0:00:00.829,0:00:05.460
thank you for your interest in this

0:00:03.000,0:00:08.519
three-part webinar series on ending

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chronic absenteeism in Kentucky this

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second webinar entitled learning about

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causes and interventions takes a closer

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look at why students struggle with

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regular attendance and ways in which we

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can support these students this webinar

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series is produced by the Kentucky

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Department of Education Division of

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Student Success with support from the

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Appalachian Regional comprehensive

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center funded in part by the US

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Department of Education

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there are three objectives for this

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webinar

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first we explore reasons for chronic

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absenteeism based on national research

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findings second we share some promising

0:00:49.870,0:00:53.890
practices that have increased regular

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attendance and last we'll hear from

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Kentucky district personnel about their

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work in addressing chronic absenteeism

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research compiled by attendance works

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categorizes the root causes of chronic

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absenteeism into four main reasons myths

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about missing school barriers to getting

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to school aversions to schooling and

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disengagement with school

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myths and misperceptions held by parents

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caregivers and students can perpetuate

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absenteeism in webinar 1 we talked about

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the difference between truancy which

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focuses on unexcused absences and

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chronic absenteeism which focuses on

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missed learning time for any reason

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excused or unexcused there is still a

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misperception that only unexcused

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absences are a problem in addition there

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is the belief that missing days here and

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there overtime is ok because the student

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doesn't miss an extended period all at

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once parents caregivers and students do

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not always realize that missed days add

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up we also know from national and state

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data that there are higher rates of

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chronic absenteeism in preschool and

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kindergarten one reason for the absence

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trend in younger grades is the myth that

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only missing in the higher grades is

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problematic because of academic rigor

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and the false belief that this is not

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true for early grades

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students can face various barriers that

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prevent them from getting to school

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regularly chronic health problems like

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asthma or depression can keep students

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at home frequently a lack of health care

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and dental services can also exacerbate

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illness some students have

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responsibilities for taking care of

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younger siblings or other family members

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which takes precedence over school

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attendance there may be unmet basic

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needs such as reliable transportation

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housing clean clothing and food that

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impact schooling trauma and a student's

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life can create anxiety and fear that

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impacts their ability to focus on or

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attend school some students particularly

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those from communities experiencing

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violence can feel unsafe even getting to

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school

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aversions are those factors that

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influence negative feelings about school

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such as avoiding class because of

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academic or social struggles being

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bullied or an unwelcoming school climate

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parent behaviors and attitudes have a

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strong influence on regular school

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attendance so if parents or caregivers

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had negative experiences themselves this

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can impact a student's value on

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education

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lack of engagement is another underlying

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cause of chronic absenteeism students

0:03:52.230,0:03:56.430
may not perceive instruction to be

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engaging or relevant to their lives they

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may skip school to be with friends or

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students may not feel meaningful

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connections with teachers or staff at

0:04:01.769,0:04:06.390
school there may be higher rates of

0:04:04.290,0:04:08.340
suspension or disciplinary actions for

0:04:06.390,0:04:14.519
these students and some students may be

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disproportionately affected so how do

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schools and districts create a culture

0:04:16.620,0:04:21.150
of attendance to address these root

0:04:18.269,0:04:23.669
causes be clear about the data on

0:04:21.150,0:04:26.460
attendance collect and analyze the data

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for example student demographic data and

0:04:26.460,0:04:31.229
trends and when students miss school

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throughout the year and share that data

0:04:31.229,0:04:35.729
with appropriate staff members

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communicating a message that attendance

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is a priority in the classroom school

0:04:37.860,0:04:42.270
building and within the community raises

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awareness and can support early

0:04:42.270,0:04:47.039
intervention public outreach can

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mobilize community supports and

0:04:47.039,0:04:52.289
engagement it's important to understand

0:04:49.740,0:04:54.539
the root causes specific to your school

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or district to then find ways to address

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those causes

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this conceptual framework offers a

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tiered approach to addressing chronic

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absenteeism going from Universal

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lower-cost approaches to more

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individualized and higher cost

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interventions based on needs tier 1

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targets students with satisfactory

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attendance and those at risk of being

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chronically absent interventions focus

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on monitoring data educating students

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and families about the importance of

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regular attendance and providing

