Slide 6. Locam i reading it correct its gone down when youre comparing the 18, 19 to the fall of 2019 . This is slide 6 . Yeah. Sorry. Yes. So what this is showing you is the yellow bar is what the 18, 19 school year chronic absenteeism rate and the blue bar is showing what it is in the fall. Right . So our goal is to keep steady at the blue bar which would mean that at the end of this year, our chronic absenteeism rate would go down. Okay. But if we have the jump that weve been seeing over the past three years, it will go up. Okay. Thank you. Does that make sense . We need to it shows how its gone up every year, that slide. This is last year versus midyear and they are trying to maintain yeah. Its a little bit of apples and oranges. Were doing a fall to a year. But this is what were saying is that this is were seeing here is an opportunity we have to hopefully turn back that chronic absenteeism and then for your question, commissioner norton, the last three years of data, and i would have to dive back deeper to see if we were if it went down and then its gone back up again. Im not really sure over the last three years that hasnt been the trend. Its been increasing each year. Deputy superintendent talked about the difference in the last couple years and the difference in this year in the approach to how were looking at it. I dont know if you want to describe that again. So a couple things that are different. One, the chair focus now and that the efforts i think there were i know there were a number of efforts including the attendance working group, things happening in service of addressing our attendance concerns, but they were happening in their silos and we werent coming together and using information to learn and scale and improve our system. I would say le with, we werent doing it in a way that was coordinated and aligned. I would say the other thing, as we were working on the awareness piece, understanding the data and information we need and do site leaders and teachers need in order to act on their attendance data. What was the past was the data was lagging. It would give me 12 weeks. I saw my report and i saw that there were 8 days missed. Now were getting it every day. We can see it every day or in sixweek spans. We know that 18 days is the day, the number for chronic absenteeism. That means in september, if i see that shes at two days or three days, i can have a conversation versus getting that data late and then trying to react to it. So i think that theres another huge difference. Another difference is that its a number of folks who all touch schools and touch babies working together and progress monitoring and trying to figure out lets try this. This didnt work. The nudge letters would be another approach and the home visits, the Early Education would be Something Different as well. Were all in the room trying to figure it out and learning from it. This is aggregate, but learning from the schools where we have seen some changes and cohorts weve seen reductions and thinking about whats happening there and how do we scale it as well as figuring out the pattern. We know that one pattern is kindergarten is just we take a hit every year. So theres some schools who engaged their kindergarten families early and said attendance matters and heres why. And that was a strategy in response to that data in finding out that pattern. We know we have some babies who are doing a lot of transportation across the city to get to their school as well as some babies who dont have anyone to take them to school. For example, as well as babies who are who have medical needs that the school needs to work with the family to dress to make sure theyre able to get to school and be at school every day. I think a big part of the difference is that we, one, have this Real Time Data but also that were all looking at this data and using it and trying to learn from best practices and scale that across the system. What are we doing year to year . Because the other issue theres some strategies youre talking about seeing the data in real time almost so that a kid hasnt missed 12 days before the teacher and the school is aware that theres some issues to work on with the family. But what about in the like the new year, if we have a kid that was chronically absent the year before, what are we doing to make sure that classroom teacher in their new classroom, that theres supports in place from day one if we know this kid is at risk for being coul chrony absent. This is where the efforts came together, but what is happening with a number of lead teams and their school sites, again, we now have a number of reports. Lead is with the sites and finding out what data do you need and how do you need it and rpa and data are creating ways that the sites can have that data quickly and various ways. One thing that the lead team has been doing with a number of sites is actually not just school wise data but student by student and looking at those babies and the attendance patterns not just for this year but previous years. We can name and know what families might need extra supports and interventions and addressing those needs. For next year, the hope and plan is that we, without stereotyping the babies and without stereotyping families but thinking where do we see patterns and how could we get ahead and offer support where we see thats been needed across a couple years but also prepare school sites with strategies and interventions to poor families. Do you still do the perfect attendance assemblies at baby Elementary Schools . Yes. That will be one of those efforts to continue to promote positive attendance as a different strategy for those babies. Thats still happening. Okay. Thanks. Okay. Vice president lopez. Hi. Thank you for your presentation and, you know, ive just been looking back at the work that has been requested from this resolution for years now and just given the stories that teachers today were sharing with us and what we keep hearing about, i feel like i want to know more