Across all five toolkits
Continuum resource pack
Match the response to evidence and student/family voice. Give each action an owner, a date and a way to confirm it happened.
Barrier → support master menu
| Barrier / need | Universal connection | Early / targeted support | Intensive / community response |
|---|---|---|---|
| Transportation | Arrival check-in and pattern review | Route/bus problem-solving; backup ride and arrival contact | District transport and community coordination |
| Basic needs / housing | Welcoming contact; discreet needs check | Family resources; food, clothing and housing liaison | Coordinate appropriate housing and community supports |
| Family responsibilities | Listen without blame | Family schedule map; caregiving/childcare problem-solving | Case conference and community resources |
| Academic / missing work | Manageable welcome-back to class | Teacher connection; tutoring and catch-up plan | Credit review and individualized re-entry |
| Belonging / avoidance | First Faces welcome and connection | Trusted adult; safe arrival and check-ins | Coordinated re-engagement and access review |
| Behavior / climate / safety | Notice patterns and listen | Classroom problem-solving; safe person/place | Required safety response and coordinated supports |
| Health / wellness | Ask about access and re-entry | Nurse/counselor support and appointment plan | Coordinate appropriate care and access supports |
| Motivation / relevance | Connect school to interests and goals | Mentor; career exposure and goal map | Graduation/credit plan and community pathways |
| Unknown | Listen; record Unknown rather than guess | Short information-gathering cycle with review date | Revisit evidence and student/family voice before escalating |
Examples, not diagnoses or automatic placements. Confirm access and implementation before judging results.
For families · How our school works with you
If attendance becomes difficult, we will listen, understand what is getting in the way and make a plan with you. A missed day does not automatically lead to a formal hearing.
- 1. First Faces
We welcome and reconnect.
- 2. Fresh Start
We notice an early pattern and make a 30-day plan.
- 3. Success / SART
We meet to build a shared, practical plan.
- 4. Intensive Support
We check what worked and add more help.
- 5. SARB
If needed, a panel coordinates support and clear expectations.
At every point, ask us who will help next, when it will happen and when we will check back.
Administrator implementation guide
Ownership & cadence
- First Faces: Every adult; site lead coordinates handoffs. Immediately; review emerging patterns.
- Fresh Start: Site attendance lead and trusted adult. 30 days, with 2- and 4-week checks.
- Success / SART: Site administrator / SART facilitator. 15- and 30-day reviews.
- Intensive Support: Site administrator / attendance lead and trusted adult. Weekly tracking; 30-day decision.
- SARB: District SARB coordinator and panel; site case owner. 15-, 30- and 60-day monitoring.
Handoff & confidentiality
- Carry forward the pattern, barrier evidence, student/family voice, delivered supports, access, response and next owner.
- Record only information needed to coordinate support; share on a need-to-know basis in district-approved systems.
- Do not paste identifying or sensitive student details into anonymous strategy tools.
- Involve district attendance leadership / SARB coordination when site supports require district resources or Pre-SARB readiness is being reviewed.
- Maintain required notices, timelines and separate safety, disability/access, housing or welfare processes as applicable.
Staff learning · 70-minute session
From First Face to Re-Engagement: The WUSD Attendance Continuum
- 0–10 min · Five stages and the least-intensive effective response
- 10–20 min · Practice a First Faces welcome and warm handoff
- 20–30 min · Read an anonymized early pattern and choose Fresh Start supports
- 30–45 min · Role-play Success/SART voice, barrier, matched plan and backup
- 45–55 min · Audit delivery and access before considering escalation
- 55–65 min · SARB: directives, school commitments and next-day re-engagement
- 65–70 min · No Dead Ends: name the owner, due date, evidence and review
Use a fictionalized or de-identified scenario. Do not use a real student’s details in shared training materials.
No Dead Ends: “Referred,” “family contacted,” “resources provided” and “meeting held” are actions—not outcomes. Confirm access, follow-through and response.
Records and district review
- 01Master Student Attendance Intervention TrackerOne running record across all five stages. Use only in an approved district record location; entries here remain on this device.Open fillable form →
- 02District Attendance Quarterly Review ToolReview not only absence percentages but stage movement, barriers, implementation and re-engagement.Open fillable form →