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Schools and districts are sending more communications than ever this school year. Communications sent home should be brief, written at a reading level parents will comprehend, and be clear and supportive rather than threatening, so action is taken by today's busy families.

We've updated for Covid-19 sample letters that can be used to welcome new students and families, to alert parents and caregivers when a student is chronically absent, or to send home before the Thanksgiving holiday or long winter break.

Download one of the sample letters below and personalize it for your school or district.

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Schools and districts are sending more communications than ever this school year. Communications sent home should be brief, written at a reading level parents will comprehend, and be clear and supportive rather than threatening, so action is taken by today's busy families.

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Data on chronic absence can help identify which students, or groups of students, might be in need of additional support. Once you know which students are at risk due to poor attendance, take stock of what you know about the reasons they do or don’t attend school.

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Understanding and Using Attendance Data for Improvement

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Understanding and Using Attendance Data for Improvement

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Asynchronous: Understanding and Using Attendance Data for Improvement

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Asynchronous: Understanding and Using Attendance Data for Improvement

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MCC: Adult-Student Relationship Mapping | Implementation Plan + Tool (2023-24)

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Attendance Support | Ohio Department of Education

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It is important for every student in Ohio to attend school every day. Attendance studies routinely show the connection between regular attendance and critical school measures such as reading proficiently, performing well academically, and graduating from high school.

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Insight to Action

We created a toolkit outlining a series of action steps to assist school leaders in getting the most of their Shadow experience. These steps help you pick a suitable student to shadow and translate your observations into experiments for improvement we call hacks.

Prep

Shadow

Reflect

Act

Download the Shadow Toolkit below!

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Shadow a Student Challenge - Stanford d.school

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We created a toolkit outlining a series of action steps to assist school leaders in getting the most of their Shadow experience. These steps help you pick a suitable student to shadow and translate your observations into experiments for improvement we call hacks. Download the Shadow Toolkit below!

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Schools fighting a surge in chronically absent students may find success if they focus on strengthening the bonds they have with parents. And schools that had the strongest ties with families before the recent rise in chronic absenteeism are less likely to be experiencing those high absence levels today.

Those are some of the findings from a new study conducted by the organizations Learning Heroes and TNTP, in partnership with scholars Karen Mapp and Todd Rogers from Harvard's Graduate School of Education and Kennedy School of Government, respectively.

While schools across the country have seen an increase in chronic absenteeism following extended school closures in 2020, the researchers found that schools that had high levels of family engagement before pandemic shutdowns have seen significantly lower rates of chronic absenteeism.

Schools with stronger, preexisting family engagement-measured in surveys that assessed trust between parents and teachers, parent involvement in schools, and parents' influence over schools' decisionmaking-had chronic absenteeism rates after remote learning that were about 6 percentage points lower than similar schools with weaker family engagement.

"Effectively, what we found is that family engagement is a really critical piece of the puzzle," said Eyal Bergman, senior vice president of Learning Heroes, a nonprofit focused on ensuring parents have accurate information about students' academic progress.

The findings build on an already robust base of research showing that parents' involvement with their children's education-through participation in parent-teacher conferences, attendance at school-sponsored events, and at-home discussions about what their children are learning- leads to improved academic outcomes, and that the benefits apply regardless of students' race and socioeconomic status. As schools work to cut down on student absences, some have already found success in stepping up their connections with families in an effort to better understand why students have been staying home from school, rather than taking a more punitive approach.

While the researchers found benefits for schools that already had robust family engagement, all hope is not lost for schools that had lower levels of family engagement prior to 2020, the study found. While much of the study focuses on pre-pandemic family engagement and post-pandemic outcomes, researchers also analyzed the effect of family engagement on chronic absenteeism between 2018 and 2019.

The effect was about half as big when comparing the school years before the pandemic, but Bergman said that's still a sizable impact. And he anticipates the pre-pandemic impact to more closely mirror the effect schools could see from cultivating more robust family engagement in the years to come, "given the challenges we're seeing today."

"What this data reveal is that there are ways to mitigate [chronic absenteeism]," Bergman said. "Schools that actually have invested in building strong family engagement are seeing improvements in their chronic absenteeism. This data actually gives us an answer about what to do about it."

The findings come from the first phase of a three-part project the researchers are undertaking. The first phase was a quantitative analysis of more than 3,000 schools in Illinois. The state was chosen because it has been found to be the most representative of the diversity of race, income, age, religion, and education in the United States.

The researchers determined a school's level of family engagement using their "involved families" score from the 5Essentials survey-a survey that teachers across Illinois as well as students in 4th through 12th grades take annually. The survey, developed by the University of Chicago Consortium on School Research, also includes an optional parent component and measures five areas linked to school success: effective leaders, collaborative teachers, involved families, supportive environments, and ambitious instruction. The "involved families" section of the survey measures parent influence on decisionmaking in schools, parent involvement in schools, and trust between parents and teachers.

The researchers relied on results from the teacher portion of the survey, Bergman said.

The researchers used statistical modeling to look at schools that scored in the 10th percentile (high family engagement) and those that scored in the 90th percentile (low engagement) on the survey, and controlled for other factors that may affect student outcomes, such as poverty rates.

The biggest takeaway from their work, Bergman said, is that schools with strong engagement had a 39 percent smaller increase in students' chronic absenteeism between 2019 and 2022-a period when schools nationwide were experiencing a rise in chronic absenteeism, which is when students miss 10 percent or more of the academic year-than schools with weaker engagement. Schools with stronger family engagement had student attendance rates that were 25 percent better.

The findings were consistent regardless of school size, grade level, and poverty rate, Bergman said. The researchers also found that the results were consistent regardless of how long schools were closed for in-person learning at the height of the pandemic.

The proportion of students attending schools with "high" or "extreme" rates of chronic absenteeism rose from 26 percent in the 2017-18 school year to 66 percent during the 2021-22 school year, according to a recent analysis of federal data by the Everyone Graduates Center at Johns Hopkins University and Attendance Works.

Research has consistently shown that attendance is crucial to academic success, so much so that some districts have taken steps to add learning time by lengthening the school day or academic year, or adding more summer, evening, and weekend learning options to accelerate students' academic recovery.

There's evidence, too, that parent engagement leads to better test scores on Illinois state standardized assessments, according to the new research. Not only were students in schools with stronger family engagement more likely to take state tests, but they performed 27 percent better in English and 37 percent better in math, on average.

In the second phase of their project, the researchers will aim to complete a qualitative analysis of a selection of schools that performed well and poorly in the initial, quantitative phase to determine what, specifically, they have done to boost family engagement, Bergman said.

Then, in the third phase of the project, the group plans to design and test a tool aimed at helping schools measure family engagement and how successful they've been in promoting it, Bergman said.

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New Research Finds a Crucial Factor in Reducing Chronic Absenteeism

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Just as strong connections with parents can boost students' academic achievement, new research shows the same is true in fighting absences.

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The Student Recovery Dashboards are tools designed to better understand the impact of the pandemic on Ohio's students and progress towards academic recovery. The District Student Recovery Dashboards allow for a statewide view of public school students, as well as the ability to sort by public district. The School Student Recovery Dashboard allows for a building-level look at recovery data for public schools in Ohio, including community schools.

The introductory page of the dashboard captures key indicators such as enrollment, graduation, K-3 on track diagnostic trends, chronic absenteeism and proficiency scores. The tiles to the left allow users to take a deeper look at other contextual information, including ESSER spending rate, KRA data and early literacy.

