ATTENDANCE PLAYBOOK - FutureEd
ATTENDANCE PLAYBOOKSMART STRATEGIES FOR REDUCING CHRONIC ABSENTEEISMIN THE COVID ERABY PHYLLIS JORDANJUNE 2020
About the AuthorAbout FutureEdAbout Attendance WorksPhyllis Jordan is editorial director ofFutureEd is an independent, solution-Attendance Works is a national nonprofitFutureEd.oriented think tank at Georgetowninitiative that supports improved policyUniversity’s McCourt School of Publicand practices around school attendance.Policy, committed to bringing freshOur mission is to advance studentenergy to the causes of excellence,success and help close equity gaps byequity, and efficiency in K-12 and higherreducing chronic absence. Follow us oneducation. Follow us on Twitter atTwitter at @AttendanceWorks.UsageThe non-commercial use, reproduction,and distribution of this report ispermitted. 2020 FutureEd@FutureEdGU
ATTENDANCE PLAYBOOKTable of ContentsForewordIntroductionMonitoring Attendance in Distance LearningTIER I Interventions6Nudging Parents and Students8Home Visits10 Positive Messaging11 Incentives13 Healthy School Buildings15 School-based Health Services17 Telehealth19 School Buses and Public Transit21 A Safer Walk to School23 Breakfast for All25 Laundry at School27 Relevant—and Culturally Relevant—Curriculum29 Threshold Greetings30 Rethinking Recess32 Restorative Discipline PracticesTIER II Interventions34 Early Warning Systems36 Mentors38 Youth Engagement40 Addressing Asthma42 Targeted Transportation43 Students with Disabilities45 School Refusal47 Immigration EnforcementTIER III Interventions49 Truancy Courts51 Interagency Case Management53 Housing Challenges
SM AR T ST R AT E G I E S F O R R E D U C I N G C H R O N I C AB SE N T E E I SM I N T H E C OV I D E R AFOREWORDThe coronavirus outbreak and the shocking deaths of Ahmaud Arbery, George Floyd and other African Americanshave challenged the nation in fundamental ways. On a smaller scale, they have compounded a serious problem facingschools: chronic absenteeism. Even before the pandemic and the striking acts of police brutality and indifferencetoward black Americans, nearly 8 million students—16 percent of the nation’s public-school population—were missing10 percent or more of the school. With the disruption of the school calendar, the possibility that classes will continueonline in the fall, and the trauma that the recent killings have surely inflicted on many students of color, schools facenew and difficult challenges in trying to keep students engaged.To help educators respond to the new realities, FutureEd and Attendance Works have revised and expanded our 2019Attendance Playbook. It includes more than two dozen effective approaches to reducing chronic student absenteeismin the wake of the Covid-19 outbreak including how to encourage and track attendance under distance learning.In Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism in the Covid Era, we explain eachintervention, identify the problem it solves, summarize supporting research, offer modifications for Covid concerns,and highlight schools or school districts that have used the strategy successfully. The list isn’t exhaustive, but itrepresents a substantial sample of the leading work and latest thinking on improving attendance.We worked closely with California-based Attendance Works on our earlier absenteeism initiatives and we are verypleased to partner with the organization again on this project. Hedy N. Chang, Cecelia Leong, Sue Fothergill, andCatherine Cooney provided invaluable insights.FutureEd Editorial Director Phyllis Jordan managed the project and wrote much of the report. FutureEd researchassociates Rachel Grich, Sara Karim and Kendell Long also profiled several absenteeism strategies.An important aspect of our analysis was gauging the quality of the research supporting absenteeism interventions.We worked closely with University of Illinois researcher Patricia Graczyk to do that. Graczyk, who has publishedresearch on attendance interventions and who has been trained on the federal standards for evaluating studies,assessed each study we cite in the report against the four levels of research evidence described in the federal ESSA.We include her research ratings throughout the report.Finally, Molly Breen and Jackie Arthur of FutureEd’s editorial team did a great job producing the report, as always.Thomas TochDirector, FutureEd5Fu tureEd
SM AR T ST R AT E G I E S F O R R E D U C I N G C H R O N I C AB SE N T E E I SM I N T H E C OV I D E R AINTRODUCTIONAmid the economic and health consequences of thecoronavirus crisis and heightened anger over racismand police brutality, educators are facing daunting newchallenges in ensuring students’ return to school in thefall—whether classes are held in person or online.The onset of the pandemic and subsequent closingof schools for six months have frayed the bondsbetween students and school, connections that ofteninfluence school attendance. Many students havelost family members to the pandemic. Millions moreare living in families suddenly facing the stressesof unemployment and housing insecurity, burdensthat have fallen disproportionately to low-incomestudents of color and other already vulnerable studentpopulations, many of whom have also had to copewith racial bias in their school lives and beyond. Nowtheir sense of estrangement has been compounded bythe traumatizing killings of George Floyd and AhmaudArbery and other recent episodes of police brutality andindifference.To help educators respond to these challenges,FutureEd and Attendance Works have expanded our2019 Attendance Playbook to reflect schools’ realitiesduring and after the pandemic. It