Student Attendance & Engagement Community of Practice - May 19, 2022 CONNECTICUT STATE DEPARTMENT OF EDUCATION
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CONNECTICUT STATE DEPARTMENT OF EDUCATION
Student Attendance & Engagement
Community of Practice
May 19, 2022
Developed by the CSDE in collaboration with Attendance Works & SERC
Welcome & Introductions
Who’s here today? Please share in chat: • name, role, district or school
AGENDA
1. Welcome & Introductions (5 min)
Stephen Proffitt, Director for Special Education Programs and Instructional
Design, SERC
2. CSDE Updates (10 min)
Kari Sullivan Custer, Education Consultant, Attendance & Engagement, CSDE
3. Showing Up Matters for R.E.A.L., A Toolkit for Communicating with
Students and Families (10 min)
Hedy Chang, Executive Director, Attendance Works
4. Spotlight on Transition Strategies to Support Rising 9th Graders (20 min)
A conversation with Hedy Chang and Sonya A. Stemmer, Supervisor of
Professional Learning & Teacher Evaluation, Office of Equity, Partnerships &
Achievement, East Hartford Public Schools
5. Break Out: (20 minute) and Report out (10 min)
Stephen Proffitt
7. Resources and Closing (5 min)
Kari Sullivan Custer
Attendance & Engagement Work Group
Jay Brown Education Consultant Dr. Gladys Labas, Director
Special Education, CSDE Language and Equity, CSDE
Judy Carson, Education Consultant Amanda Pickett, Education
Family Engagement, CSDE Consultant
School Climate, CSDE
Kari Sullivan Custer, Education
Consultant Stephen Proffitt, Director for
Attendance & Engagement, CSDE Special Education Programs and
Instructional Design, SERC
Megan Alubicki Flick, Education
Consultant Louis Tallarita, Education
English Learners, CSDE Consultant Homeless Education
and McKinney-Vento, CSDE
Lauren D. Johns, Project Specialist
SERC
Why a Community of Practice?
Communities of
practice are systems of
collective critical inquiry
and reflection focused
on building a shared
identity and collective
intelligence garnered
over time.
What’s New at CSDE
7
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Monthly Chronic Absence Trends
CONNECTICUT MONTHLY (YTD) CHRONIC ABSENCE RATE
26.2%
25.3%
24.2% 24.4% 23.8%
21.8% 22.3% 22.2%
19.0%
SY - 2020-21 Sep-21 Oct-21 Nov-21 Dec-21 Jan-22 Feb-22 Mar-22 22-Apr
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Track Data Early and Often…
Data is Only a Click Away!
2020-21 Chronic Absence Rates
• State
• District
• School
• Student groups (ELs, SWDs, Grade, F/R Meals)
April 2022 Attendance Data
• Attendance Rates for State and Districts, Student Groups by tab (.xlsx)
• Chronic Absence Rates and Remote Attendance Information for State and Districts,
Student Groups by tab (.xlsx)
• Attendance Rates for Schools (.xlsx)
https://edsight.ct.gov/relatedreports/Supporting%20Student%20Participation%20in%202020-21.html
9
CONNECTICUT STATE DEPARTMENT OF
Protocol Tool for Examining
Monthly Attendance
Use the Protocol for Examining
Monthly Attendance to analyze
your district or school’s monthly
data.
Learn More:
February Community of Practice
• Presentation Slides, Ajit
Gopalakrishnan
• Recording
https://portal.ct.gov/-/media/SDE/Chronic-
Absence/Community-of-
Practice/ProtocolforExaminingMonthlyAttendanceData2
022.docx
10
CONNECTICUT STATE DEPARTMENT OF EDUCATIONLaunch of New EdSight! https://public-edsight.ct.gov/
Track Data
ARP ESSER Early and Often…
Stakeholder Engagement
Download flyer!
12Track
Governor’s Data EarlyReading
Summer and Often…
Challenge
Governor's Summer Reading Challenge (ct.gov)
13DPH_CSDE-COVID-19-Update-PreK-12- Schools_Updated04252022.pdf (ct.gov)
Track Data
Connecticut Early and
Welcoming Often…
Schools Initiative
Register at:
www.bit.ly/welcoming.schools
15Showing Up Matters for R.E.A.L.