The Student Recovery Dashboards illustrate many of the same trends documented in Data Insights reports. The challenges facing Ohio's students are clear, as are the many efforts underway to help students succeed. Future Forward Ohio encompasses the state's strategic priorities for helping students recover from the impact of the pandemic, with a focus on students who experienced the greatest disruptions to learning. A dashboard only tells part of the story, click a button below to find highlights of how relief money is being spent to accelerate learning, help students overcome obstacles and prepare students for college and careers.

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The Student Recovery Dashboards are tools designed to better understand the impact of the pandemic on Ohio's students and progress towards academic recovery. The District Student Recovery Dashboards allow for a statewide view of public school students, as well as the ability to sort by public district.

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Have you ever wished you had a Diagnostic Assessment that would actually help you understand what a student knows and does not know in mathematics? The goal of the Numeracy project is to increase student achievement in mathematics by intentionally developing number sense through number knowledge and number strategy and, in turn, increase teacher understanding about instructional practices that target and develop number sense and place value. There are two diagnostic assessments: the GloSS and the IKAN. Then, the information from these diagnostics is used to accurately determine a course of action to support a struggling learner. The student's understandings are categorized into Numeracy Stages and provides the tools that truly targets what a student needs and then addresses those needs. The assessments and numeracy activities are available here as free resources.

What do the materials and training cost?

The training and all materials are provided at no cost to participants.

Grades K-8; great for classroom teachers, Special Education teachers and Title teachers

Don't one-on-one interviews take too much time?

Hear what Graham Fletcher has to say:

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Have you ever wished you had a Diagnostic Assessment that would actually help you understand what a student knows and does not know in mathematics? The goal of the Numeracy project is to increase student achievement in mathematics by intentionally developing number sense through number knowledge and number strategy and, in turn, increase teacher understanding about instructional practices that target and develop number sense and place value.

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5.15.24 Resource Links From Attendance Works Essential Partnerships For Showing Up 

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Sustaining Success: Investing in Showing Up
Date: Wednesday, September 27, 2023

Time: 12:00pm-1:30pm Pacific / 3:00pm-4:30pm Eastern
Register for AAC webinar 4 of 4
Join Attendance Works, the Institute for Educational Leadership and our campaign partners for the fourth and final webinar for the 2023 Attendance Awareness Campaign with the theme, Showing Up Together!

This webinar will highlight three evidence-based practices for reducing chronic absence: home visiting, success mentoring and school nurses. Drawing upon insights from colleagues working in New York, Connecticut and Washington, we will explore how these strategies can be implemented effectively. We will also examine the role that partnerships, diverse funding sources and policy play in sustaining and expanding the work over time.

Confirmed speakers:

Latasha Easterling-Turnquest, M.Ed., Chief of Family Partnership & Student Engagement, Manchester Public Schools, Welcome Center

Kari Sullivan-Custer, State Education Consultant, Attendance, Engagement, and LEAP, Connecticut State Department of Education

Scott Hale, Principal, Johnstown Junior-Senior High School

Amy Norton, Director of Health Services, Yakima School District

Kwesi Rollins, Vice President, Institute for Educational Leadership

Hedy Chang, Executive Director, Attendance Works

Past Webinars and Workshops
Wednesday, August 9, 2023: A Welcoming and Healthy Return to School: Ensuring Showing Up
Join Attendance Works, the Institute for Educational Leadership and our campaign partners as we continue the 2023 Attendance Awareness Campaign webinar series with the theme, Showing Up Together!

Based on data from a number of states, chronic absenteeism appears to have doubled nationwide and absence levels remain high. Moving forward with success requires purposefully rebuilding school communities that create a sense of belonging and ensure students and families receive the support they need to engage, attend and learn.

This third of four webinars will focus on creating a supportive and welcoming environment that encourages a sense of connection and community as students and families return to school. Speakers will offer strategies for reaching out to students, especially in transition grades, cultivating a school-wide culture of attendance, and ensuring positive conditions for learning are in place when school doors open. We will share a new health resource for families with clear guidance on when students should stay home and when they should attend school.

Speakers:
Wednesday, May 10, 2023: Relationships All Year Round: Nurturing Showing Up
Join Attendance Works, the Institute for Educational Leadership and our campaign partners as we continue the 2023 Attendance Awareness Campaign webinar series with the theme, Showing Up Together!

This second of four Attendance Awareness Campaign webinars will focus on the importance of intentionally cultivating caring relationships with students and families, over time, as a crucial foundation for engagement. Speakers will explore barriers to showing up and how they are using data to determine what works given new realities.

We'll share the newly updated Attendance Playbook, developed with FutureEd, and unveil new Count Us In! toolkit resources to support local Attendance Awareness Campaigns.

Speakers:

Thursday, March 30, 2023: Belonging and Engagement: The Keys to Showing Up

Join Attendance Works, the Institute for Educational Leadership and our campaign partners as we kick off the 2023 Attendance Awareness Campaign, with the theme, Showing Up Together! Since the beginning of the pandemic, chronic absence has doubled nationwide and affected nearly one out of three students by the end of the last school year. Early data from fall 2022 suggests it remains extraordinarily high. These continued elevated rates reflect the devastating impact on students and families from three years of disrupted learning as well as on-going health, economic and social challenges.

Changing this trajectory requires a strategic, long-term approach grounded in a deep understanding of the attendance barriers facing students and families as well as looking at data to determine where we must reinvest in positive conditions for learning.

In the first of four Attendance Awareness Campaign webinars, we'll hear from a diverse panel of practitioners about how we can increase attendance, engagement and a sense of belonging by drawing upon the assets that are now available in schools and communities. Speakers will explore what is possible before the school year ends, and will share strategies for connecting students experiencing chronic absence to fun learning experiences that rekindle the joy of learning during the summer.

Speakers:
Wednesday, September 28, 2022: What Works to Sustain Engagement and Attendance?
Join us for the fourth and final Attendance Awareness Campaign 2022 webinar to hear about promising and proven local and state strategies for engaging students and families and reducing chronic absence.

Speakers from Connecticut, Baltimore, Maryland and the Menominee Nation in Wisconsin will share how they use data to inform action, engage local partners, and build capacity to ensure their approaches both achieve results and are sustainable. They will offer insights about how to draw upon the cultures, languages and assets of students, families and nearby communities to strengthen their interventions and programs.

Speakers:
Wednesday, August 3, 2022: Ensuring a Welcoming, Healthy and Restorative Start to School
The new school year is a crucial opportunity for establishing a warm, welcoming and restorative school climate that motivates showing up to school every day. Join us for this 3rd Attendance Awareness Campaign webinar to learn about strategies that create belonging and connection for students and families. You'll also hear about approaches that schools, districts and community partners can put in place to support the physical and emotional health and safety of students, families and school staff.

Speakers will share lessons learned and tools for helping students overcome barriers to getting to class, as well as strategies that enlist the entire school community in promoting a positive and engaging learning environment. They will show how they leveraged quantitative and qualitative data to inform action. Investing in the welcome back to school this fall is more important than ever, especially for students who faced the greatest challenges and had the least access to educational opportunities during the Covid-19 pandemic.

Speakers:

Wednesday, May 25, 2022: What Promotes Engagement and Attendance? Insights from Students, Parents and Educators,

Join Attendance Works, IEL and our campaign partners for the second webinar in our 2022 Attendance Awareness Campaign. Speakers will share lessons learned from the past year about how to keep students connected, engaged and showing up for learning.

