Category Archives: Climate/Culture

Event: Chronic Absence Working Session 3/5

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 (

Event Summary: Fall Chronic Absence Working 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.

The agenda was largely influenced by the Attendance Playbook recently developed by FutureEd and AttendanceWorks. For convenience, we’ve summarized the interventions from the Playbook in this spreadsheet, although we highly recommend that you read the entire report.

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.

Oakland Schools Addressing Chronic Absence

School teams can join the Chronic Absence Working Session on Thursday, Sept 12. RSVP here:

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.

When kids are chronically absent – defined as missing 10% of the school year or about 18 days – the impact is undeniable. Chronically absent students are less likely to read on grade level in the 3rd grade, are more likely to dropout of high school, and are less likely to succeed in college.

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. 

Next Steps: 1) School teams can join us on Thursday, Sept 12 (RSVP here) to review beginning of the year attendance data and create an action plan to improve attendance. 2) Visit Attendance Works for more resources including a year-long planning calendar.