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positive messages and rewards for good

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and improved attendance tier 2 focuses

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on more personalized outreach and action

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planning for students who are missing 10

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to 19 percent of days tier 3 target

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students with severe chronic absenteeism

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with a focus on intensive case

0:05:48.790,0:05:54.160
management evaluation studies of

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initiatives to address chronic

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absenteeism provide evidence of their

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effectiveness

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these include early warning tools and

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data monitoring like Kentucky's Infinite

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Campus data on attendants chronic

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absenteeism and the early warning tool

0:06:07.090,0:06:11.669
that uses attendance in its dropout risk

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calculation among other factors

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providing positive messaging to parents

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and caregivers for example through home

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visits provides an opportunity for

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education on the issue understanding why

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a child is chronically absent and

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changing behaviors and attitudes text

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messaging alerts to parents when their

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student was absent had positive results

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for secondary students in a West

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Virginia district and this alert system

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had spillover effects for close peers

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skipping school together

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safe passage to school programs exist in

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high crime communities to help students

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arrive safely cities like Chicago and

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Baltimore have had success hiring adults

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to monitor the vicinities around schools

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and to help establish security extended

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day or summer programs offer

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opportunities to engage students for

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example teen centers that help with

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homework or enrichment programs that

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foster cultural artistic and

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recreational experiences

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mobilizing community agencies can help

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address the basic needs barriers

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described earlier Baltimore for example

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has had success integrating social

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workers into their response teams

0:07:21.590,0:07:26.610
particularly for students in foster care

0:07:24.560,0:07:29.910
social workers use the school attendance

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data to identify at-risk youth and make

0:07:29.910,0:07:34.200
visits to support them student

0:07:32.220,0:07:37.080
communications such as incentive

0:07:34.200,0:07:39.570
programs mentoring school-based case

0:07:37.080,0:07:41.730
management and peer developed outreach

0:07:39.570,0:07:44.510
media have all been effective in

0:07:41.730,0:07:44.510
reducing absenteeism

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now we want to focus on stories from the

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field in Kentucky the following are

0:07:52.660,0:07:56.470
highlights of interviews conducted with

0:07:54.400,0:07:58.240
colleagues in Kentucky who have gained

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insights that can be helpful to other

0:07:58.240,0:08:02.830
districts as they address chronic

0:07:59.860,0:08:05.110
absenteeism district and school-based

0:08:02.830,0:08:07.570
staff from Russell independent schools

0:08:05.110,0:08:09.280
in Breathitt County were asked about the

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data they use and what they learned from

0:08:09.280,0:08:13.900
it and interventions that have helped

0:08:11.380,0:08:16.480
them raise their attendance rates these

0:08:13.900,0:08:18.070
excerpts are intended to spark ideas and

0:08:16.480,0:08:20.800
generate conversation for peer-to-peer

0:08:18.070,0:08:24.190
sharing we thank Anthony Thompson

0:08:20.800,0:08:26.380
Sabrina McElroy and Anna Chaffin for

0:08:24.190,0:08:29.160
their time and insights we welcome

0:08:26.380,0:08:29.160
hearing from others

0:08:31.209,0:08:36.589
first we hear from Anthony Thompson

0:08:33.729,0:08:41.149
director of student support services for

0:08:36.589,0:08:43.310
Russell Independent Schools given that

0:08:41.149,0:08:45.500
data analysis is an important part of

0:08:43.310,0:08:48.050
the process in identifying students at

0:08:45.500,0:08:49.880
risk we wanted to know if there were

0:08:48.050,0:08:51.920
specific student groups that stood out

0:08:49.880,0:08:55.190
with higher rates of chronic absenteeism

0:08:51.920,0:08:57.769
in this clip Anthony Thompson describes

0:08:55.190,0:09:00.019
using Infinite Campus and the early

0:08:57.769,0:09:03.529
warning tool to identify students who

0:09:00.019,0:09:06.230
are chronically absent of course in

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Kentucky we have infinite campus which