Grounding solutions in the experiences of those most affected by educational inequities exacerbated by the pandemic is essential to recovery. During this webinar, we will hear insights gained from students, parents or caregivers, and educators about the barriers - including those related to coping with the pandemic - that they experienced over the past year. Speakers will share their views on what works to cultivate engagement and attendance, and will discuss how to support students so they participate in learning during the summer and through the fall.

Using your data is key to knowing where to invest recovery strategies. Learn how to leverage qualitative and quantitative data so you can assess whether your strategies are working and what could make them better.

Speakers:
Wednesday, April 6, 2022: Keep Kids Engaged and Showing Up for Learning: Relationships, Routines and Partnerships
Join Attendance Works, IEL and our campaign partners as we kick off the 2022 Attendance Awareness Campaign, with the theme Stay Connected, Keep Learning! Schools, working with community partners, can strengthen relationships, social-emotional skills and promote daily attendance routines essential to student learning and well-being, especially given the challenges of the pandemic.

In this first webinar, a panel of diverse speakers from varying communities and organizations will examine how schools can leverage health services, expanded learning and a community schools approach that motivates students to be engaged and learning for the remainder of the year and throughout the summer. We will launch the 2022 Attendance Awareness Campaign and share the first installment of our NEW messaging and engagement toolkit.

Presenters:
Wednesday, September 29, 2021: Supported: Leveraging Attendance Data to Ensure Ongoing Success
The return to school this fall is more challenging than anyone could have anticipated. The surge in Covid-19 cases is increasing the number of students who miss school. In addition, families hard hit by the pandemic and poverty continue to face barriers to attending class and may also experience enrollment hesitancy. Many students, unaccustomed to showing up in person, are still establishing regular routines of going to school.

In this webinar we explore what can be done at the local and state level to mitigate the impact of the pandemic and engage students and their families despite these difficult conditions. We examine how chronic absence data can be used to identify students, families and schools that need additional support. Drawing on the experiences of the past year and proven strategies used before the pandemic, speakers share how they are making a difference. Key approaches include home visiting, relationship-building, strategic communication with families and youth, collaboration with community partners, restorative approaches and creative use of technology.

Presenters:
Wednesday, August 4, 2021: Welcomed: Embracing Students, Families and Educators in the New School Year
A successful return to school is essential to recovering from this past year's unprecedented and challenging experiences. The first weeks back to school are an important time to strengthen and forge relationships, to rebuild routines and rituals, or make new ones to create community at school. Schools will need to pay attention to social and emotional wellness as well as assure families of the safety of in-person instruction. Building community at school will be especially important for students living in communities hard hit by Covid-19 and those showing up to a new school building for the first time. Schools will need to cultivate a feeling of belonging and connection for students in transition grades during the prior and upcoming school year.

Working together, educators, community partners and families can recoup and thrive, especially if they use their attendance data from the prior year to identify who needs additional outreach and assess if efforts to engage students and families are working. Our special guest speakers will discuss how a holistic approach to rebounding is more possible than ever before, given the growth of community schools, increase in school-connected health resources and availability of federal recovery funding.

Presenters:
Wednesday, May 26, 2021: Engaged: Using Summer to Connect with Students and Families
Engaging students and families, especially those facing the biggest challenges from the pandemic, is essential for a successful return to school. Working together we can create a bridge to school, an intentional approach that utilizes the summer to create connection, a feeling of belonging and excitement about learning.

Join our second Attendance Awareness Campaign webinar to learn how schools, districts, public agencies and community partners can use their attendance and participation data to organize and tailor summer programming. Our speakers will share how they create opportunities for students to play and socialize with peers, engage in fun learning activities and practice the routine of showing up in person. You'll hear about Covid-19 recovery funding to support summer programs and how to grow connections with expanded learning providers and other community partners. Summer is an ideal time to pilot and improve strategies that can be taken to scale during the year and to identify students and families who might need even more support to successfully transition to school in the fall.

Presenters:
Wednesday, April 14, 2021: Committed: Supporting Attendance and Participation to the Very Last Day of School
Join Attendance Works, IEL and our campaign partners as we kick off the 2021 Attendance Awareness Campaign, with the theme Rebound with Attendance! Over the past year, tens of thousands of students have lost out on significant amounts of instruction and learning opportunities, especially those in communities hardest hit by Covid-19. Our theme "Rebound with Attendance" urges schools and communities to make use of their chronic absence data to address educational inequities in their recovery planning.

Strong, trusting relationships that create a feeling of belonging for students and families, combined with the utilization of attendance data, are fundamental to improving engagement. Our featured speakers will offer their experiences, insights and pioneering practices that can be used during the last months of school to sustain and expand the participation of students and families.

You'll get a sneak peek into Attendance Works' new engagement planning toolkit. Our free tools will help schools and district leaders - and their teams - put in place locally tailored strategies that ensure students, especially those experiencing the greatest challenges, show up to class so they can learn and thrive.

Presenters:
Wednesday, September 30, 2020: Every Learning Opportunity Matters: Promising Strategies to Help Students Show Up

Hedy Chang, Executive Director, Attendance Works

Kwesi Rollins, Vice President for Leadership and Engagement, IEL

Robert Kraemer, Principal, and Chad Swanson, School Psychologist, Warren Street School (grades 3-6), Greater Johnstown School District, NY

Shandria Richmond-Roberts, Principal, Harrison PreK-8 School, Pomona CA

Marcus Strother, President and CEO, MENTOR California

Daisy Sanchez Madrigal, Peer Mentor, CA

Ensuring students benefit from every learning opportunity is more essential than ever, especially given the educational inequities exacerbated by school closures last spring and the ongoing health and economic challenges created by Covid-19.

Our third and final 2020 Attendance Awareness Campaign webinar explores how community, district and school leaders are supporting student attendance and participation, whether lessons are in person, remote or a blend. Our speakers share promising approaches used by schools, districts and communities to engage and support students and families in this initial transition to school. We discuss their strategies and the implications for sustaining positive conditions for learning throughout the academic year.
Wednesday, August 26, 2020: Equity at the Center: Strategies and Tools for Developing Better Learning Continuity and Attendance Plans
Speakers include:

As we begin another school year affected by the Covid-19 pandemic, districts face significant challenges to ensuring all students receive the academic and social-emotional support needed to continue learning. While these circumstances are difficult, they also present an opportunity to think differently about how to pursue an equity-centered approach to student learning. This California-focused webinar presents strategies and tools for reimagining how districts, families and community-based organizations can work together.
Wednesday, August 19, 2020: Creating an Engaging and Restorative Environment to Support Transitions to School
Speakers include:

The start of the 2020-21 school year will be unprecedented due to social distancing, interrupted learning, and the loss of routine experienced by every member of the school community. How can districts and schools create caring and supportive school environments, in the midst of uncertainty, that encourage students and families to attend and participate in school?

Join our second Attendance Awareness Campaign webinar to examine what it means to address the effects of trauma while helping to reestablish the routine of school, whether it is in-person, remote or a blend. Hear about what families say they need from schools and educators to support their transition to school this fall and beyond. Speakers will discuss the importance of clear communications, how strong relationships support learning and engagement, and how many of the practices designed for students and families who've experienced trauma are suitable for the whole school community. We'll focus on activities and strategies educators can put in place just before and during the first month of school, and the importance of using data to inform and tailor these transition activities.
Wednesday, July 22, 2020: Data + Relationships to Support Transitions to School
Speakers include:

Join Attendance Works, IEL and our partners as we kick off the 2020 Attendance Awareness Campaign. Our theme "Present, Engaged and Supported" recognizes that strong, trusting relationships that create belonging are fundamental to improving student attendance and participation.

