[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-243513-105":53,"doc-detail-243513-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","using-data-to-improve-attendance-truancy-prevention-learning-communities-spring-2024","Using Data to Improve Attendance - Truancy Prevention Learning Communities, Spring 2024","","Using Data to Improve Attendance presents a data-driven approach for reducing chronic absenteeism and improving daily attendance outcomes. It outlines how systemic analysis can help schools and community partners anticipate needs, define the scope of attendance issues, and evaluate solutions for student sub-populations. It also guides readers on what attendance patterns to examine, how referral-related outcomes can be measured, and where to find community- and state-level chronic absence data across agencies and tools.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/using-data-to-improve-attendance-truancy-prevention-learning-communities-spring-2024/243513/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/using-data-to-improve-attendance-truancy-prevention-learning-communities-spring-2024/243513.png","ImageObject",442,249,{"name":88,"@type":89},"Fez","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"How can collecting and reviewing attendance data improve interventions?","Question",{"text":109,"@type":110},"Regular data collection and review can interrupt poor attendance patterns before they harm academic performance. Analysis at a systemic level helps anticipate community needs and target interventions more effectively.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What attendance patterns should schools examine when reviewing data?",{"text":114,"@type":110},"Schools should assess how schedules, start times, half days, and holidays affect daily attendance, and look for trends tied to seasons, specific classrooms or courses, transitions, grade levels, and barriers such as transportation access.",{"name":116,"@type":107,"acceptedAnswer":117},"Where can communities and schools find chronic absence data?",{"text":118,"@type":110},"Local data may be split across agencies, requiring planning and coordination. The Wisconsin Department of Public Instruction and Wisconsin Department of Children and Families provide summarized statewide data, and tools like WISEdash Public Portal and YJ referral eWReport support access by district and county staff.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},243513,1791737208,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":79,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":73},2336478940794,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Using Data to Improve Attendance  \nTruancy Prevention Learning Communities | Spring 2024  \nData is a powerful tool in attendance interventions. At a systemic level, analysis can help schools and community partners anticipate community needs, identify the scope of attendance issues to effectively target interventions, and investigate the strengths, needs, and solutions for sub-populations of students. Regularly collecting and reviewing data can interrupt and change poor attendance patterns before academic performance is negatively affected.  \nQuestions and Patterns to Consider  \nWhile this is not an exhaustive list of considerations for your data, it may help you get a sense of what might be helpful to collect and review and the stakeholders you may want or need to consult with.  \n• What impact do schedules, start times, half days, and holidays have on daily attendance?  \n• Do we see any trends that appear to be connected to seasons, sibling absences, certain classrooms or courses, transitions, grade levels, or common barriers (like access to transportation)?  \n• Are any groups or subpopulations of students chronically absent at a disproportionate rate? Are there specific interventions or services that are effective for those students?  \n• Are students and families engaged with school? What perceptions do students and families have about school? Any negative school experiences?  \n• What types of interventions do we offer? What are the impacts of those interventions on daily attendance?  \n• Are there common root causes for students who are chronically absent? Are any ofour interventions effective at addressing those root causes?  \n• When students are referred to Youth Justice, Child Protective Services, or receive a citation/ ticket:  \n• Does their daily attendance improve?  \n• Does their sense of school belonging and engagement improve?  \n• Do they ultimately graduate at a rate similar to or higher than their peers who were not referred?  \n• Are there certain types or groups of students for whom YJ, CPS, or citations/tickets are effective?  \nThis resource was developed with information provided during the Spring 2024 Truancy Prevention Learning Communities. A recording of the full webinar is available on YouTube.  \nFor more information or to share a strategy your community is using to address chronic absence, contact Julie. Incitti@dpi.wi.gov or [DCFYJ@wisconsin.gov](DCFYJ@wisconsin.gov).  \nMarch 2024 1  \nWhere to find Chronic Absence Data  \nDetailed, Local, & Community Specific Information  \nIn each community, data related to different elements of attendance intervention may be split across different agencies—which can make it difficult to piece together the full impact of an attendance strategy without some planning and coordination. Some of the organizations that are frequently involved in strategies to address chronic absenteeism and the info that may be available to them are included right.  \n*Note—practices vary across the state, so the information available within your community may vary slightly from our example list.  \nThe state also has location-specific data tools available for school districts and county human service agencies.  \n• For School Staff—WISEdash for Districts  \n• For County Human Services Staff—YJ Referrals eWReport  \nWhile sharing data across agencies can help to strengthen collaboration and paint a clearer picture of the effectiveness of interventions, it is not always easy (especially when personally identifiable information is involved) . NCJFCJ offers some suggestions about establishing a data sharing agreement and a sample Memorandum of Understanding (MOU) can be found in North Carolina’s School Justice Partnership Toolkit.  \nBig Picture, Statewide Trends  \nPublicly available data from the Wisconsin Department of Public Instruction and Wisconsin Department of Children and Families is summarized below.  \n\n|  | | |\n| --- | --- | --- |\n| Focus | Chronic Absenteeism & Attendance | Truancy Referrals |\n|","cbCair5YsMKqfSD0","https://ap.wps.com/l/cbCair5YsMKqfSD0","pdf",306160,"English","# Using Data to Improve Attendance\n## Questions and Patterns to Consider\n## Where to find Chronic Absence Data\n## Strategies from Wisconsin Counties and Schools","[{\"question\":\"How can collecting and reviewing attendance data improve interventions?\",\"answer\":\"Regular data collection and review can interrupt poor attendance patterns before they harm academic performance. Analysis at a systemic level helps anticipate community needs and target interventions more effectively.\"},{\"question\":\"What attendance patterns should schools examine when reviewing data?\",\"answer\":\"Schools should assess how schedules, start times, half days, and holidays affect daily attendance, and look for trends tied to seasons, specific classrooms or courses, transitions, grade levels, and barriers such as transportation access.\"},{\"question\":\"Where can communities and schools find chronic absence data?\",\"answer\":\"Local data may be split across agencies, requiring planning and coordination. The Wisconsin Department of Public Instruction and Wisconsin Department of Children and Families provide summarized statewide data, and tools like WISEdash Public Portal and YJ referral eWReport support access by district and county staff.\"}]","Using Data to Improve Attendance - Truancy Prevention Learning Communities, Spring 2024 | PDF",1789204848]