School attendance records determined that Hispanic/Latino students were overrepresented as the group with the highest chronic absenteeism (18+days absent/10% of school year) for the 2016-17 school year. Through discussions with the SCAC, and further analyzing school attendance data, it was determined that chronic absenteeism was disproportionately a problem among low SES students also, a group primarily made up of students from Hispanic/Latino backgrounds. Having this information, the school counselors set the goal to raise the attendance of chronically absent low SES students by 5%. The thought was that by identifying the barriers to school attendance, and developing interventions that address those barriers, we could help close the attendance and achievement gap between low SES students and those of more privileged socioeconomic backgrounds.



Health problems, extraordinary family circumstances, school disconnectedness, and a lack of understanding of attendance procedures were among the top reasons students failed to attend school regularly (11.1). This information along with ASCA Mindsets & Behaviors (M3, B-LS 4, B- SMS 5, BB-SS 3), guided the activities for our closing the gap intervention. First, school counselors provided a tier-2 group lesson to increase students’ knowledge regarding attendance procedures and the connection between good attendance and academic success. Weekly counselor-student meetings were also held to track school attendance, formulate long and short term goals (B-SMS 5), and for students to create relationships with adults (school counselors) that support success (B- SS-3). Lastly, Student Support Team (SST) meetings were also held for students whose circumstances required more involved tier 3 interventions, such as 504 plans for health conditions, hybrid class schedules, or alternative educational placements. Unfortunately, the goal to increase the attendance of chronically absent low SES students by 5% was not met. The increase was only 1.9%, raising the group average from 85.1% to 86.7%. In reviewing the data, however, we learned that 8 of 17 students changed their status from chronically absent to having satisfactory attendance of above 90%. While the group did not meet the 5% increase as a whole, 47% of total participants students were successful, and therefore some gains were made in closing the attendance gap between low SES students and those of more privileged backgrounds.



While perception data was positive, and most students gained knowledge, skills and positive perceptions regarding school attendance, the two school counselors felt they were unable to thoroughly address the barriers every student faced, preventing them from attending school regularly. Adverse health conditions and low parent engagement were common factors for students whose attendance did not improve. Based on recommendations from SCAC, as well as school counselor best practices, next year we plan to offer evening presentations and meetings with parents to increase their knowledge and help change their perceptions regarding their student’s attendance practices. To increase student motivation, we will offer an incentive program, sponsored by our SCAC community representative for students who increase their attendance and exit the chronically absent list. Weekly counselor-student meetings will continue as they served to raise student perseverance to achieve long and short term goals, and for students to create relationships with adults that support success. In discussions with school administrators regarding students’ gaps in knowledge towards attendance policies, it was also determined that tier 1 attendance information will be presented to all CVHS students at the beginning of each school year.

Goal: By June, 2018, students who are low SES and have been identified as chronically absent, will increase their attendance by 5%, from 85.1% to 89.35% as a group.

Target Group: A group of 17 students from 10th, 11th, and 12th grades identified as low SES and chronically absent

Data Used to Identify Students: Using AERIES school database, students were identified by analyzing the attendance data across different student groups. Chronic absenteeism was most significant among students of low SES backgrounds.

School Counselor(s): Darwin Vega Kathy Pelzer Elizabeth Ochoa (Intern) Laura Liegler (Intern)

ASCA Domain, Mindsets & Behaviors Standard(s): Mindsets: M3: Sense of belonging in the school environment Behaviors: B-LS 4: Apply self-motivation and self-direction to learning B-SMS 5: Demonstrate perseverance to achieve long- and short-term goals

Type of Activities to be Delivered in What Manner?: Attendance Group Lesson: Review school attendance procedures, link between attendance and academic success, overall implications of the program Weekly counselor –student meetings: Set goals and track attendance progress/ provide support. Student Support Team (SST), 504, and school counselor/parent meetings for students who are the most chronically absent

Process Data (Number of students affected): (REVISED) 17 students identified as low SES and chronically absent received a lesson on attendance policies and procedures as a group. The 17 students also received Individual weekly meetings from December 2017 to June 2018. Individual success plans were created and individual student attendance rates were tracked during those meetings. Students with severe barriers to school attendance received: Counselor-Parent meetings/ Student Support Team (SST) meetings.

Perception Data (Surveys or assessments used): Fall pre-survey and Spring end of year post-survey data indicated. -An increase from 65% to 95% in students who agreed or strongly agreed that they understand the school’s attendance expectations and procedures. -An increase from 0% to 50% in students who agreed or strongly agreed that excused and unexcused absences have equal impact on their ability to succeed in school. -An increase from 90% to 95% of students who agreed or strongly agreed they should communicate with their teachers on days they are absent from school. -An increase from 20% to 50% in students who agreed or strongly agreed they know how to set attendance goals and track their own attendance progress. -An increase from 85% to 95% in students who agreed or strongly agreed that school attendance is crucial for their academic and future success.

Outcome Data (Achievement, attendance, and/or behavior data): Group: There was a 1.9% increase in total attendance from 2016-17 to 2017-18 school years. Goal was not met. Individual: 8 of 17 (47%) students changed their status from chronically absent to having satisfactory attendance above 90%.

Implications: (REVISED) The written goal (5% group increase) was not met. However, individual attendance rates did occur as 8 of 17 (47%) students who participated in the intervention changed their status from chronically absent to having satisfactory attendance 90% or higher. In addition to this increase, most students who participated had an increase in their attitudes, skills, and knowledge regarding school attendance and procedures as shown in the intervention post survey. Furthermore, Behaviors chosen for the intervention B-LS 4 and B- SMS 5 (Apply self motivation/self-direction to learning, and demonstrate perseverance to achieve long and short-term goals) were addressed as 50% of students who participated in the intervention agreed they know how to set attendance goals and track their own attendance progress. This is in comparison to only 20% who agreed or strongly agreed in the pre-survey. In the future, the counseling team would like to partner with community stakeholders to offer incentives for students who meet their attendance goals. We also would like to incorporate a parent education component to our intervention, as parent/guardian support is crucial for attendance related success.

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