Background
and Current Context
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Select
the description that best describes your role.
State
education agency (SEA) employee
Local
education agency (LEA) employee
Educator/school-level
employee
Technical
assistance (TA) provider
Other
(please specify): ______________
Note:
Include skip logic after item 1 to direct to the appropriate
survey thread, based on respondent type. Educators/school level
employees may respond to the LEA survey questions.
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Data
Questions Related to Chronic Absence
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Based
on your experience and role in addressing chronic absence, to
what extent are each of these factors contributing to chronic
absence in your state/district? [not at all, to some extent,
to a great extent]
Lack
of engaging content and curricula
Student
suspension
Student
health
Mental
health
Student
involvement with the juvenile justice systems
Student
involvement with the child welfare system
Student
academic performance
Transportation
Housing
stability
Parent
engagement
Parent
language and cultural differences
Family
obligations (e.g., caring for family member)
School
safety
School
climate
Lack
of support services
Community
factors
Other
(please specify): _________________
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What
data related to chronic absence does your state collect from
districts? Check all that apply.
Attendance:
total days enrolled
Attendance:
total days absent
Attendance:
school-level data
Attendance:
non-identifiable student-level data
Attendance:
individual student data
Chronic
absenteeism
Disciplinary
incidents (including suspensions and expulsions)
Disability
status
Home
and hospital instruction status
Homelessness
status
Foster
care status
Military
family status
English
learner status
Other
(please specify): ________________
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N/A
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To
what extent does your state analyze each of these data to make
decisions related to chronic absenteeism policy, practice or
programs?
[not
at all, to some extent, to a great extent]
Attendance:
total days enrolled
Attendance:
total days absent
Attendance:
school-level data
Attendance:
non-identifiable student-level data
Attendance:
individual student data
Chronic
absenteeism
Disciplinary
incidents (including suspensions and expulsions)
Disability
status
Home
and hospital instruction status
Homelessness
status
Foster
care status
Military
family status
English
learner status
Other (please specify):
________________
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To
what extent does your district analyze each of these data
to make decisions related to chronic absenteeism policy,
practice or programs?
[not
at all, to some extent, to a great extent]
Attendance:
total days enrolled
Attendance:
total days absent
Attendance:
school-level data
Attendance:
non-identifiable student-level data
Attendance:
individual student data
Chronic
absenteeism
Disciplinary
incidents (including suspensions and expulsions)
Disability
status
Home
and hospital instruction status
Homelessness
status
Foster
care status
Military
family status
English
learner status
Other (please specify):
________________
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N/A
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Describe
how your state uses the above data for analysis and reporting of
chronic absenteeism. [open-ended]
[Note:
survey platform will pipe forward the selected choices from item
4 for respondents for reference]
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Describe
how your district uses the above data for analysis and reporting
of chronic absenteeism. [open-ended]
[Note:
survey platform will pipe forward the selected choices from item
4 for respondents for reference]
|
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Supports
to Address Chronic Absence: Current Practices
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To
what extent does your state provide the following supports to
districts focused on reducing chronic absence? [not at
all, to some extent, to a great extent]
Support
for data collection and monitoring of
student/district/state data
Support
for analysis of School Quality and Student Success data
Support
for data analysis, in general
Support
for reporting of data
Support
for districts to produce school-level reports that are
useful for site-level decisionmaking
Support
for monitoring, evaluating, and assessing data at the
district or school level
Support
for stakeholder engagement to improve understanding of
potential root causes of chronic absence
Support
for identifying evidence-based programs addressing
student needs and barriers (such as disability
screening, in-school healthcare)
Support
for implementing programs addressing student needs
and barriers
Support
for implementing evidence-based programs addressing
school climate and staff (such as school safety or
bullying reduction)
Support
for implementing evidence-based programs addressing
community-based causes of absenteeism (such as
providing safe/accessible routes to school)
Support
for strengthening or monitoring implementation of school
improvement plans
Improving
policy to facilitate data collection
Improving
knowledge of and access to programs that address chronic
absenteeism
Building
community buy-in to address chronic absence
Support for partnering
with district(s) to address chronic absenteeism at the
local level
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To
what extent does your organization provide the following
TA supports to SEAs or districts focused on reducing
chronic absence? [not at all, to some extent,
to a great extent]
Support
for data collection and monitoring of
student/district/state data