0:09:06.230,0:09:12.110
is an exceptional tool and so we use the

0:09:09.500,0:09:15.410
kentucky day count and we run that

0:09:12.110,0:09:18.529
constantly to make sure by percentage

0:09:15.410,0:09:22.970
how many students are are chronically

0:09:18.529,0:09:25.220
absent and then once we once we kind of

0:09:22.970,0:09:27.529
get our numbers and drill down to who

0:09:25.220,0:09:29.930
those students are we'll compare that to

0:09:27.529,0:09:32.180
the Infinite Campus early warning tool

0:09:29.930,0:09:34.370
in the early warning tool and infinite

0:09:32.180,0:09:36.649
campuses is awesome they continue to

0:09:34.370,0:09:38.660
improve that but that gives us

0:09:36.649,0:09:41.839
information okay if a student is

0:09:38.660,0:09:44.630
chronically absent and their number is

0:09:41.839,0:09:46.430
high risk on that early warning tool we

0:09:44.630,0:09:48.410
don't have to go any further to wonder

0:09:46.430,0:09:50.779
when to start intervening on behalf of

0:09:48.410,0:09:54.079
that student so that's that's kind of a

0:09:50.779,0:09:56.420
part of our process you asked me if if

0:09:54.079,0:09:58.790
chronic absenteeism applies to a

0:09:56.420,0:10:05.930
particular group and I would say it does

0:09:58.790,0:10:09.589
not what we find is that students have

0:10:05.930,0:10:11.959
who have less supports at home can can

0:10:09.589,0:10:14.930
be more truman's so that's a

0:10:11.959,0:10:18.880
socio-economic issue chronic absenteeism

0:10:14.930,0:10:18.880
really covers the gauntlet

0:10:24.529,0:10:26.589
you

0:10:27.090,0:10:31.300
in this kind of question is we hear

0:10:29.920,0:10:33.640
about the importance of water sometimes

0:10:31.300,0:10:35.740
education with families and insurers as

0:10:33.640,0:10:37.930
in the intervention there's drilling

0:10:35.740,0:10:39.580
intervention that matters there are a

0:10:37.930,0:10:41.200
lot of things you can do there's policy

0:10:39.580,0:10:43.930
that you can put in place that helps

0:10:41.200,0:10:46.920
that reinforces the good interventions

0:10:43.930,0:10:50.410
but the best intervention is frequent

0:10:46.920,0:10:53.740
consistent intelligent contact with

0:10:50.410,0:10:57.490
families and districts have to do that

0:10:53.740,0:10:59.680
however they can for us or small so when

0:10:57.490,0:11:01.510
we run our list if you're on the list

0:10:59.680,0:11:05.560
and you're absent today we're at your

0:11:01.510,0:11:07.360
home and we are polite we don't you know

0:11:05.560,0:11:09.460
we're not the police we're encouraging

0:11:07.360,0:11:12.160
but our goal when we go to people's

0:11:09.460,0:11:14.260
homes is to inform them that they are

0:11:12.160,0:11:16.300
that they've missed more than 10% of

0:11:14.260,0:11:20.070
their enrollment this year and to offer

0:11:16.300,0:11:23.170
our assistance as far as how can we

0:11:20.070,0:11:25.540
continue to be more connected to the

0:11:23.170,0:11:27.880
learning environment and that's only

0:11:25.540,0:11:29.230
good for children and only good for

0:11:27.880,0:11:31.630
families and here's what we find on

0:11:29.230,0:11:34.210
every front porch every parent wants

0:11:31.630,0:11:36.460
their child to have the most success

0:11:34.210,0:11:38.620
they can and most of the time when they

0:11:36.460,0:11:40.960
hear God's ten percent ten percent seems

0:11:38.620,0:11:43.300
like a big number and so we're out there

0:11:40.960,0:11:46.150
consistently they know we're going to

0:11:43.300,0:11:47.980
come they're not afraid of us

0:11:46.150,0:11:49.660
necessarily and and they know they're

0:11:47.980,0:11:52.740
going to be encouraged that's the best

0:11:49.660,0:11:57.090
intervention that would that we've

0:11:52.740,0:11:57.090
Thompson describes student outreach

0:11:57.820,0:12:02.800
and in my district and we're small we

0:12:00.820,0:12:07.720
can get our arms around things but when

