Roll call!

Aurora schools ramp up truancy interventions to keep students out of court

PHOTO: Nicholas Garcia
Aurora Central High School students walk past the attendance office.

AURORA — Early Wednesday morning Aurora Central High School Principal Mark Roberts met with a student who has not attended a single day of school since the start of the school year.

Like he does with every student who is considered truant but wants to return to the classroom, he reviewed the student’s transcript and her options to either graduate or complete a GED program. He also spoke with the student and her mother about the student’s living conditions, her need to work, and her future goals.

“Each student has their struggle,” he said later in an interview. “It goes beyond just school. There are usually deeper issues attached to each student as to why they are not attending.”

Wednesday’s meeting is just one of many Roberts is likely to have this year.

As part of a recent reshuffling of districtwide resources and a renewed effort to address the social and emotional needs of students including their daily attendance, Aurora Public Schools has launched or expanded a series of initiatives to ensure more students are at their desks each day. That includes reaching out to students and their families early and often about the importance of attendance, identifying family needs and trying to meet them, and providing technology to parents to monitor their students classroom activities.

APS students who rack up more than four unexcused absences are considered truant. At Aurora Central High, the average student is likely to miss six times as many days, according to attendance data collected by the state. The school, mostly poor students of color with limited English skills, has the tenth highest truancy rate of any school in the entire state.

Reasons why students aren’t showing up for class at Aurora Central — or any school for that matter — include living in poverty, family trauma, or health-related issues, said Jocelyn Stephens, an APS administrator who oversees a cluster of schools including Aurora Central High.

Chalkbeat Data Center
Find your school’s average daily attendance and truancy rate here.

“You have to be present to learn,” Stephens said.

Making sure students are in class to learn is a critical task for the Aurora school system, which is entering its fourth year on the state’s accountability watch list. APS has two years to improve student test scores and its graduation rate or face state sanctions.

Like most school districts across the state, APS’s average daily attendance is stronger at its primary schools than at its secondary schools. About 96 percent of elementary school students are present each day, about 94 percent show up to their middle schools Monday through Friday, and 90 percent of high school students are there on time for first period.

But a closer look at individual schools’ average daily attendance shows grave disparities.

Aurora Quest K-8 has the highest daily attendance rate of all the suburb’s primary schools at 96.82 percent. That’s 11 points higher than the lowest, the Jamaica Child Development Center.

There’s about a three percentage point spread among APS’s middle schools, the lowest being 90 percent at North Middle School.

But the daily attendance gap is the widest at the high school level. At William Smith High, 93 percent of students show up regularly. At Aurora Central, barely 8 out of every 10 students are present each day.

While states are required to collect truancy data under federal law, each state may define truancy as it sees fit. That makes it difficult to compare attendance trends across state lines and identify solutions to a common problem.

But according to school attendance expert Hedy Chang, director of Attendance Works, the most common attendance data — average daily attendance and truancy percentages — masks what she considers a significant and neglected problem they call “chronic absenteeism.” That’s when a student misses more than 10 percent of the school year, or two days per month, according to Attendance Works.

Research completed by Chang and others has discovered a strong correlation between attendance and student achievement. The more school a student misses, Chang said, the more likely that student is to be behind grade level and to eventually dropout.

“Chances are very slim a chronically absent student will be as successful as his or her peers,” Chang said.

Among Attendance Works’ suggestions to combat chronic absenteeism: track both excused and unexcused absences and engage families early and often about the importance of perfect attendance. Further, schools should reward students and families for their daily participation not punish them.

“There are still places that suspend students for being truant,” Chang said. “Who would reward a student with a suspension for being truant — it just doesn’t make sense.”

Schools should also understand why students are missing school and not jump to any conclusions, Chang said.

“I really worry that in low income schools, when a kid doesn’t show up to school, what’s the reaction?” Chang said. “The parents don’t care. [Some teachers] have no idea of the issues related to that family. So what happens, the teacher’s reaction is to blame the kid, or blame the parent, and it further alienates the family.”

APS does not track chronic absenteeism in the same fashion as Attendance Works has for some school districts. But officials said they’re beginning to pay more attention to excused absences as much as unexcused absences.

