The document provides information about School Attendance Review Boards (SARBs) in California and their role in addressing chronic absenteeism. It discusses how SARBs lead a three-tiered approach to reduce chronic absence rates through community awareness campaigns, student and administrator recognition programs, and targeted interventions for at-risk students. SARBs analyze chronic absence data to identify focus areas and set goals. The SARB process involves prevention, intervention, directives for non-compliant families, and follow-up to monitor progress. Model SARBs that demonstrate success through data are recognized.

1. CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
School Attendance Review Boards:
Leading Three Tiers of Activities to
Reduce Chronic Absenteeism
David Kopperud, Education Programs Consultant and
Chairperson, State School Attendance Review Board
Educational Options, Student Support, and American Indian
Education Office
Coordinated Student Support Division
ACSA’s Pupil Personnel Service Academy
Fremont Unified School District
Saturday, November 14, 2015

2. TOM TORLAKSON
State Superintendent
of Public Instruction
Workshop Objectives
• Provide a context for the increased focus on
the three tiers of activities to reduce chronic
absence rates
• Provide an overview of the methods of Model
School Attendance Review Boards (SARBs)
in leading district attendance activities and
interventions
• Share practices related to chronic absence
analysis and how Model SARBs are data-
driven
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3. TOM TORLAKSON
State Superintendent
of Public Instruction
Current Context
• Developing a Local Control and Accountability
Plan (LCAP) that includes baseline chronic
absence rates and goals and strategies for
reducing those rates
• Understanding the focus on elementary and
middle school chronic absence rates
• SARBs that are models for reducing truancy,
chronic absenteeism, and dropout rates
3

4. TOM TORLAKSON
State Superintendent
of Public Instruction
Tier 1: Community Attendance Awareness
Tiers of Activities to Reduce Chronic
Absence Rates
4

5. TOM TORLAKSON
State Superintendent
of Public Instruction
Tier 1: Student Awards and Awareness
Tiers of Activities to Reduce Chronic
Absence Rates (Cont.)
5

6. TOM TORLAKSON
State Superintendent
of Public Instruction
Tier 1: Administrator Awards and Awareness
Tiers of Activities to Reduce Chronic
Absence Rates (Cont.)
6

7. TOM TORLAKSON
State Superintendent
of Public Instruction
Developing Tiers 2 and 3 Interventions Using
Chronic Absence Analysis
Tiers of Activities to Reduce Chronic
Absence Rates (Cont.)
7

8. TOM TORLAKSON
State Superintendent
of Public Instruction
Local Control Funding Formula
• New language requiring that appropriate Local
Control Funding Formula (LCFF) funding be
“principally directed” to high-needs students will
help ensure that high-needs students are provided
needed support to close the gap in chronic
absence rates, dropout rates, suspension rates,
and in student achievement. The next step will be
an evaluation rubric to ensure accountability in
meeting each of the state priority areas in the
LCAP.
Funding Can Support Work of School Attendance
Review Boards in Reducing Chronic Absence
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9. TOM TORLAKSON
State Superintendent
of Public Instruction
Local Control and Accountability Plan
The LCAP must include a description of annual goals to be achieved
for state priorities and any local priorities must be identified.
Priorities
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10. TOM TORLAKSON
State Superintendent
of Public Instruction
Chronic Absence
• A "chronic absentee" has been defined in
California Education Code (EC) Section
60901(c)(1) as “…a pupil who is absent on 10
percent or more of the school days in the
school year when the total number of days a
pupil is absent is divided by the total number
of days the pupil is enrolled and school was
actually taught in the regular day schools of
the district, exclusive of Saturdays and
Sundays."
Definition
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11. TOM TORLAKSON
State Superintendent
of Public Instruction
The Value of Chronic Absence Data to the
School Attendance Review Board Compared to
Truancy Data
Chronic Absence Data
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12. TOM TORLAKSON
State Superintendent
of Public Instruction
Future of Attendance Data
• The research indicates that chronic absenteeism
rates are a better indicator of risk, especially at the
elementary level, than truancy rates. Chronic
absenteeism includes both excused and unexcused
absences while truancy only includes unexcused
absences.
• As a result, the California Department of Education
(CDE) is considering the collection of attendance
data through the California Longitudinal Pupil
Achievement Data System to calculate the rates of
chronic absenteeism on a statewide basis. Truancy
identification is still critical for parent notification and
the SARB process to ensure compliance with
compulsory education laws.
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13. TOM TORLAKSON
State Superintendent
of Public Instruction
Example of Chronic Absence Data
by Grade and Year
Chronic Absence Data (Cont.)
13

