showing up

Indianapolis Public Schools is trying new strategies to reduce absenteeism. They’re working

PHOTO: Dylan Peers McCoy

Getting kids to school can be hard: They miss the bus. Their families are evicted. They have dentist appointments.

Some days it’s trivial issues that keep kids home. Other times it’s steeper challenges. But a growing body of research shows that when students are chronically absent from school, they are much more likely to face problems with everything from learning to read to graduating high school. That’s why Indianapolis Public Schools is investing in a new program aimed at boosting attendance at schools across the district.

School districts across the country are paying extra attention to improving attendance and reducing chronic absenteeism in recent years. Indiana is one of many states that now requires schools to track chronic absence, and districts from Grand Rapids, Michigan, to Milwaukee are tackling the challenge of tracking and reducing absences.

In Indianapolis, the effort started in 2015-2016, and it ranges from rewards for kids who have perfect attendance to targeted help for students who miss 18 days of school or more. It’s being rolled out with the help of eight new graduation counselors, who are tasked with making sure struggling students don’t fall through the cracks.

“People want to spend a lot of time talking about more in-depth strategies for reading, literacy,” said Lisa Brenner, who runs student services for the district. “But all your strategies don’t work if the students aren’t there.”

At School 83, a neighborhood elementary school on the northeast side, staff have been spending a lot more time talking about attendance over the last year and a half.

The school sends students home with flyers about attendance, and when parents come in for conferences with teachers they talk about how important it is for kids to show up. When social worker Kim Winkel hears from parents, she always checks on their children’s attendance and tardiness.

“I see them slowly getting it,” Winkel said. “The families and the parents are starting to see and buy into us saying, ‘you need to be here. You need to be learning.’ ”

School 83 is also offering a slew of rewards for kids to come to school: There’s a club for students with good attendance, students can earn snacks or the chance to wear jeans and the class with the best attendance each month has a party.

Those are the kind of small programs designed to reach all the kids in a school, said Hedy Chang of Attendance Works, a national nonprofit that researches and promotes school attendance. School-wide efforts like rewards are often the first step in district strategies to improve attendance, and they are most effective with students who only have minor attendance problems, Chang said. Reaching kids with more severe attendance gaps is a different challenge.

“You have to start some place where you feel like you can make a difference. Messaging just doesn’t take that much,” Chang said. “It’s harder to move the kids out of chronic absence.”

So far, the district has seen relatively modest impact on students with severe attendance issues. District data show that the number of students who were chronically absent — those who missed 18 or more days of school — fell by 232 students in the first year of the program. Last year, 9.55 percent of students were chronically absent, down from 10.14 percent in 2014-2015.

Absence rates are typically much higher in IPS high schools than elementary schools. At most elementary schools in the district, fewer than 5 percent of students are chronically absent. At some of the district’s high schools, however, chronic absence rates are as high as 35 percent, according to state data.

Districtwide, the improvement has been faster among students who are on the cusp, missing 10-18 days of school. During the first year of the effort, the number of students at-risk fell from 16.93 percent to 14.45 percent — 808 fewer students fell into that category.

But the district is also in the beginning stages of the program. This year, staff are focusing on reaching kids with more severe attendance issues, Brenner said. That means creating programs that get kids excited about school like adult mentors who eat breakfast with students. And it means offering targeted help based on the problems each student is facing.

“There are lots of great things we could do,” Brenner said, “but if they are not meeting the individual needs of the students, they are just not going to be effective.”

Staff at School 83 are already spending a lot of time working directly with families when kids struggle to come to school. When kids miss school, they call parents to check in. If that doesn’t work, they stop by students’ houses. And they try to help families find a plan to get their children to school.

Last year, a first grader was so anxious about coming to school that she would cry every day and complain of stomach aches, said Cathy Pullings, the parent involvement educator. Eventually, the girl’s mother started making excuses to keep her home.

So Pullings made a deal with the student — come to school, stay all day and at the end of the week, she would visit Pullings for a special prize.

“Before I knew … she didn’t have to come and get that prize anymore. She was there every single day,” Pullings said. “I think it’s just a little push to say, ‘I’m here for you. What can we do to make it better for you to come to school?”

All this work seems to be paying off. School 83 has one of the lowest rates of chronic absenteeism in the district. Last year, the school, which enrolled 290 kids, had just 3 students who missed enough school to land on that list.

Staff have always paid attention to average daily attendance at School 83. But the new program was an extra reminder to focus on what was going on with every student, said principal Heather Haskett. They are constantly looking at data to make sure students aren’t falling through the cracks.

“Now, we’re more direct and more explicit about what we are doing,” she said. “We are really looking at every single, individual child and monitoring their attendance.”

Finding a home

Denver school board permanently co-locates charter elementary in middle school building

Students and staffers at Rocky Mountain Prep's first charter school in Denver cheer in 2012. (Photo by The Denver Post)

A Denver elementary charter school that was temporarily granted space in a shuttering district-run middle school building will now be housed there permanently.

