REVISED



In disaggregating attendance data from 2015-16 onward, we noticed that, while economically-disadvantaged students represented only 22% of our student population, they represented 70% of the students identified as requiring attendance intervention. At the end of the 2016-17 school year, 30 economically-disadvantaged students had 10 or more absences, and this became our target group for our closing-the-gap action plan. Our vision and mission highlight our belief that comprehensive school counseling programs support all students’ success, and we know that school attendance is imperative for making and maintaining academic progress.



To address this gap for economically-disadvantaged students, we offered interventions throughout the year. Through the process of identifying which Mindsets & Behaviors we wanted to target, we recognized the strong ties not only to the academic domain, but also to career readiness and workplace habits. We focused on long-range goal planning with our target group to foster motivation to succeed now, so that they could succeed in the future. Schoolwide programming included monthly attendance prizes and quarterly attendance recognition. An attendance-focused core curriculum lesson was delivered to 3rd-grade students. We chose this grade because it had the highest number of students approaching 10+ absences, and we wanted the lesson to serve as a preventative measure. Three small groups were designed for 3rd-5th grade target group students to improve attendance and promote school success. The small groups also incorporated attendance calendars with opportunities to earn incentives. In individual counseling, we checked in with each student every two weeks during the first semester, and as needed during the second semester. Additional efforts included monthly consultation with administrators, our school social worker, and our district attendance coordinator, as well as collaboration with families of target group students to offer resources and to build relationships to improve attendance. Because parents play a key role in attendance during elementary school, we communicated throughout the year, both in print and electronically, about attendance policies, how to report absences, and the importance of and impact of consistent attendance.



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Our interventions were developed based on Attendance Works’ Teaching Attendance 2.0 toolkit. Attendance Works is “a national and state initiative that pushes for better policy and practice to improve school attendance”, and the teaching toolkit was developed with the American Federation of Teachers (AFT) and the National Education Association (NEA). The toolkit includes tips regarding data, engagement, and student supports that were the foundation for our interventions, lessons, and communication home with families. We chose to use Attendance Works’ resources to support our attendance interventions because of their extensive attendance-related research, the availability of Attendance Awareness Month materials, and their focus on positive engagement with students and families as a primary way to impact chronic absenteeism.



These efforts contributed to a 20% decrease in chronically-absent students during 2017-18. At the end of 2016-17, 30 economically-disadvantaged students had 10+ absences; however, by the end of 2017-18, that number decreased to 24 students. Perception data also indicated growth. When asked whether it is important to be at school each day on a pre-survey in September, 17 students answered yes and 13 students answered no. When asked the same question on a post-survey in May, 28 students answered yes and 2 answered no. When asked if they are on time for school on the pre-survey, 10 students answered almost always, 13 students answered sometimes, and 7 students answered never. When asked the same question on the post-survey, 16 students answered almost always, 13 students answered sometimes, and 1 student answered never. Pre-survey responses also allowed for additional data collection including how students woke up in the morning and common reasons for missing school.



One notable success was that the targeted students who participated in the 3rd-5th grade small groups scored an average of 22% higher on the post-survey than targeted K-2nd grade students who did not participate in small groups. Additionally, five of the six targeted students who improved their attendance and were no longer identified as chronically absent at the end of the year participated in the small groups. As a result, we will extend groups to include 1st and 2nd graders, and we will also look at kindergarten students who may need to be targeted in the spring semester. Based on the positive results, we will continue to deliver attendance-focused lessons, groups, and individual interventions when school data indicates the need. We will also continue to monitor the attendance of the students targeted through these interventions to ensure their continued success or to identify the need for further support.

Goal: By the end of the 2017-18 school year, the number of economically-disadvantaged students who are identified as chronically absent (10+ excused and/or unexcused absences) will decrease by 10%, as compared to the 2016-17 school year.

Target Group: Students who are economically disadvantaged and identified as chronically absent (10+ excused and/or unexcused absences)

Data Used to Identify Students: 2016-17 attendance records disaggregated by economically-disadvantaged status

School Counselor(s): Emily Kitching

ASCA Domain, Mindsets & Behaviors Standard(s): Academic and Career - M 4, M 5, M 6, B-LS 4, B-SMS 1, B-SMS 5, B-SMS 8, B-SS 3

Type of Activities to be Delivered in What Manner?: School Success Small Groups Attendance Rockstars classroom lesson Individual student conferences with CTG students – first semester check-ins every 2 weeks, and second semester check-ins as needed Weekly monitoring of CTG students’ attendance records Monthly schoolwide attendance prizes Quarterly schoolwide attendance recognition Monthly collaboration with administrators, school social worker, and district attendance coordinator Collaboration with parents and families of CTG students as needed

Process Data (Number of students affected): 30 students

Perception Data (Surveys or assessments used): Pre- and post-surveys were used to collect perception data from 30 identified CTG students. The pre-survey was administered in September and the post-survey was administered in May. Pre-survey results: It is important to be at school each day. Yes – 17 No – 13 I am on time for school. Almost Always – 10 Sometimes – 13 Almost Never – 7 How do you wake up in the morning? Alarm – 8 Family member – 17 On my own – 5 Top reasons for missing school: Sick – 21 Family is sick – 3 Out of town – 5 Tired/overslept – 15 Missed bus – 8 Parent ’s job – 2 Worries about school – 2 Worries about friends – 0 Other – 4 Post-survey results: It is important to be at school each day. Yes – 28 No – 2 I am on time for school. Almost Always – 16 Sometimes – 13 Almost Never – 1 Note: the 15 students who participated in the 3rd-5th grade school success small groups scored an average of 22% higher on the post-survey than K-2nd students who did not participate in small groups.

Outcome Data (Achievement, attendance, and/or behavior data): G2: By the end of the 2017-18 school year, the number of economically-disadvantaged students who are identified as chronically absent (10+ excused and/or unexcused absences) will decrease by 10%, as compared to the 2016-17 school year. 30 economically-disadvantaged students had 10 or more absences; however, by the end of the 2017-18 school year, that number decreased by 20% to 24 students. Note: Five of the six students who improved their attendance and were no longer identified as chronically absent at the end of the 2017-18 school year were 3rd-5th grade students who had participated in the school success small groups.

Implications: Results indicate the positive impact of attendance-focused lessons, groups, and individual interventions, so we will continue to deliver those as school data indicates the need. Results also indicate that the school success small group interventions were particularly successful. We will extend the groups to include 1st and 2nd graders as school data indicates the need, and we will also look at kindergarten students who may need to be targeted in the spring semester. The significant role of parents in school attendance at the elementary level cannot be overlooked, and we want to strengthen our programming for parents. We will explore other ways to reach families, including partnership with the school social worker to increase parent education through parent nights or workshops, and collaboration with the school nurse to inform parents about appropriate symptoms to keep their students at home. We will also monitor the attendance of the students targeted through these CTG interventions to ensure their continued success or to identify the need for increased support.

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