Tag: Katy-ISD

Start With a Clear Priority

Attendance is not just a metric to track; it’s a strategic priority. When districts prioritize attendance as part of their improvement plans, it aligns the whole school community towards the same goal. Leadership plays a crucial role here: when school leaders make attendance a priority, the entire staff understands its importance. Having the right tools to track trends and make data-driven decisions is key. For example, RaaWee partners have seen real financial benefits from focusing on attendance, with some reporting that improved attendance rates helped recoup funding, which can be reinvested into school programs. 

Engage Families Early

Engagement with families should begin long before the first bell rings. Organizing back-to-school events and early outreach activities, like welcome calls or informational sessions, helps families understand the importance of consistent attendance. These efforts set clear expectations and make families feel like partners in the process. When families understand their role in supporting attendance, they are more likely to take proactive steps to ensure their children show up to school regularly.

Leverage Data for Early Identification

The most effective attendance strategies start by analyzing past attendance data. Reviewing attendance data from the previous year helps identify students who may be at risk of chronic absenteeism. This early identification allows schools to intervene proactively rather than waiting for patterns to develop. For instance, RaaWee has provided schools with the insights needed to act on this data, helping identify students who need the most support. 

Create a Welcoming School Culture

A welcoming environment is critical to improving attendance. From the moment students walk through the door, they should feel valued. School leaders can foster a culture of attendance by ensuring that the front office and school staff provide a positive, welcoming experience for families. Additionally, planning community-building activities throughout the year helps strengthen relationships, making students feel more connected to the school community.

Address the Root Causes of Absenteeism

Absenteeism often stems from deeper issues than just skipping school. Students miss school for a variety of reasons: anxiety, bullying, disengagement, or lack of support. Identifying these root causes is essential for providing effective interventions. Schools should use tools like student surveys and staff feedback to uncover why students are absent and develop targeted solutions to address those specific challenges.

Sustain Efforts Throughout the Year

Success doesn’t end with the first few weeks of the school year; it requires sustained effort. While the start of the school year is crucial, maintaining momentum throughout the year is key. Regular communication with families, ongoing recognition of good attendance, and consistent follow-up with students who miss school can help ensure attendance remains a priority all year long.

Make Attendance Part of the Bigger Picture

Improved attendance is directly linked to better outcomes for students and even schools. Beyond the classroom, better attendance can lead to increased funding and resources for schools. By improving attendance rates, schools can unlock additional funding, which can be reinvested into more programs and initiatives. This makes the effort to improve attendance not just an academic priority, but a financial one as well.

Plan Forward: Start Before the School Year Begins

Don’t wait until the school year starts to plan for better attendance; start months ahead. By using current-year data to adjust strategies, districts can refine their approach and hit the ground running when the new school year begins. Preparing in advance helps ensure that the first day of school isn’t the start of a frantic scramble, but a well-organized launch for a successful year of attendance.

The Bottom Line

Attendance success is an ongoing, collaborative effort that requires planning, engagement, and consistency.

By prioritizing attendance from the start, engaging families early, using data to identify at-risk students, and creating a welcoming school culture, districts can build a foundation for attendance success. With the right mindset, tools, and systems, every day can be an opportunity to improve attendance, and every day counts.

Attendance as a Systems Issue

Rather than asking, “Why aren’t students showing up?”, the district reframed the question:

What is preventing attendance, and how do we remove it?

This shift moved the work from reactive enforcement to proactive problem-solving. Attendance is now approached through:

• • Clearly defined processes across tiers
  • Shared ownership across campus and district teams
  • Consistent, barrier-focused interventions

Leadership plays a critical role in reinforcing this approach, setting expectations for supportive, relationship-centered, and prevention-driven practices.

A Tiered System That Identifies and Responds Early

Liberty Hill ISD operationalized its strategy through a tiered framework aligned with a Multi-Tiered System of Supports (MTSS).

Tier 1: Culture and Awareness
District-wide efforts to promote attendance through communication, awareness campaigns, and positive reinforcement

Tier 2: Early Intervention
Campus-led engagement with students and families once attendance thresholds are met, including conferences and targeted communication

Tier 3: Intensive, Collaborative Support
Activation of the Attendance Behavior Improvement Plan (ABIP) to identify and remove specific barriers

This structure ensures that support increases in intensity as needs become more complex without defaulting to punitive measures.

The impact is clear:

• • 63% reduction in absences after the first intervention
  • 65% reduction after the second
  • Only 23% of students required truancy referrals at the highest level

ABIP: From Intervention to System Coordination

The Attendance Behavior Improvement Plan is not a standalone document; it’s a structured process embedded within the district’s broader system.

Each ABIP is built through:

• • • Collaborative planning involving students, families, and campus teams
    • Barrier identification grounded in data and direct conversation
    • Targeted interventions aligned to root causes
    • Ongoing progress monitoring with clear timelines and accountability
  •  

Structured conferences prioritize listening over lecturing, ensuring that student voice and family context shape the plan.

This approach transforms interventions from generic responses into precise, actionable support strategies.

Barrier-Based Problem Solving in Practice

What sets Liberty Hill ISD apart is its commitment to identifying barriers across the full ecosystem affecting attendance.

These include:

• • Student-level: anxiety, depression, academic frustration, peer conflict
  • Family-level: transportation challenges, caregiving responsibilities, housing instability
  • School-level: disengaging instruction, climate, relationships, safety concerns
  • Community-level: poverty, healthcare access, language barriers
  •  

Interventions are directly aligned to these barriers. For example:

• • Transportation issues are addressed through route adjustments or carpool coordination
  • Anxiety supported through gradual re-entry plans and counseling referrals
  • Family instability is connected to community-based resources
  • •  

This is the “magic” of ABIP: barrier-based problem solving that is specific, coordinated, and responsive.