The school board voted Thursday to permanently place Rocky Mountain Prep Southwest charter school in the Kepner Middle School building, where it is sharing space this year with three other school programs. Such co-locations can be controversial but have become more common in a district with skyrocketing real estate prices and ambitious school quality goals.

Rocky Mountain Prep Southwest is part of a homegrown charter network that has shown promising academic results. The network also has a school in Aurora and is expected to open a third Denver school next year in the northwest part of the city.

Rocky Mountain Prep Southwest was first placed at Kepner for the 2015-16 school year. The placement was supposed to be temporary. The district had decided the year before to phase out low-performing Kepner and replace it a new district-run middle school, Kepner Beacon, and a new charter middle school, STRIVE Prep Kepner, which is part of a larger network. The district also temporarily placed a third charter school there: Compass Academy.

Compass has since moved out of Kepner but the other four schools remain: Rocky Mountain Prep Southwest, Kepner Beacon, STRIVE Prep Kepner and the Kepner Legacy Middle School, which is on track to be completely phased out and closed by June 2019.

In a written recommendation to the school board, district officials acknowledged that permanently placing Rocky Mountain Prep Southwest at Kepner would create a space crunch.

The Kepner campus has the capacity to serve between 1,100 and 1,500 students, the recommendation says. Once all three schools reach full size, officials expect the schools will enroll a total of approximately 1,250 students. Rocky Mountain Prep Southwest currently serves students in preschool through third grade with a plan to add more grades.

“DPS facilities staff are currently working with all three schools to create a long‐term vision for the campus, including facility improvements that ensure all three schools have what they need to continue to excel,” says the recommendation from Chief Operating Officer David Suppes and Director of Operations and Support Services Liz Mendez.

District staff tried to find an alternate location for Rocky Mountain Prep Southwest but were unsuccessful, the recommendation says. The district does not have many available buildings, and competition for them among district-run and charter schools can be fierce. In northeast Denver, seven secondary schools are currently vying for the use of a shuttered elementary.

Future of Schools

Indianapolis needs tech workers. IPS hopes that George Washington will help fill that gap.

PHOTO: Dylan Peers McCoy

Indiana companies are looking for workers with computer expertise, and Indianapolis Public Schools leaders want their students to fill that gap.

Next year, George Washington High School will launch a specialized information technology academy designed to give students the skills to pursue careers in IT — and the exposure to know what jobs even exist.

“Half of what kids aspire to be is either someone they know does it or they’ve seen it on TV,” said Karen Jung, president of Nextech, a nonprofit that works to increase computer science preparation in K-12 schools. Nextech is partnering with IPS to develop the new IT program at George Washington.

For teens who don’t know anyone working in computer science, meeting role models is essential, Jung said. When teens see women of color or artists working in computer sciences, they realize there are opportunities for people like them.

“Once we put them in front of and inside of workplaces … it clicks,” Jung said. They believe “they would belong.”

The IT program is one of three academies that will open in George Washington next year as part of a broad plan to close nearly half of the district’s high schools and add specialized focus areas at the four remaining campuses. In addition to the IT academy, George Washington will have programs in: advanced manufacturing, engineering, and logistics; and business and finance.

The district is also moving to a model without neighborhood high schools. Students will be expected to choose high schools based on focus area rather than location. This year, many current high schoolers were required to reapply in an effort to make sure they enroll in academies that fit their interests.

The district will host a showcase of schools to help parents and students with their selections. The showcase runs from 10 a.m. to 2 p.m. Saturday at the Indiana State Museum.

Stan Law, principal of Arlington High School now, will take over George Washington next year. (Arlington will close at the end of this year.) He said the new academies offer an opportunity for students to see what they need to master — from soft skills to knowledge — to get good jobs when they graduate.

“I want kids to really make the connection of the purpose of high school,” Law said. “It is that foundation for the rest of your life, in terms of the quality of life that you are going to live.”

PHOTO: Dylan Peers McCoy
Stan Law

When the IT academy launches next year, students who select the program will be able to spend about one to two classes per year focused on information technology, said Ben Carter, who runs career and technical education for IPS.

Carter hopes the academies will reshape George Washington and other IPS campuses by connecting potential careers with the work students do everyday at school. Students who share a focus area will be in a cohort, and they will share many of the same core classes such as English, math and history, said Carter. Teachers, in turn, will be able to relate what students are studying in their history class to projects they are working on in the IT program, for example.

To show students what a career in information technology might look like, students will have the chance to tour, connect with mentors and intern at local companies.

“If I’m in one of these career classes — I’m in software development, but then I get to go to Salesforce and walk through and see the environment, to me as a student, that’s inspiring,” said Carter. “It’s like, ‘oh, this is what I can have.’ ”

He added. “It increases engagement but also gives them a true sense of what the career is.”