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SANGER UNIFIED SCHOOL DISTRICT · 2016 MODEL SARB

APPLICATION

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Model School Attendance Review Board Recognition Program 2016-17 Application Certification Form

To be considered for designation as a Model School Attendance Review Board (SARB), an application with narratives describing the program in six Content Areas must be submitted to the CDE no later than 5 p.m. on Friday, Februar-Y 10, 2017, with this Certification Form.

Mail or deliver the completed original with three copies to:

David Kopperud, Education Programs Consultant Model School Attendance Review Board Recognition Program

Educational Options, Student Support, and American Indian Education Office California Department of Education

1430 N Street, Suite 6408 Sacramento, CA 95814-5901

SARB Chairperson's Name (Print Name) SARB Chairperson's E-mail Address

Dennis Wiechmann Ed.D dwiechmann@sbcglobal.net

SARB Chairperson's District or Telephone Number (Including Area Code) County Office of Education Name 559-351-1408

SARB Chairperson's School District or County City ZIP Code Office of Education Address Sanger 93611

Sanger Unified School District

If your SARB Program has an outstanding feature that affects your application, such as a truancy mediation program, please include that element by describing it in the appropriate Content Area in the application. The SARB Chairperson does not need to be a school district or county office of education employee for the purposes of this application. The SARB Chairperson may be a district attorney, probation officer, or other person working in collaboration with a school district.

Certification

I certify that the SARB Program described in this application has been described accurately.

Dennis Wiechmann Ed SARB Chairperson's Name (Print Name)

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SA~h~ ----------- 2/7/17 Date

Adela Jones /'""'""-

s7)")b"0~:7:ln~me). 2/7/17

Superintendent/Desig~'s Signature Date

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Content Area 1 (Required):· Population Served by School Attendance Review Board Local School Attendance Review Boards

Sanger Unified School District is made up of twenty-one schools. There are fourteen elementary sites, a middle school and one comprehensive high school. There are two K-8 and one K-12 charter schools. In addition there is an alternative education continuation school, an alternative education independent study school, a community day school, and an adult school. The district covers 180 square miles and serves a population of 31,000.

Within the boundaries of Sanger Unified is the city of Sanger and the communities of Centerville, Del Rey, Fairmont, Lone Star, Tivy Valley and portions of the Sunnyside area of metropolitan Fresno. Attendance in the District's schools currently numbers 11 ,360 students.

Of the 11,360 students 70% are Hispanic, 14% are Caucasian, 10% are Asian, and 6% are classified as other. Twenty Percent are classified as English Language Learners. Over 80% of our students qualify for free or reduced lunch making Sanger a Title 1 District. Currently we have approximately 195 families identified as foster and/or homeless.

Sanger is a Rural Community and the District has had to take the lead in providing services to is students and families. This has resulted in Sanger Unified providing services that traditionally may be provided by other social service agencies.

Sanger Unified's work in the areas of academics, attendance, social emotional learning (SEL), positive behavioral intervention and systems (PBIS), restorative justice, special education, professional learning communities (PLC) and foster and homeless programs has gained State and National Recognition. Schools from across the State and Nation have come to learn from our success. Sanger Unified learned a long time ago that we must work together to maximize our services to students and families to truly make a difference. This work is exemplified by our attendance rates, our ability to reduce student discipline problems, and our increased academic achievement for all students.

The Sanger Unified SARB process has been in its current form since 2004 and works using a model of continuous improvement and feedback to support and improve student attendance. The Child Welfare and Attendance (CWA) office works to support positive attendance policies at each school site and strong District SARB processes for those students and families that need more support. The Sanger Unified approach to attendance, behavior, school climate, and academic achievement has resulted in one of the highest daily attendance rates, and lowest chronic absenteeism rates than any other District in the area.

The Sanger Unified SARB board and administration analyze data relating to all identified sub groups within the District. These include Chronic Absenteeism rates as defined by State and Federal guidelines, dropout rates, suspension rates and graduation rates. Please refer to Appendix A for a sample of the Sanger Unified Real time attendance tracking screens hot and Appendix B for real time discipline tracking data. Sanger Unified has invested in the idashboard system that links with Power School to provide timely and up to date information to all administrators and staff. Additionally, data is analyzed every two weeks by our attendance management system "Attention to Attendance" (operated by SI&A) and reported to District Leadership two times per year. This provides Sanger Unified with an unbiased evaluation of our strengths and weaknesses and allows us to make

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adjustments as needed to ensure we are supporting all of our students including our identified sub groups.

Please refer to Appendix C for Tables 1-4 that present the data by subgroup used by the District from the academic school year 2015-2016 as required by the application.

• The different language groups in the area served by the SARB, and to what extent the SARB membership reflects the population it serves

o Sanger Unified SARB board provides language and translation services to all families, regardless of the percentage of languages spoken within the District. As Spanish is our primary second language spoken in the district, many of our SARB members are bilingual and facilitate effective communication with the parents. Many times we choose to run the meetings in Spanish and translate to English which has proven a more effective way to communicate with the families. The makeup of the SARB Board is reflective of the community in two ways. The first way relates to growing up and attending school in Sanger. At least three of the SARB board members have grown up and attended school in Sanger. The second way relates to the ethnic makeup of the SARB Board. The core group has at least three p~rticipants that are Hispanic and Bilingual. Additionally many times the school site representatives for the SARB panel are also Hispanic and Bilingual.

• The types of translation provided in all communications to parents/guardians/caregivers o We will translate to any language needed by the parents. The CWA office works ahead

of time to ensure we have proper translation at all meetings. All SARB notifications are sent out in the parents' primary language. Utilizing SI&A we are able to send all notifications even if they are not numerically significant. Any phone calls that are made to parents a translator is used. Sanger Unified, in conjunction with Fresno County Office of Education, has allowed us to provide translation for all of our families even if they are not a numerically significant subgroup.

• Barriers to attendance for all numerically significant subgroups and how the SARB communicates and interacts effectively in a culturally diverse environment (For example, effective SARBs should provide appropriate translation services for meetings and ensure that parent(s)/guardian(s)/caregiver(s) receive all communications and written notices in the language they understand.)

o Our SARB will translate in any language needed this includes letters and all personal communication. We utilize District and County Resources for any languages not represented by the SARB board.

o Given the Socia Economic status of many of our parents we also do not believe transportation should be a barrier to SARB attendance. If we have families that have any type of transportation issues we will work with them to arrange transportation if needed. That may include Principals transporting families to the SARB hearings or CWA staff transporting families to the SARB meetings.

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Content Area 2 (Required): Establishing Goals and Objectives and Measuring Local School Attendance Review Boards

• Describe the process(es) used by your SARB for setting goals and objectives, and identify any benchmarks that will be used to measure SARB progress. The data you present may be disaggregated by subgroups, grade levels, and schools to identify patterns that need to be addressed.

o From a global perspective the CWA department and district leadership team (Superintendent, Associate Superintendents, Area Superintendents and all Directors) participates in a bi-annual review of the status of our attendance as presented by Sl &A (Appendix D). School Innovations & Advocacy's data is combined with current district data, which delineates our subgroups in real time (Appendix A & B), to review successes and make adjustments if areas of concern arise. This has allowed the District to set a goal of a reduction in chronic absenteeism of 10% for all identified sub groups, with the exception of special education, homeless and foster, which have a 15% reduction goal. The differentiation of this goal reflects the higher level of chronic absenteeism for theses subgroups (9.82%, 17.90% and 7.69%) respectively for the previous year. All other identified sub groups had a chronic absenteeism rate below 6%.

o All SARB cases have individual goals are that are set based on previous attendance. Each referring school must present attendance using a percentage based number and breaks down all absences by excused, unexcused, tardies, suspensions, and total absences. This allows the SARB Board to set a target goal for each student and family. These target goals include truancy goals and chronic absenteeism goals. All cases are given a review date in which the SARB Board meets with the family and reviews their progress. This is usually set between 30-60 days out. Each review encompasses a new reporting period and allows the student/family to aim for 100% attendance. While we encourage 100% attendance, the goals for each family vary but generally we want 97% attendance, which is slightly above the District expectation (96%). To be referred back to the school site the family must meet the 97% attendance or be on a trend toward achieve that goal.

o Presenting attendance in this fashion allows the SARB Board to determine if improvement is being made or if additional support needs to be added. Please refer to Appendix E for an example of a SARB attendance report summary. This example will demonstrate the way the SARB board requires schools to present attendance, academic, and behavior related issues and how we monitor individual student progress.

o Additionally, the Sanger Unified SARB has instituted the "Sibling Rule". When one student is referred to the District SARB as a presenting case we also have the family bring in all of the siblings and review everyone's attendance. This has allowed us to address attendance from a family perspective, not just an individual student perspective. This has been one of the most effective strategies utilized by the SARB Board.

• Identify specific, measurable goals and objectives developed by the SARB to meet the needs of high-risk youth with 'persistent attendance and behavior problems. These goals and objectives can include prevention and intervention activities, as well as goals to reduce dropout or suspension numbers.

o Each case is processed individually and in addition to the information and procedures presented previously, students and families are referred to various District support services and resiliency based activities. For example, if the SARB Board learns that a family is homeless, the homeless liaison is at the meeting and will begin to work with the family to ensure all services are in place to help the student and family attend school

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and be successful. The SARB Board will also often require the family/student to participate in school based activities (Clubs, Tutoring, Sports) to help the student establish a connection to school.

• Describe the data (such as chronic absentee rates, dropout rates, and data for in-school and out-of-school suspensions and expulsions) that will be used to quantify the achievement of the specific goals and objectives.

o All data is process for each individual student and also disaggregated for the SARB Board by the school site in the summary report presented at each individual meeting. This data is disaggregated by excused, unexcused, suspensions, expulsions, tardies greater than 30: minutes, tardies less than 30 minutes, and being removed from school without a valid excuse greater than 30 minutes. Additionally, for each reporting period teachers complete a SARB progress report to provide information on changes that might not be captured through other data (see Appendix E). Student behavior and their academics (positives & negatives) are discussed to present a picture of the whole student.

• Describe the methods and/or programs used to gather SARB information submitted to the County Superintendent in compliance with California Education Code (EC) Section 48273.

o This is done through the CWA office and submitted annually. This data is gathered through our student data system. See appendix E for the last three years of the SARB Annual Summary Report. The last three years of the submission has followed Fresno County Requirements. This year's report will include all identified sub groups (Appendix A).

• Include an explanation of other data collected for use by the SARB as indicators of SARB success. Provide the definitions you use for the attendance data you collect. For example, if you are measuring chronic absenteeism, provide the definition you are using.

o Schools must present information on academics, behavior, and teachers reports. This is done at the initial hearing and all review hearings. This allows the SARB Board to analyze data other than just attendance.

o For SARB Board purposes we look at the California and Federal definitions of chronic absenteeism for every student that comes before the SARB Board.

o Sanger Unified's reai time data dashboard and SI&A reports target students in the "manageable range who have missed between 5%-9%. This allows us to address those students who have not yet reach either definition.

o The SARB Board also reviews all academic and behavior records, and all historic attendance records when working with families. This is included in the SARB Board packet.

• Also explain when and how data are analyzed by SARB members to improve and strengthen the SARB process, and describe how the data are used to monitor progress toward meeting the defined goals and objectives of the SARB.

o The SARB Board reviews every case and makes determinations on the success of the student and family. This allows the SARB Board to gauge the overall success of every student. If a student is not meeting the SARB Board targets, the SARB Board can review why and add additional support and programs if needed. The case is then set for another review, usually 30 days out, to allow the SARB Board to review the case again and determine progress. This is done for every case. -

• Attach the SARB reports that were submitted to the County Superintendent for the last two years. These reports are not counted in the two-page limit for this Content Area Narrative.

o Please see appendix F for the Annual Summary Reports for the past three years.