14. TOM TORLAKSON
State Superintendent
of Public Instruction
The Ways School Attendance Review Boards Analyze
Chronic Absence to Identify High Need Groups
• Chronic absence by grade, by year
• Chronic absence by school summary
• Chronic absence by race/ethnicity
• Chronic absence by special needs status
• Chronic absence by eligibility for free or reduced
price lunch
• Chronic absence by English learner status
Chronic Absence Data Analysis
Free Cal District Attendance Tracking Tool from Attendance
Works provides:
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15. TOM TORLAKSON
State Superintendent
of Public Instruction
Guiding Questions for School Attendance Review
Boards Analysis of Chronic Absence Data
• To what extent is chronic absence a problem in
your district that has been identified in your LCAP?
• Is chronic absence a growing or decreasing trend?
• What does chronic absence look like at different
grade levels in your district?
• Is chronic absence concentrated at particular
schools?
• Which racial/ethnic subgroups have better or
worse chronic absence?
Chronic Absence Data Analysis (Cont.)
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16. TOM TORLAKSON
State Superintendent
of Public Instruction
Additional Questions for School Attendance
Review Boards
• Is chronic absence higher among students with
special needs?
• Is chronic absence higher among children in
foster care?
• How does chronic absence compare to average
daily attendance or truancy rates for each
school?
• How does chronic absence compare to
measures of school climate, such as
suspension rates?
Chronic Absence Data Analysis (Cont.)
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17. TOM TORLAKSON
State Superintendent
of Public Instruction
Critical Questions for the School
Attendance Review Board
• Where should attendance improvement be
targeted? Particular grades? Particular schools?
Particular subgroups, such as foster youth?
• What would be a realistic goal to set for
improvement from baseline in chronic absence
levels for next year by school? By district as a
whole? (Some LCAP goals expect at least a 10
percent to 20 percent reduction from baseline. For
example, a 20 percent chronic absence rate would
be reduced by 2 to 4 percent when LCAP defined
strategies are fully implemented.)
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18. TOM TORLAKSON
State Superintendent
of Public Instruction
School Attendance Review Boards and
Making Adequate Yearly Progress
• For elementary and middle school grades, the
State Board of Education approved an average
attendance rate of 90 percent for Adequate
Yearly Progress (AYP) in 2015. SARBs should
provide intensive assistance to elementary or
middle schools with an average attendance rate
below 90 percent.
• For high schools, the cohort graduation rate is
the indicator for AYP. High schools with low
cohort graduation rates and high dropout rates
should be provided intensive assistance by the
SARB.
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19. TOM TORLAKSON
State Superintendent
of Public Instruction
Model School Attendance Review Boards
• The Model SARB process is an effective tool
with three approaches to combating truancy
and to making measurable progress in chronic
absenteeism rates in the LCAP.
• The SARB leads a process of prevention and
different levels of intervention with the goal of
reducing chronic absence rates for all student
groups.
• The SARB’s collaborative, multi-disciplinary,
problem-solving approach identifies and
addresses barriers to attendance.
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20. TOM TORLAKSON
State Superintendent
of Public Instruction
Power and Authority of the Local and
County School Attendance Review Boards
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21. TOM TORLAKSON
State Superintendent
of Public Instruction
History of the State School Attendance
Review Board
• In 1987, EC Section 48325 authorized the State
Superintendent of Public Instruction (SSPI) to
convene the State SARB. Its mission is to provide
guidance and strategies for prevention and early
intervention to promote regular school attendance
and higher graduation rates.
• State SARB members are invited to participate on
the Board by the SSPI; the State SARB makes
annual recommendations to the SSPI.
• State SARB meetings are held quarterly at the CDE;
participants also attend via videoconference.
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22. TOM TORLAKSON
State Superintendent
of Public Instruction
Roles of County School Attendance
Review Boards
22