This webinar will offer insights about what you can do to prepare for the return to class in the next few months, whether learning takes place at school, virtually or in some other form. You'll learn about Attendance Works' new transition planning materials. We will describe an expanded attendance data framework to identify which students are likely to begin the new school year significantly behind in their academic learning. We'll also describe how plans can include investments in staff health and well-being.

Speakers include:
Friday, May 15, 2020: Engaging Students and Families During Covid-19

Jacqueline Dungey, Principal, New Paradigm Loving Academy, Detroit, MI

Angela Duran, Campaign Director, Arkansas Campaign for Grade-Level Reading

Beshon Smith, PhD, Executive Director of the Center for Supportive Schools for Delaware, Maryland and Washington, D.C.

Connection with students and families is essential to having kids show up to learning whether it takes place remotely or in a brick and mortar building. In this webinar, co-sponsored by the Institute for Educational Leadership, we explore strategies for developing and strengthening relationships with students and families as part of distance learning, and how educators, school staff and partners can use this time to tend to students' social and emotional needs. Our speakers discuss how they are using data to monitor participation, and how they have intervened when connections are lost or need to be reestablished. In addition, our speakers offer reflections about the educational inequities exacerbated by the pandemic, and how they will affect the transition back to school, whether lessons are virtual, in person or a blend.
Tuesday, April 14, 2020: Reducing the Adverse Impact of the Coronavirus on Students and Families
Speakers include:

Join us for a webinar with Healthy Schools Campaign and the Institute for Educational Leadership. Outreach that helps ensure students are supported and engaged while families shelter at home requires leadership and action from schools, districts and community partners. Learn about emerging practice and policy for addressing the adverse impact of school closures on students and families. Our guest presenters share strategies that emphasize family and student connection, promote physical and behavioral health and leverage the power of community schools. Find out how to use existing data (i.e. absences, behavior, academics, special education status and demographics) to target and tailor investments to students, families and schools, especially those in need of extra support.
Thursday, April 9, 2020: Data + Relationships Can Strengthen Your School's Response to COVID-19

Speakers include:

This webinar was sponsored by the National Association of Elementary School Principals. Principals are uniquely positioned to take steps to engage and support students while families shelter at home. This webinar examines how you can team up with your staff to promote positive conditions of learning - ensuring students and families are physically and emotionally healthy, feel a sense of connection and belonging, and are academically engaged - even in a remote or virtual learning environment. Consider the value of using existing data collected prior to school closure, such as absences, behavior, academics (including special education) and demographics, to target and tailor resources for students and families, especially those facing additional challenges.

Speakers include:
Tuesday, September 10, 2019: A Place Where We Belong: Improving Conditions for Learning

Hedy Chang, Executive Director, Attendance Works

Ericka Guynes, Principal, Earl Boyles Elementary School, David Douglas School District, Oregon

Shandria Richmond-Roberts, Principal, Harrison Elementary School, Pomona Unified School District, California

When educators develop positive conditions for learning that provide welcoming, supportive and culturally-responsive school environments, they motivate students and their families to come to school, even when there are hurdles to getting there.

The fourth Attendance Awareness webinar of the year will highlight the September Brief, Using Chronic Absence Data to Improve Conditions for Learning, from Attendance Works and the American Institutes for Research (AIR). Join our speakers who will discuss:

Conditions for learning and their relationship to chronic absence

A model for understanding how conditions for learning impact student outcomes

Case studies from Georgia and Cleveland, Ohio

A five-step action framework for schools using chronic absence data to identify and address school and community factors that affect attendance and conditions for learning

A new interactive data map that enables anyone to find information about community and school factors and a school's chronic absence rate for every school in the United States

Thursday, August 8, 2019: Open Doors: Create a Healthy School Climate
Presenters:

Imagine a place where you can't wait to go every day - where you feel safe, connected, supported and excited about learning. What does it take for schools in your community to be like this?
Thursday, May 16, 2019: Nurture Dreams: Ensure Students Feel Safe, Supported, Connected and Engaged
In the third webinar of the 2019 Attendance Awareness Campaign, our speakers share school-wide strategies to create an engaging, healthy school climate that supports everyone in the school building. Whether it's in an elementary or secondary setting, when school staff work together to increase students' and families' sense of belonging, safety and connection to school, and support their physical and emotional health, they can motivate kids to attend even when life is challenging. Presenters:

Being in class every day is even more critical for learning as students enter middle and high school. Students really do miss out when they miss school. Instruction is fast-paced, lessons build on one another and often involve hands-on projects that can't be replicated at home. Learning to show up every day is also a skill that can help teens get and keep a job as they enter the workforce.
Thursday, March 21, 2019: Lay a Foundation: Engage Families to Address Chronic Absence in the Early Years
In the second Attendance Awareness webinar of the year, we focus on attendance strategies for the middle and high school grades where chronic absenteeism often spikes. Learn how our featured speakers cultivate positive relationships with youth, identify and remove barriers to attendance, and move beyond simply taking roll to encouraging students to be present so they have an opportunity to reach for their dreams. Presenters:

This webinar kicks off the 2019 Attendance Awareness Campaign. Our theme "We Belong in School" recognizes that students are more likely to attend school if they feel safe, connected, supported and engaged.
Wednesday, September 12, 2018: Team Up for Attendance: Data Matters
The session focuses on students' very first years in school. In many communities across the country, people are surprised to learn that our youngest students - in preschool, kindergarten and early elementary school - often have the highest levels of chronic absence. Yet research shows that good attendance matters from the very beginning of a child's formal education. Learn how our featured speakers partner with families to nurture positive transitions from preschool to elementary school, build awareness of the connection between attendance and successful school experiences, and address attendance barriers. Presenters:

This session highlights key findings from the September brief, Data Matters: Using Chronic Absence to Accelerate Action for Student Success, from Attendance Works and the Everyone Graduates Center. The brief features a national and state analysis of how many schools face high levels of chronic absence, reflects upon how those patterns can vary by state, and discusses how to use chronic absence data to anticipate and put in place effective solutions to poor attendance that are tailored to local realities.

An interactive data map developed by The Hamilton Project at the Brookings Institution, and chronic absence data charts for 50 states and the District of Columbia, makes it easy for users to compare and contrast chronic absence data at the state and local levels. The report includes recommendations for key partners on how to begin to take action or deepen ongoing efforts to improve attendance so that every student has an equal opportunity to learn.

Webinar speakers share examples of how they use chronic absence data to unpack what are the causes of absenteeism so that schools, districts, and community partners can develop solutions tailored to local challenges and resources. These insights are even more important as states begin to make chronic absence data available in their school report cards. Presenters:

Wednesday, August 15, 2018: Team Up for Attendance: Community Matters

Reducing high levels of chronic absence is not a solo sport, but it can be fixed when schools and communities collaborate with multiple stakeholders such as sports teams, housing authorities, local government and more. Join Attendance Works' third 2018 Attendance Awareness Campaign webinar and learn how to engage community partners, and how community partners can support local efforts to reduce chronic absence. Hear how health care, early childhood and national service volunteers are helping students and families overcome barriers to getting to school every day possible, even when it isn't easy. Presenters:
May 8, 2018: Team Up for Attendance: Working Together Matters

Mandy Allison, Assistant Professor, Department of Pediatrics at University of Colorado Denver

