Join us for another Chronic Absence Working Session on Thursday, March 5 (11am – 1pm) @ Neyborly (95 Linden St). RSVP HERE.
Chronic absence is a key barrier to achievement for many students in Oakland and other undeserved communities. In this working session, school teams will analyze attendance data and identify targeted interventions to reduce absenteeism.
The Chronic Absence Working Session will take place on Thursday, 3/5, 11am – 1pm at Neyborly. Lunch will be served. There is a small parking lot and street parking as well.
Which schools can participate? Any Oakland public school can participate. The agenda will be focused on supporting schools that are still developing their practices around reducing chronic absence. Schools with more developed practices are more than welcome to participate and share their systems with other schools.
Who should attend from my school? Participating schools are asked to bring at least 2 people but not more than 4 people. Schools are encouraged to bring members of your attendance team, which will vary from school to school. Participants could include: principal or assistant principal, family engagement coordinator, attendance clerk, operations manager, or other staff members.
What do I need to bring with me? In order to fully benefit from this working session, you will need to bring up-to-date, student-level attendance data. This information can generally be exported from your student information system (Aeries, PowerSchool, Illuminate, etc.). If you need assistance accessing this data, please contact Jonathon Stewart (email@example.com).
Hey folks, CORE will be hosting several Growth “101” webinars in October and November. These webinars are a great opportunity to gain a better of understanding CORE’s growth metric and how it can be useful for your school or organization.
See webinar dates and registration links below. Content will be the same for each session so please register for the session that best fits your schedule.
Thanks to everyone who was able to make to attend the second College Data Study Session! For those who were unable to join, you can find the presentation here.
We started the session by looking at college-going data recently released by the California Department of Education (CDE).
While not perfect (see information from CDE about here), this data is an important step toward better tracking student progress beyond high school.
Next we looked at how FAFSA, and Dream Act data available from the California Student Aid Commission (CSAC) correlates with college-going rates. The answer: FAFSA/Dream Act completion rates are highly correlated with the college-going data in both Oakland and statewide.
To close out the data portion of the agenda, we looked how the CORE Data Collaborative is helping schools track if students are on track to early college success. Specifically, we looked at a sampling of Oakland data that tracks 8th grade on-track status from the 16-17 school year to 9th grade on-track status for the 17-18 school year.
Currently there are four Oakland high schools – Fremont, Oakland High, Oakland Tech, and Skyline – that are participating in a continuous improvement cohort through the CORE Data Collaborative to ensure that students are ready to succeed in college up on high school graduation. As part of this cohort, each schools is using this data, and more, to create targeted supports for their students with the college to improve college-readiness.
Lastly, we closed the day by taking the California College Match Tool for a test drive (slide deck here). Special thanks to John Fanning for leading us! To stay in the loop on the tool’s development, make sure to complete this form. Keep in mind that the tool has a lot of work before it’s ready for students and families.
Stay tuned as we determine a date and focus for the next College Data Study Session.
Last week, we hosted our second Chronic Absence Working Session. The convening brought together more than 40 people representing 21 different schools and organizations. The slides from the session are available here. In the interest of time, we were only able to get through slide 15, however, we plan to follow up specifically on the power of Empathy Interviews soon.
Early intervention can be helpful in reducing chronic absenteesim and promoting attendance. To this end, school team’s began the session by looking at their attendance data from the first weeks of school. With this data in hand, school teams reflected on the touchpoints they have in place for the students that have been absent.
Next we discussed how “nudging” families can be a relatively low-cost,impactful whole-school strategy for reducing absences. Each school team then spent time planning how they can better “nudge” families to help improve attendance.
Feedback from the session was very positive so please stay tuned as we determine when we maybe be able to host another session.
It’s hard to believe it’s already back to school season – where did the summer go? As thousands of kids return to school, or in my daughter’s case enter school for the first time, I’d like highlight the importance of attendance.
It turns out that showing up to school helps kids learn. Shocking, I know right. Of course, we can’t expect every kid to earn that perfect attendance award. As a parent of a three-year old and five-year old, I’m well aware that kids get sick, oh so very sick.
For California, chronic absence is kind of a big issue. Specifically, 11 percent of kids in California were chronically absent during the 2017-18 school year (data for the 2018-19 school year is not yet publicly available). For context, that’s about 700,000 students, or more than the total population of Wyoming or Vermont. For California’s African-American kids, the percentage was nearly twice as high at 20 percent.
The story in Oakland is even bleaker. In the 2018-18 school year, the overall chronic absence rate was 16 percent and for African-American students it was 25 percent. In other words, 1 out every 4 African-American kids in Oakland missed at least 10% of school days. Wait, what? I can’t believe I just typed that sentenced. And these kids aren’t just missing time to learn, but our schools are losing out on much needed funding.
The good news is that there are Oakland schools doing great work to reduce chronic absence and improve overall attendance. In the Spring, I chatted with school leaders at Lazear Charter Academy (TK-8), LIFE Academy (6-12), and Roosevelt Middle School (6-8) to learn how each school is working to reduce chronic absence. Here is what I learned.
