Who in your school/district/county/state can support efforts to address health- related barriers to attendance?
- 66. 66 Resources to Support Your Work
- 67. 67 Proposed Webinars and Schedule for 2018 Leadership Matters (3/28) will show the crucial role leaders play in mobilizing their communities to action. Working Together Matters (5/8) will focus on building and training teams in schools with robust participation from community partners. Community Matters (8/15) will focus on the role that a variety of key community partners can play in helping to reduce chronic absence. Health Matters (9/12) will showcase our brief highlighting bright spots where successful strategies to address health barriers have reduced chronic absenteeism TEAM UP FOR ATTENDANCE: Attendance Awareness Campaign 2018
- 69. 69 Scan of Environment and Attendance Tool (SEAT) Elementary and Secondary versions available Teaching and Learning EnvironmentSafety Relationships Designed to help schools identify opportunities to strengthen school climate Recommend it be adapted to the needs of the school and used at different times of the day and year Adapted from Baltimore City School’s Climate Walk Tool
- 70. 70 Accessing the SEAT 1. Register for the free tool at: http://www.attendanceworks.org/resources/sca n-environment-attendance/ 2. AW Team will setup an account for them and send an invitation via Basecamp within 72 hours 3. Complete account set-up and login to Basecamp
- 71. 71 Steps for using SEAT 1. Convene a team that includes students 2. Review the tool and Instructions 3. Notify students and staff 4. Conduct the assessment 5. Debrief and set goals 6. Communicate the results
- 72. 72 Pair Share What is one action you’re going to take to address health-related barriers to attendance at your school/district/county/state?
- 73. Thank you! For more information visit: attendanceworks.org Contact us: info@attendanceworks.org 73 www.attendanceworks.org
Notes de l'éditeur
- Mendocino – 2016-17 13,736 students enrolled 3,036 (22.1%) chronically absent – more than 1 in 5
- FosterED suggested these changes: Barriers: Placement instability and frequent out-of-school appointments due to court involvement for system-involved youth Aversion: Recent history of school mobility and lack of connection to current school for system involved youth Disengagement: Not awarded appropriate credits for prior course work at previous school for system-involved youth
- Of course, the problem of health-related chronic absence goes far beyond these two issues. Research indicates that other common health conditions resulting in missed school include bullying, mental health, nutrition and vision. Let me walk through some quick details here because it’s quite sobering: Bullying: over 7% of students report not going to school at least one day in the previous month because they felt unsafe at school or on the way to school. Nutrition: Children who come from food-insecure home are more likely to be suspended from school and have higher rates of absenteeism. And obese students are 1.7 times more likely to have 10 or more absences in a given year than their non-obese peers. Mental Health: Children affected by ADHD are more likely to exhibit tardiness and absenteeism. Vision: Students with vision impairments are at increased risk of disengagement from school which is a risk factor for increased missed school days. Compounding the problem is the fact that many schools do not provide conditions that support student health. Many schools have inadequate school nurse staffing, poor indoor air quality, or a lack of access to physical activity – all which can contribute to health issues. Of course the health-related factors don’t end with this list, but the message is clear, addressing health, particularly in a young populations, need to be part of a strategy to address chronic absenteeism.
- The good news is that chronic absence is a solvable problem and we have lots of evidence-based interventions to tackle the issue.