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Content Area 3 (Required): Prevention, Early Identification, and Interventions Local School Attendance Review Boards

• Explain how the SARB encourages schools in the district to use the student information data system to identify and 'serve the high-risk student subgroups, including children in poverty, foster youth, and English learners.

o All schools are trained in the beginning of the year on what information in required in the SARB packet. Additionally, Sanger Unified has partnered with SI&A since 2004 to automate all SARB practices. Each school site is trained on how to access the data and each school site is monitored from a District level to ensure they are keeping up with the required school site SARB meetings. If they begin to have issues, the Sanger CWA department will work with the schools to ensure compliance. Please refer to the example SARB packet. All notices are sent out in a timely manner.

o From a district perspective we analyze all of our subgroups to determine various needs and to provide appropriate funding via LCAP. An example of this can be seen with our Special Education, Foster, and Homeless population. After analyzing the data it was clear that both of those sub groups were significantly above our expectations from chronic absenteeism (9%,8%, 17% respectively). Using that data the District used LCAP funding to allocate personnel and resources to specifically work with this population and work with the SARB board. This has resulted in a reduction of .75%, 4%, and 10% respectively for each group in chronic absenteeism so far this year. Currently we are exceeding our target of a 15% reduction for foster and homeless, but behind our target for special education students (see Appendix A).

o Attendance reviews are also part of our monthly leadership reports and presented to the School Board bi-annually. Principals are expected to utilize the real time data to address attendance and discipline issues as they arise. Additionally, principals are required to report on ~hese areas two times per year and their Positive Behavioral Intervention and Systems (PBIS) teams and professional learning communities are expected to address these issues in an ongoing basis.

• Provide a description of prevention and intervention strategies that are carried out at the district level and identify the persons responsible for each activity to improve student attendance in the district.

o Sanger Unified has robust PBIS programs overseen by Amy Williams M.S, Response to Interventions (RTI) overseen by Ada Wolf M.S., Social Emotional Learning (SEL) overseen by Jason Stricker M.S., Restorative and Attendance, overseen by Dennis Wiechmann Ed.D, and a Multi-Tiered Systems of Support (MTSS) district committee overseen by Amy Williams M.S., in which all areas are represented in monthly data meetings to discuss and review current site and district trends.

o Each Principal is responsible for his/her school site and must report on the progress in the areas of attendance, PBIS, SEL and MTSS two times per year. In addition to those reports, school site walk troughs are conducted every other month where teams walk through to view artifacts of the implementation for the District initiatives.

o The CWA Supervisor is responsible for ensuring each school site is actively and effectively utilizing positive attendance policies and the SARB process. The Supervisor reports to the District Leadership Team and to the School Board 2 times per year. These reports include truancy. and chronic absenteeism for all identified subgroups.

• Identify the person(s) responsible for screening SARB referrals to evaluate the quality of documentation for each case. This individual should ensure that the school has exhausted all other interventions prior to SARB referral.

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o All SARB referrals are screened by the CWA department (Dr. Wiechmann). If there are issues with the SARB documentation the CWA office works with each school site to address the identified issue(s). All school office staff has been trained and our procedures are reviewed with site Principals at the beginning of the school year. Additionally, the CWA staff trains any new staff as needed during the school year. This ensures that all SARB packets are complete and have the required material.

o An administrator (principal or designee) from each school site MUST attend the SARB meeting and present the case. Information on the entire student must be included in the SARB packet and the administrator is expected to outline previous interventions attempted at the school site to address attendance and behavior. The information presented includes attendance, discipline, grades, all interventions provided to the student, historical attendance, and current teacher reports on classroom behavior and attitude.

• Describe how chronic absentee rates are used to reveal patterns among numerically significant subgroups in the district.

o This is examined by the CWA department, technology department, and SI&A. This information is reviewed during the District Leadership Team monthly meeting. In depth reporting happens twice per year at the MTSS data meeting and twice a year to the School Board. This ensures that all subgroups are monitored and problems are addressed in a real time basis (Appendix A & B). Please refer to the previous explanation in this section of increasing services for Foster and Homeless based upon data review. School sites are also reviewing this attendance data, discipline data, and academic data monthly during their school site intervention meetings.

• Describe any recognition programs for good attendance and positive behavior. o Every school site in the District is required to recognize student attendance. The CWA

office is also working with the schools to include incentives for most improved attendance and attendance drawings for all students. Please see attached matrix. For the current year we will also be doing a end of year celebration for students who have been seen at the District SARB and corrected their attendance. See Appendix G for examples of school site attendance/behavior recognitions and district tier of SARB recognitions and interventions.

o Every school site has also adopted PBIS to focus on positive behavior. Using the Champion Model we have been able to reduce the number of suspensions over the past 4 years and increase positive behavior. Please see Appendix H for suspension expulsion reports. For individual subgroup comparisons (Appendix B).

o Additionally, we began working from an Multi-Tiered Systems of Support (MTSS) perspective to ensure that all interventions and student supports communicate and work together to support all students. We completed our first training in which SARB was represented. All schools were required to send a team of people. The intent is to link all site programs together to increase support to all of our students and our identified subgroups.

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Content Area 4 (Required): School Attendance Review Board Collaboration and

Local School Attendance Review Boards

• List the representatives on your SARB and the agencies or organizations they represent. Be sure to show that you have representatives from the agencies or organizations identified in EC Section 48321.

o Sanger Unified School District • SARB Chair/Child Welfare and Attendance: Dennis Wiechmann Ed.D • Health Services Department: Rosalinda Gutierrez: School Nurse • Special Education Department: Anna Lopez: M.S. School Psychologist • CARE Team (Family Counseling): Megan Vela: School Counselor MFT-Intern • Foster & Homeless liaison: Hayley Field: School Counselor • SARB Secretary: Socorro Martinez: Classified Staff and Parent • Co-Chair: Rick Church: Principal KRHS & Johnny Gonzalez: Principal SCDS

o Sanger Police Department: Officer Soto . o Fresno County Probation Department: Officer Martinez o Fresno County Social Services/Educational Liaison: Varies depending upon the Case o Site Representatives: Each Principal must attend to present their case(s)

• Indicate which SARB members meet regularly to combine their expertise and resources on behalf of the students referred to them and how other members might contribute on an as­needed basis. For example, special education representatives may be needed when cases are considered involving students with special needs.

o All of the listed panel members participate in every SARB meeting (2 times per month). This allows all departments to work together at the meeting and follow cases that involve the different departments. Thus if a family is in need of intensive family counseling the CARE team can introduce themselves and set the initial date for services. If there are questions regarding special education, the School Psychologist will notify the Pupil's school regarding any questions or begin the assessment request process if needed. Many times there are unknown medical issues and the Nur~e is able to address those and communicate to the appropriate school. All members contribute to the problem solving process that takes place during each meeting. Please refer to Appendix I for schedule of SARB hearings, sign in sheets, and minutes.

• Describe the qualifications of members serving on the SARB, including specialists assigned to perform case management services for students and parent(s)/guardian(s)/caregiver(s).

o As listed previously, each of the members have a vital part within the SARB meetings depending upon the needs of the student(s) and family (ies). The different areas of representation will assist the school representative (Principal) in completion of the SARB requirements. If it is a special education issue, the school psychologist would take the responsibility of ensuring referrals are completed. If the student is homeless then the Foster/Homeless liaison would take responsibility for the case management of the student or family. Additionally, the CWA staff works to ensure that all referrals are made and followed through. During the review meetings each area will report the status of the referral or case management in conjunction with the site Principal reporting on the updated attendance.

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o Additionally all SARB members are sent a list of scheduled cases prior to the scheduled meetings. This has allowed each department to prep for the case and be prepared to fully contribute. This has allowed Sanger to streamline student and family support. For example, in one of the cases, the school psychologist had been working to initiate a special education assessment but had been unable to contact the parent. The parent was present for the SARB hearing which allowed us to review the case and the school psychologist was able to have the parent sign an assessment plan.

• Describe how the SARB members work collaboratively to diagnose problems and recommend solutions, and give specific examples of collaboration for individual truancy or behavior problems.

o The Sanger SARB board has a long standing well working relationship with one another. There are 3-4 people who have been attending SARB since 2004 and a mixture of new people every year. This has allowed us to keep a positive culture and develop new ideas and additional support.

o As an example of collaboration, we had a family who was struggling on multiple levels. During the SARB meeting we were able to connect the family to our Foster/Homeless liaison and Health services to ensure that she was able to get the appropriate medication needed for her daughters' anxiety. Sanger PD was willing to work with the family to address issues within the community that were also creating anxiety for the student and family. Lastly, we were able to refer the family to Fresno County Mental Health to support counseling services for the student and family. With everyone working together we were able to remove the barriers that were significantly affecting the student's ability to attend school. As with all cases we will review the families' progress in 30 days to review attendance, grades, and emotional status. We are confident that we will get the student up to the 97% attendance expectation of the District.

• Explain what is accomplished at meetings and between meetings to develop and maintain trust and communication among all SARB members.

o Many of the SARB members are also leads in different departments and participate in monthly data analysis meetings. This allows the District representatives to analyze data to determine significant gaps in services or projected gaps. Chronic Absenteeism and discipline is reported at this meeting. During that time if the trends begin to go negative, strategies are put into place to address the issue in a timely manner. SARB members are provided this information during the SARB meetings to get a general idea of our progress. Over the past 10 years the process has allowed us to maintain a high average daily attendance rate and one of the lowest chronic absenteeism rates in the area. Please see Appendix J for an article from the Fresno Bee comparing Sangers Chronic Absenteeism rate to that of the surrounding districts.

o While we have above a 92% attendance rate at our SARB meetings there are times when parents do not attend due to various circumstances. When this occurs we utilize the time to discuss the process and changes that might be made to continue a constant cycle of improvement.

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Content Area 5 (Required): Three Letters of Support (10 Points)

Local School Attendance Review Boards

Letters of support must reflect diverse perspectives and must cover a variety of aspects of the SARB process. The SARB process includes more than the intensive services provided by the SARB and SARB meetings; it also includes the interventions by the school which precede SARB meetings.

Provide at least three letters of support for the local SARB Program.

Please see Appendix K for letters of support

• Two letters of support must be from people who have participated directly in the SARB process. These letters must come from people who are not employees of a school district, such as parent(s)/guardian(s)/caregiver(s), current and former students, or community partners.

• At least one letter should describe the School Attendance Review Teams, Student Success Teams, or any other site-level teams that provide guidance to students and parent(s)/guardian(s)/caregiver(s). Letters should describe team attempts with the student and parent(s)/guardian(s)/caregiver(s) to resolve attendance and behavior problems before a SARB meeting is held.

• At least one letter should describe actions and interventions recommended or carried out by the SARB panel.

• At least one letter should describe a school or district reward system to recognize students with improved attendance or behavior.