about the work that were doing outside of absenteeism and suspension. I know thats extremely important, but once our students are in school, how are they being supported other than the Restorative Practices that a handful of our teachers are getting. Like what other efforts are there and if you can share those. I just want to be clear i understand your question. What other efforts around teacher training or teacher support, teacher coaching . Yes. So for the student Family Community support division, the work directly with teachers would be either alongside if there are social workers or such at the work site and the work theyre doing there. To not sure if i can answer your question. Im not 100 sure what youre looking for because the climate team, plc weve created is a system where were working with the climate team lead who brings the information back to the teachers, and were not were starting to collect that data on what type of trainings are happening as a result of that, but we dont really have that information. Im not sure if im really answering your question. But i can if you could be specific, are you looking for what new teachers are getting . Theres teacher trainings. The different type of trainings for teachers, thats not always happening. Thats what were trying to work with as were working more collaboratively across the divisions of what would be offered. But there are not a lot of teacher specific trainings happening. So you you shared this earlier. You all have the message and understanding that there are a number of people who support our students and we all need to be on the same page. I want to know what those people know and understand outside of Restorative Practices. Do they know pbis or understand the discipline matrix . Anyone who comes in contact with our students. Thank you for clarifying. So theres a host of trainings that we do with social workers, with counselors, with nurses, and also with assistant principals and principals that wraps around positive behavior, different policies that we have around antibullying. It also offers Restorative Practices. We do culture humility and Family Partnership trainings. We wrap all of that around, at least in the support professionals that are within the division with counselors, were meeting with them regularly and doing trainingmen. Were wrapping it around that way. Were looking at who we have the easiest access to because we have systems built. With counselors, we have monthly training so we can push into those and social workers have regular trainings and we can push into those and then we set a number of trainings, all day trainings in the beginning of the year with we worked with lead, legal, and the division to also then offer trainings to principals specifically, to aps. We provide after school staff, those type of trainings, around Restorative Practices. Were wrapping it around wherever we have the opportunity and a system in place to provide the trainings. Is that being tracked somewhere so you can share it with us . Yeah. So in after school, the way we track it is do program walkthroughs twice a year so we can look at the schools, are the practices happening in that . So we can share that data with you. We have that for all of the after school programs. And then through this rp inventory, weve gone in to see whats happening around rp. For pbis, that is also with the tiered fidelity inventory. We have those three tools sort of around Family Partnerships. We dont have anything looking at that. We can identify which schools have decided to implement the Family Partnership implementation process, which is sort of a pretty deep process that a school goes to and creates a Family Partnership team and they Work Together to assess and identify at that school what are the Family Partnership actions that we want to do to build our Family Partnership stronger in six best practice areas, which is equitable community, navigating sfusd, linking Family Partnerships to learning. So we know which schools are engaging with us in that process. We have that data. So we have different ways of measuring it and we can share that information with you. I want to add the one that was created by our professional growth and Development Team and collaboration with lead is a tool that allows us to know and track whats going on in the district. Were honest that were Getting Better at that of collecting data and both knowing what trainings are being offered by also when are they being offered and who is taking them. The tool, as it is currently, does all that. It tells us the pd, who took it, are there teachers or admin and a way to give sites information about pds coming. Everyone is not using that tool yet. Its in pilot phase. I think the next time were in front of you both for trainings around trainings in the district, well have them put in so we can track and answer those questions. Thank you. And i have a two part question and then ill pause. But if we know do we know why students arent coming to school . Is there any information that explains that . And does that offer teachers or support or any adults working with students how to sort of combat that specific issue or need . The answer is sort of yes and no. I think that is what we were talking about. How do we set up a comprehensive system where there are many reasons why a student doesnt come to school. It could be on a basic level if the younger grades, oh, i didnt think it was that important that they missed 12 days of school. Right . So thats one reason. If thats the reason, maybe the nudge letters can address that. Its a fairly simple one. Its more there is something happening in the home and i need more support for transportation or things like that. So were trying to build a system from a Public Health model that were looking at, what do we do on a prevention level or secondary level and what do we do app a tertiary level because we want to build that system. And i think those were things that the deputy superintendent was also talking about