- While we’ve recognized the health and attendance connection since the organization’s inception, Attendance Works is just beginning to work more explicitly on a health strategy. We’re excited to be here to learn more from you. ESSA Chronic absence as accountability metric More attention to barriers to attendance, including health Needs assessment Title 1 schools with Schoolwide Program Plans are required to do needs assessments, that should include health Building momentum American Academy of Pediatrics – forthcoming policy statement in Spring/Summer 2018 that recognizes the reciprocal relationships between health and attendance and calls on the pediatric community to take action to address too many absences National Association of School Nurses – increasing recognition about the potential role of school nurses in attendance, developing a framework Campaign for Grade Level Reading – looking more explicitly about the connection between health and early childhood outcomes School Based Health Alliance- increasing recognition of the role of SBHCs in addressing attendance, including with California School Based Health Alliance, who AW partnered with to build capacity of SBHCs to address attendance
- Siloed systems Data Availability and Use Difficultly getting health and attendance data in the same place Big cross-sector differences in how data is used – An important role that professionals in the health field can play is helping educators better understand how to use data like chronic absence to design prevention and intervention strategies. Use of data to understand the scope and scale of a problem and to pinpoint where a particular problem is more acute is a capacity that those in the health field take for granted in regard to how to make smart decisions with resources and determining appropriate prevention and intervention strategies. Using data in this way is something that educators are continuing to improve in however there is a lot of room to grow. Health professions can help demonstrate smart uses of data and be partners to the education field. Accountability - no shared sense of responsibility for cross sector outcomes All aiming our arrows (interventions) at different targets Chronic absence provides an opportunity to health and education to aim their respective arrows at the SAME target Funding and Resources Often school and districts with the highest rates of chronic absence have the fewest resources to dedicate to health initiatives, even if they do see it as a priority
- One of the main purposes of LCFF is to make the way we fund schools more equitable Before LCFF, the funding system actually provided more resources to more affluent schools and less to higher poverty schools Also, the categorical system was confusing and required a lot of compliance hoop jumping that made it unnecessarily difficult for districts to receive this specific funding
- In this illustration you can see here that under the old categorical system, affluent schools got less categorical money but more revenue limit money to even out the funds with the higher pverty school the receive more categoricals
- Can someone read off the different groups that need to be consulted to complete the LCAP
- These health strategies, as we have identified them, are listed on the next slide
- Some of the health strategies map directly to the priority areas, while others can be mapped to multiple. For example, safety can be considered a basic services (consider, for example: locks, gates, security systems) and it can also be attributed to school climate (consider bullying prevention programs, school resource officers, and campus police). Some health strategies do not clearly map to any state priority – for example, exercise and nutrition. These often were attributed to many or even all priorities. It may also explain why some of these difficult-to-map areas were less addressed by LCAPs.
- Expenditure analysis was cut from this slide deck. But some notes: Some districts’ expenditures where excluded, because their expenditures were too broad and vague (for example, some districts included their full Special Education budgets, with some of this spending going to new psychological or behavior management positions. At least one district included its full school site staffing costs as a single line item, with teachers, admins, nurses, counselors, and so on bundled together.) Even after removing those types of expenditures, we estimate that districts spent about $650 per pupil on health strategies. This estimate gives districts “credit” for things that probably have many other purposes beyond improving investments in health strategies. For example, adding APs to help support student attendance and school climate (these people probably do many other things), adding custodians, school site discretionary dollars that can be used to support a variety of things, including but not limited to attendance interventions, school climate, and so on. Potentially problematic expenditures that we coded as health strategies: full special education costs, broad operational costs.
- Fresno 2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, excerise attendance and socio emotional WCCUSD 4/11 Community engagement 3/11 school climate 2/11 attendance Sacramento goals (4 total) 1 community engagement 1 socio-emotional 1 attendance Metrics Coachella 1 ce 1 clean/well maintained Kern 4/8 community engagement 2/8 attendance 1/8 school climate
- Fresno 2/8 Attendance 1/8 School Climate 0 ce WCCUSD 4/11 CE 2/11 school climate 3/11 Attendace Sacramento 5/11 CE 2/11 attendance 3/11 school climate Coachella 6/12 CE 3/12 School Climate 2/12 Attendance Kern 5/19 attendace 2/19 CE 8/19 school climate
