# data[].attributes.attachment_link.title
Attendance Systems & Strategies Learning Series Session 1

# data[].attributes.attachment_link.title
Attendance Systems & Strategies - Session 1 Sept. 29

# data[].attributes.headline
ESD Direct Service Reporting Orientation Fall 2023 

# data[].attributes.subject
ESD Direct Service Reporting Orientation Fall 2023 

# data[].attributes.attachment_link.title
ESD Direct Service Reporting Orientation Fall 2023.mp4

# data[].attributes.headline
District Direct Service Reporting Orientation Fall 2023

# data[].attributes.subject
District Direct Service Reporting Orientation Fall 2023

# data[].attributes.attachment_link.title
District Direct Service Reporting Orientation Fall 2023.mp4

# data[].attributes.attachment_link.title
Attendance Systems & Strategies Learning Series: Session 4

# data[].attributes.headline
Administering The Hope Scale Community Toolkit

# data[].attributes.subject
Administering The Hope Scale Community Toolkit

# data[].attributes.attachment_link.title
District Direct Service Attendance and Reengagement Eval Reporting Orientation.mp4

# data[].attributes.headline
Reengagement Specialists Orientation 8/31/2023 

# data[].attributes.subject
Reengagement Specialists Orientation 8/31/2023 

# data[].attributes.attachment_link.title
Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

# data[].attributes.attachment_link.title
Attendance System & Startegies Session 4

# data[].attributes.headline
District Evaluation Activities Overview Spring 23/24

# data[].attributes.subject
District Evaluation Activities Overview Spring 23/24

# data[].attributes.attachment_link.title
District Evaluation Activities Overview Spring 2023 and 2023 24

# data[].attributes.headline
Session 3: Caring Conversations & Tiered Interventions (Feb. 16)

# data[].attributes.subject
Session 3: Caring Conversations & Tiered Interventions (Feb. 16)

# data[].attributes.attachment_link.title
Attendance Systems & Strategies Session 3

# data[].attributes.headline
Evaluation Activities for Districts: Year at a Glance Video - (Oct 2022)

# data[].attributes.subject
Evaluation Activities for Districts: Year at a Glance Video - (Oct 2022)

# data[].attributes.headline
Session 2: Data & Understanding Root Causes (Dec. 8)

# data[].attributes.subject
Session 2: Data & Understanding Root Causes (Dec. 8)

# data[].attributes.attachment_link.title
Session #2 Data and Tools for Understanding root Causes of Absences

# data[].attributes.attachment_link.title
Baseline Meaning Making with Eval Participants Jan 12 2023 for Participants (2)

# data[].attributes.attachment_link.title
Meaning Making Jan 12 First Half with Full Group.mp4

# data[].attributes.attachment_link.title
Attendance Systems & Strategies Session 2

# data[].attributes.headline
District Direct Service Orientation (Sept 2022)

# data[].attributes.subject
District Direct Service Orientation (Sept 2022)

# data[].attributes.attachment_link.title
District Direct Service Attendance and Reengagement Eval Reporting Orientation.mp4

# data[].attributes.headline
Example & Template_Credit Recovery & Educational Pathway Options- ESD 101

# data[].attributes.subject
Example & Template_Credit Recovery & Educational Pathway Options- ESD 101

# data[].attributes.attachment_link.title
Example & Template_Credit Recovery & Educational Pathway Options

# data[].attributes.headline
Sample Reengagement Specialist Job Description - Evergreen Public Schools

# data[].attributes.subject
Sample Reengagement Specialist Job Description - Evergreen Public Schools

# data[].attributes.attachment_link.title
Student Engagement Specialist Job Description - Evergreen PS

# data[].attributes.attachment_link.title
Attendance, Chronic Absenteeism, and Truancy | OSPI

# data[].attributes.attachment_link.description
Attendance is a critical building block for student learning. If students are not present, they cannot engage in learning. Attendance is a powerful signal and leading indicator of equity. It can signal when students might need additional support and areas for system and school improvement. Chronic a…