offers ideas for how toencourage and track attendance during distance learningin a section at the beginning of the report. And it includesmore than two dozen effective and readily scalableapproaches to reducing chronic student absenteeism inthe wake of the Covid-19 outbreak.Each section describes an intervention, identifies theproblem it solves, summarizes supporting research, andhighlights schools or school districts that have usedthe strategy successfully. The list includes much of theleading work and latest ideas for improving attendance,work that in many instances complements recent effortsto strengthen social and emotional aspects of learning.1Even before the coronavirus crisis, school absenteeismrepresented an enormous threat to many students,especially those from disadvantaged backgrounds. By9th grade, students’ chances of graduating from highschool drop by 20 percentage points for every week ofschool they miss.Such findings have led the federal government to requireall states to report chronic absenteeism rates, and theyhave led 36 states and the District of Columbia to holdschools accountable for chronic absenteeism rates underthe federal Every Student Succeeds Act (ESSA). Nearly8 million students—16 percent of the nation’s publicschool population—were chronically absent before thepandemic, disproportionate numbers of black and brownstudents among them. Since the outbreak, educationofficials have reported that many students have beenabsent from distant learning platforms.The interventions in the playbook move beyond thetraditional focus on punishing students for missingschool, an approach that studies show has failed toreduce absenteeism. Instead, they stress the importanceof effective messaging about attendance, particularlythe need to focus on all student absences not just thosethat are unexcused, and the role attendance plays inpromoting student achievement. They help create awelcoming school climate once students arrive, buildinga sense of belonging among students and parents alike.Equally important, they emphasize working with studentsand families to address barriers to getting to school. Thesocial and economic dislocations brought about by thecoronavirus pandemic have exacerbated these barriersand historical inequities related to poverty and racism.The interventions are organized into three tiers, reflectingthe intensity of support students need given their level ofabsenteeism. This approach will be familiar to educatorsand public health officials who use other multi-tieredFu tureEd
AT T E N DA N C E PL AY B O O Ksystems of support, such as Response to Interventionand Positive Behavioral Interventions and Support. TierI strategies make up the majority of the interventionsand are aimed at encouraging better attendance for allstudents and at addressing absenteeism before it affectsachievement. Setting expectations and recognizingimprovement are essential.The more intensive—and generally more expensive—TierII interventions target students at greater risk of chronicabsenteeism, such as those who are close to or alreadymissing 10 percent of the school year, the standarddefinition of chronic absenteeism. These students andfamilies need personal attention to help understand theimportance of attendance and create a plan to addressthe barriers they are facing. Tier III approaches provideintensive support to students missing the most school,often involving not just schools but other agencies suchas health, housing, and social services, and typicallyrequiring case management customized to individualstudents’ challenges. Such students are missing 20percent or more of the school year.Beyond these targeted strategies, there are broaderinitiatives—such as Full-Service Community Schools,Communities in Schools and cradle-to-career initiativeslike Strive Together—that have proven effective atreducing chronic absenteeism. These strategies typicallycombine multiple interventions by multiple publicagencies to support both entire school populationsand chronically absent students. New research oncommunity schools in New York City demonstrates astrong impact on student attendance.Some of these approaches seek to address absenteeismdirectly. Others see increased attendance as a byproduct of their success, as do some after-schoolprograms and dual-enrollment programs that permithigh school students to get a head start on their collegecareers.Schools and districts that have achieved the best resultstypically use two interconnected practices as part of theirwork. First, they track an array of attendance-relateddata to identify vulnerable students, discern patterns,and determine the intensity of the response needed towww.future-ed.orgLEVELS OF EVIDENCEESSA requires that schools and districts useat least some evidence-based practices whenthey tap federal dollars to improve schools. Thelaw sets up four levels of evidence for educationresearch.Strong: The highest level of evidence requiresthat the strategy produce a significant effect in atleast one “gold standard” experimental study, a“randomized control trial” comparing the impact ofan absenteeism intervention on a randomly selectedgroup of students to the absenteeism rates of similarstudents who don’t receive the intervention. Suchstudies require a large, multi-site sample of at least350 students in more than one location, withoutmuch attrition among participants over the courseof the experiment.Moderate: The second highest level of evidenceshould include a significant impact either from arandomized control trial with a high attrition rateamong participants or a quasi-experimental study,one that compares equivalent