Teamwork Makes the Dream Work: It was not surprising to learn that all these schools have a dedicated team with a regular meeting schedule to support student attendance. It is almost too obvious that the more teachers and staff members who know what is going on, the more students and families can get support and issues can get addressed. The composition of the teams and the meeting frequently differs slightly across the schools, but each team has a consistent team with a regular schedule.
Data Driven: For all three schools, individual student data serves as the foundation for all attendance meetings. In particular, they pay specific attention to: students who are currently chronic absent and, students who are on the verge of becoming chronically absent. Looking at students who are close but not yet chronically absent is critical. It will be harder to help students catch up if they have already crossed that chronic absence threshold. An eye to prevention can go a long way.
Engaging Families is Key: All three schools stress the importance of one-on-one communication with families from a person who has a strong relationship with the student. One of the school leaders described the ideal communicator as a “warm demander” or someone who can hold meaningful relationships with families and at the same time hold them to high expectations. I am sure that you can think of someone in your life who can play this role. Sometimes we all need a watchful eye to help us do what we know we need to.
Celebrating Success: Positive reinforcement is a key lever for attendance. Each school has a public process for acknowledging kids that are meeting attendance expectations. Celebrations do not always have to focus on perfect attendance. It is also important to highlight kids that have improved their attendance. Recognizing effort when it comes to attendance is key – we need to show students and families that we see their work and improvement.
EFFECTIVE SCHOOL PRACTICES TO SUPPORT THE WHOLE CHILD: The Chan Zuckerberg Initiative’s new Request for Applications: Effective School Practices to Support the Whole Child, seeks US-based teams of schools, support organizations and/or researchers who want to apply the science of learning and human development to improve existing school-based practices that develop self-direction and curiosity, specifically in adolescents (ages 11-18 years old). Participate in an informational webinar August 13 1-2PM ET, 10-11PT to learn more. Click here to register. Closes September 19, 2019.
COMMUNITY CONVENINGS ON SEL AND EQUITY: Through the 2019 Regional SEL Convening grants, NoVo Foundation and EdFirst will support district and school communities to create convenings that build educators’ and other adults’ capacity to meet students’ social, emotional and academic needs with an equity lens. Two to four grants of $50,000 to $100,000 each will be awarded to districts, charters and their partners to design and host a convening in their region by the end of the 2020 calendar year. Letter of intent (LOI) materials can be found here. Listen to informational webinars: (7/29 recording here; 7/30 recording here and view this slide deck. Virtual office hours scheduled in August (via Zoom, Thursdays, 3-5:00 ET). The deadline for the the LOI is Friday, September 6.
Up until recently this was not an easy question to answer for a city in California (several other states make this data publicly available). The data has been available to individual schools and districts who seek it out, but the state has not prioritized releasing college-going data. Fortunately, for the the first time, California has publicly released college-going data. This is a great first step toward a statewide data system that can track student outcomes from pre-k through college.
What exactly is this data? College-going data is a combination of data from CALPADS, California’s student data system, and the National Student Clearinghouse (NSC), an organization that collects data from colleges across the country. CALPADS data tells us which kids graduate from high school. This data can then be matched with college enrollment data from NSC to tell us which high school graduates ultimately make it into college.
What are the key takeaways?
Oakland’s college-going rates are lower than the state and the county
Oakland is 6 points behind the state and and 13 points behind the county
The range in college-going rates across Oakland is wide.
Eleven schools sent more than 70% of students their graduates to college
Eleven schools sent 50% or less of their graduates to college
Girls are outpacing boys
Girls have higher college-going rates in Oakland, Alameda County, and California
The trend continues in most individual schools as well with gaps as large as 36 points
One hypothesis for this difference is that students from immigrant families are more likely to opt out of the NSC collection for fear of revealing their immigration status. To be clear, NSC does not collect information on immigration and status, but the fear from families and students still exists. Since California is home to a large immigrant population, there is a larger proportion of students attending California colleges that have decided to opt out of the NSC data collection. While the data set is not exhaustive, this is the best available data set for college-going data and can still provide valuable insights for our community.
What’s next? Join us on Sept 24 at our second College Data Study session where we will dive deeper into college data with stakeholders from across Oakland.
It’s raining outside on a recent weekday morning, so ASCEND second grade teacher Kate Snyder’s class is having recess indoors, playing board games as they huddle around short-leg tables. The class just finished a literacy block, a time normally reserved for phonics, reading and other comprehension strategies. But it’s end-of-the-year evaluation time and Snyder and the students have been checking in on progress.
As the teacher and students would go through each student’s data, Snyder is especially impressed with the growth her students are displaying. Many have made drastic improvements in their reading ability. Some students who started the year with holes in their ability to recognize letters and sounds are now talking about what they’re reading, learning, thinking, and wondering.
“It’s exciting,” Snyder says. “It makes me proud. I know the kids feel pumped, and it’s exciting to hear them talk about their data and see how much they’ve grown. They know their reading targets and have strategies, and have made these enormous leaps. It’s pretty incredible, and they’re pumped about it, too.”