0:12:02.800,0:12:12.220
a student is disenfranchised one of the

0:12:07.720,0:12:14.710
reasons for chronic absenteeism I I'm

0:12:12.220,0:12:17.290
like every other educator in Kentucky if

0:12:14.710,0:12:19.570
I identify that problem I'm like we got

0:12:17.290,0:12:22.330
from Allstate all right here you are you

0:12:19.570,0:12:24.820
are in my hands right and so I try to

0:12:22.330,0:12:26.950
make every interaction every every

0:12:24.820,0:12:30.220
intervention personal I would say to a

0:12:26.950,0:12:34.120
child I will chain myself to you before

0:12:30.220,0:12:35.740
I allow you to fail and it's one thing

0:12:34.120,0:12:38.760
to say it it's another thing to mean it

0:12:35.740,0:12:42.720
and more the people I work with in

0:12:38.760,0:12:45.490
Kentucky schools they mean it and so

0:12:42.720,0:12:48.310
when I when I encounter a student I know

0:12:45.490,0:12:51.100
that they are there either in crisis or

0:12:48.310,0:12:53.050
they need a crisis I make sure that I

0:12:51.100,0:12:57.700
that I hang in there and provide that

0:12:53.050,0:13:00.430
for them and all of my peers work in

0:12:57.700,0:13:05.080
that same way everybody has a great way

0:13:00.430,0:13:08.230
to illustrate their policies for young

0:13:05.080,0:13:09.750
people making concrete policies where

0:13:08.230,0:13:14.500
they understand it at our high school

0:13:09.750,0:13:16.960
there are there consequences for not

0:13:14.500,0:13:19.060
being in school one of those we try to

0:13:16.960,0:13:25.560
articulate is that you know there's

0:13:19.060,0:13:28.360
something innate about being among the

0:13:25.560,0:13:30.040
liberal arts culture that's good for you

0:13:28.360,0:13:32.440
that's hard for a 9th grader to

0:13:30.040,0:13:34.210
understand we want them to understand

0:13:32.440,0:13:39.730
that that's hard for them that the other

0:13:34.210,0:13:42.520
thing is if you missed 62 days and you

0:13:39.730,0:13:44.590
don't have a viable reason for that you

0:13:42.520,0:13:46.990
might not walk the states for graduation

0:13:44.590,0:13:49.420
so those are things you need to be aware

0:13:46.990,0:13:52.210
of that that does raise antennas in our

0:13:49.420,0:13:53.830
district fortunately you know we haven't

0:13:52.210,0:13:55.390
had to apply those kinds of things very

0:13:53.830,0:13:58.600
often because kids are getting on board

0:13:55.390,0:14:01.380
but it's out there and you know that's

0:13:58.600,0:14:05.640
been approved and it's it's a tool

0:14:01.380,0:14:07.740
that's at our disposal we asked Anthony

0:14:05.640,0:14:09.030
Thompson for the advice he would share

0:14:07.740,0:14:12.780
with districts looking at chronic

0:14:09.030,0:14:14.700
absenteeism in new or different ways he

0:14:12.780,0:14:16.410
provides some supporting data to share

0:14:14.700,0:14:20.390
with school board members on cost

0:14:16.410,0:14:20.390
savings and consistent messaging

0:14:21.970,0:14:28.850
things that you can take to your school

0:14:24.050,0:14:30.200
board are after the first year and a

0:14:28.850,0:14:31.880
half that took us about a year and a

0:14:30.200,0:14:35.240
half to really get our program off the

0:14:31.880,0:14:43.730
ground among this group of chronic

0:14:35.240,0:14:47.570
absenteeism and instructional minutes

0:14:43.730,0:14:50.120
saved so those are kind of concrete

0:14:47.570,0:14:52.430
thing buying brand new to this and I'm

0:14:50.120,0:14:55.040
recognizing chronic absenteeism as a

0:14:52.430,0:14:58.100
reality in my district for the first

0:14:55.040,0:15:02.260
time I'm number the very first thing is

0:14:58.100,0:15:05.750
to get your administrative wheel-turning

0:15:02.260,0:15:09.680
your superintendent has to appreciate

0:15:05.750,0:15:11.750
the problem and if you can make that

0:15:09.680,0:15:15.380
happen and your principals appreciate

0:15:11.750,0:15:18.200