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Content Area 7: School Attendance Review Board Leadership Strategies

Local School Attendance Review Boards • Explain how the SARB leadership defines its purpose and vision and creates high

expectations, caring relationships, quality resources, and community partnerships. o The Sanger Unified SARB program, under the leadership of Dr. Wiechmann, has been

in development since 2004. Each year the District and CWA office strive to increase attendance and insure all students are attending school and learning. The programs and policies put in place all have foundations in resiliency focusing on high expectations, meaningful participation, and caring adults. Initially, as the process was started in Sanger, we worked very closely with Bonnie Bernard to tailor our programs and guide our philosophy and culture to reflect a resilience based approach.

o The vision for attendance for Sanger Unified is 96% attendance for all students. This has been our goal and our mantra. Each year we work to support the schools to obtain this goal for every student, including our identified subgroups. We work to ensure that when schools cpnduct school site SARB meetings that they are based upon a resiliency and support philosophy, not a punitive one.

o Utilizing our attendance management system we are able to focus our efforts on correcting atten:dance and discipline at our school site before they get referred to our District Level S~RB (Appendix D). Upon our review of data for the previous year, 95% of all required site level conference where conducted. This was an improvement of over 30% from the previous year. This has resulted in a "save rate" (classified as students who received a truancy or absence notification that did not progress to being chronically truant) of 30%. There area of site level conference is highlighted as it was identified as an area of weakness from the previous year, and the CWA office made it a priority to assist the school site in working with their students and families early.

• Describe how the SARB leadership ensures that there is accountability for follow-up on individual cases.

o Every case is seen by the SARB Board at least twice. This is not just a paper review. It is a review where the family and the school site come back and report on the attendance since the last time the family was seen.

o This review process has been a corner stone of the Sanger Unified attendance success. Families understand that they will be held accountable for improving attendance. Additionally, this holds the school accountable for services or supports that were requested to be put in place for the child. Goals are set based upon the student's previous attendance. See Appendix E for an example of how schools are required to report attendance to the SARB Board.

o During the scheduled review, each site brings an updated packet including attendance, grades, and discipline. If the attendance has met the district target of 97%, the SARB Board celebrates (claps and cheers) for the student and family and refers the case back to the school site. If the attendance does not meet the 97% but has improved since the last meeting it is again set for another review in front of the full SARB Board. As long as families are making progress, the SARB Board will continue to review the case until they meet the district standard or establish a trend line (need at least 3 reviews) that is indicating they will meet the District target. For all reviews parents are provided the date of the review at the current meeting and the CWA staff will contact them prior to their next meeting to remind them. Please see Appendix J for SARB schedule for the 2016-2017 school year.

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o After the second review if the family is not adhering to the SARB recommendations then the case can be file with the Fresno County Superior Court and/or the Juvenile can be taken to traffic court.

• Describe how the SARB leadership addresses attendance and suspension patterns (including disparities among subgroups) that have been identified within schools and for individual students. Describe what prevention strategies or interventions to assist these students are required prior to a SARB meeting.

o The CWA office has been directly involved in the implementation of PBIS for all schools and the implementation for restorative justice. Additionally, attendance and suspension information is presented to the District MTSS team and the area Superintendents. Twice per year each school site is required to present a summit to the District Leadership team in which they must review suspensions, expulsions and attendance for the identified subgroups. This data is now available real time for each principal to review to ensur~ they are on track to meet the district expectations (Appendix A & B).

o Using this data Sanger Unified has worked to address disproportionalities in discipline rate. In order tb address these issues Sanger Unified, under the direction of the CWA department, implemented a restorative justice as an alternative to suspension, expulsions, and involuntary transfers. In the past students would simply be suspended and removed from school. Currently, school sites are reducing the suspensions, expulsions, and transfers and allowing the student t~ restore their credibility. Additionally, Sanger Unified has partnered with Fresno County and implemented a Youth Court Program as one component of restorative justice.

o All schools have fully functioning "Gold Level" (Fresno County Ranking for PBIS, Gold is the Highest Ranking) PBIS systems implemented at their school sites. This combined with our SEL focus has resulted in a significant reduction of suspensions and expulsions (Appendix Band H).

• Explain how the SARB leadership works with community partners to meet the needs of high­risk student groups and their parent(s)/guardian(s)/caregiver(s).

o The Sanger Unified School District works to ensure access to services for students and families. Sanger is a Rural community and the District has put into place staff to support and work with our families. These individuals are SARB Board members and also case managers for families referred for support services. This includes the CARE Team which supports our foster and homeless students, families seeking mental health services, and providing support to access community resources. Migrant services which provides support for families struggling with meeting basic needs and accessing services. Historically, migrant services focused on migrant families, however over the past 6 years they have expanded to provide support for any student(s) or family(ies) in Sanger Unified that may need assistance.

o Migrant services has also taken a resiliency based approached and has worked with many of our SA,RB students who need positive activities. Many times the students who attend SARB will work with migrant services to support the community. This includes, working in the clothing closet, working to offer homework support for elementary students, and offering computer help to the community during open computer lab hours.

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Appendix A

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Sanger Unified School District I Dashboard real time chronic absenteeism for all subgroups. This compares the 2015-2016 year and presents the difference. Currently we are doing better in all areas especially foster and homeless.

Severo 15-16 and 16-17YTO

ill ;" < 11"871 >,213 ;,",,,, 1.79~<6, :; >11,747,

~L 1,9$4 32 1".159%, 1;991

~OCiQ~J?tS~~: · 7,288 ,127' < :: « . ~ . ~ . ,,, ;·.1~7~""h ,, ;:7;.75.7

;F"ED 763 44 5 .. 76~-n ·738

~OS:ei ·· 78 "':'2", "·2..56,% < ,"";; 73- ,: <

iome!ess ,,62 17 10-49% 134

llispatliic, ,,', ,:::"''-6.2:28< 169 ",,, 2 .. ~.% , :eLooB ~tan "1"'225 g Oc7S% 1.181

ttar..K .. <' '17·7."· ::,.:?::· "', .""L1.?0&t. ,,

:"'14ft·

Chronic 15-16 and 16-17VTD

§?}{fr<'!f· ,,,,,,,lhi~iiitiiiftzr®t'Of§Hi~~~~:i,i~¥f!iiliiiii~iii¥Uii2ill1lt!:iii;i$- , ,,,,tf >.n '>1:f,S71 650, 5.47% 11;,47 ss:i , '4.52%,:: -G.94%'

87 1.99'T 82 4~1:1~~ -0.49% - ; 7:iis7 ":396 s>t-o~~~·;::.

5:PED ,763 75 9.82% 738 67 9.07% -0.75":'1>

73" ,,

',:s :··4 .. 10~~.:

29 13<; 10 7.46':"/,

,"485" ,,"8,089 ''386 4.'77~h

1.181 28 2M37'"'"?S:i

146 :'i1 7~s3%

5,.75% 1.641 89 4.20%

.:337 11 3:26% «

Severe and Chronic 15-1ti and 16-17YTO

Wiic;·", ·-··tltu'm·t>ero&i~'fttf2F?SiiiiENiifiRI'~~~iii~riillii>~~,··tocltm:i-•iiiBB

106' .5:..3?~'& -0.99-%

"499 ·.~.43"}-tl . .:0.82%: 92 12.46% "-3.13>%

4-«

·s¥47% ::,~~77,b

;omeress 16 -16.45%

"491 _, )!317'}1. '::'

:33: 2:79% ··' 13 ' s~9o% ·.177 ..

l'.'hite 7.32% 91 5.54% -1.77%

15

Appendix B

16

Sanger Unified School District I Dashboard Real Time Discipline for all subgroups. This compares the minors, majors, and suspensions for the District. Data can be filtered by school and all identified subgroups.

EL~

sesda!Ed~

FostH \#e'Jill Hil'llelen~j

17

Appendix C

18

Table 1: Chronic Absenteeism (State & Federal) Rates for District and Identified Sub Groups 2015-2016 school year

Subgroup California Federal District 8.41 7.29 Sped 17.57 16.24 Foster youth 11.22 7.14

.Homeless 29.20 19.80 African 8.06 6.45 American Hispanic 9.20 8.10

SED 9.21 8.29

Table 2: Suspensions,and Expulsions for Identified Sub Groups 2015-2016 School Year

Subgroup Suspension Suspended Full Expulsion Expulsion

District 499 20 1 Sped 50 4 0

Foster youth 12 0 0 Homeless 10 1 0

African 9 0 0 American Hispanic 327 19 0

SED 431 20 1

Table 3: Drop our Rates 4 year cohort Sanger High School and District 2015-2016 School Year

Subgroup SHS District District 1.1 3.1 Sped 4.9 6.4

EL 1.6 4 Homeless n/a n/a

African 0 0 American Hispanic 1.2 2.8

SED 1.8 3.3

19

Table 4: 4 year Cohort Graduation Rate Sanger High School and District 2015-2016 School Year

Subgroup SHS District District 97.7 95.5 Sped 80.5 78.70

EL 98.9 93.30 Homeless n/a n/a

African 100 100 American Hispanic 97.9 95.7

SED 97.7 95.3

20

Appendix D

21

sanger usn - status n Report

Tile Achievement Initiative leaturine A2A

Unfortunately, we will. never totally fix the attendance problem, what we can do is

improv~ upon our results.

[ontinuous Improvement Model SI&A'S 6 Prindples

1. Process

22

creatine a Mture ol Ac:hievement SlaiiiDl! Ylllb a couure oi'SboYIIu~ np•

our 2 Models to Maximize Results

1. Continuous Improvement Model (SI&A's 6 Principals) ·

2. Leadership Practices Model (Kouzes and Posner*)

•Five Practices of Exemplary Leadership, James M. Kouzes and Barry Z. Posner

5 Practices ol Leadership 1. Inspiring a Shared Vision

- Paint the picture, preach the story

2. Modeling the Way - Communication, training, messaging

3. Encouraging - ~ecognizing, communicating

4. Enabling Others . -· Measuring, reporting, results

s. Challenging the Process - Continuous improvement

1/25/2017

(ODIInUOUS Improvement llle Adllevemeollnllialive

Creating a tuhure of .Khlevement by creating a tutture of "Showing up'"

Increased Parent [onununication and Engagement

~ Letters Printed and Mailed as of June 30, 2016 - Printed letters every two weeks (14 total letter runs to date)

- 14,325 Parent Communication pieces (avefage letter run: 1,023) • 3,603 FltstTruancyNctification

• 1,854 Second Truancy Notification • 497ThfrdTruancyNotific:ation

• 3,548 Excessive Excused Absence I

• 1,360 Excessive Excused Absence II

• 2,266 Email Notifications

:.J.4 • 1,197 Conference Notifications

Conferences -764 Conferences Conducted

• 764 Conferences Conducted- Unexcused Absences

Supporting the Ellort. Is your district actively engaged with the A2A product and process?

23

[ommunicafing with Parents and Stall

[ommunicating Across the organization Data that Drives Action

A2A Reports Delivered and Meetings Conducted - Status Reports (2 of2) - Absenct! Summary Reports (formerly known as Chronic Absentee Reports)

• Dlstrkt·widesummaryreport • lndivfdual site reports with student level detail • Available anytime via the Ui and updated after each letter run

- 41ntervent!on Reports (a.k.a. Communiques) • Dlstrlct-spedfic performance on confereneingand suppression

~ T~i~i~n:=~~nr:::~::~:ns - OVer 4S wmmunicationtouch-polnts with A2A Service Team

Reminders Help Desk assistance Updates to sites letter trigger questions and student attendance record inquiries Intervention outreach to support your sites

conneuration • Attendance Notifications

-Truancy letter 1: sent at 3 unexcused absences

letter 2 :sent at 5 unexcused absences

Letter 3 :sent at 7 unexcused absences

- Excessive Excused Absence letters • Letter 1: sent at 5 excused absences

• letter 2: sent at 9 excused absences

- Excessive Absence Letters • Letter1:sentat5absences • Letter2:sentat 10absences

1/25/2017

student Tardy Incident summary, Year-over-Year

letter Suppression Rates: tst Truancy, tst Excessive Excused

Year-over-Year n~•sc m~s ·--~l4

~

the lower, the better

-

2015·16 overaii.Saue'Rftfe vs. A2l\.l\.verage and A2l\. Top Performer

the higher. the better

IUAA-qe~K3 Tcp~Aver~p~U.l"

Dhtl'lct.-.-.p.t-dAS:csS

24

2015·16leUer Suppression summary

2015·16 Total suppressions bY Site

conferences Addressed, YTD Conferenclng Is crucial to successfully changing your culture to one of•showing up: We schedule a parent conference after the 2ac1 truancy notification.