Jaden, an 8-year-old student in Snyder’s class, is one such student who has made a lot of progress this year.
“I used to get stuck on each word,” he says, “Now when I’m reading I can say the word the proper way. It makes me feel good and happy that I learned.”
All around ASCEND, there is much growth to celebrate. The school was recently recognized by the CORE Districts as a school that is having “the highest impact on student achievement — (a) school where students are consistently making academic gains faster than similar students at similar schools.” Four High Impact Badges are available, and ASCEND was recognized with all four: for 1 year of math growth, 3 years of math growth, 1 year of English language arts growth, and 3 years of English language arts growth.
The CORE growth model is especially useful because it reveals the impact of a school’s pedagogy, isolating out the progress a student makes compared to peers with similar demographics, similar prior test scores, and attending similar schools. The model is able to measure growth for all students whether they are below, at, or above standard.
ASCEND Principal Morgan Alconcher said the four badges that show growth in multiple areas prove it’s not a particular curriculum or one area of focus that is driving the student growth at the school; rather the community shares in the common vision that students cultivate personal agency and learn to forge their own paths through an approach that includes arts integration and a focus on social-emotional growth
“For us, we have tried to make sure our program represents our vision,” Alconcher says, “and we have been moving bit by bit, with small actions. Everything we do is calibrated to that, and everyone is aware of where we’re headed. Sometimes schools just focus on one area, but at what cost?”
“Our dashboards and data points are the benchmarks and progress monitoring to see if we’re on track,” she later says. “Is our theory of action working and how are we tending to that?”
What it means to be a thriving student at ASCEND goes much deeper than just getting good grades, she adds, mentioning goal setting, being aware of yourself and what you need, having the ability to advocate for yourself, exploring passions, and figuring out how to make decisions. “We have to set the conditions for that,” she says. “We very much believe in learning by doing and see ourselves as designers and facilitators of learning experiences.”
Authentic student agency is important at ASCEND, Assistant Principal Jeffrey Embleton says. “It’s asking students what they want to do, how they want to learn. It can’t be a worksheet, it has to be something that really taps into their passions and lights fires.”
When it comes to sharing data with the community and keeping them informed of progress, the CORE growth model is especially useful, Alconcher says. “I often put these data points down with our vision and theory of action so parents can see them together,” she says.
“We have not hit our targets, there is still a long way to go. But we have been very committed to a path and worked really hard to get there.”
For the ASCEND community, the growth comes from a focus on continuous improvement.
“Something that we have done well that has allowed us to grow over consecutive years is we have stayed that course,” Alconcher says. “We’re not picking one component of the program to hit out of the park, and once that’s good we’ll focus somewhere else. We chose the strategy of ‘let’s stay anchored in building out our model towards our vision.’ Our goal is to get better at what we do, to beat ourselves from last year.”
One week ago, we hosted a Chronic Absence Working Session for that brought together 37 people from 16 different schools and organizations across Oakland. The slides from the session are available here. As a reminder, a student is considered chronically absent if they are absent (excused or unexcused) for 10% or more of the days for which they are enrolled. So for a typical 180 day school calendar, a student would need to miss at least 18 days (or about 3 1/2 weeks) of school in order to be considered chronically absent.
One of the focuses of the working session was for each school to create a group of current students that are just above or just below the chronically absent threshold. It’s likely that combination of tier-1 (whole-school) and tier-2 (targeted) attendance strategies (see image below) can be used to help improve attendance next year for this group of students. A sample data spreadsheet for identifying an attendance intervention group is available here.
As a next step, we would encourage all school teams to review qualitative data to better understand their quantitative attendance data. One particularly useful method for obtaining qualitative attendance data is conducting empathy interviews with students and families to learn more about attendance patterns. An empathy interview is an open-ended interview structure that allows you to get a deeper understanding of why a student may be absent. You need not interview every student – even a handful of interviews can provide valuable information.
After analyzing data, school teams brainstormed potential tier-1 and tier-2 strategies to employ at their school based on the following categories: A) Engaging Students and Families, B) Recognizing Good and Improved Attendance, C) Monitoring and Attendance Data and Practice, and D) Providing Personalized Early Outreach. The results of the brainstorming session are available here.
The next Chronic Absence Working Session will take place on Thursday, 9/12/19. You can RSVP here: bit.ly/oakcore091219. In the meantime, please make sure to check out Attendance Works for more resources related to attendance. You can check out his page to learn about past and future webinars related to attendance.
The Education Trust-West and CORE have partnered to publicly recognize schools throughout California that are supporting students to achieve high academic growth. At these high-growth schools, students are making academic gains faster than similar students at similar schools throughout the California. Right here in Oakland we have 43 high growth schools. This is a great accomplishment for school staff and students!
In future posts, we will dive into more detail about CORE’s student growth model and how it provides a different perspective from data available on the California School Dashboard.
Click here to view the complete list of high growth schools across California. Additionally, high growth schools will be acknowledged on the Ed Equity Navigator, a soon-to-be-released website that will present California education data through an equity lens.