OREGON ATTENDANCE COHORT: ADDRESSING CHRONIC ABSENCE
Participating Districts
Returning Districts:
New Member Districts:
Creating a Culture of Attendance
Inviting Students and Families to Attend and Engage
Family, health, & economic
circumstances
Lack of academic engagement & challenge
Feelings of academic failure
Lack of a
sense of
belonging and safety
Chronic
Absence
ROOT CAUSES OF CHRONIC ABSENCE
FROM COMPLIANCE TO INVITATION
Lack of a sense of belonging
Feelings of academic failure
Lack of engagement & challenge
Check and connect strategies
SEL focused on classroom & school culture
Home visits
Universal design of learning
Mentoring
Targeted academic interventions
Authentic & personalized instruction
Learning engagement strategies
Extracurricular community
Family, health, & economic circumstances
Professional student & family advocates
Nurse & social worker in each school
School-based health centers
Effective Strategies Used by Districts
MULTIMODAL DATA
Family & student interviews
Attendance data
Learning opportunity metrics
SCHOOL ROLE
Utilize early identification strategies
School-based data teams
Integrate attendance data into MTSS process
Engagement
Belonging
Safety
Participation
Relationships
DISTRICT ROLE
Data disaggregation
District-based data team
Data collection and distribution
Data-Based
Systemic
Approach
Critical Nature of Conditions for Learning
“Reducing chronic absence goes hand in hand with cultivating positive conditions for learning. When schools provide engaging, supportive, welcoming and culturally responsive environments, families are inclined to help their children get to school, and students are motivated to attend, even when there are hurdles to getting there. Likewise, when students attend class consistently, positive conditions for learning — from supportive relationships with teachers to substantive, meaningful educational experiences — are more likely to occur.”
Attendance Works