1/25/2017

Districts who actively engage their parents In meetings and conversations about attendance see better results.

95% of all conferences have been addressed (i.e.. scheduled or dosed).

Questions to consider when reviewing conferencing data: - What Is our conferencing process? - Who Is Involved at the site level? - How marly attempts do we make to hold the meeting?

- How Is the conversation structured?

2015·16 [onlerenc:in~ summary

2015·16 [onlerenc:in~ summary, by sue Type

Elemera!y(803~) ... -· 13% 63%

MiddleSdloo((JoQWdents) 14% """ ,.,. 61%

~School(7075tudents) "" 100% "" .... 5% ... ~ 10% ....

2015·16 [onlerenc:e [losed Reasons

"" ~,..._ !fk?-: ~ .. ~ tn~ :;:c,:; :.t;t" q_::·~

--.,·-· iG~itl11liY;;~~~ ....

_,..._._RS1dctltsl r·:~ '

25

[Onlerenc:es Addressed Rate, Year-over-Year, YTD

the higher, the better

2015·16 c:onterences Addressed Rates bY sue

Measurin~ the Ri~ht Districtwide, Grade, and

Site Absence Summaries

1/25/2017

Attendante Impatts All students IIJ Key Findings from University of Chicago Research*:

The greatest indicator of a studentis success is his/her attendance.

- Just 5 days of school missed -excused or unexcused -can dramatically affect a student's chance for success.

Even high-performing students are affected by absences- not just average and poor-performing students.

Absence is a strong predictor of dropout/graduation among high school students.

• Alkmsworth, Gwynne, Moore, and de Ia Torre, 2013

2015-16 Day lUJsenc:e Breakdown, bY Grade

2015·16 Total Absence Rates

26

1/25/2017

Attendante Impatts All students dl A finding from the University of Chicago illustrating the

impact of absences on high-performing students:

Cnhishschool Amnu$harr!Pf'ts.tcong~.~nf«Msf\Kot~ -·\$

j

1:-v~~ .,._, •1~·1-~1'

·::w·~ 'I'~Vfkt'I'!Wit '4/

The students in this sample all performed at a high level on theACTEXPLOR£Test

For every 5 days missed their GPA dropped dr.imatically

• Allensworth. Gwynne, Moore, and de Iii Torre, 2013

~j<lf~~~,~~~~~;;;t;~;;:l':'H:>"-:-f:R'~"';:',~,-:~_;_}f,."J,t~;,~?;~;._'#·t$>\~J.i.{H~.;;

Distrittwide Absence summary

2015·16 District Absence Rates (ompared to Other A2A ments the lower. the better

Total Absence Rates, Year-over-Year, YTD

'."

the lower, the better

...••..•••.• $'<-'. :t"' .......... ··~;.-<::;·';·

Total Absence summary, Year-over-Year

The~ is to lncrusethe number of students In the &allent<~nds.tlsfactoryutegoriesand deaeae the number of students in the Mlin.ce.bleand Chronic categories. We areseelnc;lmprowrnentoverlastye•rln the &cellent. Manqeable, and Chronic utegorles. There .arethinp we c.n do to continue imprDIIing these results so we don't plateau.

""~~~ .. ,...~,...,.,..~..w~.;-~:~~-"-~~-&m:~"::\:}E.~'-~":>..~'i-1:-!."/iv'<-·~~i:~V~~~-~~~~"" AttentiOn Attendance~

Excellent Attendance letters & (ertificates In 2014-15 there were2.229 students or 21% of your student population who ended the year with excellent attendance (missed Jess t~n 1% of the year)

In 2015-16, there are 3,1 n (28%) students who currently have missed less than 1%

These positive. encouraging letters are designed to acknowledge an often unrecognized but very important group of students

Recognition letters celebrate not only a student's attendance success, but also the parenUguardian efforts.

Recognition Is an Important communication tool

$21,$00

27

2015-16 Total Absence summary

79.17% (8,8631 of your students fall in the &cellent and SatGf.11ttorygroups. 20.83'16(2,332) of your students ~e missed moret~n9.0 d¥ of school

Eueuenr Allendam:e

Grade and sue Absence summary

1/25/2017

2015·16 Dlsfrlcf A2A Truancy Rafes vs. A2A Average and A2A Top Performer

the lower, the bettef

I-'~'"' I~

A2A Truancy Rates By (Ohort, Year-over-Year the lower, the better

~-·· ~~~~~~~~~®~~~~~~~1 1:11£~

l<l$~ 1:

:: .. ~j .. ,.. .. ., ~~

=~!5~ ······~·· ........ ,., ... ~··-···· .. -···· ,..,~~~- ~-

A2A Truancy Rates bY Site, Year-over-Year the lower, the better

28

1/25/2017

Truant BY Grade: Year-over-Year the lowe~;. the better

2013·14Dk~AV~tf~C0!:3U'II: 2014-.15 D~lriclwkle A-.,e: lS.n; l01S.160is~A-~2}Al(

A2A Truancy Rates by Site, YTD the lower, the better

mNElemeftwySd'loolmMiddleSdlooi•"""SehDolc;;Other

2015·16 Dlsfrlcf EEA Rafe vs. A2A Average and A2A Top Performer

the lower, the better

- I<:A~Nti~ llvn""''U~A.W E] AUT<sp~~

Exc:essive Excused By Grade: Year·over·Year the lower, the better

2013-t .. Diol!fctoMdeA~ll.ft l014-UOII!rlctwicle"-ap::J.S.5'.11:

......... ~~-~-~~-~~-~-

EEA Rates bY Site, m the Jower, the better

2015·16 District [hronlc Rate vs. A2A.A.vera~e and A2A. Top Perlormer

the lower, the better

-AJA~~~ ~~~!ii!ritt~Rah fill.Q#..l~~?~t'«tb•-

W<··

29

1/25/2017

Excessive Excused Rates By [ohort, Year·over·Year the bwer, the better

~t ' a- ,.

~~tt~ l:i.~ 1·s.~ 11~ ~~-.. -~;;-d_;J~~~·":,.-: .... ,....,-_-:_.,......,_:->::,o-.~'::-,_.,_=..,_:--:-,..-:_-"·-

~t-d·A<!~.dftol~Miokl~doe..-,...of-..tx-f'Adtqof_...__ DatlaofS/10/2016 _:,~-~-~-~~~~~~¢'t::€.)\'-,$;,:;-,.w~•;:?'t'~¥~~;;;,:;~~:~;,;~!'!¥'-?'...::,!1:>;,'<U~"X.Rti#

EEA Rates bY Site, Year-over-Year the lower, the better

thronic BY Grade: Year·over·Year the lower; the better

20U-14Distrlct.lclo!A--ce;:5A'K 10~·15 Dlnrio:t-'kAotraCCI!i..n :Z01S-16Districtwfde'"-'Ce:"ot.fitl

1/25/2017

thronic Rates By tohorl, Year-over-Year thronic Rates bY sue, no the lowe~; the better the lowe~ the better

!tl:~~ltfi1&11€1J~i~®:i:~Pf!~~l:~, iiOil]!iiiB~~~®&Zil fA~

thronic Rates bY sue, Year-over-Year the bwer, the better

Providintt oversilthl Achievement Initiatives

Bnildin~ on our A2A Snttess Bnildin~ on our A2A Snttess {1t Recommenilaflons: ~ Nelllleps:

30

Appendix E

31

l

I

SANGER UNIFIED SCHOOL DISTRICT SANGER IDGH SCHOOL SARB SUMMARY

'"] 01/03/2000 .· · Na1ne · ID# Gi:ade ·····noB

Sibling: -"---~.4. School: SARB Level: Sibling: ·=~--~ School: ~.c::.-_;::c__,__~··· · SARB Level:.-__...;;--"--"-"-"-~..;;..,

Sibling: School: SARB Level: Sibling: ·.School: SARB Level:·~.,....._~~-

ACADEMIC REPORT

Current Schedule l. US History P 2.. ROP Criminal Just 3 .• 4~ 5. 6. 7.

Chemistry P Integrated Math III P Spanish 2P American Lit P

······ · ·~e.nrrcnr: Grades · . Absence

F 12 A •· · A+ 9 B- 7 B- 7 B.@S1 9

. C@ S1 8

REFERRALS SINCE AUGUST 2013: . . .

Tardies 7 T 1 3 0 2 0

Total CreditS·· Earned/Attempted

145/150 .

' Current GP AI Overall GP A .•

2.75/2.40

NOTES:

ATTENDANCE INFORMATION TO DA,TE:

·······-·.

:Suspensions -·0ff0lmt>ilsi (l Suspeosion ~On Campus (OCS): . 1

Other Discipline Issues: 7 Attendance Issues: 12

Academic Referrals: 3

. P:.itY.~tEh,J;()lt¢9 , 87" · D :s:~z: R . 8 .D68 P Total days/periods absent:

Illness: Waived:

:··

0 D 2 P 0 D 0 P o D· 1 ·p 7· D 62 P

Number of referrals smce August: 23

Non.:.Illness:, Truancy: Suspension- Off Campus: 0 D 0 P

From

Excused: Unexcused: Tardies <30 Tardies>30 Total Infractions:

Suspension -Oil Campus (OCS): 1 D 3 P ..•

· Total motal SJ\Ril 8/20/15 . to o6/10/16 . Periods: ),08Q Days: .180. . . Level 201~~2016 .

31 90

.~1 ·· ... 6. 188

,...,-,.~......,_...,.

Percentage: 3 % Percentage: . ·· ·· 8 % Percentage: .. · .. (j % Percentage: . . .. 1 % Percentage: 17 % ·-.. -. -.-·.

Change in %from previous SARB: Change in %from previous SARB: Change in %from previous SARB: Change in %from previous SARB: Change_iri % from previous SARB:

% --%

;......_.~ %

~=··% % ..,.._..______,

From . 8/18/16 . to .. 10/4/16

Total Total Periods: 198 Days: 33

· SARB District L~vel .. SA:RB .

---~-----

Excused: 0 Percentage: 0 % Change in %from previous SARB: % Unexcused: 23 Percentage: . . 12 ... · % Change in% from previous SARB: ····.·.·%

Tardies <30 8 Percentage: ... .. 4 % Change in % from previous SARB: .'% Tardies >30 1 Percentage: I % Change in% from previous SARB: % Total Infractions: 32 Percentage: 16 .. ·% Change in% from previous SARB: %

From .. 10/S/16 to 1/18/17

Total Total Periods: 324 . Days: . 54

SARB District Level SARB Rvw

Excused: ~J ... . Unexcused: 30 · .... · Tardies <30 · ····· · 3 Tardies >30 1 Total Infractions: ·-· -~·

Percentage: I % Percentage: =-sF' % Percentage: · .... · T % Percentage: -cf' % Percentae:e: ·-1-1- %

32

Change in % from previous SARB: Change in % from previous SARB: Change in %from previou~ SARB: Change in % from previous SARB: Chan!!e in% from orevious SARB:

J % ··-2 ... % . -3 .% 0.% -5 . %

I

2.

-3.

4.