The local focus now appears to be three-fold: empower schools to proactively monitor attendance, provide whatever service is available to and needed by families of students who are at risk of becoming truant, and keep students out of the truancy court system.

“Schools are encouraged to respond right away,” Stephens, the school network director said, but also on a case-by-case basis. No two absences are alike. The most common response to a missed day is a phone call or home visit.

Schools, especially those who serve predominantly poor students, are beefing up their services. Family centers that provide food, clothing, and other resources are opened at Jewell and Crawford elementary schools. The aim is to engage the whole family, explain the importance of school, and to eliminate as many barriers as possible to make sure the students are in their desks every day.

Student engagement directors are working with teams of school officials to reach out to students — especially at the high school level — after a second or third unexcused absence. Previously those directors only became involved after a fourth absence that could triggered a trip truancy court.

“It’s a tedious process,” said Chris Vann, an APS student engagement advocate, referring to truancy court. There are generally multiple court dates spread across several months and most students leave the system with little more than a societal stigma.

As for the Aurora Central High student who has missed every day of class since August? She’ll be in class, not court.

“We discussed at length the options available at Aurora Central and asked her to commit to one of the success plans presented that fits her current situation,” said Roberts, the school’s principal. “She is being enrolled and has a solid plan in place to finish school.”

blueprint

Shrinking here, expanding there, Aurora district wants to hear your thoughts on how to handle growing pains

A student at Vista Peak in Aurora works on an assignment. (Photo by Nicholas Garcia, Chalkbeat)

The Aurora school district faces sharply dropping enrollment in its northwest corner, but anticipates tracts of new homes filled with students to the east in coming years. To help figure out how it should manage its campuses, the district is turning to the public.

The district held its first of four public meetings Wednesday, and has launched an online survey to gather more input. About 20 attendees Wednesday afternoon answered questions about their thoughts on Aurora — an overwhelming majority said it’s diversity that makes the district unique — on the most important thing schools should have — most said good academic programs — and expressed a desire for more science-technology-engineering-and-math programs, as well as dual-language programs.

Then participants talked with moderators from an outside consultant group hired by the district, while district staff and board members floated around listening to conversations.

The district seeks to address challenges explained to the school board last year, posed by declining, and uneven, enrollment.

In the east of the district, development is planned on empty land near E-470 and out to Bennett, and schools may be needed.

In historic, central Aurora, bordering Denver, gentrification is causing one of the district’s fastest drops in enrollment. But because many of those schools were so crowded, and are typically older buildings, the schools may still need building renovations, which would require an investment.

Aurora district officials told the school board they needed a long-term plan that can support the vision of the district when making facilities decisions.

The decisions may also affect how the district works with charter schools. Enrollment numbers show more families are sending their children to charter schools, and the district is asking questions to find out why.

The online survey, translated into the district’s most common 10 languages other than English, includes questions about why parents choose Aurora schools, what kinds of programs the district should expand, and about whether school size should be small or large.

The survey will be online until Sept. 24.

In the next phase of planning, a task force will draw from community input to draft possible “scenarios.” That task force includes one teacher and several officials from the district and other organizations such as the Aurora Chamber of Commerce, the Aurora branch of the NAACP and the Rotary Club of Aurora. The members include high-profile names such as Skip Noe, the former Aurora city manager who is now chief financial officer of Community College of Aurora, and William Stuart, one of the district’s former deputy superintendents.

A second task force of Aurora district officials will create action plans for the different scenarios.

Both groups will meet through December.

The next public meetings where you can provide your input are:

  • Thursday, Sept. 6, 6 p.m.
    Vista PEAK Preparatory, 24500 E. 6th Ave.
  • Saturday, Sept. 15, 10 a.m.
    Aurora West College Preparatory Academy, 10100 E. 13th Ave.
  • Monday, Sept. 17, 6 p.m.
    Mrachek Middle School, 1955 S. Telluride St.

Plus

Aurora school introduces out-of-the-box redesign with more electives, more teacher collaboration

Students at Aurora Hills Middle School work on creating huts in their STEM class. (Photo by Yesenia Robles, Chalkbeat)

With new offerings of elective classes, a full day every week for teachers to train and plan together, and lots of positive feedback already, school leaders at Aurora Hills Middle School are optimistic about their school redesign.

Officials want it to be a win-win-win solution for the struggling school.