Support
for analysis of School Quality and Student Success data
Support
for data analysis, in general
Support
for reporting of data
Support
for districts to produce school-level reports that are useful
for site-level decisionmaking
Support
for monitoring, evaluating, and assessing data at the
district or school level
Support
for stakeholder engagement to improve understanding of
potential root causes of chronic absence
Support
for identifying evidence-based programs addressing
student needs and barriers (such as disability
screening, in-school healthcare)
Support
for implementing programs addressing student needs
and barriers
Support
for identifying evidence-based programs addressing
school climate and staff (such as school safety or
bullying reduction)
Support
for identifying evidence-based programs addressing
community-based causes of absenteeism (such as providing
safe/accessible routes to school)
Support
for strengthening or monitoring implementation of school
improvement plans
Improving
policy to facilitate data collection
Improving
knowledge of and access to programs that address chronic
absenteeism
Building
community buy-in to address chronic absence
Support for partnering
with district(s) to address chronic absenteeism at the
local level
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N/A
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To
what extent does your district provide the following supports
to schools focused on reducing chronic absence? [not at
all, to some extent, to a great extent]
Support
for data collection
Support
for data analysis
Support
for reporting
Early
warning and monitoring systems or data collection that tracks
school and student information about who is absent most
frequently and alerts the school system
Community
collaboration programming including partnerships with local
businesses, religious groups, municipal government, law
enforcement, and school resources that specifically address
attendance
Parent
notification systems such as phone calls when students do not
attend school
Interventions
or programs with students to directly prevent/address
absenteeism
Interventions
or programs with school staff to directly
prevent/address absenteeism
Interventions
or programs with parents/guardians to directly
prevent/address absenteeism
Other: [open text]
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To
what extent does your organization provide the following TA
supports to schools focused on reducing chronic absence?
[not at all, to some extent, to a great extent]
Support
for data collection
Support
for data analysis
Support
for reporting
Early
warning and monitoring systems or data collection that tracks
school and student information about who is absent most
frequently and alerts the school system
Community
collaboration programming including partnerships with local
businesses, religious groups, municipal government, law
enforcement, and school resources that specifically address
attendance
Parent
notification systems such as phone calls when students do not
attend school
Interventions
or programs with students to directly prevent/address
absenteeism
Interventions
or programs with school staff to directly
prevent/address absenteeism
Interventions
or programs with parents/guardians to directly
prevent/address absenteeism
Other: [open text]
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In
what ways does your state differentiate supports to address
chronic absence by district, school, or student characteristics?
Differentiated supports for [select all that apply]:
Early
childhood versus elementary versus secondary schools
Districts
with greater numbers of Targeted Support and
Improvement/Comprehensive Support and Improvement schools
Districts
with greater numbers of Title I schools
Districts
with higher rates of chronic absence
Districts
in rural settings versus urban settings
Students
who are homeless or in foster care
Students
who are English learners
Students
who have disabilities
Other: _______
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In
what ways does your district differentiate supports to address
chronic absence by school or student characteristics?
Differentiated supports for [select all that apply]:
Early
childhood versus elementary versus secondary schools
Schools
with greater numbers of Targeted Support and
Improvement/Comprehensive Support and Improvement schools
Schools
with greater numbers of Title I schools
Schools
with higher rates of chronic absence
Schools
in rural settings versus urban settings
Students
who are homeless or in foster care
Students
who are English learners
Students
who have disabilities
Other: _______
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N/A
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Which
of the following types of organizations do you partner with to
address chronic absence, if any? Check all that apply.
Youth
engagement organizations
After
school programs
Mentoring
programs
Community
schools
Healthcare
partners (e.g., healthcare providers, the health department,
vision screening services, dental providers)
Mental
healthcare providers
Organizations
that serve homeless or people in unstable housing situations
State
foster care
State
safety net programs such as WIC, SNAP, or Medicaid
State
juvenile justice division
Organizations
that support food instability
Other:
[Text box]
None of the above (exclusive
option)
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Please
provide more information describing the most
significant/substantive partnerships you have in place to
support chronic absence: [open text]
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Supports
to Address Chronic Absence: TA Needs
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What
type(s) of TA would help you address chronic absence in your
current role at your state/district? Check all that apply.