5~

ool Progress Report

SARB

Ken Garcia, Pri1i~ipal

---~·;,. .. Grade · · 3 . Date ~

-===============-· Please return by _______ J ____ .:...__

Please review, complete and return the following along with a short nari·ative on the referenced ~tudent. Promptness is critical in these situations, as there is only limited time due to a fixed hearing schedul~.

Wha~ grade is t)lis stupent currently receiving i~ ~ach su?ject?3 Readmg h- · Social Studies· ·

·.Oral and written language 2 P .E.---:----::--Spelling · 3 · Music~ Mathematics 2 Art · /?'\.~ · ~·

1 Science/Health ·3 BAs -:Lit GOO Level_. ·_..;.1_\l_

Based on your professional opinion, tests, grades, standards and other appropriate criteria how near to · ability do you believe this student(J·s erf.orming? · ·

( ) 1 00% ( ) 75.% . . ( ) 50% ( ) 25% ( ) 0% . .

}3ased on your professional. opinion, tests, grades, standards, and other appropriate criteria do you. believe this student is able to understand the curricular material at the enrolled grade level? <IJ Yes { ) No* · . *Comments required:. . · · ·

Bas~d on the students actual performance ooes he/she: A. Cornplete homework assignments? · · ( B. Usually has a po·sitive attitude? ( C- Respect the p.erson and property of others? ( D. Cooperative and respectful? { E. Participate in class? (

) Always )Always.

. ) Always ) Alw<rys ) Always

(X). Sometimes ( (X) Sometimes ( (X) Sometimes ( ()(')Sometimes ( (X ) Sometimes . (

·!.

) Seldom ) Seldom ) Seldom )Seldom ) Seldom

6. What is the general attitude of the student towards you, yo~r class and the school? _____ ....:..._ __ .. Gv-~R h_a.s u_. <jood o .. :·k-:~ ~os+ ·o+' 'I--ke t.·M.e.

7~ General Comments/Observations or Teacher Records: -------------'-------'--

33

(All information must be completed to District SARB Hearing) ...

I

Please complete the followiJJ.g information to present at the District Level SARB Hearing. This information will support ·requests for citations to Court; Deputy District Att~rney intervention, and juvenile probation intervention.

N arne of Student: __ r-- - ,_,. - J . DOB:·~ ~ Student ID: ~~~~~~----~ ~~--- -~-------------

School: -~W:=..J!'I'-'/-"":>::...-~:....,.·_:_,..,......L,l __ '- Grade: Special Ed:__ 504: EL Foster: ·------ ---Name of Sibling:~- • ·

Name of Sibling:{~ •

0·-

,._. . "'-,. -

Name of Sibling:-----------------

t !..' School:t..C' J ~ v.lt' SARB Level: --'-3;;;,...· __ _

SARB Level: ___ _

School: ------ SARB Level: ___ _

Reporting Period: From:/3/ ?oks To:;)/t/ /,t;, Number of Days Possible~ SARB Level ---..:2_

Excused: \

Unexcused: .5 Tardies < 30: 3 Tardies > 30: I

Total Infractions: ---"-l D=~"-:-

Percentage:

·Percentage:

Percentage:

Percentage:

Percentage:

, L"' ~,;;, \ •' _}

4.9 l 0

j, f) ~~:;

\-Q 'J·

ct.{0 /::.

Percentage Formula

% =missed days * 100 /.days possible

This formula will provide you with the percentage of time missed. Each attendance criteria is calculated separately.

.Reporting Period: From:~ Ju},y To:(t ILC~ J /UN umber of Days Possible/.~ SARB Level 3 Excused: ;) Percentage: ,;) . (q {a Change in% from Previou1: t .l.tJ l 0

Unexcused: ~

Tardies < 30:

Tardies > 30: ~:@-

Total Infractions: 5 ___,:::...,_ __

Percentage:

Percentage:

Percentage:

Percentage:

? '(J_' '1oJ

).3 '0 <:G>

Change in% from P~evious: - .:J. 3 / c:.

Change m % from Previous: ..... ) • {p J"' c~

Change in % from Previous: - J · 0 I 0

Change in% from Previous: -3 · LJ' 0

ReportingP~riod: ~rom:~ b~tJlt> To:liil1otl1(9 NumberofDaysPossible YY SARBLevei_3__

Excused: ce- Percentage: 4;:;)-= Change in% from Previous:

\U I ;). ;3/o ~ 0 '\ Unexcused: Percentage: Change in % from Previous:

.'1!1 '\. e--- ~ \ Tardies < 30: Percentage: Change in % from Previous: . 0 . ') Tardies > 30: c:e Percentage: ~ Change in% from Previous:·

Total Infractions: 1 Percentage: :J. ?J) 0 Change in% from Previous:

Supporting Documentation to att;~ch. . 3) SARB Anecdotal Form I) Attendance printout 2) Copy of the inside of the Cumulative Folder

4) Discipline Records 5) List of intervention used to address attendance

Please attach the Second SARB Contract and other documentation that identifies what was expected of the parents, students, and school. If the parents or guardians are unresponsive and filii to appear twice, the case may be forwarded '?n the next level, a District SARB.

34

,_,. ... SARB FILING INFORMATION FORM

(All information must be completed to District SARB Hearing) --;I

Please complete the following infqpnation to present at the District Level SARB Hearing. This information will support requests for citations to Court, Deputy District Att~mey intervention, and juvenile probation intervention.

Name of Student: - L I - ;(),..,

'------'DOB:' R~r ·Student ID: --------!../_

School: \ALi I S'O Vl Grade: ..5!!! Special Ed:__ 504: _·_· _EL.__ __ Foster: __ _

Name of Sibling: ~ -~· .... ,."'"'""r '~<..::·-~· .... -:::.......... __ _

Name of Sibling:~::::."'-~"-=---""-""-=.,.-=-=-----

School: vt/IIMS

School: WIJM5

SARB Level: __ 3....L­SARB Level: -~3::::.-o.,.__

Name of Sibling: ____ ··o..:...·· ___ .:;__--'- School:. ____ _ SARB Level: ___ _

Reporting Period: From:._---'--- To:. ____ Number ofDays Possible __ SARB Level __

Excused: Percentage:

Unexcused: .seE Tardies <30. )

Tardies > 30: ~

Total Infractions: ___ -,- Percentage:

Percentage Formula

% =missed days * 100 /.days possible

This formula will provide you with the percentage oftime missed. Each attendance criteria is calc:ulated separately.

. ,Reporting Period: From: \o Ito} lb To: "Z) 1 } 11 Number of Days Possible ?.3 SARB Level 3

Excused:

Unexcused:

Tardies <30: \

Tardies > 30:

Total Infractions: L\ -----

Percentage:

Percentage:

Percentage:

Percentage:

Percentage:

Change in% from Previous: __ _

Change in % from ftevious: ..,. 3 · if/"

Change m % from Previous: 71. ? '0 Change in% from Previous: __ _

Change in % from Previous: --1'5.. tP ) ()

Reporting Period: From:. _____ To:. _____ Number of Days Possible __ SARB Level __ _

Excused: Percentage: Change in% from Previous: __ _

Unexcused: · Percentage: Change in% from Previous; __ _

Tardies < 30: Percentage: Change in% from Previous: __ _

Tardies > 30: Percentage: Change in% from Previous: __ _

Total Infractions: ___ _ Percentage: Change in% from Previous: __ _

Supporting Documentation to attach. 1) Attendance printout .2) Copy of the inside of the Cumulative Folder 3) SARB Anecdotal Form

4) Discipline Records 5) List of intervention used to address attendance

Please attach the Second SARB Contract and other documentation thil.t identifies what was expected of the parents, students, and schooL If the parentS or guardians are unresponsive and flili to appear twice, the case may be forwarded on the next level, a District SARB.

35

Appendix F

36

California Department of Educatio'n

District School Attendance Review Board (SARB) Annual Summary Report Year: 201 S - 20/&J District-: - S anAe.r- UM.C..f:~of._ Name of Person Completing Form: I Phone/Email:

0 OUR DISTRICT DOES NOT HAVE SARB

Number of Cases Referred to Local District SARB

GRADE MALE FEMALE BEHAVIOR IRREGULAR HABITUAL COURT LEVEL ATTENDANCE TRUANT REFERRALS

K 2.. "2. '-{ -{ ~ (., 10 3 2 .... _

" (..... 5' 9 .3

3 ~ C-f l'L I 4 I ~ s-· I 5 .. g l 15 6 /0 -, {1 I 7 q_ II zo 3 8 l'5' /_'5: 3o y 9 q .co rL 4 10 4 B 12... I~ 11 -~ /'1 z.o c;, 12 '5 - 5 z.

TOTALS R(') Clf l 1 I Lil

*Please note: Student may be referred for more than one reason.

SARB ReportForm Instructions Instructions for completing each column on the District SARB Annual Summary Report

Column 1: Cdlumn 2: Column 3: Column 4:

Total number of students in each grade referred to SARB Total number of males in each grade level referred to SARB Total number of females in each grade level referred to SARB Total number of students referred due to behavior problems

Total# of Students in Each Grade /OS2-~'53 ~DCo ot2.t Of3~ f\15 CJ~(i,

~ Lt.'-l ~t...£0 'C:' 5 I ~oq -rqo 7 ~5" u 4.:36 ,

Column 5:. Column 6:

Total number of students referred due to irregular attendance (Excessive excused absences or tarclies less than 30 minutes)

Total number of students referred due to habitual truancy (Excessive unexcused absences ortardies greater than 30 minutes) Column 7: Total number of cases referred to court at each grade level . · Column 8: Totalnumber of students enrolled at each grade level (California Basic Educational Data System), ·

Please return form to FCOE Student Intervention & Prevention Department by mail to 1111 Van Ness, Fresno, CA 93721; by fax to: (559) 497-3739; or by e-mail to shalbert@fcoe.org

w 00

California Department of Education

District School Attendance Review Board (SARB) Annual Summary Report Year: 2014-2015 District:

Name of Person Completing Form: I Phone/Email:

0 OUR DISTRICT DOES NOT HAVE SARB

Number of Cases Referred to Local District SARB

Total# of Total# of Total# of GRADE Students in MALES FEMALES BEHAVIOR IRREGULAR HABITUAL LEVEL Each Grade PROBLEMS .ATTENDANCE TRUANT

Referred referred referred

K 8 5 3 8

1 8 3 5 8 2 7 3 4 7 3 10 7 3 10 4 11 6 5 11 5 6 4 2 6 6 7 4 3 7 7 10 5 5 10 8 17 9 8 17 9 19 9 10 19 10 13 6 7 13 11 18 6 12 18 12 18 10 8 18

TOTALS 152 7/ /) I£" ~ - - f

*Please note: Student may be referred for more than one reason.

SARB Report Form Instructions for completing each column on the District SARB Annual Summary Report

Column 1: Column 2: Column 3: Column 4:

Total number of students in each grade referred to SARB Total number of males in each grade level referred to SARB Total number of females in each grade level referred to SARB Total number of students referred due to behavior problems .

