Woodlake Unified School District — We Are OneWUSD Attendance Intervention Navigator
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Re-engagement

Welcome back is not a plan

Re-engage → Stabilize → Step down → Sustain. A student returning after an extended absence needs an academic restart, a reconnection, and a short follow-up — not a greeting.

Student re-entry plan

Check off as the team completes each element.

Before the return

Day one back

Days two through five

Two to three weeks out

Strengths / protective factors check

Do not only identify barriers.

People

Purpose

Patterns that already work

Family capacity

How can we build on what is already working?

What changed?

For a sudden decline, finding the change is often faster than searching for the barrier.

  • TransportationDid the ride, route, stop, vehicle, or driver change?
  • Family scheduleDid a work schedule, shift, or caregiving responsibility change?
  • HousingDid the family move, double up, or lose stable housing?
  • School scheduleDid the class schedule, period order, or start time change?
  • AcademicsDid a course get harder, a grade drop, or work accumulate?
  • Peer relationshipsDid a friendship end, a conflict start, or a group shift?
  • School connectionDid the student lose an activity, a team, or a trusted adult?
  • Student employmentDid the student start working or pick up different hours?
  • Morning routineDid wake-up, bedtime, or who gets them out the door change?
  • School transitionDid the student change schools, programs, or grade spans?
  • Family circumstancesWas there illness, a birth, a loss, a separation, or a new household member?
  • Access to resourcesDid a resource, benefit, service, or support end?

MTSS goes both directions

Step-down protocol

Intensive → targeted → universal. Name what stays in place and what monitoring continues, or the student simply reappears next semester.

Intensive (SARB / SART) → Targeted (Tier 2-3)

Criteria

  • • Attendance has been stable or improving for approximately 30 instructional days
  • • The identified barrier has been resolved or is being actively managed
  • • The family is engaged and knows who to contact

What remains in place

  • • The trusted-adult relationship
  • • The resource connection already established
  • • A named case owner

Monitoring: Attendance review every 10 instructional days for one cycle, then monthly.

Targeted (Tier 2-3) → Universal (Tier 1) with monitoring

Criteria

  • • Attendance sustained at or near the site's expectation for approximately 30 days
  • • The barrier is resolved, or a durable plan is in place without staff intensity
  • • The student names an adult they would go to if it got hard again

What remains in place

  • • Positive family contact
  • • The activity or connection that was working
  • • Early warning watch on the specific pattern that appeared before

Monitoring: Site attendance review picks the student up monthly; the prior owner is notified if the pattern returns.

Universal with monitoring → Universal

Criteria

  • • A full quarter of expected attendance
  • • No reappearance of the earlier pattern
  • • Family and student both report stability

What remains in place

  • • Nothing formal — but the record of what worked stays with the student for future transitions

Monitoring: Routine Tier 1 data review only.

Re-engagement path

  1. Re-engage→
  2. Stabilize→
  3. Step down→
  4. Sustain

The tomorrow test

Will this plan make it more likely that the student can successfully attend tomorrow?

If the answer is no, the team has a well-documented plan that has not yet solved the attendance problem.

The goal is not permanent intensive monitoring. The goal is a student who attends without needing the scaffolding — with a record of what worked, in case it is needed again.