Alex Molina, Managing Director of Impact, City Year Providence

Janay Lewis, City Year Providence Corps Member

Latoya Smith, School Leader, Tulsa CAP

Hedy Chang, Cecelia Leong and Annie Reed, Attendance Works

Teaming up for attendance is critical to reducing chronic absence! What are the secret ingredients that strong schools use to improve attendance? And how do their districts and community partners support their work? Join us for the second 2018 Attendance Awareness Campaign webinar as we welcome speakers from Antioch, California, Albuquerque, New Mexico and Children's Aid National Center for Community Schools to share their recipes for success. Presenters:

Ayeola Fortune, United Way Worldwide

Lukas Weinstein, Senior Director of Regional Initiatives, Children's Aid National Center for Community Schools

Daphne Strader, Director of Coordinated School Health, Albuquerque Public Schools

Dolores Espinosa, Assistant Principal, Lavaland Elementary School, Albuquerque Public Schools

Lindsay Wisely, Principal, Antioch Middle School

Hedy Chang and Cecelia Leong, Attendance Works

March 28, 2018: Team Up for Attendance: Leadership Matters

Awareness that excellent attendance is vital for student success has never been greater. Today thirty-six states and the District of Columbia include chronic absence in their new state education accountability systems for the Every Student Succeeds Act. With one out of seven students in the U.S. chronically absent, we need leaders in every state and from every sector to mobilize their communities to action and to Team Up for Attendance!

Join Attendance Works and our 69 Attendance Awareness Campaign partners as we kick off the 2018 Attendance Awareness Campaign. You'll hear how leaders at the state and district levels are uniquely positioned to energize attendance campaigns that result in improvements in school attendance. Presenters include:
September 12, 2017: Portraits of Change: Aligning School and Community Resources to Reduce Chronic Absence

Ayeola Fortune, United Way Worldwide

Dr. Carey Wright, State Superintendent of Education, Mississippi Department of Education

Charlene Russell-Tucker, Chief Operating Officer, Connecticut State Department of Education

Janet Schulze, Superintendent, Pittsburg, CA

Rev. Larry Simmons, Brightmoor Alliance, Detroit, MI

Hedy Chang and Cecelia Leong, Attendance Works

Join us as we discuss the new brief from Attendance Works and the Everyone Graduates Center. Co-authors Hedy Chang and Robert Balfanz will highlight key findings from their national and state analysis of how many schools face high levels of chronic absence and discuss the implications for state and local action. Presenters will share inspiring examples of how their communities reduced chronic absence, even when it reached high levels in a school, district or particular student population. These insights are even more important as a growing number of states adopt chronic absence into their accountability systems for school improvement. Presenters include:
August 8, 2017: The Secret Formula 1+2+3: Improving Attendance for Our Most Vulnerable Students

Alicia Lara, United Way Worldwide

Robert Balfanz, Everyone Graduates Center, Johns Hopkins University

Lorri Hobson, Cleveland Public Schools

Ramona Halcomb and Robin Shobe, Oregon Department of Education

Carrie Zimbrick, Willamina School District

Hedy Chang and Cecelia Leong, Attendance Works

May 23, 2017: It Takes Two: Adding Early Intervention Strategies to Address Chronic Absence
Communities across the country are reducing chronic absenteeism by using a comprehensive set of strategies that: 1) prevents absences from occurring, 2) organizes caring and early outreach to families and students before absences add up, and 3) coordinates supports and services for vulnerable students who miss the most school. This third of four Attendance Awareness Month 2017 webinars focuses on providing a warm and engaging start to the school year as well as working across agencies to ensure additional supports for our most vulnerable students, including those who are living in public housing, involved in the foster care system, or exposed to trauma. Presenters include:
March 28, 2017: Reducing Chronic Absence: It's a Matter of 1, 2, 3! December 7, 2016: Every Student Every Day-No Matter What: Realizing the Power of Chronic Absence Data to Ensure Safe, Supportive Schools
Communities across the country are reducing chronic absenteeism by using a comprehensive set of strategies that: 1) prevents absences from occurring, 2) organizes caring and early outreach to families and students before absences add up, and 3) coordinates supports and services for vulnerable students who miss the most school. This second of four Attendance Awareness Month 2017 webinars focuses on early outreach and intervention. Presenters include:

What does it really take to reduce chronic absence? Communities across the country are reducing chronic absenteeism by using a comprehensive set of strategies that: 1) prevents absences from occurring, 2) organizes caring and early outreach to families and students before absences add up, and 3) coordinates supports and services for vulnerable students who miss the most school. This webinar focuses on universal attendance improvement strategies for all students. These strategies are the first of three tiers of action needed to reduce chronic absence. Presenters include:
November 1, 2016: Attendance Awareness All Year Long: Inspiring and Sustaining Progress
Every public school student - no matter his or her race, gender, sexual orientation, religion, disability, citizenship status, or other perceived difference - is entitled to attend a safe, supportive school that promotes daily attendance and ensures an equal opportunity to learn, grow, and succeed. In order to support state, district, school, and community leaders in delivering on this guarantee-no matter what-this virtual summit will feature leading practitioners, researchers, federal officials, and advocates from across the country who are leveraging chronic absence data to propel systems change that ensures high-quality, whole-child supports for all students.
September 8, 2016: Ensuring an Equal Opportunity to Learn: Leveraging Chronic Absence Data for Strategic Action
The summit focuses on state and district implementation of the federal Every Student Succeeds Act (ESSA) and the opportunity to realize the power of chronic absence data to develop systems of support that improve student attendance and other important youth outcomes. This event is sponsored by the US Departments of Education, Health and Human Services, Housing and Urban Development and the Department of Justice, in partnership with Attendance Works, Healthy Schools Campaign, Trust for America's Health and Everyone Graduates Center at Johns Hopkins University.
August 16, 2016: Collective Action: Taking a Cross-Sector Approach
After Attendance Awareness Month is over, how can schools and communities reach out to families and students to encourage good attendance all year long? Join Attendance Works and our special guests as they share how to use attendance data to anticipate and counter dips in daily attendance that routinely occur over the course of the school year, ideas for leveraging the success of Attendance Awareness Month throughout the year, strategies for engaging families and students whose absences are adding up, and free resources for messaging all year long about the importance of attendance. Presenters include:
May 17, 2016: Using Data to Drive Action: Portraits of Chronic Absence
In June 2016, the U.S. Office for Civil Rights released its first national count of students who were chronically absent. The data showed a staggering 6.5 million students were chronically absent, which means that they missed so much school that their ability to read well and gain fundamental skills and knowledge for college and career was hampered. In the 500 most heavily impacted districts, over 30% of students were chronically absent. Join us as we release a major national study analyzing the data and more importantly, showing how leaders at the local, state and national levels can take strategic action to monitor and address chronic absence in order to ensure an equal opportunity to learn and succeed. Presenters include:
April 12, 2016: Motivating Good Attendance All Year Long
Chronic absence - missing 10% of the school year for any reason - has negative consequences for students. Yet with the combined efforts of parents, schools, communities and agencies, it is a solvable problem. What does it look like when partners from various sectors such as education, health, housing, justice and business pool their resources to help families get their children to school every day? Presenters include:

What can we learn from states and communities that are already using their local chronic absence data to raise awareness about the impact of absences on student achievement? Join the partners in the Attendance Awareness Campaign as we focus on how state and local innovators are already using chronic absence analyses to galvanize action to reduce chronic absence. Presenters include:
September 9, 2015: Mapping the Early Attendance Gap
Our first Attendance Awareness Webinar for 2016 focuses on the latest strategies for leveraging positive messaging to prevent and reduce chronic absence. We will also unveil our 2016 Count Us In! toolkit. We invite new communities to launch Attendance Awareness Month in September as a step towards a year-round Attendance Awareness Campaign. Presenters include:
August 12, 2015: Finish Strong: Address the Attendance Gap for Teens

