Woodlake Unified School District — We Are OneWUSD Attendance Intervention Navigator

Barrier response

Barrier → Strategy Finder

Select the barrier you believe is driving the absence. The finder returns tier-appropriate strategies, questions to ask, staff who may help, possible resources, what to monitor, and when to review.

Select a barrier

Tier
Unknown is a valid barrier status. Do not guess at an intervention. Run an information-gathering cycle first, then match a strategy to what you learn.

Unknown — gather information

The barrier is not yet known. Unknown is a valid status. Gather information rather than guessing at an intervention.

Signals you may see

  • • Pattern is clear but the cause is not
  • • Family not yet reached
  • • Student has not been asked
  • • Conflicting information

Staff who may help

Case ownerAttendance clerkTeacher who knows the student bestCounselor

Questions to ask

Nonjudgmental, specific, and short.

Student

  • “We've noticed getting here has been harder lately. What is getting in the way?”
  • “Are certain days or classes harder than others?”
  • “Is anything happening at school, or outside of school, that we should know about?”
  • “What support would actually help?”

Family

  • “What is making consistent attendance difficult right now?”
  • “What have you already tried?”
  • “Is there a school-related concern we should understand?”
  • “What support would be helpful?”
Open the Conversation Toolkit

Monitor and review

Possible resources

  • • Structured information-gathering cycle
  • • Quick Screen and Conversation Guide
  • • Two teacher input contacts
  • • School Success Meeting

What to monitor

  • • Whether new information was gathered
  • • Whether a barrier category is now supportable by evidence
  • • Attendance pattern shape

Review: Complete information gathering within 5 instructional days, then re-check the barrier status. Do not select an intervention until there is evidence to match.

Timeframes are practice recommendations, not automatic legal requirements.

Strategies to consider (6)

Structured information-gathering cycle

WUSD practice

When the barrier is unknown, gather information systematically instead of guessing at an intervention.

Tier 1 UniversalTier 2 Site-Level InterventionUnknown — gather information

Who can implement

  • Case owner
  • Counselor
  • Attendance clerk
  • Teacher of record

Suggested dosage

Complete within 5 instructional days; re-check the barrier status at that point.

Practice recommendation, not an automatic legal requirement.

Steps

  1. 1Pull the pattern: which days, which periods, excused vs. unexcused, when it started.
  2. 2Ask two teachers what they notice about engagement and arrival.
  3. 3Hold one short, nonjudgmental student conversation using the Conversation Toolkit.
  4. 4Make one family contact focused on listening, not compliance.
  5. 5Record the barrier as Unknown until evidence supports a category — then match a strategy.

Evidence to monitor

  • New information gathered
  • Whether a barrier category is now supportable
  • Attendance pattern shape

Signs it is working

  • A plausible barrier emerges
  • Student or family names a specific obstacle

When to modify

  • Still unknown after two contact attempts — add a different adult with an existing relationship
  • Family unreachable — try a home visit or a trusted community contact

School Success Meeting

WUSD practice

Bring student, family, and site staff together to surface strengths, barriers, and supports before formal referral.

Tier 2 Site-Level InterventionTier 3 SST / MTSS teamUnknown — gather informationSchool connection / belongingAcademic avoidanceSocial-emotional / behavioral healthFamily / caregiving responsibility

Who can implement

  • Site administrator
  • Counselor
  • Teacher
  • Attendance clerk

Suggested dosage

One meeting, follow-up review in approximately 15-20 instructional days.

Practice recommendation, not an automatic legal requirement.

Steps

  1. 1Send the student and parent survey ahead of the meeting (interests, connections, challenges).
  2. 2Review attendance, academics, and engagement together in one place.
  3. 3Agree on 2-3 supportive measures with named owners.
  4. 4Schedule the follow-up review before anyone leaves the room.

Evidence to monitor

  • Implementation of each agreed support
  • Attendance trend
  • Family and student participation

Signs it is working

  • Supports are delivered and attendance responds
  • Family stays engaged

When to modify

  • Supports were implemented without response — refer to SST / MTSS team with the documented story

Mentor or trusted-adult match

Optional strategy

Give the student one adult who consistently notices and follows up.