the problem then you can begin to have

0:15:15.380,0:15:21.950
initiatives the second thing is what

0:15:18.200,0:15:24.589
does consistent contact mean to your

0:15:21.950,0:15:26.510
district to my district that means I go

0:15:24.589,0:15:29.120
out to people's homes every single day

0:15:26.510,0:15:30.680
when they're absent not every district

0:15:29.120,0:15:33.980
can do that but you can send a letter

0:15:30.680,0:15:35.870
you can make a phone call the Robo call

0:15:33.980,0:15:38.990
thing kind of that needs to go that a

0:15:35.870,0:15:42.020
real person needs to contact families in

0:15:38.990,0:15:44.060
and make sure that they have a way to do

0:15:42.020,0:15:47.360
that and establish communication and

0:15:44.060,0:15:50.180
then the third thing is remembering it's

0:15:47.360,0:15:52.390
easy to get a student in the door it's

0:15:50.180,0:15:55.899
another thing to motivate them to stay

0:15:52.390,0:15:58.120
so that's on the culture of your

0:15:55.899,0:16:01.790
experience

0:15:58.120,0:16:03.740
we asked Sabrina McIlroy principal of

0:16:01.790,0:16:06.430
Highland Turner elementary school to

0:16:03.740,0:16:06.430
share her insights

0:16:07.920,0:16:13.390
in her analysis of data regarding

0:16:10.480,0:16:16.370
student groups she noted higher levels

0:16:13.390,0:16:18.890
in the early grades

0:16:16.370,0:16:21.800
just looking at the chronic absenteeism

0:16:18.890,0:16:23.570
data just here recently getting ready to

0:16:21.800,0:16:25.310
start school I noticed that when I

0:16:23.570,0:16:27.380
looked at early as last year that we had

0:16:25.310,0:16:29.510
20 students that were actually on that

0:16:27.380,0:16:31.190
list and then when I broke that down

0:16:29.510,0:16:33.620
into percentages I looked at our

0:16:31.190,0:16:36.500
students that were in grades k-12 that

0:16:33.620,0:16:39.230
72% of those 20 students were in grades

0:16:36.500,0:16:42.770
k-12 and in those grades that's where

0:16:39.230,0:16:45.880
we're learning to read phonics count and

0:16:42.770,0:16:49.900
numbering all of all of those valuable

0:16:45.880,0:16:51.860
work that we need to make sure that our

0:16:49.900,0:16:54.890
kids are getting what they need for that

0:16:51.860,0:16:59.480
basic foundational skill and I know k12

0:16:54.890,0:17:01.190
is not an assist level however our in

0:16:59.480,0:17:03.529
our school what we look at when we look

0:17:01.190,0:17:05.240
at our data we look at it vertically so

0:17:03.529,0:17:07.069
we when we get our scores back for third

0:17:05.240,0:17:10.069
grade we really look at it and it's like

0:17:07.069,0:17:13.910
K one two and three are owners of that

0:17:10.069,0:17:15.949
data so it's not just our K 1 & 2 or a 3

0:17:13.910,0:17:18.140
being accountable but it's our K through

0:17:15.949,0:17:19.760
3 after this point is what's led to the

0:17:18.140,0:17:21.130
success or failure of those students in

0:17:19.760,0:17:24.740
grade 3

0:17:21.130,0:17:28.330
in this clip McElroy describes the value

0:17:24.740,0:17:30.710
of buy-in from teachers and parents I

0:17:28.330,0:17:32.480
feel like the most successful

0:17:30.710,0:17:33.860
intervention that we have are one of the

0:17:32.480,0:17:35.690
most successful interventions that we

0:17:33.860,0:17:37.700
have at our school is just me being an

0:17:35.690,0:17:40.970
active role not only in the community

0:17:37.700,0:17:42.500
but also in the school building building

0:17:40.970,0:17:44.090
the culture with the teachers having

0:17:42.500,0:17:46.520
everybody have buy-in and be a part of

0:17:44.090,0:17:47.929
it as well as getting their families to

0:17:46.520,0:17:50.420
have buy-in and be a part of our

0:17:47.929,0:17:54.320
attendance so I feel like if we educate

0:17:50.420,0:17:56.900
our parents better then maybe they will

0:17:54.320,0:17:58.520
think the same way as I do and know when