COURT REFERRALS

Total# of Students

Enrolled in Each Grade

818

893 901 928 912 859 893 835 872 756 741 745 627

Column 5: Column 6: Column 7:

Total number of students referred due to irregular attendance (Excessive excused absences or tardies Jess than 30 minutes) Total number of st!Jdents referred due to habitual truancy (Excessive unexcused absences or tardies greater than 30 minutes) Total number of cases referred to court at each grade level

Column 8: Total number of students enrolled at each grade level (California Basic Educational Data System)

Please return form to FCOE Student Intervention & Prevention Department by mail to 1111 Van Ness, Fresno, CA 93721;

California Department of Education

District School Attendance-Review Board (SARB) Annual Summary Report Year:

District:

Phone/Email:

0 OUR DISTRICT DOES NOT HAVE SARB

Number of Cases Referred to Local District SARB

GRADE MALE ·FEMALE BEHAVIOR IRREGULAR HABITUAL COURT LEVEL ATTENDANCE TRUANT REFERRALS

K 0 0 () 0 0 0 1 -5 .A I') 0 ., 3-2· 1' 3 /) 12 il i..{ 3 :3 io 0 0 rs C)

4 .., ~ c 0 II 0 .5 .., ~ () " q _5 6 (f) /f) 0 0 i?D I 7 10 .J, 0 0 :::>l ;1 8 ·1o :?) 0 0 5'1 q 9 J~ . !lib () 0 3Gl ~ 10 d-1 Jn () 0 ~-., t( 11 i\ or D tJ !Jj; (p 12 Sf IY 0 tP J..l- I

TOTALS L ?,c:; iS" -; ·{') 0 ()._ ~ <;( 41

"'Please note: Student may be referred for more than one reason.

SARB Report Form Instructions Instructions for completing each corumn on the District SARB Annual Summary Report

Column 1: Column 2: Column 3: Column 4:

Total number of students in each grade referred to SARB Total number of males in each grade level referred to SARB Total number of females in each grade level referred to SARB Total number of students referred due to behavior problems

Total#of Students in

·Each Grade

"'11 ~q.:;-

gq3 f/55 g~· 6" ~30 g_c;q ~4-6 84~ <633 '1 32.. ~.;q

7112.. /.(}1 q( \t~

Column 5: Column 6: Column 7:

Total number of students referred due to irregular attendance (Excessive excused absences or tardles less than 30 minutes) Total numqer of students referred due to habitual truancy (ExcessiVe unexcused absences ortardies greater than 30 minutes)­Total number of cases referred to court at each grade level

Column 8: Total number of students enrolled at each grade level (California Basic Educational Data System)

Please return form to FCOE Drop Out Prevention Department by mail to 1111 Van Ness, Fresno, CA 93721; by e-mail to shalbert@fco~.org; or by fax to:· (559) 265-3054

California Department of Education

District School Attendance Review Board (SARB) Annual Summary Report Year: 2011-2012 ' District: S USD Name of Person Completing Form: D _ {j J 1 e- r},., m l:f J?l-7 J Phone/Email: r J cr- 3.5z- l'to..,

D OUR DISTRICT DOES NOT HAVE SARB

Number of Cases Referred to Local District SARB

GRADE MALE FEMALE BEHAVIOR IRREGULAR HABITUAL COURT Total# of LEVEL ATTENDANCE TRUANT REFERRALS Students in

(" \ Each Grade K 0 I \ \ 1 I , 1 3 (')__ \ \ 1 - 3 2 '3 7 \ I rJ 1 jr'J 3 I "' \ ~ - r 4 L. '4 \ '-- ~ 6~ 5 '-1 1 \ \ 7 ,

7 6 4 ( \ \ 0 ? 10 7 -, -f \ 1 -'-

.. ..., Jb

8 f( IX 1 \ ~, 7 4 ,_, 9 t1 R \ \ -?...0 '1 'Z.fJ

10 7 VB \ \ Lf - IJ 11 {If i'L l \ 'LR 1.. "2..8 12 f'( .) \ I"/ I 1'1

TOTALS i7 ~/{ \ ( '?, '1...2 !Gl -· ._....

*Please note: Student may be referred for more than one reason.

SARB Report Form Instructions Instructions for completing each column on the District SARB Annual Summary Report

Column 1: Column 2: Column 3: Column 4: Column 5: Column 6: Column 7: Column 8:

Total number of students in each grade referred to SARB Total number of males in each grade level referred to SARB Total number of females in each grade level referred to SARB Total number of students referred due to behavior problems Total number of students referred due to irregular attendance (Excessive excused absences or tardies less than 30 minutes)

Total number of students referred due to habitual truancy (Excessive unexcused absences ortardies greater than 30 minutes)

Total number of cases referred to court at each grade level Total number of students enrolled at each grade level (California Basic Educational Data System)

Please return form to FCOE Legal Services Department by mail to 1111 Van Ness, Fresno, CA 93721; by e-mail to lmurphy@fcoe.org; or by fax to: (559) 265-3054

Appendix G

40

Example of School Site Attendance Interventions Jefferson Elementary School At Jefferson we have monthly incentives for students who have perfect attendance. We have done an Ice Cream Sundae Party, Dance Party with OJ Polanco, Extra Recess. We also have a 'Golden Award' Award for the class with the best attendance for the month. We also have a special reserved parking stall for the teacher of the class with the best attendance.

For behavior we have a ROARS store where students can redeem their tickets for prizes.

Sam Polanco Principal Jefferson Elementary Office: (559) 524-6250 Cell: (559) 286-7408 "A Tiger Rises and R.O.A.R.S."

Del Rey Elementary School Attendance: -We have a monthly awards assembly. Every month, students with perfect attendance are recognized and we draw 2 students per grade to select a prize or gift card. -Students with perfect attendance for the month are also given a treat in the auditorium. For example, we have had pizza, root beer floats, and sundaes. -Students with perfect attendance for the year have their name place on a banner that hangs in the auditorium and are taken to John's Incredible Pizza in a limo.

Positive Behavior: -Students get points for being at green or above the clip chart. These points are tallied each month and are able to purchase prizes or extra recess at the Knights R Us Store. -The Knight's Castle is open 3 days a week during lunch recess. It has video games, ping-pong, corn hole, board games, basketball, etc. Students are recognized by their teachers and are given lanyards, which allows them to attend the Knight's Castle. -We have the Bright. Knight Celebration 4-5 times per year. Every classroom has a poster to record the:count down. Students may not receive more than 3 yellows on their clip chart during that window. Students that meet the goal attend the BKC, which includes structured and unstructured recess, movie, dance party, video games, legos, and art activities. We have had most of our students qualfity for this event. Very few do not make it. -At the montly awards assembly, each class recognizes students for the Community of Caring Award (the student who most demonstrates the value for the month) and the Shining Knight Award (academics and behavior). Their picutes are also placed

41

in the cafeteria and the Wall of Fame in the auditorium. Shining Knights also get lunch with the principal. -Students who demonstrate the Community of Caring traits outside the classroom are given COC tickets that are taken to the office for our Friday drawings. Students are called up to choose a prize from the prize wagon. This is the same for our SHINE tickets. They are awarded to students who demonstrate Self-control, are Helpful, make Intelligent choices, are Nice and respectful, and who put forth Exemplary behavior.

Pete Munoz Principal Del Rey Elementary 559-524-6060 559-355-5411

WE are Knights! WE are Family! WE SHINE!

!GO KNIGHTS GO!

Sanger High School Sanger High School utilizes a variety of attendance incentives, including the use of early lunch release for classes that have the lowest level of tardies or truancies. This is a very popular incentive, especially with our upperclassmen. Additionally, at about every grading period, we also provide individual early lunch release for students with the best attendance rate. They receive an early release pass as well as Sanger High School swag including: T-shirts, sweaters, scarves, beanies, and other materials. Students really respond favorably when we are able to do these distributions.

Thomas Soto Deputy Principal Sanger High School (559) 524-7236

Sanger Community Day School CDS -3 Be's

Students earn attendance rewards two ways: one is attending school 1 00% in a month are recognized with a certificate and free personal pizza from local pizza shop. Students that attend 90% of the time are recognized and are put in a drawing for an attendance prize from our Maverick shop. The second attendance reward is for students is our monthly student luncheon for those who have missed less than 3 days in a month, above a 3.0 GPA, and less than 3 office referrals. Overall, for PSIS rewards students earn bullchips/recognition cards via modeling good behavior of

42

completing work, attendance, and being respectful. Teacher give out each reward based on individual students excelling in those areas.

Johnny P. Gonzalez Principal Sanger Community Day School johnny _gonzalez@sanger.k12.ca.us Office -(559) 524-6630

"The strength of the team is each individual member. The strength of each member is the team." --Phil Jackson

Centerville Elementary School For our attendance, we started with an attendance pledge at the beginning of the year and had an attendance assembly "Attendance Matters". We included the topic in our school newsletter, teachers encourage attendance in their grade level newsletters and or celebrate students with perfect attendance on their newsletters. We also have a perfect attendance drawing during our student of month assembly and students get popular items like spirit shirts or pokemon cards for perfect attendance for the period. We also have individualized plans for some students who are struggling, Charger Ticket per day, prize per day. Finally, we announce the class with the highest percentage of attendance at our Flag Pole ceremony on Fridays and the class gets a banner. We also report our absences from the previous day during our morning announcement.

As for PSIS, our students earn Charger Tickets and use those tickets to purchase items from the Charger Store. Students that are on Behavior Support Plans or Check In Check Out plans, meet with our Psychologist to decide on their prize at the end of the day. They range from pokemon cards, iPad time, football cards, piece of candy, etc.

Cristina Hernandez Sanger Unified School District (559) 978-0527

"Yesterday I was clever so I wanted to change the world Today I am wise so I am changing myself' Rumi

43

~[U]~~ ~mJ~®N®mJ~D

@l[Jl]@

@Mo@~omJ®~

Developed by D.Wiechmann ©

Tier 3 *School Site SARB

meeting with school/district support providers*lndividual Student Attendance

Improvement plan* Attendance

Groups/Individualized Supports *Home

Visits*Preset review meetings 30

44

Tier 3 Triggered on Second

SARB Notification or Second Excessive Absence

Notification

Tier2 Triggered on First SARB

Notification or First

Excessive Absence

Notification or students

who missed

3%-5% of school the previous

school year

Tierl Structured to

give all students

incentives to keep working on attendance

even if they have missed a

day.

Appendix H

45

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2016-2017

Suspension Comparisons for 2011-1012 to 2016-2017 Major Offenses as of October 17,2016

Total Total PhysicaiNerbal Possession Expulsion Suspensions Altercations of Knife/DO

76 995 353 12

85 1087 322 28

67 627 192 18

29 423 176 9

21 400 184 22

8 91 25 5

46

Drug/Alcohol

118

100

103

62

42

19

Appendix I

47

SARB Minutes October 20, 2016 (new and review)

1 :00 Call to order 1 :00 Open Forum 1 :05 Closed Session

Time Outcome

Student

1:00 211705 Rodriguez

!Sibling improved back to school

1:15 MR Duran (new)

*Sibling 1:30 207579

Feb (new) *sibling

1:30 205944 Feb

1:45 1010563 *sibling

1:45 212583 2:00 MM

*sibling 2:15 212897

*Sibling *sibling

2:15 K

* 2:30 1015039

*Sibling 2:30 AS

*Sibling 2:45 1016027

*Siblings 3:00 JaG

*Sibling

School

Wilson

I Wilson

Wilson

WAMS Wilson

SHS SHS

SHS SHS Lone Star Sequoia SHS jefferson KRHS SHS

Jefferson 7/6/07

WAMS WAMS Wilson WAMS SHS WAMS WAMS WAMS Reagan

48

DOB Grade

11/12/08 2 Erica

3/10/07 4 Attend

7/6/06 5 Rachel!