# data[].attributes.headline
Grant Opportunities to Support Attendance & Reengagement 5/25/2023

# data[].attributes.subject
Grant Opportunities to Support Attendance & Reengagement 5/25/2023

# data[].attributes.headline
ESD Direct Service Orientation (Sept 2022)

# data[].attributes.subject
ESD Direct Service Orientation (Sept 2022)

# data[].attributes.attachment_link.title
ESD Optional Orientation_Training_ Attendance & Reengagement Evaluation Direct Service Reporting.mp4

# data[].attributes.headline
Chief Leschi Reengagement Specialists Job Description

# data[].attributes.subject
Chief Leschi Reengagement Specialists Job Description

# data[].attributes.headline
Supporting Tribal Youth Attendance Achievement

# data[].attributes.subject
Supporting Tribal Youth Attendance Achievement

# data[].attributes.attachment_link.title
August ESSER Attendance & Reengagement Updates & Digest 8.25.22

# data[].attributes.headline
Boosting Your Teaming for Better Attendance & Engagement Recording 

# data[].attributes.subject
Boosting Your Teaming for Better Attendance & Engagement Recording 

# data[].attributes.attachment_link.title
Boosting Your Teaming for Better Attendance & Engagement

# data[].attributes.attachment_link.title
OSPI Session 1 - Whole School Strategies  19May2022 

# data[].attributes.headline
TAP-In (Tutoring and Advocacy Program) - Burlington-Edison School District

# data[].attributes.subject
TAP-In (Tutoring and Advocacy Program) - Burlington-Edison School District

# data[].attributes.headline
District Strategies to Reduce Chronic Absenteeism

# data[].attributes.subject
District Strategies to Reduce Chronic Absenteeism

# data[].attributes.attachment_link.readable_text
GUIDING SCHOOLS' COVID-19 RECOVERY DECISIONS USING DATA AND EVIDENCE

As the pandemic continues, the task of supporting students becomes ever more difficult. Based on a developing list of questions from policymakers and practitioners, the EdResearch for Recovery Project taps top researchers from across the country to develop evidence briefs to inform recovery strategies.

JUST RELEASED

The Annenberg Institute at Brown University and Results for America will release new evidence briefs as soon as they are completed. Previously released briefs and forthcoming topics are below, organized by topic. Sign up to receive future updates by email.

# data[].attributes.attachment_link.description
GUIDING SCHOOLS' COVID-19 RECOVERY DECISIONS USING DATA AND EVIDENCE As the pandemic continues, the task of supporting students becomes ever more difficult. Based on a developing list of questions from policymakers and practitioners, the EdResearch for Recovery Project taps top researchers from across the country to develop evidence briefs to inform recovery strategies.

# data[].attributes.attachment_link.description
Attendance and truancy in public schools are regulated in Washington state statute (Chapter 28A.225 RCW) and the Washington administrative code (Chapter 392-401 WAC). School districts must report absences and truancy data to OSPI through the Comprehensive Education Data And Research System (CEDARS).

# data[].attributes.headline
Participating Project Districts and STECs

# data[].attributes.subject
Participating Project Districts and STECs

# data[].attributes.headline
Project Overview for State-Tribal Education Compact Schools

# data[].attributes.subject
Project Overview for State-Tribal Education Compact Schools

# data[].attributes.attachment_link.title
Step 1: Establish Your Team - Attendance Works

# data[].attributes.attachment_link.description
You need a team to craft a thoughtful engagement strategy (see Step 3 for how to organize an engagement strategy). A team approach ensures you have access to the insights and resources needed to design and implement meaningful pathways for engagement and attendance. One person can’t do it all.