It is an opportunity to:
✔ Build Routines
Daily attendance routines can reduce stress and create a sense of safety and security especially
after chaotic transitions.
✔ Increase Engagement
Being in school helps build relationships with peers and school staff that nurture engagement.
✔ Provide Access to resources
Schools provide access to meals, health and mental health services, tutoring, mentoring, technology,
extra-curriculars (sports, clubs, music etc), afterschool and summer programs.
✔ Support Learning
Showing up to school regularly helps students become proficient in reading and math and
graduate from high school.
© www.attendanceworks.org 17Discussion
Do these talking points resonate with you?
How might you weave them into upcoming interactions /
communications with staff, students and families?
Can you use the talking points to encourage students and families to
take advantage of summer learning programs?
© www.attendanceworks.org 18Showing Up Matters for R.E.A.L.:
A Messaging Toolkit
Four Key Steps
1. Explain Why Attendance Matters
2. Cultivate A Culture of Engagement and Attendance With Students and
Families
3. Use Data to Determine Need for Intervention and Additional Support
4. Engage Community Partners
Find it here:
https://www.attendanceworks.org/resources/toolkits/showing-up-matters-for-real/
© www.attendanceworks.org 19Work With Students and Families to Create a Success Plan
✔ Set attendance goals
✔ Make backup plans
✔ Track absences
✔ Recognize success!
http://www.attendanceworks.org/resources/student-attendance-success-plans/
© www.attendanceworks.org 20Updated Chronic Absence Letter © www.attendanceworks.org 21
East Har tfor d Pu b lic Sch ools RELENTLESS ENGAGEMENT AT EHHS East Hartford Public Schools Office of Equity, Partnerships & Achievement
WHO IS EAS T HARTFORD?
As ia n/P a cific
Is la nde r ELL
4% 15% SPE
Whit D
e 21%
13%
6698 Latin 6698 6698
STUDENT x STUDENT STUDENT
50%
S S S
Bla c
k
31%
Non
Non S P ED
ELL 79%
85%
DIVERSITY SPECIAL POPULATIONS S P ECIAL P OP ULATIONS
Our Students Multilingual Learners Special EducationWHO IS
EAS T HARTFORD HIGH S CHOOL?
Two or ELL
As ia n/P a cific SPE
more 3.7
Is la nde r D
3.8% %
4.1% 9.2%
Whit
e
10%
1617 Latinx 1617 1617
STUDENT 50.3 STUDENT STUDENT
S % S S
Bla ck
31.7
%
Non
Non
S P ED
ELL
90.8%
96.3%
DIVERSITY SPECIAL POPULATIONS S P ECIAL P OP ULATIONS
Our Students Multilingual Learners Special EducationAttendance Numbers
2017-2018 2018-2019 2020-2021 2021-2022 2022-2023
TARGET
EHHS CHRONIC EHHS CHRONIC EHHS CHRONIC EHHS CHRONIC BELOW 10%
13.1% 14.8% 13.8% 16.5%
ADA ADA ADA ADA ADA
86% 89.2% 86.6% 92.6% 96%OUR HOME VISIT JOURNEY
OUR S TART FOUNDATION LEAP FAMILY ADAP TING TO
BUILDING IMP LEMENTATION ENGAGEMENT NEEDS
2017
TUES DAYS
2018-20 SUMMER 2021 2022 & Beyond
Planning & Capacity Strategic A new approach Response to Family
2021 -22 SY
Building Implementation at Feedback and
Dedicated Time
EHMS Flexible Means Community NeedsGRADE 9 PATHWAYS TO S UCCES S
TEACHER PROFESSIONAL CULTURE AUTHENTIC
LEARNING DEVELOP MENT INS TRUCTION
Operationalizing Building relationships
Delivering what
supports that address with students when and
teachers need to
the needs of the whole where it matters most
engage with students
learner
• Dedicated Professional • On Track Coordinators for • Teacher flexibility – Grading for
Development to support Grade 9 Equity model
Concurrent Learning • Bilingual Home Visitor Teams • Student participation in
• Time to practice and share • Student partnership in online Attendance planning
• Additional Professional Learning learning • Student facilitation of online
days at the start of the school year • Dedicated Family Engagement learning