9/14/04 6 7/25/07 4 Review

6/6/01 10 12/14/98 12 Review scheduled

3/29/99 11 No show reschedule 12/13/00 10 11/18/10 k review scheduled Feb 1/12/05 6 Reschedule 10/21 5/10/02 9 10/9/09 1 Review schedule Feb 11/23/00 12 2/12/01 10

4 Review schedule Feb

6/29/05 6 3/4/03 7 Back to School site

12/25/09 1 5/21/03 7 CWAmeeting 12/31/00 9 12/24/02 8 CWAreview 4/25/04 7 11/7/05 6 CWA review

9/3/07 4

3:15 FG WAMS . 5/5/04 7 CWA review

3:30 JC SHS 3/22/02 9 review Feb *Sibling SHS 6/23/00 11 back to school site *Sibling SHS 10/15/98 12

3:28 Open forum report out on results on outcomes for each case

10/17/16

49

DISTRICT SARB OCTOBER20, 2016 Time: 1:00 p.m. - 4:00 p.ni. Location: SANGER YOUTH CENTER . '1..·=.·. ...

NAME/AGENCY

~-

.ol~

50

DISTRICT SARB November 03, 2016 Time: 1:00 p.m.- 4:00 p.m. .., Location: SANGER YOUTH CENTER

. NAME/AGENCY

SKO

51

Appendix J

52

SCHEDULE FOR UP COMING SARB PANEL

In an effort to provide you with enough prior notice to adjust your schedule, the 2016/2017 school year series of SARB panels have already been scheduled. Please review the schedule and make the appropriate notations in your calendar. If you have any questiqns contact the CWA office at 524-6638.

SCHEDULED MEETING DATES - Held at the Sanger Youth Center Conference Room, 818 L Street, Sanger, CA.

September 8, 2016 2016/17 District 1prn-3:30prn

September 22, 2016 2016/17 District 1prn-3:30prn

October 6, 2016 2016/17 District 1prn-3:30prn

October 20, 2016 2016/17 District 1prn-3:30prn

November 3, 2016 2016/17 District 1prn-3:30prn

November 17, 2016 2016/17 District 1prn-3:30prn

December 1, 2016 2016/17 District 1prn-3:30prn

December 8, 2016 2016/17 District 1prn-3:30prn

January 19, 2017 2016/17 District 1prn-3:30p

February 2, 2017 2016/17 District 1prn-3:30prn

February 9, 2017 2016/17 District 1prn-3:30prn

February 23, 2017 2016/17 District 1prn-3:30prn

March 2, 2017 2016/17 District 1prn-3:3ciprn

March 9, 2017 2016/17 District 1prn-3:30prn

March 23, 2017 2016/17 District 1prn-3:30prn

April 6, 2017 2016/17 District 1prn-3:30prn

April 20, 2017 2016/17 District 1prn-3:30prn

May 4, 2017 2016/17 District 1prn-3:30prn

May 18, 2017 2016/17 District 1prn-3:30prn

June 1, 2017 2016/17 District 1prn-3:30prn

Thank you.

Dr.Dennis Wiechmann Ed.D, Supervisor Child Welfare and Attendance

6/7/16

53

·early 20 percent of Fresno Unified students chronically absent I Fre... http://www.fresnobee.com/news/locaVeducation/article82658912.html

EDUCATION JUNE 8, 2016 6:58PM

Nearly 20 percent of Fresno Unified students chronically .absent

HIGHLIGHTS ···· ·····•·· · · .... ···· · · ··· ··•··· ··· ······ · ....... · ... : ......... ······ · ..

First-ever national report tracks students who

miss 15 days or more

Nationwide, 13 percent of students considered

chronically absent

Fresno among 30 cities to receive help from

White House program .............. ~ ..... ~···· ~,.. ........................ """. ·····~""" ...... ~ ................................... "'"'"" ( .. .

54

Nearly 20 percent of Fresno Unified students chronically absent 1-Fre.... http://www.fresnob~e.com/news/local!education/artide82658912.html

f I -

< 1 of2 > In contrast to the poor attendance rate in Fresno

Unified, Kerman's Goldenrod Elementary had the best

attendance rates in Fresno County last year. In this video, Fresno County Superintendent Jim Yovino

celebrated Attendance Awareness Month at Goldenrod Elementary_ in September 2015. Goldenrod is part of

the Kerman Unified School District. mmays@fresnobee.com

BY MACKENZIE MAYS mmays@fresnobee.com

About -18. percent of Fresno Unified students

are chronically absent - meaning more than

13,000 students in the district missed at least

15 days during the 2013-14 school year.

Expansive absenteeism data was released

Wednesday by the U.S. Department of

Education's Office of Civil Rights for the first

time ever, tracking students who frequently

miss class at nearly every public school in the

u.s.

Nationally, 13 percent of all students are

considered chronically absent. Those numbers

are higher for minorities, with 20 percent of

55

~early 20 percent of Fresno Unified students chronically absent 1 Fre... http://www.tresnooee.commew:sttu~l:lucuuvauu•u<U ............. u"'"u .... u.7 u ...........

Latino high schoolers labeled chronically

absent, and· 22 percent of black students.

ADVERTISING

Q Replay

About 12 percent of students at Clovis Unified

are chronically absent; in Central Unified, it's

13 percent; 10 percent at Sanger Unified; and

12 percent at Fowler Unified.

Fresno Unified students missed at least 15 days of class

The White House also announced Wednesday

that Fresno will become one of 3 0 cities to

participate in a new initiative from My

56

Nearly 20 percent of Fresno Unified students: chronically absent I Fre... http://www.fresn.obee.com/news!local/education/article82658912.html

Brother's Keeper, which aims to reduce

absenteeism by connecting at-risk students with

caring mentors.

Of Fresno Unified's high schools, McLane has

the most chronic absences, with about 3 3

percent of students missing 15 days or more in

2013-14. Clovis High had;the highest rates of

chronic absenteeism in Clovis Unified's high

schools, with about 21 percent.

Fresno County had among. the highest

elementary school truancy: rates in California,

according to a report released last year by the

state Attorney General's Office. Those absences

resulted in a loss of more than $51 million in

state funding for Fresno County schools in

2 014, since funding is tied to average daily

attendance.

The attorney general's report only tracked

student attendance up to fifth grade. California

is among a handful of states that doesn't track

student attendance in its statewide records

systems. The data released Wednesday is from

a mandatory survey of U.S. public schools

conducted by the Office of Civil Rights every

two years, but this was the first time student

absenteeism rates were collected.

Nearly 42,500 Fresno Unified students- more

than half of the student body - were considered

truant in the 2013-14 school year, meaning

they had at least three unexcused absences or

were at least 30 minutes ~ardy three times.

57

karly 20 percent of Fresno Unified students chronically absent I Fre... http://www.fresnobee.com/newsllocal/education/article82658912.htrnl ·

Valley schools have upped ~fforts to curb

absenteeism in recent.years, with 10 districts in

the county hosting truancy intervention

programs. Last year, the Fresno County District

Attorney's Office announced a new Attendance

Matters program for Fresno Unified schools,

where elementary schools conduct meetings

with parents to focus on the legal consequences

of not sending their children to school.

Also last year, Fresno Unified hired 20 child

welfare and attendance specialists who are

based at the most at-risk elementary schools.

The specialists make home visits and stay in

constant contact with families to make sure

students get to class.

More information from th~ Associated Press .' '

analysis of the Department of Education data

can be found here.

Mackenzie Mays: 559-441-6412, @MackenzieMays

............... $ ........................ , ...... "' ..... ••••t .................................. ~f ................. _, ......... .

RELATED CONTENT • Goldenrod Elementary attendance celebration

I ........ "" .. ., .......... ~ .......... ". < ......................... < ............ < ......... " .............. " ••••• ~ ...... < ........ "

MORE EDUCATION

58

Appendix K

59

Ronald W. Reagan Elementary School 1586 S. Indianola Avenue, Sanger, California 93657

Phone (559) 524-6780 • FAX (559) 876-0170 John Hannigan, Ed. D., Principal • Myrna Okada, CSP

Melissa Herring, Office Manager

Dear Model SARB Selection Committee:

It is my pleasure to write this letter of support for the Sanger Unified School District SARB process. At Reagan Elementary, we work with our parents to remediate attendance issues before they reach a level that would cause a referral to District Level SARBs. Reagan uses a whole child focus and approach to support student attendance. This inCludes monthly attendance awards where students get to select their rewards for being recognized for perfect or improved attendance. This is also weaved into our MTSS discussion regarding behavior and academics. We begin to work With parents prior to actually triggering a site level SARB meeting if we see a pattern of attendance early that interferes with student achievement or positive behavior.

If a student's attendance violates our attendance expectations, our automated process (Attention To Attendance) automatically recognizes the violations and initiates the SARB process. A first SARB letter is sent out after 3 unexcused absences or periods of school missed greater than 30 minutes. Chronic Absenteeism letters are sent out after a pupil has 5 absences of any kind. If a family continues to violate the attendance expectations (2 more unexcused absences or periods of absences greater than 30 minutes, or an additional 4 absences of any kind), a school site SARB level meeting is held where we work with the families to improve attendance by addressing any barriers that may interfere with a student's attendance. At these meetings, our staff and support services meet with the families and work to address any issues that may be interfering with a student's attendance. This may include assigning or increasing support services, such as counseling or CARE team services. Based upon the team's recommendations, attendance goals and a review date are set to ensure the student and family are making adequate progress. These goals, as well as student progress are reviewed during monthly MTSS meetings.

Utilizing the SARB process and our MTSS approach has allowed us to address and help families improve attendance and stop many cases from being referred to the District level SARB. Of the 8 cases that we have met with this year, none have been referred to the District Level SARB.

Sincerely,

~ John Hannigan, Ed.D., Principal Ronald W. Reagan Elementary

Sanger Unified School District • Matthew J. Navo, Superintendent Board of Trustees: Peter R. Filippi lsmael (Mike) Hernandez James D. Karle Kenneth R. Marcantonio Marcy Masumoto Jesse Vasquez Tammy Wolfe

60

My name is Marisol Cervantes and I am the parent of a sth grade student at Jackson Elementary School.

As we had had some attendance problems during the school year we were referred to the Sanger

Unified District SARB. When I originally got the notice to appear I was very worried that I was not going ·

to be listened to and that I_ was just going to be in trouble or sent to court because of our attendance

problems.

When I went into the roo I'D with the SARB panel I was even more worried when I saw all of the people

sitting around the table, it .was very intimidating to say the least. As the meeting started I was able to

discuss with the group what the issues that I was facing and some of the difficulties that were effecting

my daughters attendance. The Panel listened to what my concerns were and everyone was very helpful .

and supportive. They helped us problem solve and the main issues of my daughters anxiety and offered

programs that could support us. It was also helpful that the school resource officer, who had been to

our house before to help, was part of the meeting. With everyone working together to support us I felt

much different leaving the meeting than when I first went in. I am sure that the plan that was put into

place and the help that we will get will help us have a good review meeting.

Sincerely,

Marisol Cervantes

Parent Jackson School

61

Dear Model SARB Selection Committee,

I was asked to write a letter about my experience with the Sanger SARB process. As_ it was a positive

experience for me, well maybe not initially, but in the end it was very positive.

I first knew I was in trouble when my mom started to get letters when I was in 7th grade telling her I was

missing school. She would ask me about them but I assured her that it was not a big deal and I was

going to school. She believed me, for the most part, as I had only missed 4 days of school over the past

5 years. Once I started 7th grade, I lost my focus and got involved in the "drama" of middle school. That

included getting in trouble for having marijuana and tagging on Wilson School. At that point I was not

doing very well and having a hard time.

At some point my mother1was required to attend a SARB meeting where there were lots of people

sitting around the table asking why I was missing school. Then they then started to ask me about my

future plans and what college I wanted to go to and what career I wanted. They also asked how I

thought my mother felt by being in the meeting. I knew she was disappointed.

The SARB meeting was not the magic answer to my problems, but it made me start thinking, what am I

doing? I participated in t~e counseling services and the school did restorative justice instead of getting

suspend for getting in trouble.