Marci Young, United Way Worldwide

Lysette Lemay and Yesenia Gonzalez, Parent Teacher Home Visit Project

Todd Rogers, Harvard University

Jill Habig, Office of Attorney General Kamala Harris

Josh Skolnick, U.S. Department of Education

Hedy Chang and Cecelia Leong, Attendance Works

May 13, 2015: Start Strong: Address the Attendance Gap in the Early Grades
Before we can close achievement gaps and reduce dropout rates, we need to address the attendance gaps that start in kindergarten, and even in preschool. Across the country, absenteeism disproportionately affects the students from low-income families and communities of color and those with disabilities. The early attendance gaps, left unchecked, turn into achievement gaps reflected in weaker skills, lower test scores and, ultimately, lower graduation rates. Many of these early absences are excused because of health concerns, but they still represent lost learning time. Building off a new brief from Attendance Works and the Healthy Schools Campaign, this webinar will explore when and why these gaps develop and how we can use data to target interventions. Presenters include:
April 15, 2015: Ready, Set, Go! Launching Attendance Awareness Month 2015

Finish Strong: Address the Attendance Gap for Teens (Presentation slides)

Finish Strong: Address the Attendance Gap for Teens (Recording)

Finish Strong: Address the Attendance Gap for Teens (Discussion Guide)

Get Schooled Attendance Calculator

Attendance and Mentoring Toolkit

Issue Brief: Mentoring: An Investment in Fostering Academic Achievement

Peer Group Connection: High School Transition Program Improves Student Graduation Rates

Peer Group Connection: Summary of Evaluation Results that Show the Effect of Enlisting Students to Improve Schools

Education Week article: Schools Explore Benefits of Peer Counseling

In many school districts across the country, chronic absence spikes in the transition to middle or high school. Research shows that by 9th grade, attendance is a better predictor of graduation than 8th grade test scores. How can communities address this alarming attendance gap in the later grades? Join Attendance Works and our guests from Get Schooled, MENTOR and the Center for Supportive Schools as they share innovative and evidence-based strategies that help teens persist in going to school every day so they can finish strong. Presenters: Marci Young, Vice President U.S. Network Impact, United Way Worldwide; Marie Groark, Executive Director, Get Schooled; Michael Garringer, Director of Knowledge Management, MENTOR: The National Mentoring Partnership; Kelly Connolly, Mentor Coordinator, Communities in Schools In the Heart of Texas; Margo Ross, Senior Director of Development, Center for Supportive Schools / Peer Group Connection; and from Attendance Works, Hedy Chang, Director; and Cecelia Leong, Associate Director.

September 30, 2014: The Power of Positive Connections: Reducing Chronic Absence Through PEOPLE
Did you know that chronic absence affects one in 10 children in kindergarten and first grade nationwide? And that early childhood education can lay a foundation for better attendance in the years ahead? What happens when our very youngest learners miss so many opportunities to learn? Children who are chronically absent in kindergarten and first grade are much less likely to read proficiently by the end of third grade and are more likely to have poor attendance in later grades. Early childhood programs, schools and community partners can give young children a strong start. Our speakers will tell how they are using data, reaching out to families to offer support in overcoming common health challenges and developmental delays, and educating parents about the benefits of engaging programs and instruction in the early grades. Presenters include:

We invite you to join us in celebrating Attendance Awareness Month in September! Last fall, 324 communities across the country participated in Attendance Awareness Month, calling attention to the importance of school attendance. The time to start planning is now! This webinar is the first of four. It will provide updated resources for your school or community to use in planning and launching Attendance Awareness Month. Be inspired by the creative ways in which various groups drew attention to attendance and learn from our special guests how they rallied their communities to take action. Presenters include:
August 6, 2014: Can You Hear Us Now? Amplifying Key Messages About the Importance of Attendance
We know that students who miss too much school suffer academically at every age and every grade. This September, hundreds of communities across the country are working hard to raise awareness about the harmful impact of chronic absence by celebrating Attendance Awareness Month. In addition to raising awareness, what else can your community do to encourage students and families to get to school every day?

Join us as we introduce the new Attendance Works toolkit, The Power of Positive Connections: Reducing Chronic Absence Through PEOPLE. Use the PEOPLE strategy to learn how you can make students who are experiencing attendance challenges a Priority for Early Outreach this fall. Identify ways to encourage them through Positive Linkages to caring adults, enriching activities and needed supports such as health services so that they are Engaged and excited about coming to school. This webinar will also feature Hedy Chang, Director of Attendance Works, and special guests including:
May 28, 2014: We Need You! Enlisting Allies for Your Attendance Campaign
When parents and youth understand the link between good attendance and their hopes and dreams for the future, they are motivated to do whatever they can to get to school every day. When they hear that message from friends, mentors, teachers, counselors, pastors, coaches, doctors, business owners, mayors - in short, the entire community speaking with one voice - it can have a tremendous impact on student attendance. Join Hedy Chang, Director of Attendance Works, and a cross-section of speakers as they discuss how to engage youth and parents authentically in building a local culture of attendance, as well as share strategies for how to rally leaders from every walk of life to speak in unison during Attendance Awareness Month. Special guests include:

Rebecca Boxx, Director of the Providence Children and Youth Cabinet

Nima Tahai, Principal of Garfield Elementary School, Oakland Unified School District

Lori Markowitz, Founder and Director, Youth Ambassador Program

Marissa Dominguez, Youth Ambassador

Also featured are the latest resources from Attendance Works, including our teacher toolkit, Teaching Attendance; our forthcoming principal toolkit, Leading Attendance; cutting-edge tips on preventing chronic absence for students most at risk; and a new video tailored for parents of young children.

Have you considered enlisting additional allies in your community's efforts to improve attendance? While most efforts begin naturally and logically with parents and school leaders, there are a number of other powerful allies who can play key roles starting with giving a big boost to Attendance Awareness Month this Fall.
April 8, 2014: Count Us In (Again)! Launching the 2014 Attendance Awareness Campaign
Join our panelists as they share ideas about how to engage allies such as doctors and other health care providers, mayors and elected officials, social service agencies, national and community service programs, youth development organizations and many others. On the panel will be:

Dr. Mandy Allison, Pediatrician and Executive Committee member of the American Academy of Pediatrics' Council on School Health

Terra Gay, Director, Education Programs, Points of Light

S. Kwesi Rollins, Director of Leadership Programs, Institute for Educational Leadership which operates the Coalition of Community Schools

Dr. Tonja Rucker, Principal Associate, Early Childhood, The National League of Cities

To view the full list of archived Attendance Works webinars, as well as upcoming sessions, click here.
Can we mark you "present"? America's Promise Alliance, Attendance Works, the Campaign for Grade-Level Reading, Points of Light and United Way Worldwide invite you to join us as we launch the second year of the Attendance Awareness Campaign, which designates September as Attendance Awareness Month. Last fall, more than 250 communities across the country participated in the first-ever nationwide Attendance Awareness Month and helped call attention to the importance of daily school attendance.

This year we are seeking even more communities to join the effort. Hear how communities like Vero Beach, Fla., took positive action on attendance and galvanized a broad coalition of civic leaders, educators, parents and youth. We will also unveil the latest version of the "Count Us In!" toolkit, a resource designed to help you plan your Attendance Awareness Campaign involvement and enlist stakeholders who can collaborate with you. This updated version contains even more resources for making a difference in your community for Attendance Awareness Month 2014.