0:17:56.900,0:17:59.990
they send their students to school that

0:17:58.520,0:18:03.710
that's gonna be the best option for them

0:17:59.990,0:18:06.140
for the night Anna Chaffin adds her

0:18:03.710,0:18:08.179
insights as principal at Russell High

0:18:06.140,0:18:10.600
School in the Russell Independent School

0:18:08.179,0:18:10.600
District

0:18:12.140,0:18:16.020
Chaffin described her approach to

0:18:14.309,0:18:18.840
building school culture and teacher

0:18:16.020,0:18:20.940
buy-in russell high school uses a

0:18:18.840,0:18:23.309
committee approach using a range of

0:18:20.940,0:18:25.620
staff perspectives to look at data to

0:18:23.309,0:18:29.970
identify at-risk students and supports

0:18:25.620,0:18:32.429
to serve those children it was key for

0:18:29.970,0:18:36.080
us to make sure that our faculty knew

0:18:32.429,0:18:39.120
what we were doing so I started day one

0:18:36.080,0:18:42.059
pre-school start to explain the

0:18:39.120,0:18:44.400
difference between truancy and chronic

0:18:42.059,0:18:47.100
absenteeism and I needed them to

0:18:44.400,0:18:49.440
understand the definitions but also how

0:18:47.100,0:18:50.940
it impacted them and I think that was

0:18:49.440,0:18:53.880
key because what we were talking about

0:18:50.940,0:18:56.429
was not so much the student didn't bring

0:18:53.880,0:18:59.160
in a note but this is the number of

0:18:56.429,0:19:02.460
hours this child is not in your

0:18:59.160,0:19:04.980
classroom being positively impacted by

0:19:02.460,0:19:08.220
what you're doing and so for me as a

0:19:04.980,0:19:10.049
building principal it was more than yes

0:19:08.220,0:19:13.350
I want the child to come to school but I

0:19:10.049,0:19:16.200
also want that child to be influenced by

0:19:13.350,0:19:18.900
what you're doing and because I don't

0:19:16.200,0:19:20.549
have that at home a lot of times so that

0:19:18.900,0:19:22.410
was where we were coming for him so we

0:19:20.549,0:19:24.360
started day one getting the faculty on

0:19:22.410,0:19:27.690
board and that's where we kind of

0:19:24.360,0:19:30.270
morphed into the committee and so we

0:19:27.690,0:19:33.570
wanted committee members who were

0:19:30.270,0:19:37.380
passionate about students being in their

0:19:33.570,0:19:40.799
presence and so our committee has three

0:19:37.380,0:19:43.380
teachers two counselors assistant

0:19:40.799,0:19:46.710
principal myself the attendance clerk

0:19:43.380,0:19:50.220
and we meet and we are a safety net for

0:19:46.710,0:19:52.080
families and we touched them all so it

0:19:50.220,0:19:54.090
doesn't matter if they come from the

0:19:52.080,0:19:55.640
best house in our district or the worst

0:19:54.090,0:19:58.710
house they all have the same

0:19:55.640,0:20:02.130
conversation when it relates to their

0:19:58.710,0:20:04.380
attendance this example emphasizes

0:20:02.130,0:20:07.730
relationship building with students as

0:20:04.380,0:20:07.730
well as with community partners

0:20:07.990,0:20:13.899
I can't underestimate the relationship

0:20:10.570,0:20:16.539
piece to all of this but I had a company

0:20:13.899,0:20:18.940
approached me that they had some money

0:20:16.539,0:20:23.019
they wanted to put back into schools and

0:20:18.940,0:20:26.049
so we used that money to buy ping-pong

0:20:23.019,0:20:29.490
tables we bought two and the idea was

0:20:26.049,0:20:32.080
that if our attendance everyday reached

0:20:29.490,0:20:34.059
96% for the day we would bring these

0:20:32.080,0:20:35.470
ping-pong tables out during lunches we

0:20:34.059,0:20:38.080
have three lunches twenty about thirty

0:20:35.470,0:20:39.429
minutes each and so we'd set them but my

0:20:38.080,0:20:43.210
assistant principal and I would set them

0:20:39.429,0:20:45.399
up we have a student who he had a home

0:20:43.210,0:20:47.259
life that was a little bit had some

0:20:45.399,0:20:50.679