Support
for data collection and monitoring of
student/district/state data
Support
for analysis of School Quality and Student Success data
Support
for data analysis, in general
Support
for reporting of data
Support
for districts to produce school-level reports that are
useful for site-level decisionmaking
Support
for monitoring, evaluating, and assessing data at the
district or school level
Support
for stakeholder engagement to improve understanding of
potential root causes of chronic absence
Support
for identifying evidence-based programs addressing
student needs and barriers (such as disability screening,
in-school healthcare)
Support
for implementing programs addressing student needs and
barriers
Support
for implementing evidence-based programs addressing
school climate and staff (such as school safety or
bullying reduction)
Support
for implementing evidence-based programs addressing
community-based causes of absenteeism (such as providing
safe/accessible routes to school)
Support
for strengthening or monitoring implementation of school
improvement plans
Improving
policy to facilitate data collection
Improving
knowledge of and access to programs that address chronic
absenteeism
Building
community buy-in to address chronic absence
Support for partnering
with district(s) to address chronic absenteeism at the local
level
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From
your perspective, what type(s) of TA do you believe would be
most helpful in supporting states and districts address chronic
absence? Check all that apply.
Support
for data collection and monitoring of
student/district/state data
Support
for analysis of School Quality and Student Success data
Support
for data analysis, in general
Support
for reporting of data
Support
for districts to produce school-level reports that are
useful for site-level decisionmaking
Support
for monitoring, evaluating, and assessing data at the
district or school level
Support
for stakeholder engagement to improve understanding of
potential root causes of chronic absence
Support
for identifying evidence-based programs addressing
student needs and barriers (such as disability screening,
in-school healthcare)
Support
for implementing programs addressing student needs and
barriers
Support
for implementing evidence-based programs addressing
school climate and staff (such as school safety or
bullying reduction)
Support
for implementing evidence-based programs addressing
community-based causes of absenteeism (such as providing
safe/accessible routes to school)
Support
for strengthening or monitoring implementation of school
improvement plans
Improving
policy to facilitate data collection
Improving
knowledge of and access to programs that address chronic
absenteeism
Building
community buy-in to address chronic absence
Support for partnering
with district(s) to address chronic absenteeism at the local
level
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What
would be your preference for how you receive the TA support
described in the previous item? Check all that apply.
Intensive
TA: on site, side-by-side data, planning, or implementation
support
Intensive
TA: video/telephone consultation
Blended
intensive/targeted TA: sustained learning or implementation
collaboratives that include both in-person and virtual learning
opportunities across states
Targeted
TA: virtual community of practice
Targeted
TA: in-person national or regional convenings
Targeted
TA: virtual peer-to-peer learning discussions
Universal
TA: webinars
Universal
TA: online resources
Universal
TA: e-learning modules
Universal
TA: website
Other: (please specify)
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From
your perspective, what is the most effective way to
provide the TA support described in the previous item to states
and districts? Check all that apply.
Intensive
TA: on site, side-by-side data, planning, or implementation
support
Intensive
TA: video/telephone consultation
Blended
intensive/targeted TA: sustained learning or implementation
collaboratives that include both in-person and virtual learning
opportunities across states
Targeted
TA: virtual community of practice
Targeted
TA: in-person national or regional convenings
Targeted
TA: virtual peer-to-peer learning discussions
Universal
TA: webinars
Universal
TA: online resources
Universal
TA: website
Other: (please specify)
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Would
you or any of your colleagues at your SEA/LEA/TA organization
who support issues related to chronic absenteeism be interested
in participating in a 45-minute phone interview to share
more about your experiences, needs, and priorities related to
reducing chronic absence? If so, please provide the name, role,
and contact information for this person below. [Fields for name,
role, organization, email, phone]
Note:
This contact information will not be associated with your survey
responses for reporting purposes.
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concerns regarding the status of your individual form,
application or survey, please contact Bryan Keohane at
Bryan.Keohane@ed.gov
directly.
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