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Webinars - Attendance Awareness Campaign 2023

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Upcoming Webinars and Workshops Sustaining Success: Investing in Showing Up Date: Wednesday, September 27, 2023 Time: 12:00pm-1:30pm Pacific / 3:00pm-4:30pm Eastern Register for AAC webinar 4 of 4 Webinar recording (coming soon) Download the presentation slides (coming soon) Download the discussio…

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Frequency of Engagement and Opportunities to Respond

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Frequency of Engagement and Opportunities to Respond

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February 12, 2024 Adolescent Literacy Network

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February 12, 2024 Adolescent Literacy Network

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Literacy Roundtable-January 22, 2024 Professional Learning Requirements

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Literacy Roundtable-January 22, 2024 Professional Learning Requirements

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Intensive instruction was recently identified as a high-leverage practice in special education, and DBI is a research based approach to delivering intensive instruction across content areas (NCII, 2013). This course provides learners with an opportunity to extend their understanding of intensive instruction through in-depth exposure to DBI in mathematics, complete with exemplars from actual classroom teachers.

NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center, developed course content focused on enhancing educators' skills in intensive mathematics intervention. The course includes eight modules that can support faculty and professional development providers with instructing pre-service and in-service educators who are learning to implement intensive mathematics intervention through data-based individualization (DBI). The content in this course complements concepts covered in the Features of Explicit Instruction Course and so we suggest that users complete both courses.

Modules 1-8: Intensive Intervention in Mathematics

There are 8 modules within this course. Each course has an introduction, three parts, and a conclusion.

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Intensive Mathematics Intervention: Training Modules | NCII

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Explore eight in-depth training modules to help enhance educator skills on implementing intensive mathematics intervention through data-based individualization.

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This session is focused on Implementing High-Quality Instructional Materials Aligned with the Science of Reading.

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The opt-in process will take place at the district level. Contact Zearn to get started.

Zearn is the BEST for teaching, for understanding and helping kids make sense of difficult math concepts.

FOREST HILLS SCHOOL DISTRICT

Zearn goes along perfectly with every lesson I teach and gives the students additional opportunities to explore the skills and learning on their own.‍

LANCASTER CITY SCHOOL DISTRICT

Zearn's individualized instruction helps prime students for new learning and provides support for students who need more time to grasp a concept.

MOUNT VERNON CITY SCHOOLS

Get started

The opt-in process will take place at the district level. Contact Zearn to opt in:
Opt in

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Accelerate Learning for Ohio Students | Zearn Math

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Zearn Math is a top-rated online learning platform aligned to Ohio math standards, with built-in, differentiated support for K-8 students.

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Intensive Intervention in Mathematics Course: Module 1 Overview

This module focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content. In this module, educators will learn about:

The necessity for providing intensive intervention in mathematics at any grade level

The foundational mathematics skills necessary for mathematics competence

How to sequence mathematics content along a continuum of mathematics learning

This module is divided into three parts, with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below.
Complete Slide Deck (508 compliant) Workbook (508 compliant)
For questions related to course content, please contact ncii@air.org

Introduction

This video introduces Module 1 and provides an overview of the module content and related activities.

Related Videos
Video Question: Mr. Flores asks about starting the data-based individualization (DBI) process in math.
(Associated with PowerPoint Slide 2 and 94)
Part 1: Why is mathematics intensive intervention important?

Part 1 sets up the necessity for providing intensive intervention. Teachers review how earlier mathematics scores predict later mathematics scores and how mathematics performance during the school years predicts adulthood outcomes. Teachers also receive an overview of the intensive intervention framework from the National Center on Intensive Intervention.

Worksheets & Activities
Activity 1 - Examine NAEP Data Journal Entry - Provide Rationale for Intensive Intervention
Part 2: What mathematical content do students need to master across kindergarten through eighth grade?

Part 2 emphasizes the need for developing a continuum of mathematics learning for each student before designing instruction within intensive intervention. Teachers review several mathematics content strands and determine the continuum of mathematics skills for each strand. Then, teachers learn to blend strands for a comprehensive continuum of mathematics learning.

Worksheets & Activities
Activity 2 - Put Operations Standards in Order Activity 3 - Put Problem-Solving Standards in Order Activity 4 - Determine Skill Gaps Discussion Board - Reflect Upon Upcoming Lessons
Part 3: How to identify mathematical content for intensive intervention and how to sequence intervention content?

Part 3 expands upon the continuum of mathematics learning from Part 2. Teachers learn how to use diagnostic, formative, and summative data to determine appropriate content for intensive intervention.

Worksheets & Activities
Activity 5 - Determine Skill Needed to Successfully Solve Problems Activity 6 - Determine Intervention Needs for a Student
Related Videos
Video Example: A tutor works with a student on adding fractions with unlike denominators
(Associated with PowerPoint Slide 87)
Closing: What are the next steps?

The closing video reviews the content provided in the module and concludes with a classroom application activity.

Worksheets & Activities
Classroom Application: Identify and Map Foundational Mathematics Skills
Related Videos
Video Question: Mr. Flores asks about starting the data-based individualization (DBI) process in math.
(Associated with PowerPoint Slide 2 and 94)
Coaching Materials and Facilitation Guide

"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.
Coaching/Facilitator Guide

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Developing Math Scope & Sequence: Training Modules | NCII

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Module focusing on providing intensive mathematics intervention at any grade level, math competence skills, and sequencing math content along a continuum of learning.

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StudySync 2020 Overview - English Language Arts (6-12) - Training Webinar

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ELA 6-8

The StudySync instructional materials meet expectations for alignment in all three gateways. Texts and text sets are appropriately rigorous and organized to support developing comprehension as well as building knowledge and vocabulary. Reading, writing, speaking, and listening is text-focused and support students' demonstration of integrated skills with increasingly complex texts.

ELA High School

The StudySync instructional materials meet expectations for alignment in all three gateways. Texts and text sets are appropriately rigorous and organized to support developing comprehension as well as building knowledge and vocabulary. Reading, writing, speaking, and listening is text-focused and support students' demonstration of integrated skills with increasingly complex texts.

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ELA 6-8 The StudySync instructional materials meet expectations for alignment in all three gateways. Texts and text sets are appropriately rigorous and organized to support developing comprehension as well as building knowledge and vocabulary. Reading, writing, speaking, and listening is text-focused and support students' demonstration of integrated skills with increasingly complex texts.

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With the expanded lessons for Regents Prep in Algebra I, students spend more time working with functions, solving linear equations and systems of equations and inequalities, and working with polynomials. These expanded lessons continue to use the graphing calculator, but also provide the paper-and-pencil practice of students solving problems algebraically.

The expanded lessons conclude with the test-taking skills and strategies from the shorter, Regents Prep for Algebra I in Four Sessions. These four topics focus on leveraging the use of the graphic calculator for a passing strategy to taking the Algebra I Regents Exam. Combined with understanding the content from the expanded lessons above, students can enter the exam with greater confidence.

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With the expanded lessons for Regents Prep in Algebra I, students spend more time working with functions, solving linear equations and systems of equations and inequalities, and working with polynomials. These expanded lessons continue to use the graphing calculator, but also provide the paper-and-pencil practice of students solving problems algebraically.

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Overview

This section provides an overview of key concepts, research and models of reading development. Courses are designed to benefit any educator who supports literacy instruction across the K-12 grade band.

Courses

Grades K-5

The early grades are a critical time for students to learn the foundational skills associated with reading and improve on those skills. Educators play a critical role in supporting all students to learn to read and identifying and supporting students who struggle to read. These courses can benefit teachers, coaches, directors and administrators who support classroom instruction, and any educator who wants to learn more about adolescent literacy.