circumstances and some hurdles that he

0:20:47.259,0:20:53.230
had to overcome and we noticed that

0:20:50.679,0:20:55.029
every day when it was his lunch time he

0:20:53.230,0:20:56.409
was the first one to detect to the ping

0:20:55.029,0:20:58.119
pong table we said first one to the

0:20:56.409,0:21:00.429
table we didn't mean in the cafeteria we

0:20:58.119,0:21:03.129
made a think window and at the end of

0:21:00.429,0:21:06.549
the school year we recognized that his

0:21:03.129,0:21:08.529
attendance was above 96% and it was

0:21:06.549,0:21:11.049
because he came every day to play ping

0:21:08.529,0:21:14.470
pong and it was just it was fun to watch

0:21:11.049,0:21:16.899
we had a tournament he entered it you

0:21:14.470,0:21:19.419
know he did really well but that was a

0:21:16.899,0:21:22.049
draw for him and we were able to

0:21:19.419,0:21:22.049
celebrate it

0:21:22.769,0:21:27.549
Chaffin reiterates the importance of

0:21:25.119,0:21:30.520
consistent messages and policies across

0:21:27.549,0:21:33.350
the district

0:21:30.520,0:21:37.700
important that you have buy-in from your

0:21:33.350,0:21:39.080
faculty but also from your DPP your

0:21:37.700,0:21:43.310
director of pupil personnel your

0:21:39.080,0:21:44.660
superintendent those because what I do

0:21:43.310,0:21:46.190
at the building level I'm going to get a

0:21:44.660,0:21:47.960
phone call I'm gonna get an angry parent

0:21:46.190,0:21:50.150
and when they don't like my answer

0:21:47.960,0:21:51.590
they're gonna go above my head and I

0:21:50.150,0:21:53.630
have to know that the people above me

0:21:51.590,0:21:55.370
are supporting what we're doing at the

0:21:53.630,0:21:57.380
building level and that's a key piece

0:21:55.370,0:22:00.110
and I'm fortunate to be able to work

0:21:57.380,0:22:03.560
with side-by-side folks who have the

0:22:00.110,0:22:07.310
same vision and same passion for what we

0:22:03.560,0:22:09.320
do the lessons learned from our kentucky

0:22:07.310,0:22:11.500
colleagues reinforced strategies

0:22:09.320,0:22:14.330
described in the research literature

0:22:11.500,0:22:16.700
data from infinite campus and the early

0:22:14.330,0:22:18.620
warning tool helps staff target which

0:22:16.700,0:22:22.010
students are missing significant school

0:22:18.620,0:22:23.780
time and are at risk having policies in

0:22:22.010,0:22:25.310
place is important as is having

0:22:23.780,0:22:27.530
consistent understanding and

0:22:25.310,0:22:30.680
communication about those policies at

0:22:27.530,0:22:33.650
all levels this requires buy-in from

0:22:30.680,0:22:36.700
school board members DPP's teachers

0:22:33.650,0:22:38.810
parents caregivers and students

0:22:36.700,0:22:41.030
communication with families and students

0:22:38.810,0:22:43.010
should be positive personalized and

0:22:41.030,0:22:45.500
frequent to build supportive

0:22:43.010,0:22:47.270
relationships community partners are

0:22:45.500,0:22:49.240
valuable for providing additional

0:22:47.270,0:22:51.200
supports to students and families

0:22:49.240,0:22:55.030
experiencing challenges that keep

0:22:51.200,0:22:55.030
students from regular attendance

0:22:57.140,0:23:02.520
additional resources about root causes

0:22:59.750,0:23:04.740
interventions success stories and other

0:23:02.520,0:23:07.470
tools can be found on the KDE website

0:23:04.740,0:23:10.110
through attendance works and absences

0:23:07.470,0:23:12.570
add up and the US Department of

0:23:10.110,0:23:14.820
Education don't forget to watch the

0:23:12.570,0:23:18.830
third webinar in this series which

0:23:14.820,0:23:18.830
focuses on school and family engagement

0:23:20.780,0:23:26.250
more information is available through

0:23:23.310,0:23:28.200
KDE s division of student success within

0:23:26.250,0:23:32.570
the office of continuous improvement and

0:23:28.200,0:23:32.570
support thank you for watching