groups but not in arandom fashion, using a large, multi-site sample.The research should not be overridden by anotherstudy on the same intervention with negativeeffects.Promising: The third level of evidence requiresat least one well-designed and well-implementedstudy establishing a correlation to positive resultswithout as much equivalence between groups. Itcan also include a randomized control trial or quasiexperimental study that did not meet the definitionof a large, multi-site sample. The researchers musthave selected a representative sample without anybias or skew toward certain groups. The researchshould not be overridden by another study on thesame intervention with negative effects.Emerging: The lowest level of evidence requiresa rationale or logic model based on research tosuggest that the intervention could potentially yieldpositive results, but rigorous evaluation has yet tobe completed.2
SM AR T ST R AT E G I E S F O R R E D U C I N G C H R O N I C AB SE N T E E I SM I N T H E C OV I D E R Ahelp students improve their attendance. This trackingrequires a level of analysis beyond daily attendancetaking to figure out how many and which students aremissing so many days they are at risk academically. Bestpractice is to check weekly or biweekly for students whoare missing 10 percent of the school year, or about twodays a month for any reason: excused, unexcused or as aresult of disciplinary actions.Second, successful schools and districts use a teamapproach to addressing absenteeism. They bringtogether key players to assess data and develop a courseof action, often as part of a student support network oran early warning system that also looks at course failureand disciplinary action. They analyze data at the school,grade and student levels to understand where inequitiesexist and tailor responses for different racial, linguisticand geographic communities. The most effectivemodels involve school counselors, school nurses, parentadvocates and community partners, with principalscoordinating the teams’ work with other schoolimprovement efforts. Attendance Works has developed aguide to help schools and school districts implement thisplaybook, including ways to adapt attendance strategiesto distance learning.To help policymakers and educators ensure theirinterventions align with ESSA’s requirement forevidence-based school-improvement measures, we haveworked with University of Illinois researcher Patricia A.Graczyk to document the degree of evidence that existsfor each intervention under the federal law’s standards.intervention at each school. But that doesn’t mean everyapproach schools use must be evidence-based.It is also the case that some interventions with thestrongest evidence are proprietary programs that canafford to pay for evaluations and that cost school districtsmore to use. A strong research backing for a proprietaryprogram does not automatically convey an evidencebasis for similar programs. In a box on every page, wenote the evidence level for interventions—from strong toemerging—when research is available.Ultimately in the pandemic and beyond, the beststrategies for reducing chronic absenteeism are stepsthat improve the educational experience of all students.Instruction that is relevant to students’ lives encouragesattendance and promotes academic achievement. Awelcoming school climate can bring more studentsto school on a regular basis, and it can mitigate thetrauma in many students’ lives. Stronger bonds betweenstudents and teachers are associated not just withgood attendance but with student success and willbecome even more important given recent events .As school re-open, we need to build on the foundationof the effective practices outlined in this playbook andfind ways to innovate to keep students engaged andattending, especially students from communities thathave experienced the greatest challenges.Some of the interventions we present are too new tohave strong research supporting them. We have includedthem because there is significant non-scientific evidenceto support them, evidence that in the language of ESSA“demonstrates a rationale” for their effectiveness. Inaddition, there hasn’t been time to conduct scientificresearch on emerging pandemic-related attendancestrategies.ESSA requires that federal spending on schools in needof improvement—about 7 percent of the 15 billion TitleI budget—must include at least one evidence-based3Fu tureEd
AT T E N DA N C E PL AY B O O KMONITORING ATTENDANCE DURING DISTANCE LEARNINGFew schools had experience measuring participationin distance learning settings when the sudden onsetof the coronavirus outbreak prompted schools toteach remotely. Some didn’t monitor attendance oncestudents went into quarantine. Others measured howmany students logged into an online portal daily andchecked in with those who didn’t. Still others trackedstudents’ communications with teachers or the numberof assignments they submitted as signs of “attendance.”There is scant research on the best approaches formeasuring virtual attendance. To fill this gap, AttendanceWorks has developed an approach to monitoringattendance whether learning is in person, virtual, orblended with updated guidance as schools gain moreexperience. Key points include:J Contact: The pandemic exposed holes in schools’contact-information systems as many educatorsstruggled to reach their students and families. In somecases, families moved suddenly because of lost jobsor health concerns. In others, contacts were outdated.Strategies for locating hard-to-reach studentsincluding reaching out through text, phone, email,social media, and mail, as well as contacting