Woodlake Unified School District — We Are OneWUSD Attendance Intervention Navigator

Tier 2 — Tiered Attendance Intervention Guidance

Early Identification & Site-Level Intervention

Address emerging or persistent attendance concerns through early barrier identification, targeted intervention, and short-cycle progress monitoring before multidisciplinary referral.

Early identification and site-level intervention is where initial attendance intervention should occur. Staff first ask the student and family what is happening; a conference, home visit, SST, or SART may follow when a more formal approach is needed.

Process flow

Follow in order. Document as you go.

  1. NOTICE
  2. OBSERVE
  3. ASK
  4. IDENTIFY
  5. MATCH
  6. INTERVENE
  7. MONITOR
  8. DECIDE

When this tier applies

  • Absences, tardies, or early checkouts are forming a pattern
  • Tier 1 outreach did not change the pattern
  • A barrier is suspected but has not been confirmed
  • A student needs one clearly owned intervention with a review date

Key question: What is the pattern telling us?

What staff do at this tier

Practice guidance, not a referral checklist.

  1. 1Notice the pattern and write it down: percentage, absences, tardies, periods, days of week, change over time.
  2. 2Gather student voice with a supportive, non-punitive conversation.
  3. 3Gather family voice as a partner, not as a party at fault.
  4. 4Identify the barrier — or record it as Unknown and keep gathering information.
  5. 5Match one or two interventions logically connected to that barrier.
  6. 6Assign ownership: what, who, when it starts, when it is reviewed, what success looks like.
  7. 7Monitor on a short cycle and decide: resolved, continue, modify, intensify, or refer.
  • Attendance percentage, absences, and tardies
  • Class or period attendance
  • Day-of-week patterns and changes over time
  • Academic impact and engagement changes
  • Student perspective on what makes attendance hard
  • Family perspective, including what they have already tried
  • Barrier category (Unknown is acceptable)

Decision point

At the review date, choose deliberately and record it.

Resolved

Return to Tier 1 monitoring.

Continue

Intervention is working — keep it in place.

Modify

Adjust the intervention and monitor again.

Intensify

Additional targeted support is required.

Refer to SST / MTSS team

Reasonable pre-referral efforts have been implemented and monitored but additional multidisciplinary support is required.

Urgent

Immediate safety, welfare, homelessness, crisis, or other significant circumstances require escalation without waiting for the routine cycle.

Move to a more intensive tier when

  • • A documented cycle was implemented and monitored without sufficient response
  • • Needs are complex and require multiple perspectives
  • • Urgent safety, welfare, housing, or crisis circumstances

Reduce the level of intervention when

  • • Attendance and engagement improved and the barrier is resolved — return to Tier 1 monitoring

Documentation tools for this tier

Site-Level Intervention RecordBarrier GuideIntervention MenuIntervention PlanFull 9-Step Form

Where this sits in the continuum

  1. Tier 1Universal PreventionConnection, clear expectations, consistent communication, and schoolwide data awareness.
  2. Tier 2Early Identification & Site-Level InterventionBarrier identification, matched intervention, and short-cycle monitoring at the site.
  3. Tier 3Multidisciplinary School-Site Support (SST / MTSS)Coordinate and intensify support for barriers that targeted intervention did not resolve.
  4. Tier 3+SART Formalized Attendance InterventionFormalize expectations, supports, and accountability with the family in writing.
  5. Tier 4SARB Intensive CoordinationDistrict and community coordination, intervention, and accountability together.
  6. Follow-UpRe-Engagement & Follow-UpStabilize at 30 days, evaluate at 60, determine the path at 90.