# data[].attributes.attachment_link.title
10 Ways to collect street data2022_ShaneSafir.pdf

# data[].attributes.headline
OSPI GATE Webinar on Youth Voice (April 2022) 

# data[].attributes.subject
OSPI GATE Webinar on Youth Voice (April 2022) 

# data[].attributes.attachment_link.title
Attendance and Engagement PLC Resources ESD 101 and 123

# data[].attributes.headline
Washington Assessment of Risks & Needs of Students (WARNS)

# data[].attributes.subject
Washington Assessment of Risks & Needs of Students (WARNS)

# data[].attributes.attachment_link.title
WARNS Site | Washington State University

# data[].attributes.headline
Attendance Incentives & Engagement: Spring 2023

# data[].attributes.subject
Attendance Incentives & Engagement: Spring 2023

# data[].attributes.attachment_link.title
School Wide Attendance Incentives and Engagement_ Spring 2023

# data[].attributes.headline
Tip Sheet for Getting Access to OSPI Secure Data Portal

# data[].attributes.subject
Tip Sheet for Getting Access to OSPI Secure Data Portal

# data[].attributes.attachment_link.title
Tableau Secure Data Portal Getting Started

# data[].attributes.headline
Claiming Funding for Truancy Supports 2021-22

# data[].attributes.subject
Claiming Funding for Truancy Supports 2021-22

# data[].attributes.attachment_link.title
ESSER Attendance and Reengagement Grant FAQ

# data[].attributes.headline
Tools For Understanding Root Causes Webinar with Attendance Works

# data[].attributes.subject
Tools For Understanding Root Causes Webinar with Attendance Works

# data[].attributes.attachment_link.title
Tools for Understanding Root Causes Webinar with Attendance Works

# data[].attributes.attachment_link.title
Session 2  - OSPI- Early Interventions - June 2022

# data[].attributes.headline
Speak Out, Listen Up! Toolkit: 3 strategies for including student voice in school improvement

# data[].attributes.subject
Speak Out, Listen Up! Toolkit: 3 strategies for including student voice in school improvement

# data[].attributes.attachment_link.title
Stakeholder Engagement Process Handout (1)

# data[].attributes.headline
Evergreen Public Schools Home Visit Safety Training 

# data[].attributes.subject
Evergreen Public Schools Home Visit Safety Training 

# data[].attributes.attachment_link.readable_text
Copy of Home Visit Safety.mp4

Copy of Home Visit Safety.mp4

# data[].attributes.attachment_link.title
Direct Service Student and Family Data Collection Convo Guide Only

# data[].attributes.attachment_link.title
10.7.22 MASD Reengagement & Attendance Newsletter

# data[].attributes.headline
Attendance Specialist Weekly Update Template 

# data[].attributes.subject
Attendance Specialist Weekly Update Template 

# data[].attributes.attachment_link.title
Attendance Specialist weekly Update Template 2

# data[].attributes.headline
Attendance Specialist Weekly Update Template 2

# data[].attributes.subject
Attendance Specialist Weekly Update Template 2

# data[].attributes.attachment_link.title
Attendance Specialist Weekly Update Template 1

# data[].attributes.attachment_link.description
Check out this real estate flyer designed by Jordyn Fouts.

# data[].attributes.attachment_link.title
Check & Connect Student Engagement Intervention Model | Institute on Community Integration | University of Minnesota

# data[].attributes.attachment_link.description
Check & Connect is a model to promote student engagement with school, reduce dropout and increase school completion.

# data[].attributes.attachment_link.title
Copy of ESD 112  Attendance  Reengagement Caseload Excel

# data[].attributes.attachment_link.readable_text
Assertive Engagement Initiative is a series of training sessions designed to provide continued education for social service providers. These training sessions traditionally were hosted over a three day period. Assertive Engagement (AE) draws from various theories, approaches, and lenses such as Strength-Based Approaches, Trauma-Informed Care, Motivational Interviewing, Empathy, Ambivalence, Unconditional-Positive Regard, in addition to many other components.