Courses

Grades 6-12

Reading instruction should not end after elementary school. All educators in middle and high school, including content area teachers, can play a significant role in improving students' reading, writing and communication. These courses can benefit teachers, coaches, directors and administrators who support classroom instruction, and any educator who wants to learn more about adolescent literacy.

courses

Leading Literacy

Building and district leadership plays a significant role in ensuring that systems are in place to support successful literacy instruction for all students. The following courses are designed for building and district administration, coaches, directors and other educators who play a significant role in the determining the direction of literacy instruction at their building or district.

courses

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This section provides an overview of key concepts, research and models of reading development. Courses are designed to benefit any educator who supports literacy instruction across the K-12 grade band. The early grades are a critical time for students to learn the foundational skills associated with reading and improve on those skills.

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What is the Science of Reading?

The science of reading is an interdisciplinary body of scientific evidence that:

Informs how students learn to read and write proficiently;

Explains why some students have difficulty with reading and writing;

Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension and writing to become effective readers;

Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach.

Why the Science of Reading is Important

Reading unlocks the door for all future learning and provides a lifetime of opportunities. Strong literacy skills are necessary for all Ohioans, starting with the very youngest of learners and continuing into the lives of students after high school, including postsecondary education, immediate entry into the workforce, military service or other types of career development.

As described in the Kindergarten through Grade 4 Literacy Report for 2021-2022, 40% of Ohio's third graders are not reading proficiently. Governor DeWine has called for a renewed state of how we teach reading in Ohio. It is time to critically examine what is working and what is not working and shift to literacy teaching practices that meet the needs of all learners.

In addition, Governor DeWine signed an Executive Order that directs the Governor's Children's Initiative to coordinate with interested parties to develop a program that will recognize schools that are demonstrating strong implementation of best instructional practices aligned to the science of reading and where students are making significant progress in reading. This recognition process will begin this fall.

Whether just getting started or already implementing the science of reading, this toolkit provides resources school leaders, teachers and families can use throughout the year.

Tips for Superintendents

Host a district discussion: What is the science of reading?

Host a district discussion: Why the shift?

Complete the literacy instructional material and professional development survey
The district's literacy lead must complete the Department's literacy instructional material and professional development survey, which will open in late August.

District leaders: Identify science of reading professional development

Have all teachers of grades K-1 completed the dyslexia professional development?

The dyslexia professional development requirements for teachers of grades 2-3 begin in the 2024-2025 school year. Have you planned for teacher participation in professional development?

Complete the literacy instructional material and professional development survey

The district's literacy lead must complete the Department's literacy instructional material and professional development survey, which opened in late August and will close on October 6th.

The Science of Reading Curriculum and Professional Development Survey (PDF document)

Special Note: The curriculum materials drop down list for the questions DOES NOT represent the approve instructional materials list. That list is still under development and will be posted January/ February.

If you have not received a link to the survey, please email ReadOhio@education.ohio.gov.

Tips for PrincipalS

Host a building discussion: What is the science of reading?

Identify science of reading professional development

Have all teachers of grades K-1 completed the dyslexia professional development?

The dyslexia professional development requirements for teachers of grades 2-3 begin in the 2024-2025 school year. Have you planned for teacher participation in professional development?

Prepare for principal walk-throughs to observe instruction
Develop a principal walk-through tool for observing explicit, systematic instruction of the components of reading.

Tips for Educators

Host a grade-level discussion: What is the science of reading?

Host a grade-Level Discussion: Why the shift?

Examine grade-level and classroom literacy data. Review the Ohio School Report Cards.

Review the building's literacy plan.

Identify science of reading professional development

Tips for Families

Get 8 Tips for Families to make the most of the time you spend reading with your young child!

Read Ohio Implementation Timeline

Fall/Winter 2023

August/September

Host discussions with administrators, educators and families around the importance of the science of reading. Use the following resources:

Administer the Reading Diagnostic.

​​Must be completed within the first 20 days of instruction for kindergarten students.

No later than Sept. 30 for students in grades 1-3.

HQIM Survey for Literacy

Coming soon:
​The application process for the Governor's Literacy Excellence Award.

October/November

Begin or continue planning for implementation of the science of reading. Use the following resources:

Fall administration of Ohio's State Test for grade 3 English language arts (Oct. 16-Nov. 3).

Reading Improvement and Monitoring Plan (RIMP) development.
Complete no later than 60 days after receiving the reading diagnostic results.

December

Develop a plan to implement high-quality instructional materials and register for the 2024 Literacy Academy.
Districts and schools are required to adopt high-quality instructional materials for the 2024-2025 school year. Review the following to prepare:

Winter/Spring 2024

January/February

Continue professional development to support students across all content areas.

Take the Science of Reading course (projected release)

Review and select materials from the list of high-quality instructional materials for core instructions (projected release)

Register for the next Literacy Academy (Date TBD).

March/April

Participate in the 2024 Literacy Academy on Demand.

Spring administration of Ohio's State Test for grade 3 English language arts (March 25-April 26).

May/June

Attend the 2024 Literacy Academy.
Additional supports and implementation strategies will be posted as they are made available.
Contact

Send questions to LiteracyOhio@education.ohio.gov.

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The science of reading is an interdisciplinary body of scientific evidence that: Informs how students learn to read and write proficiently; Explains why some students have difficulty with reading and writing; Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension and writing to become effective readers; Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach.

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The Core Knowledge Foundation provides open access to content-rich curriculum materials for preschool through grade 8, including the Core Knowledge Curriculum Series™, with many materials now available and many more in development.
How to Get Your Free Resources

Check the boxes below to sort by subject, grade level, or both.

Click on the title to find resources for that unit.

Submit your name and email address.
You'll only need to submit this information once.

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Download Curriculum - Core Knowledge Foundation

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Get free Core Knowledge materials filtered by subject and grade level. It's as simple as selecting a title, submitting your email, and downloading the file.

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Developing Core Literacy Proficiencies Free OER version

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Odell Education is dedicated to fostering creativity and critical thinking. Our approaches equip students with the literacy essential for success in college, career and civic life.

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Sold a Story: How Teaching Kids to Read Went So Wrong

There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It's an exposé of how educators came to believe in something that isn't true and are now reckoning with the consequences - children harmed, money wasted, an education system upended.

Sixty years ago, Marie Clay developed a way to teach reading she said would help kids who were falling behind. They'd catch up and never need help again. Today, her program remains popular and her theory about how people read is at the root of a lot of reading instruction in schools. But Marie Clay was wrong.
Sold a Story is an independent investigative journalism project from American Public Media. We rely on your donations to support this kind of rigorous reporting.
The controversial educational publishing company has sold instructional materials and professional resources in almost every state, earning at least $1.6 billion over a decade. Explore a map of school districts.

More states are now requiring districts to adopt curriculum that adheres to the science of reading. Look up the policy in your state.

At least 15 states have passed laws about how schools teach reading since the Sold a Story podcast was released in 2022, but there is pushback.

Here's a reading list put together by Emily Hanford.

This discussion guide, created by a teacher, invites educators, parents, community members and kids to have a conversation about the podcast.

Emails and voice messages poured in from people who listened to Sold a Story.

We'll let you know when we release new episodes of the podcast. Enter your address below.

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Sold a Story: How Teaching Kids to Read Went So Wrong

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There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read.

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This session is focused on Implementing High-Quality Instructional Materials Aligned with the Science of Reading.