friendsand neighbors. Once contact is made, educatorsshould focus on addressing barriers to attendancerather than absenteeism per se.SAMPLE METRICSJ Percentage of families with working contactinformationJ Percentage of students unreachableJ Connectivity: Students need both internet accessand proper equipment to participate in distancelearning. An estimated 9 million U.S. students do nothave internet access at home; about 11 million don’thave access to a computer. The trends are worse inwww.future-ed.orgrural communities and for students of color. Schooldistricts should determine whether students haveaccess and equipment and evaluate whether thereare resources to address gaps. Congress specifiedpurchasing educational technology as an allowableuse for stimulus funding approved in March. Districtsand schools should also assess whether school staffhave access to needed technology and equipment.SAMPLE METRICSJ Percentage of students and families withequipment and internet accessJ Percentage of students able to log-on to on-linelearning systemsJ Percentage of teachers with the equipment,access and skills for distance learning.J Relationships: Once students and families havewhat they need to work remotely, research andexperience show that strong relationships withcaring adults and educators are key to keepingthem engaged with. Schools and districts shouldtrack how often they engage students and familiesin a day or a week. Teachers are especially wellpositioned to monitor if students have responded todaily opportunities for interaction. They can also makea huge difference by adapting traditional classroomrelationship-building strategies to online settings.That can include positive messaging, incentives,and social-emotional checkpoints—at either theclassroom or individual-student levels. Relevant andculturally relevant curriculum is particularly importantin keeping students involved in distance learning. Sois regularly letting students know what they’re doingwell. Teachers should also encourage connectionsamong students in virtual classrooms, using groupassignments and online chats to keep studentsengaged with each other. Ideally, staff are connecting4
SM AR T ST R AT E G I E S F O R R E D U C I N G C H R O N I C AB SE N T E E I SM I N T H E C OV I D E R Ato students at least three times a week since the lackof response could be a sign that a family requiressupport.Also essential are practices to address traumastudents may be experiencing. In many cases, thestudents and families who struggled with attendancebefore the pandemic will face the same barriers onceschool resumes, including insufficient health careand a need to care for younger siblings or their ownchildren. Educators should talk with students andfamilies to determine the challenges they face andprovide information about needed supports. Manyschools have created call-in lines and other supportsso that families can seek assistance in supportingdistance learning at home.As school districts
Attendance Playbook. It includes more than two dozen effective approaches to reducing chronic student absenteeism in the wake of the Covid-19 outbreak including how to encourage and track attendance under distance learning. In Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism in the Covid Era, we explain each
playbook, Offensive Formation playbook, Defensive Formation playbook and Drills click the Database Selector pull down list. Creating a New Playbook File There are two ways to make playbook files. 1. File New Playbook File will start you off with a blank playbook or 2. File Save Playbook
Mr. Pervez Ahmed 6 attendance Mr. Ali Pervez Ahmed 5 attendance Mr. Hassan Ibrahim Ahmed 5 attendance Mr. Suleman Ahmed 6 attendance Mr. Atta ur Rehman 6 attendance Mr. Muhammad Yousuf 6 attendance Mr. Muntazir Mehdi 5 attendance Operating and financial data with key ratios for the six years is annexed.
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ATTENDANCE: 7 points attendance (weekly survey, meeting attendance, classroom attendance) – Attendance at all class events is mandatory – 3 free absence points (two or three days of absence based on attendance points) – Negative points can accumulate without limit – Having someone else sign you in is cheating; don’t do this!
2019 NATIONAL COLLEGE FOOTBALL ATTENDANCE ALL NCAA TEAMS Total Teams Games Attendance Average Change In Total Change In Avg. Home Attendance, Division I-FBS 130 831 34,177,838 41,129 348,051 -380 FBS Neutral-Site Attendance 19 1,061,206 55,853 -244,811 1,436 FBS Bowl Game Attendance # 40 1,637,417 40,935 34,799 -158
When the attendance is completed, the system will write the attendance information back to the system database, and the students can query the attendance result information after refreshing. Figure 2 below shows the student attendance process. The teacher logs on to the Web server side to see the attendance information for the course .
Our mission is to advance student success and help close equity gaps by reducing chronic absence. Follow us on . Effective Messaging and Engagement 21 Early Warning 23 Mentoring 25 Youth Engagement Removing Barriers to Attendance . In Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism, we address absenteeism at the ground
academic writing, the purpose of which is to explore complex concepts and issues. Terms like Zin essence or to summarise, are more appropriate. The use of the word Ztalking [ is unsuitable because the law is a concept and concepts are not capable of talking! Words that could be used instead include state, articulate or describe. Sentences Try to express a single idea or point in each sentence .
