To understand whether selected strategies are reducing chronic absence — and to replicate what is working while redesigning what is not — SEAs must engage in continuous improvement. Because chronic absence is a complex challenge that varies across districts and over time, regularly monitoring progress allows states to advance effective approaches and pivot when conditions change.

In this step state teams will:

1. Engage in a continuous improvement cycle
2. Determine which practices to adopt, abandon or adapt

Monitor progress

Designate two or three people on the team to take the lead in analyzing the impact and documenting lessons learned. These leaders can also determine who should be involved in this reflection process. Use data and insights to answer three core questions that guide continuous improvement. Remember to always disaggregate data whenever you review to ensure that improvements are reaching the students most affected by chronic absence. Based on the data gathered, the analysis team could compile an initial analysis that is reviewed and discussed by a larger group, including people representing various perspectives. When reviewing the results, consider the following questions:

What was accomplished? Consider the overall effort and reach or the volume and scope of action involved in developing the state roadmap. These measures reflect what was delivered to LEAs and other partners. Examples of actions and reach:

• Number and frequency of SEA team meetings
• Number of professional development sessions and participants trained
• Amount of attendance data reviewed and shared publicly
• Number of districts receiving technical assistance
• Cross-sector meetings convened
• Number of messaging campaigns launched

What is the quality of implementation? Reflect on the quality and fidelity of implementation. These metrics reflect the SEA performance and the experience of LEAs and other recipients of SEA support. Examples of metrics:

• Quality of team coordination and data analysis
• Clarity and usability of guidance and tools shared with LEAs
• District and partner satisfaction with PD and support
• Fidelity of strategy implementation in districts
• Effectiveness of collaborative forums and stakeholder participation or strategies implemented
• Improvements in internal SEA alignment and coherence

Has attendance and engagement improved? What has been the impact on attendance outcomes and student experience? These metrics reflect real change for students. Examples of metrics:

• Statewide and student group chronic absence rates
• Attendance improvements in priority districts or student groups
• Increase in school climate measures
• Family feedback on support quality and responsiveness
• Student experience measures (e.g., belonging, connectedness, safety)

Adapt and abandon based on lessons learned

Insights from monitoring should lead directly to action. SEAs should routinely review progress and make strategic adjustments to ensure district support remains responsive and effective. This includes continuing practices that work and adapting practices that show promise. Most importantly, SEAs should routinely review and remove strategies or practices that are not proving effective. Effectively managing what activities should continue, be adapted or be abandoned can help reduce initiative fatigue for districts and other partners.

Adaptation may include adjustments to:

• Strategies. Refine focus based on what is showing the strongest impact
• Support. Increase differentiated TA where districts show greater need
• Guidance. Clarify expectations or remove language that promotes harmful practices, such as exclusionary discipline.
• Resources. Reallocate funding, staff time or partnerships toward priority areas
• Timelines. Extend or compress milestones based on implementation pace
• Data tools. Improve usability, visualizations or data by student groups

Use data to guide decisions using the following questions:

• Where are outcomes improving fastest?
• Which student groups or districts are still experiencing barriers?
• Which interventions are being implemented with fidelity?
• What do families, students and educators say they need next?

Engage those closest to the work when adapting and invite them to co-design adjustments, including:

• District and school leaders
• Internal SEA teams
• Families, students and community partners