I am happy to say that now I am doing much better. I do not have to go the SARB meetings anymore

because my attendance, grades, and behavior are great!! I am doing so well that I actually was hired as f

a custodial worker at our school.

I am thankful now what the school and district did for me. If those meetings had not have happened,

and I had not realized what I was doing to my mom, I might be in a really bad place.

Sincerely,

Janet Sanchez

62

February 2, 2017

CITY OF SANGER POLICE DEPARTMENT

SILVER RODRIGUEZ Chief of Police

To whom it may concern:

It is my pleasure to write this letter of support for the Sanger Unified School District's School Attendance Review Board program (SARB). As a rural community of25,000 residents, I consider it a vital necessity for us to work with the schools to ensure student safety and success. We believe that the greater success students have in school, the less likely they are to end up in the criminal justice system. To that end, the Sanger Police Department has partnered with the Sanger Unified School District (SUSD) in several areas, including attendance and discipline programs.

Our School Resource Officer (SRO) has been participating in the Sanger SARB process for more than five years. This includes attending meetings and providing relevant input and information that is beneficial to the process. In some instances, Sanger Officers have dealt with SARB families and are able to make a connection that helps piece the puzzle together. As a resource for the schools, the SRO assists by confronting attendance issues before a referral to the SARB is necessary. This involves working with families and dealing with the issues that result in the excessive absences. In such instances, the SRO serves as an intermediary between the family aiid school to resolve the home issues or student behavior that is keeping him/her from school. These efforts, coupled with the SRO's engagement in the restorative justice framework, supports keeping the student in school, instead of suspension.

As observed by SRO Soto, one of the most effective strategies employed by the Sanger SARB is the mandatory review meetings to assess family compliance with SARB directives and attendance improvement. Bringing the entire family into the problem solving process has proven an effective approach. This has allowed the SARB Board to take a holistic approach in the effort to support families.

The Police Department is also an active participant in the Sanger Youth Court process. This program began two years ago and has proven highly effective in reducing suspensions and expulsions, thus keeping students in school. Thank you for your consideration of the Sanger SARB for Model SARB.R(£ognition.

Sincerely,

S~R . Silver Rodriguez~ Chief of Police

1700 7TH STREET SANGER, CALIFORNIA 93657

24 Hour Dispatch {559) 875-8521 • Records (559) 875-8522 ·Administration (559) 876-6363 63

January 30, 20 I 7

Fresno County Probation Department Rick Chavez, Chief Probation Officer

To: The California Department of Education, Educational ·Options, Student Support; an.d Anierican Indian Education Office

This letter· is in support ()fthe Sartger Unified School .District receiving "Model SAR13'', ·designation~ ·. · Fresno Cognty Juvenile J>rqbation :has a vested inter¢st.in sttident succ.ess in school and community. This success begins With l.Jasic daily school attendance. As part ofthe e±Iort to keep students in school and out of the Juvenile Justice system we have collaborated with the Sanger Unified. School District SARB.prO'cess overthe]Jast 14 yeats ... We have been impressed withthe,.work thatthe District has·done· increasing: f!ttendanCe and. reducing absenees. Currehtly Deputy Probation Officer Ray Martinez.has · been assigned to Sanger Unified through the Truancy Intervention Progtarrt (TIP).

As part or the Sanger SARB process oun>fficers notonly ·help with the oistrictSAR8, bufatso help the .. school sites working V.rith families before the attendance is.sues get to the point i'her~ Jheyfamily:is ·· referred to the. District SARB. This entails Ihaking contaCt with families who are difficultt(> find and tneeting with,students who are having ~ttendance issues at the schoolsite .. When the officer -is woridng with the schools .and students (iirec~ly we view this as a community approach toward ~dleyiating tfuancy~ The officer is working to: establish. a .relationship with the families. to help them UActex:stand the importance of attendi:mce. : For some of our families it takes an. Officer expl~ining the I arm terin C()l1Seq1Jetices qf not going to school Oita regular basis. Because of ofu rural geogl'aphica11ocation; the bilingual aspect of Offi~er: Martinez Spanish skills. enhances. these .. services ·and·~nows' families. the·· opportunity to comminute ~ote·effectively in their n~tive language~ · ·

The officer also, is a mernb~r of the Sanger District SARB. Irt tl1is. capacity.h.e is aple to .cornmunica~e · information i;egardirtg fami~yi~sues thatthe schools may not be aware of .. Heoften utilizesrriore ofa legal· perspective, to comtimnic,ate,'•the •negative eff~cts .. of.attendance, including·fines and trtiancY, .... citations .. < Wllile he comrounicates the. possible c()t1sequences he also enhances the pc.)sitiye side, :of . · matters, trying -to solve problems with the.other SAR8 Board m~ll1bers. . ·

.. ·.. . . . . .

As Officer Martinez.also·w~rks with other SARB boarcis inFresnbCounty, andhascon~tnunic~ted_tha!, the process and.probl~m so~ving approach ofthe Sanger SAR8 boa:rd is unique and extiemely efrective. ' The SA:R8 panel truly tries' to help ~he ±~ilies·solve the .~ssues that are prev~ntingthemfrorn attending~ .··.. · · school on a da:i.ly.basis. In additioU, he is impressed thatthe SARB Boa,rd requjres &IL.of the' sibliQgs to ~orne totheSAR13 meetingto address.the.issueaRa family. ],'hisllas,allow~d theboardtqpreyeAtth~· yot.mg~~ children fron1 following in the. older siblings footsteps. It is a power sia,tement tO look a.t a, teenager wpo is ditching sc~oohmd say "do you want your yotlllger sister to ditch schooL.or·do,you want her to go to college?'' Long ago we leam.ed that you really can't force a teegager to do.aJ1yt11~rig,.but if they realize they areiniportan'tto theirfamily and siblings they wilL work ()n changing th~ir })ehavior.

OFFICE.OFTHE CHIEF PROBATION OFFICER

3333 E:Ameri~nAve. I Building 701/ Suite 8/.Fresno, California 93725 · ..

Phcil1e (55~} 600" 1294/ FAX (559) 455•241.2

The County of Fresnb is an equal einp!oy'ment oppbrtlirilty employer

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Fresno County Probation Department Rick Chavez1 Chief Probation Officer

Ev~ry c~e has follow-up progress review, which holds tl)e f~miljes ac.countable and allows the SARB . Board to celebrate progress w1ththe youth and family.

The Fresno Col111ty Probation Department and theSahg~r Unified School District have a long standing c.ollaborative ~pproach toward. the wellbeing ofyouth and their community. This combined ·effort of . resources and commitment to s~hool attendance has reaped rhe rewards of increased $Choofdaily attej}dance. early intervention and juvenile delinquency prevention .. T!J_e initiatives and comrn.itinent to · education by Sanger Unified is one ofproinising practices in Fresno· County and the centtakvalley. ;We

. are-proud.to share: this vision of prevention and· iritenten.tion viith the Sanger Urtitieci. School District. It · i~ with great plt:tl$t!re that l r~commend the Sanger Unified for the· distinguished Mddei SARij ·design!:ltion/ t1Clrno'Yledgement. .

,\: :, . . .

··• RickChavez . . ' ChiefProbation Officer

. Fresno Gqunty Probation Df.'(pal'fJnent

.·

. . .

3333 E; Amerig~11 Ave: {Building 701 / l)uite 8 /FrE!sno, California 93725;

Phcin.e (559) 600" 1294/ FAX (559). 45s;2412 The County of Fresno is an equal emp!oymentqpportunity ~mployei

:.::· .. :

Fresno County Probation Department· RickChavezi ChiefProbation Officer

. . . . . .

. Ev~ry,~e ll$ follp~-MP ptQgr¢~$. t~yiew, which h()1c1s the J~iti.es a<:c.o.PA~Ple .and. allows the SMB . Boar~f.to:·celehrateprogress Witltthe yottth and family. · . . . . . . .

·· .. ~···

,._ ... ·.· .. . · .. .

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Dear Model SARB Selection Committee,

I've been asked to write a letter about my experience with SARB. In the beginning, the process and

letters were annoying, noVI( looking back, they helped extremely.

Avoiding my responsibilities was an everyday thing. I struggled with my anxiety and depression from 6th

grade until the end of my freshman year in high school. Instead of coping with my problems by talking

to someone, I began smoking weed heavily. Downers with downers don't mix.

Eventually my attendance caught up to me and I had to be in SARB. This was annoying, but looking back

it helped me by setting me up with the Care Team which helped me with counseling and facing my

problems. With their help and the help of the school, not only did my attendance improve, but my

grades and I personally improved.

If it weren't for the SARB process and the help from the school and the CARE team, I wouldn't be here.

am extremely proud of myself.

Victoria Villa

Former SARB Student

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February 6, 2017

I SANGER UNIFIED SCHOOL DISTRICT

1905 SEVENTH STREET • SANGER, CA 93657 (559) 524- 6521 FAX(559) 875-0311

MATT J. NA VO, SUPERINTENDENT "Dream Big, Work Hard and Believe!"

Model SARB Selection Committee,

It is with great pleasure that I write a letter of recommendation for our School Attendance Review Board (SAR;B). As a member of the Fresno County Superintendents Advisory, Scale Up project, Advisory Commission on Special Education (ACSE), and member of California Office to Reform Education (CORE), I can assure you that the Sanger SARB process, overseen by Dr. Dennis Wiechmann, is deserving of the title of "Model SARB".

The program that has been developed under Dr. Wiechmann's leadership has been a key aspect in Sanger's at;nazing educational results. The Sanger SARB program is based upon a multi-tiered approach, and does not simply rely on prosecution of students. Based upon the tiered system, each of our schools are expected to positively address attendance and behavioral issues that may prevent a student from learning. This includes early notification for students who have missed school due to truancy and for legitimate excuses. This early notification provides parents the opportunity to address attendance issues before they become an issue that might negatively impact their learning. In addition to these notifications, each school site has various rewards for attendance. Some of these include, but are not limited to, perfect attendance, most improved attendance, classroom attendance competitions, and family awards for attendance.

If a student's attendance requires a second notification, each school site has a "site level SARB" in which the school site staff and support services meets to address the attendance issues. This is considered our second tier of intervention. Results of these meetings include, but are not limited to, referrals for support services (counseling), individual attendance goals, and small group attendance awards. Given the support provided to our families, the majority of our attendance issues are addressed at the site level.

For those few students who continue to have attendance issues they are referred to the District Level SARB. This would be the third tier of intervention. At these meeting the SARB panel reviews the case from a family perspective. One of the unique features that Dr. Wiechmann has established at the District SARB is the "sibling" rule. That is, if one student is referred to the district SARB, all of the student's siblings are also reviewed. During the first meeting the family is required to bring all of the children to the meeting and attendance, grades, and behavior are reviewed for everyone.

------------ Every Child, Every Day, Whatever it Takes! ----------

Trustees: Peter R. Filippi Ismael (Mike) Hernandez Kenneth R. Marcantonio Marcy Masumoto G. Brandon Vang Jesse Vasquez Tammy Wolfe

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As I have talked to other educational leaders from the Central Valley, State of California, and the Nation, I am extremely impressed with the work that has been done by our SARB process.

I also believe outcomes are as important as process and the results ofthe District SARB can be seen in our attendance rates and our chronic absenteeism rates. As reported for the past school years, Sanger Unified has boasted the lowest chronic absenteeism rates for all of our students, and our identified sub groups.

I look forward to the selection committees' review ofthe 2016 Model SARB application and to the results of this review.

Sincerely,

~~~--~--Matt J. Navo, Superintendent

MN:dw

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