The initiative aims to support and complement frameworks centered on racial equity, anti-oppression, and trauma-informed care. Assertive Engagement can apply holistically to clients, service providers, supervisors, agencies, and systems by helping us navigate power dynamics and use empathy in our interactions. Not only are these training components taught, but they are also demonstrated through role-plays and hands-on practice.

The structure of AE is based on Popular Education, which is a people guided and people-oriented training approach. By entering the training participants, it ensures that their educational needs are met and validated. Additionally, Popular Education recognizes that participants are both the learner and teacher. AE caters to various learning styles by having a range of group work, hands-on activities, and individually lead lessons.

We provide trainings, technical assistance, and policy analysis to our partners and to county staff. We strive to honor the historic work by many agencies to build programs that are participant-centered, strength-based, or culturally specific.

For more information, download the Assertive Engagement Initiative Handout 2018 (191.87 KB)

Questions

Please email the AE Facilitation Team at AEinfo@multco.us

Looking for services?

Dial 2-1-1, toll-free for information about health and social services in Oregon

Call to Safety at 503-235-5333 or toll-free at 1-888-235-5333 if you are not experiencing an emergency, but need to talk to someone immediately about domestic or sexual violence.

Visit the DCHS home page

# data[].attributes.attachment_link.description
A social service approach to working with people that honors them as the experts in their own lives.

# data[].attributes.attachment_link.description
Community Engagement Board Resources We've put together a library of resources to help you get your board started and operating!

# data[].attributes.attachment_link.title
OSPI Session 3  Partnering to Make A Difference - June 7 2022 v4

# data[].attributes.attachment_link.title
OSPI Session 3 E-Learning Resources & Links

# data[].attributes.attachment_link.title
Driving with Data Webinar with Attendance Works

# data[].attributes.attachment_link.readable_text
The Office of Native Education (ONE) provides assistance to school districts in meeting the educational needs of American Indian and Alaskan Native (AI/AN) students. ONE serves as a liaison between OSPI and school districts, tribal governments, State-Tribal Education Compact schools (STECs), tribal schools, Native communities, parents/guardians of Native children, and other groups and individuals.

RCW 28A.300.105 places the Office of Native Education into statute.

Right to Tribal Regalia Act

Effective March 18, 2020, RCW 28A.600.500 affirms the inherent rights assured through tribal sovereignty and expressly provides that school districts must allow American Indian and Alaska Native K-12 and higher education students who are members of federally recognized tribes to wear traditional tribal regalia and objects of cultural significance at graduation ceremonies and related events. In addition, school districts and higher education institutions are required, when necessary, to update relevant policies or procedures in accordance with this law.

Bulletin 045-20 was issued by OSPI Superintendent Reykdal to every district superintendent, school principal, and school counselor affirming the right of American Indian and Alaska Native students to wear traditional regalia and items of cultural significance at graduation and other related events.

Tribal History in Social Studies Curriculum

Requirements in Washington's Basic Education Act

As districts review and revise social studies and history curricula, there are two new requirements passed by the 2015 Washington state Legislature.

1. Integrate Since Time Immemorial: Tribal Sovereignty in Washington State into current and newly-adopted social studies or history curricula.

2. Collaborate with federally recognized Indian tribes within or neighboring district boundaries.

Bulletin & State Law

OSPI Bulletin 006-16: Implementing Senate Bill 5433 (2015) Requirements for Teaching Tribal History, Culture, and Government

State-Tribal Education Compact Schools (STECs)

In 2013 the Legislature passed House Bill 1154, authorizing state-tribal education compact schools ( RCW.28A.715). The bill authorizes the Superintendent of Public Instruction to enter into state-tribal education compacts. The legislation exempts schools that are the subjects of state-tribal education compacts from all existing state statutes and rules regarding school districts and district boards of directors; establishes standards for teachers, staff, and curriculum; outlines admissions policies and school funding; and establishes reporting requirements on student enrollment. Compact schools are encouraged to implement early learning pilot programs. The Department of Early Learning is directed to form a working group to develop early learning pilot programs.