When the principal at Aurora Hills Middle School reviewed teacher surveys in the past, one thing stood out: Teachers were unhappy about their schedule.

Although it’s not uncommon for teachers to lament a lack of time for planning or teaching, an audit of Aurora Hills last year showed its teachers had a higher course load than in other district schools, higher-than-average class sizes, and less instructional time.

So, Principal Marcella Garcia jumped at the idea of working with consultant School by Design to redesign her school’s schedule. School by Design’s focus is on providing data about how schools use their time and helping schools find better ways to do things without requiring more staff or money.

“They really did help me to think differently,” Garcia said. “And the effect we can have is huge. We could have continued on, but I don’t know if I would have thought so outside of the box.”

The consultant has been working with all middle schools in the district as well as some high schools, but each school leader can choose what changes to make, and Aurora Hills took an early initiative to make changes.

Under the changes this year, the approximately 850 students at Aurora Hills have a full day every week for special courses like music, health, technology, or STEM.

Students and educators refer to that as their Plus day, and students say it’s the fun part of their week. Some students, like those requiring special education and English language learner services, have access that they wouldn’t have had in the past to take such classes.

While students in one grade level have their Plus day, their teachers spend the full day in training, led by teacher leaders, and in joint planning time.

So far, they’ve been using the time to look at how they grade and to share ideas about teaching. They’ve also said they want to spend time looking at attendance and behavior data, and learning how to teach social and emotional skills throughout the day.

Teachers have mostly responded positively, Assistant Principal John Buch said.

“One teacher shared, during their reflections, that in her years of teaching, she had not had an opportunity before to collaborate with a teammate and go in depth in planning like they did last week,” Buch said. “We also heard, I would say several comments, about the freedom they felt when planning isn’t cut off by a bell.”

Teacher Cynthia Krull signed up last year to help design the teachers’ new time.

“I really truly fell in love with the idea,” Krull said.

This year, she is a Plus teacher planning hands-on projects for students who take her STEM class once a week. Last week seventh-graders were designing a hut that would help them survive a set of given conditions while stranded on an island. As they worked in pairs to mesh their ideas of what a hut should do or what it might look like, while rushing to meet a deadline, the students clearly were relishing the challenge.

“They look forward to coming to that class,” Krull said.

Aurora Public Schools has been working with School by Design since 2017 to find ways to improve middle-school achievement without increasing spending. The consultant team is still working with a number of other Aurora schools this year, but officials said they expect Aurora Hills’ leaders can become in-house experts within the district, phasing out the need for the consultant, and helping other schools who want to keep thinking differently about their use of staff or time.

So far, the district has spent more than $146,000 on the consultant. District officials say the savings outweigh the cost.

At Aurora Hills, for instance, if teachers are able to have their professional development during the regular school day, the school can save on paying teachers for extra time on the clock or paying for substitutes to cover classes.

But there are also benefits that aren’t easy to quantify, such as giving teachers more time to work together. Or giving students more class offerings and more time to learn.

As part of the schedule, teacher teams also get a block period where students are in “flex time” which means two class teachers combine and split their students into groups and together provide extra help for those who might be falling behind, or give students a chance to delve deeper into a topic.

“Time is the most precious resource,” said Jack Shaw, the executive vice president of Schools by Design. “The win in schools is I’m able to get a bundle of benefit without any additional costs.”

This year, the consultant team will provide updated audit information, so that schools can track the impact of any changes they’ve made.

At Aurora Hills, Principal Garcia said she’s giving staff regular surveys to see how the changes are working. She’ll also be tracking staff turnover rates, and student achievement.

The school has received two consecutive years of low ratings from the state. Based on preliminary ratings released this week, Aurora Hills is in its third year of low performance. The school must improve before reaching five years of low state ratings, or risk state sanctions.

The Aurora district’s own plan for dealing with low-rated schools calls for the district to increasingly intervene in schools if ratings lag. District officials would have likely directed changes this year if Aurora Hills hadn’t created a redesign of its own.

School leaders said they are hopeful that the changes they’re rolling out will make a difference.

“We are encouraged,” said Buch. “We are early in the process, but we have a group of teachers and staff and students working pretty relentlessly to change outcomes. We believe that’s the right work.”