23. TOM TORLAKSON
State Superintendent
of Public Instruction
Roles of Local School Attendance
Review Boards
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24. TOM TORLAKSON
State Superintendent
of Public Instruction
As each intervention is
utilized, the goal is that
students will be “screened
back” to positive
attendance.
Truancy/Chronic Absence Interventions
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25. TOM TORLAKSON
State Superintendent
of Public Instruction
Example of Successful Truancy Interventions
The chart below shows the effectiveness of truancy interventions, with only 3 percent of identified truants
referred to a SARB in Sonoma County.
Source: AG’s 2013 Report on CA Elementary School Truancy and Chronic Absenteeism Crisis 25

26. TOM TORLAKSON
State Superintendent
of Public Instruction
School Attendance Review Board
Any minor pupil may be referred to SARB if he/she is:
•A habitual truant;
•Irregular in attendance;
•Habitually insubordinate or disorderly during
attendance at school.
A SARB referral should be made once the school has
exhausted its resources and interventions since SARB
referral is a Tier 3 intervention.
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Referral Standards

27. TOM TORLAKSON
State Superintendent
of Public Instruction
School Attendance Review Board (Cont.)
(A) A parent
(B) A representative of school districts
(C) A representative of the county probation department
(D) A representative of the county welfare department
(E) A representative of the county superintendent of schools
(F) A representative of law enforcement agencies
(G) A representative of community-based youth service agencies
(H) A representative of school guidance personnel
(I) A representative of child welfare and attendance personnel
(J) A representative of school or county health care personnel
(K) A representative of school, county, or community mental health
(L) A representative of the public defender’s office
(M) A representative of the district attorney’s office
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*County SARBs shall include, but need not be limited to, all of the above per EC Section 48321(a)(2).
*Local SARBs may include, but need not be limited to, all of the above per EC Section 48321(b)(1).
Composition

28. TOM TORLAKSON
State Superintendent
of Public Instruction
Attendance Investigations
EC Section 48290 states:
The governing board of any school district, shall, on the
complaint of any person, make full and impartial
investigation of all charges against any parent, guardian,
or other person having control or charge of any child, for
violation of any of the provisions of this chapter.
(Enacted by Stats. 1976, Ch. 1010.)
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School Attendance Review Board (Cont.)

29. TOM TORLAKSON
State Superintendent
of Public Instruction
Required Referrals
EC Section 48291 states:
If it appears upon investigation that any parent, guardian, or other person
having control or charge of any child has violated any of the provisions of this
chapter, the secretary of the board of education, except as provided in Section
48292, or the clerk of the board of trustees, shall refer such person to a school
attendance review board. In the event that any such parent, guardian, or other
person continually and willfully fails to respond to directives of the school
attendance review board or services provided, the school attendance review
board shall direct the school district to make and file in the proper court a
criminal complaint against the parent, guardian, or other person, charging the
violation, and shall see that the charge is prosecuted by the proper authority. In
the event that a criminal complaint is not prosecuted by the proper authority as
recommended, the official making the determination not to prosecute shall
provide the school attendance review board with a written explanation for the
decision not to prosecute.
(Amended by State 1980, Ch.1329, Sec.7.)
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School Attendance Review Board (Cont.)

30. TOM TORLAKSON
State Superintendent
of Public Instruction • The multi-agency composition of the local SARB
provides for a wealth of experience and expertise.
• Many families referred to the SARB already have been
referred to public service agencies. Agencies working
together can “put the pieces together” to create a
comprehensive plan to provide needed assistance.
• Information regarding student records may be shared
with members of the SARB (EC Section 49076[a][1][A]);
this allows SARB members to have a more complete
picture of the student’s current situation.
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School Attendance Review Board (Cont.)
Collaboration

31. TOM TORLAKSON
State Superintendent
of Public Instruction 1. State the overall purpose of the SARB meeting
2. Introduce the SARB panel
3. Ask the family if they know why they have been
summoned to the SARB
4. Report history of student’s attendance
5. Present report from school representative listing all
school interventions and results
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School Attendance Review Board (Cont.)
Meeting Procedures (Tier 3)

32. TOM TORLAKSON
State Superintendent
of Public Instruction
• SARB panel members and families address problems and
make recommendations for resolving the problems.
• Recommendations are formalized into written directives.
• The written directive/SARB contract is signed by the
student, parents/guardians/caregivers, the SARB
Chairperson, and school district representative. The
directive should include expectations, responsibilities,
referrals, and a monitoring timeline.
• The SARB may require the student and/or
parent/guardian/caregiver to provide proof of
participation/completion of community services.
(EC Section 48263)
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School Attendance Review Board (Cont.)
Directives

33. TOM TORLAKSON
State Superintendent
of Public Instruction
The SARB follows up on the student’s behavior and
attendance and on the implementation of directives to assess
progress and determine next steps.
•Send follow-up letter with reminder about SARB directives
and continued monitoring
•Place SARB Identification sticker in cumulative folder
•Request progress reports from school site
•Check on contract conditions
•Provide rewards/acknowledgements for improvement
•Noncompliance results in a referral for legal recourse
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Follow-up Procedures for Tier 3
Interventions
School Attendance Review Board (Cont.)