The Office of Native Education provides consultation to eligible federally recognized tribes and BIE schools located in Washington state who are interested in starting a STECs.

Washington State Native American Education Advisory Committee (WSNAEAC)

The Washington State Native American Education Advisory Committee (WSNAEAC) reconvened in March 2019 with the purpose of promoting leadership and the unique principles and effective practices of Native American education which helps to assure academic success and cultural integrity at the community, school, state, and tribal levels. The committee consists of 21 members nominated by tribes and tribal organizations to provide consultation with OSPI on matters and issues related to the well-being and achievement of AI/AN students who attend public, STECs, and tribal schools in Washington state.

First Peoples' First Language, Culture, & Oral Traditions Teacher Certification Program

Certification Application Process and Supports: Professional Educator Standards Board (PESB)

Seal of Biliteracy

To earn the Seal of Biliteracy, students must present proficiency in English and one or more other languages, including Tribal languages.

# data[].attributes.attachment_link.description
The Office of Native Education (ONE) provides assistance to school districts in meeting the educational needs of American Indian and Alaskan Native (AI/AN) students.

# data[].attributes.headline
Native Youth Count Infographic for AI/AN Students & Families

# data[].attributes.subject
Native Youth Count Infographic for AI/AN Students & Families

# data[].attributes.headline
OBSCURED IDENTITIES: Improving the Accuracy of Identification of American Indian and Alaska Native Students

# data[].attributes.subject
OBSCURED IDENTITIES: Improving the Accuracy of Identification of American Indian and Alaska Native Students

# data[].attributes.attachment_link.readable_text
This brief serves as a resource for K-12 districts, state education agencies, higher education institutions and district Title VI Indian education offices. The brief outlines the challenges in identifying American Indian/Alaska Native (AI/AN) students, provides federal definitions and offers a set of promising practices for different audiences.

American Indians are the only group in the country that must prove their race or ethnicity through membership or descendancy to receive designated federal services and funding.

This is critical for several reasons. One is that the definition of who qualifies as (AI/AN) influences the funding, programs and policies available to Indian Country. Inaccurate identification of AI/AN students can also present serious noncompliance issues with the Civil Rights Act of 1964.

The ways AI/AN students are defined and identified vary-which has created many challenges, including dramatic fluctuations in AI/AN student counts. Differences between federal definitions of who qualifies as AI/AN, as well as revised data-collection processes that do not allow multiple races and ethnicities to be recorded, have led to significant under-identification of K-12 Native students. This is particularly true for students with complex ancestries.

Inaccurate data impact the statistics generated from ethnic and racial classifications, such as graduation and dropout rates, attendance rates and percentages of students meeting academic standards. Without accurate data, it is impossible to track the improvements or declines in AI/AN student success-which undermines confidence in data on Native students. It also suggests students who are eligible for educational services and opportunities may not be receiving them.

Accurate student counts are necessary to ensure treaty obligations are fulfilled, programs designed to meet the needs of Native students are appropriately funded, and the performance of AI/AN students can be reliably tracked.

# data[].attributes.attachment_link.title
Obscured Identities: Improving the Accuracy of Identification of American Indian and Alaska Native Students

# data[].attributes.attachment_link.description
This brief serves as a resource for K-12 districts, state education agencies, higher education institutions and district Title VI Indian education offices. The brief outlines the challenges in identifying American Indian/Alaska Native (AI/AN) students, provides federal definitions and offers a set of promising practices for different audiences.

# data[].attributes.headline
Improving Attendance & Engagement in Washington: Chronic Absence 101 Video 

# data[].attributes.subject
Improving Attendance & Engagement in Washington: Chronic Absence 101 Video 

# data[].attributes.attachment_link.title
Improving Attendance & Engagement in Washington, an overview of chronic absence by Attendance Works

# data[].attributes.attachment_link.readable_text
0:00 / 2:44•Watch full video

# data[].attributes.attachment_link.title
Overview of Open Doors Youth Reengagement