in this better tracking. So if were seeing that and were able to say we sent a nudge letter and were able to engage with that family, we may be able to find them that place. You are not going to be well served by primary prevention. We need to move you down to secondary and have a stop and have an sst. We need to understand and i think the piloting that eed is doing with the home visits, thats another way where its a way we get in and find like whats your rooted cause we can talk about root cause but then every student may have their own root cause. I want to make a plug with that. I did my research in home visits and so i do that with all of my students every year. We know how important it is to build that connection and that relationship before even getting started. Im so happy to hear this is happening at the Early Education sites. Is it all the sites . Piloting. Im happy its happening early on so students and families can see that theres an interest and carrying. Right . Because it really does open up an honest conversation about their needs that they wouldnt have because were not making this effort. Right . And when were in schools, the way the system is set up, it does not open up potential for honest relationships. So i feel like we should put all of our efforts in that. I want to hear how thats going throughout because this can offer an opportunity for us to connect with organization thats can offer support for transportation or can offer support for housing or whatever it is that the need is causing our students not to come to school. Right . So ill end with that. But i just i have to learn more. Im so excited about that. Commissioner lam. Thank you for the update. Im curious around following on commissioner lopezs question around the tracking piece because i am also very intrigued and want to know and hungry as i think many of us are, for understanding what are some of the causes and how do we support our students and families more holistically because i think there are also opportunities not only in addition to our community organizations. There are city agencies that we need to also bring into this work on a regular basis, daily basis. If thats related to students in public housing, we can involve our City Partners there. If it is going to be not to also focus in again on generational support of our families, siblings. Right . So is there a way to trigger supports that education and first five can provide through our Family Resource centers . Thats another opportunity that i want to learn more about because this work i know at the district weve struggled and im glad to see that the teams have come together. A lot of work has come in. Were also feeling years behind. So i appreciate the leadership, but i think at the same time, when can we get more information and data . Sure. And also, there are other things going on. We have a shared used database of programs that i think began piloting about a year ago, and it took a long time to figure out because of all of the ferpa and student confidentiality. Its amongst all our City Partners so were able as partners with the different City Partners, hhs, dph, where a family may interact with the system and weve marked chronic absenteeism as one of the years where it flags. We get this list of students that then at the school site level they know they are interfacing with other city agencies, and theres we have monthly meeting about that. We have weekly meetings with City Partners. Were really trying to build our muscle to meet because at the end of the day, it takes a lot of time for us sitting together as we use technology to sort of help us create the list but then we have to have the systems within each of our agencies. So that is starting to happen, and i think thats part of i know what everyone is hungry for. We want to see the numbers change. Its not acceptable they havent changed over this time. We decided that collectively we all have to just start working as hard as we can towards this. So we heard that message loud and clear. Thank you. President sanchez has one followup. Related to the Restorative Practices, how with reengaging with site leaders at the school sites to understand, you know, what the School Climate team, how is the implementation, the feedback loop to that. So with the climate team plcs, weve been really fortunate this year. We were able to we have multiple plcs. We designed it so that we tried to make it as easy for people to attend as possible. So we have west side teams and west side teams and people are coming together. At every meeting, were looking for feedback on how is this helping you at your site. We do the iterative after every meeting and starting to collect the data to look at it and look at the experience and what happened. We also want to do data crunching of the schools that maybe went to all of the plcs. Did we see any differences in the absenteeism rates or in the suspensions or other things . There are ways were trying to bring data in to bring data out of that plan. So thats one way that were doing it. As well, we have sort of a were building our muscle again to communicate with each other. I think theres been some really great systems that have been build that ive been excited to find. The deputy superintendent has a lot of great systems on how i can easily communicate to lead to be able to say, these things are happening. Can you give me feedback on it . So i think just theres a lot of systems that weve been building to have that continual feedback loop so we can keep iterating and hear school site voices even if were at the Central Office and cant get to every school every day. I think just to name, not only is it looking to the lens looking at referrals or suspensions, but what, you know, as a district were facing on a daily basis is really that School Climate culture. Right . And the Community Building that is clear that needs to happen and very intentionally on a daily basis not only with students but adults and students as well on a daily basis.