- Fresno Ce 5/41 A 2/41 Sc 3/41 Se 8/41 WCCUSD Ce 4/20 Sc 2/20 A 0/20 Se 6/20 Sacramento sc4/24 Ce 5/24 A 2/24 Coachella Ce 20/32 Sc 1/32 A 2/32 Kern A 7/70 Ce 27/70 Sc 11/70 Mt 11/70
- Fresno 2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, exercise attendance and socio emotional, 0 Community Engagement Metrics - 2/8 Attendance, 1/8 School Climate, 0 Community Engagement Actions - Community Engagement 5/41, Attendance 2/41, School Climate 3/41, socio emotional 8/41 Sacramento goals (4 total) Goals - 1 community engagement, 1 socio-emotional, 1 attendance Metrics - 5/11 CE, 2/11 attendance, 3/11 school climate Actions - school climate 4/24, Community Engagement 5/24, Attendance 2/24 WCCUSD Goals - 4/11 Community engagement, 3/11 school climate, 2/11 attendance Metrics - 4/11 Community Engagement, 2/11 school climate, 3/11 Attendance Actions - Community Engagement 4/20, School Climate 2/20, Attendance 0/20, socio emotional 6/20 Coachella Goals – 2 total 1 Community Engagement, 1 clean/well maintained Metrics - 6/12 Community Engagement, 3/12 School Climate, 2/12 Attendance Actions - Community Engagement 20/32, School Climate 1/32, Attendance 2/32 Kern Goals - 4/8 community engagement, 2/8 attendance, 1/8 school climate Metrics - 5/19 attendance, 2/19 Community Engagement , 8/19 school climate Actions - Attendance 7/70, Community Engagement 27/70, School Climate 11/70, More Time 11/70
- Fresno 2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, exercise attendance and socio emotional, 0 Community Engagement Metrics - 2/8 Attendance, 1/8 School Climate, 0 Community Engagement Actions - Community Engagement 5/41, Attendance 2/41, School Climate 3/41, socio emotional 8/41 Sacramento goals (4 total) Goals - 1 community engagement, 1 socio-emotional, 1 attendance, 0 school climate Metrics - 5/11 CE, 2/11 attendance, 3/11 school climate Actions - school climate 4/24, Community Engagement 5/24, Attendance 2/24 WCCUSD Goals - 4/11 Community engagement, 3/11 school climate, 2/11 attendance Metrics - 4/11 Community Engagement, 2/11 school climate, 3/11 Attendance Actions - Community Engagement 4/20, School Climate 2/20, Attendance 0/20, socio emotional 6/20 Coachella Goals – 2 total 1 Community Engagement, 1 clean/well maintained Metrics - 6/12 Community Engagement, 3/12 School Climate, 2/12 Attendance Actions - Community Engagement 20/32, School Climate 1/32, Attendance 2/32 Kern Goals - 4/8 community engagement, 2/8 attendance, 1/8 school climate Metrics - 5/19 attendance, 2/19 Community Engagement , 8/19 school climate Actions - Attendance 7/70, Community Engagement 27/70, School Climate 11/70, More Time 11/70
- Fresno 2 of the 7 total goals related to school climate, the rest included more time, clean well maintained, exercise attendance and socio emotional, 0 Community Engagement Metrics - 2/8 Attendance, 1/8 School Climate, 0 Community Engagement Actions - Community Engagement 5/41, Attendance 2/41, School Climate 3/41, socio emotional 8/41 Sacramento goals (4 total) Goals - 1 community engagement, 1 socio-emotional, 1 attendance Metrics - 5/11 CE, 2/11 attendance, 3/11 school climate Actions - school climate 4/24, Community Engagement 5/24, Attendance 2/24 WCCUSD Goals - 4/11 Community engagement, 3/11 school climate, 2/11 attendance Metrics - 4/11 Community Engagement, 2/11 school climate, 3/11 Attendance Actions - Community Engagement 4/20, School Climate 2/20, Attendance 0/20, socio emotional 6/20 Coachella Goals – 2 total 1 Community Engagement, 1 clean/well maintained Metrics - 6/12 Community Engagement, 3/12 School Climate, 2/12 Attendance Actions - Community Engagement 20/32, School Climate 1/32, Attendance 2/32 Kern Goals - 4/8 community engagement, 2/8 attendance, 1/8 school climate Metrics - 5/19 attendance, 2/19 Community Engagement , 8/19 school climate Actions - Attendance 7/70, Community Engagement 27/70, School Climate 11/70, More Time 11/70
- Current data
- Grade data is 2015-16 and the rest is current
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- Louise and Annie
- Recognizing the importance of school climate for attendance, AW has designed a tool to help schools to examine the characteristics of school climate. The tool is free, and is differentiated between elementary schools and middle and high schools. We recommend using the tool throughout the year to assess change over time and at different times throughout the school day get a full sense of the student experience.
- The SEAT is available publicly. You can access the registration through our website and, after completing a quick survey that tells us a little about you and allows us to get in touch with you for feedback, you’ll receive a Basecamp invitation from our team in 72 hours. Then you or someone from your school or district will need to complete the account set-up and download the tool and user guide from basecamp. Remember to read the user guide before you get started to help guide your process. Engaging young people as members of your team will help to improve your overall analysis and also builds leadership skills among the students who will be part of the analysis and solution development.
- The SEAT comes with instructions and an observation tool. We encourage schools to put together a team that include students as members of the team. When recruiting students think about which students are struggling with attendance whose insights would be valuable related to school climate.
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