34. TOM TORLAKSON
State Superintendent
of Public Instruction
Best Practices and Resources
• Annual SARB Report (include chronic absence)
to County Superintendent
• Model SARB Recognition Program (data
analysis)
• Great Collaboration with Partners
• Contact Information for Model SARB
Chairpersons
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School Attendance Review Board (Cont.)

35. TOM TORLAKSON
State Superintendent
of Public Instruction
Annual Report
• The State SARB has recommended a format for local
SARBs to use in compliance with EC Section 48273; the
template is available on the CDE’s Reports of SARB
Outcomes Web page at http://
www.cde.ca.gov/ls/ai/sb/outcomereport.asp.
• Using a uniform format for this report will:
o Enable SARBs to regularly and accurately assess
their local programs for reducing truancy and
improving attendance in the county.
o Provide SARBs with constructive data to inform their
decisions regarding dropout prevention.
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School Attendance Review Board (Cont.)

36. TOM TORLAKSON
State Superintendent
of Public Instruction
Model School Attendance Review Board
Recognition Program
• Identify and recognize outstanding results-based
school attendance improvement programs and
creates a resource list of quality programs for
dropout reduction.
• Model SARBs serve as mentors to other SARBs
throughout the state.
• SARBs are encouraged to apply to become a
Model SARB; applications and the Scoring Rubric
are available on the CDE Web site.
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Overview

37. TOM TORLAKSON
State Superintendent
of Public Instruction
• Application Certification Form (Required)
• Narratives for Content Areas 1–4, including
analysis of subgroup data (Required)
• Letters of Support for Content Area 5
(Required)
• Additional Content Area (Choose one)
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Model School Attendance Review Board
Recognition Program (Cont.)
Application Requirements

38. TOM TORLAKSON
State Superintendent
of Public Instruction
• There is a recognized need to:
o Establish better attendance policies, practices,
and procedures throughout the state.
o Share effective practices and strategies.
• The California Association of Supervisors of Child
Welfare and Attendance and the State SARB
endorse the Model SARB Recognition Program.
• For information about Model SARBs, please contact
David Kopperud at cwa@cde.ca.gov.
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Model School Attendance Review Board
Recognition Program (Cont.)
Objectives of the Model SARB Recognition Program

39. TOM TORLAKSON
State Superintendent
of Public Instruction
Developing Plans for Model SARBs
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40. TOM TORLAKSON
State Superintendent
of Public Instruction
Resources
• Attorney General’s 2013 Report on California’s Elementary
School Truancy and Chronic Absenteeism Crisis
http://oag.ca.gov/truancy
• State SARB Handbook 2015
http://ww.cde.ca.gov/ls/ai/sb/sarbhandbook.asp
• State School Attendance Review Boards
http://www.cde.ca.gov/ls/ai/sb
• CDE Behavioral Intervention Strategies and Supports
http://www.cde.ca.gov/ls/ss/se/behaviorialintervention.asp
*Many sample SARB documents have been translated and are
available through the CDE.
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41. TOM TORLAKSON
State Superintendent
of Public Instruction
Quote from the State
Superintendent
• “You can have the best facilities,
the best teachers, and the best
curriculum in the world, but none
of that matters if students are not
in school.”
• Tom Torlakson, State
Superintendent of Public
Instruction
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42. TOM TORLAKSON
State Superintendent
of Public Instruction
Contact Information
For technical assistance in preparing an application for the Model
SARB Recognition Program contact:
David Kopperud, Education Programs Consultant
Coordinated Student Support Division
California Department of Education
1430 N Street, Suite 6408
Sacramento, CA 95814
Phone: 916-323-1028
E-mail: dkopperud@cde.ca.gov
The State SARB wants to identify new Model SARBs every school
year. This year’s awards ceremony will be held in Southern
California.
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