that addressed the “return to Tuesdays • Relationship building
school” barriers and opportunities • Team model – Grade 9 opportunities embedded in first
to problem solve together • Scholar Hour two weeks – assets based
• Weekly advisory to support approach to learning and
SELFAMILY ENGAGEMENT TUES DAYS
BUILDING RELATIONSHIPS
Honoring families as first teachers
UNDERS TANDING CULTURE
Identifying assets to build funds of knowledge
PARTNERING FOR S UCCES S
Working together to realize student successDEFINING AS S ETS
STUDENT ASSETS
Skills, experiences, interests, learning styles, stories,
aspirations
TEACHER AS S ETS
Expertise, life journey, commitment to growth, passion for
students
FAMILY AS S ETS
Culture, communication styles, values, hopes & dreams for
their childrenWHAT WE WHAT WE LEARNED CHANGED LESSONS FROM OUR JOURNEY IMPROVING OUR PRACTICE • Be Consistent and Follow Up • A dedicated summer coordinator at the high school w/ • Honor intent vs. impact and correct course targeted home visit plans by grade level • Have multiple entry points for engagement • Deep dives into the attendance numbers to explore the • Build staff capacity by starting with the willing barriers beyond the pandemic holistically • Lean into family feedback • Appearance is everything! - Rebranding from • Collect student feedback on what makes coming or “attendance team” to engagement team not coming to school happen – then act on it! • A uniform communication platform that removes • Every family should get the chance to connect in barriers and offers equitable access for all families. some way if they are willing. • Continued professional learning on best practices in • Working with unions and supporting the plan with student centered instruction and culturally responsive funding are critical family engagement
OUR "S ILVER LINING" THINKING BUILDING BACK FROM PANDEMIC INTERRUP TIONS How do we identify the strengths in our adaptations a nd le ve ra ge the m to me e t the ne e ds of more fa milie s a nd s tude nts ? How do we build re la tions hips tha t s tre ngthe n the dua l-ca pa city of fa milie s a s pa rtne rs in s tude nt a chie ve me nt?
OUR GOALS P ROGRAMMING THAT IS RES P ONS IVE FAMILY PARTNERS HIP GROUP S EMBEDDED IN OUR COMMUNITIES FAMILY VOICE & EXP ERIENCE IN S CHOOL CULTURE REALIZATION OF HOP ES & DREAMS FOR EVERY FAMILY
Break Out Sessions
33
CONNECTICUT STATE DEPARTMENT OF EDUCATIONSmall Group Discussions
Discussion Ground Rules
▪ Turn on your video camera
Share an idea that you have learned that ▪ Briefly introduce yourself
you would like to bring back to your
▪ Raise your hand to speak
district.
▪ Ask clarifying questions
• Why did this idea resonate with you?
▪ Explore differences of opinion
• What steps will you take to introduce
it to your district or school? ▪ Create space for everyone to speak
(and use the chat to express ideas)
The idea could be from any of today’s ▪ Use the Jamboard for notes!
presentations or from another source. ▪ Person whose last name is closest to A
helps facilitates.
▪ Person whose last name is closest to Z
takes notes and reports out!
Time: 30 minutesReport Out Report Out For your small group, share and highlight Share one or two innovative ideas shared in your break-out session. • Elementary School • Middle School • High School • Central Office
Report Out Going from Low to High Impact Strategies
Report High
Out Impact StrategiesReport Out
Full, Equal and Equitable Partnerships with Families
CT-Family-Engagement.pdfKEEP IN TOUCH!
Kari Sullivan Custer, CSDE
Kari.Sullivan@ct.gov
860-807-2041
Stephen Proffitt, SERC
proffitt@ctserc.org
860-632-1485, ext. 322You can also read