Tier 2 Site-Level InterventionTier 3 SST / MTSS teamTier 4 SARBRe-EngagementSchool connection / belongingSocial-emotional / behavioral healthPeer conflict / safetyUnknown — gather information

Who can implement

  • Counselor
  • Any staff volunteer
  • Community mentor partner

Suggested dosage

Weekly contact for at least 6 weeks; keep in place during step-down.

Practice recommendation, not an automatic legal requirement.

Steps

  1. 1Ask the student which adult they would talk to.
  2. 2Confirm the adult's willingness and set a weekly time.
  3. 3Keep the focus on the relationship, with attendance as a byproduct.
  4. 4Maintain the match when supports step down.

Evidence to monitor

  • Attendance
  • Contact completion
  • Student-reported connection

Signs it is working

  • Student seeks out the mentor
  • Attendance holds during hard weeks

When to modify

  • Match is not working — change the adult, not the strategy

SART written attendance agreement

WUSD practice

Formalize responsibilities and supports in writing with the family after site intervention.

SARTUnknown — gather informationUnderstanding of attendanceFamily / caregiving responsibilityEmployment / income needAcademic avoidance

Who can implement

  • Site administrator
  • Counselor
  • Family and student
  • District attendance leadership

Suggested dosage

Progress review in approximately 20-30 instructional days.

Practice recommendation, not an automatic legal requirement.

Steps

  1. 1Summarize what was tried, what was implemented, and what it produced.
  2. 2Write the attendance goal and the responsibilities of student, family, school, and district.
  3. 3Name the intervention owner and the progress-monitoring date.
  4. 4Give the family a copy in their language.

Evidence to monitor

  • Attendance against the written goal
  • Delivery of each promised support
  • Participation

Signs it is working

  • Trajectory improves even before the goal is met

When to modify

  • Supports were delivered without response — consider SARB readiness review

SARB directives and community coordination

Legal requirement

Bring district and community authority, resources, and accountability together when site intervention was insufficient.

Tier 4 SARBUnknown — gather informationHousing instability / mobilityEmployment / income needFamily / caregiving responsibilitySocial-emotional / behavioral health

Who can implement

  • District SARB panel
  • District attendance leadership
  • Community partners
  • Site team

Suggested dosage

Follow-up at 30, 60, and 90 days after the hearing.

Practice recommendation, not an automatic legal requirement.

Steps

  1. 1Complete the SARB readiness check and forward the full intervention story.
  2. 2Present the specific ask, not only the absence count.
  3. 3Build directives with measurable goals, timelines, and named responsibilities.
  4. 4Move immediately into 30/60/90-day follow-up.

Evidence to monitor

  • Delivery of each directive
  • Attendance trajectory
  • Remaining barriers

Signs it is working

  • Directives are delivered and attendance improves at the 30-day review

When to modify

  • Plan is not holding — reconvene or add agency coordination

Step-down and maintenance plan

WUSD practice

Reduce the level of intervention deliberately without losing what is working.

Re-EngagementTier 2 Site-Level InterventionTier 3 SST / MTSS teamUnknown — gather informationSchool connection / belongingMorning routineAcademic avoidanceSocial-emotional / behavioral health

Who can implement

  • Case owner
  • Counselor
  • Administrator

Suggested dosage

One reduction every 2-3 weeks, with a check after each.

Practice recommendation, not an automatic legal requirement.

Steps

  1. 1Confirm improvement held for at least 30 days.
  2. 2Remove one support at a time and watch the response for two weeks.
  3. 3Keep the trusted-adult relationship in place.
  4. 4Write down what happens — and who acts — if the pattern returns.

Evidence to monitor

  • Attendance after each reduction
  • Engagement
  • Family contact

Signs it is working

  • Attendance holds after supports are reduced

When to modify

  • Attendance dips after a reduction — restore that support and hold longer