Consistency Through Structure and Training

To scale this approach, Liberty Hill ISD prioritized consistency across campuses.

The district focused on:

• • • Standardizing ABIP processes and expectations
    • Training staff on barrier-based conversations
    • Providing clear tools, reference guides, and talking points
    • Ensuring ongoing coaching and support

This reduces variability and ensures that every student receives a consistent level of intervention, regardless of campus.

Data and Documentation as the Backbone

RaaWee Attendance+ solution supports the system by making interventions visible and actionable.

Teams can:

• • Document every interaction and intervention easily
  • Track attendance trends and student progress in real-time
  • Monitor outcomes across campuses

This level of visibility strengthens both accountability and decision-making.

At one pilot high school, this approach contributed to a 2% increase in attendance within one year.

A System Designed for Continuous Improvement

Liberty Hill ISD treats attendance as an evolving system.

By bringing together assistant principals, counselors, attendance staff, and registrars, the district continuously reviews:

• • • What interventions are working
    • Where gaps exist
    • How processes can be refined

This cross-functional approach ensures that attendance strategies remain aligned, responsive, and effective over time.

What Other Districts Can Take Away

Liberty Hill ISD’s approach reinforces a clear model:

• • • Treat attendance as a systems issue, not a student problem
    • Build tiered structures that enable early, targeted intervention
    • Focus on barrier identification and removal, not compliance
    • Align people, processes, and data for consistent execution
    • Continuously refine through collaboration and data insights

The takeaway is straightforward:
When districts design systems to understand and address why students are absent, attendance becomes a natural outcome of effective support, not enforcement.

What Is SARB and How It Is Structured

School Attendance Review Boards were established in California in 1974 and operate at three levels:

• • Local SARBs at the district level
  • County SARBs through County Offices of Education
  • The State SARB, which provides oversight, guidance, and recognition

The California Department of Education (CDE)outlines this organizational structure and the roles of each level on its SARB webpage, which serves as the foundational reference for districts implementing SARB processes.

SARB functions as a multi-tiered system of support for attendance, designed to ensure regular school attendance through:

• • Prevention
  • Early intervention
  • Intensive intervention, used only after other strategies have been exhausted

The Purpose of the Model SARB Recognition Program

According to CDE, the Model SARB Recognition Program identifies leaders in providing comprehensive, timely services to high-risk youth with school attendance problems. While the program is California-based, David emphasized that many of the criteria apply to attendance programs in other states as well.

Model SARBs are formally recognized by:

• • The California Department of Education
  • The California Association of Supervisors of Child Welfare and Attendance (CASCWA)

Recognition takes place at CASCWA’s annual conference.

Who Can Apply and How Applications Are Reviewed

The recognition program is open to:

• • California school districts
  • County Offices of Education
  • Attendance supervisors from other states

Applications are evaluated by members of the State School Attendance Review Board and California Department of Education consultants, using a standardized scoring rubric.

Each application is scored across four content areas, for a total of 100 possible points. David noted that a low score in one or two areas can disqualify an application, even if other areas are strong.

The Four Content Areas of the Model SARB Application

Content Area 1: Analysis of Student Population

Applicants must:

• • Identify numerically significant student subgroups
  • Report chronic absenteeism rates, excused versus unexcused absence rates, and suspension rates
  • Identify significant language groups and describe translation services provided
  • Describe barriers to attendance for each subgroup

Districts must also explain how they communicate in a culturally proficient manner that builds trust and collaboration, how data is used to reduce chronic absenteeism, dropout, and suspension rates, and how they rely on alternatives to suspension and expulsion.

As required by Education Code Section 48273, districts must submit SARB outcome reports to their county superintendent. CDE provides sample formats for these reports.

Content Area 2: Multi-Tiered Attendance Interventions

This section requires a full description of:

• • Prevention, early intervention, and intensive intervention strategies
  • Staff roles and responsibilities within each tier
  • Referral and early warning systems are used to identify attendance concerns
  • How district leadership supports the use of attendance platforms to identify patterns among significant subgroups

Districts must also document support for students with unique needs, including English learners, students with exceptional needs, foster youth, and students experiencing homelessness.

Recognition programs for good and improved attendance, procedures for timely truancy notifications, family engagement in multiple languages, and monitoring of student social-emotional well-being are also required.

Content Area 3: SARB Roles, Collaboration, and Qualifications

Applicants must describe:

• • How staff identify attendance problems across all instructional settings, including independent study
  • Professional development provided to attendance-related staff
  • The SARB referral screening process and documentation requirements
  • SARB membership and alignment with Education Code Section 48321
  • Collaboration among agencies and organizations
  • Use of special education representatives when appropriate

County Boards of Education must certify supervisors of attendance pursuant to Education Code Section 48245, and districts must provide specific examples of SARB collaboration for individual cases.

Content Area 4: Letters of Support

Applicants must submit three letters of support:

• • Two from non-district participants, such as parents, caregivers, students, or community partner
  • One from a school employee describing collaboration with SARB before referral
  •  

At least one letter must describe a school or district recognition system for improved attendance or behavior.

Recognition and Statewide Examples

Each year, the California State Superintendent issues a formal letter inviting districts and county offices to apply for Model SARB recognition. Following review, a separate announcement letter recognizes districts and county offices selected for the honor.

David referenced the most recent recognition announcement, which highlighted two County Offices of Education and seventeen school districts recognized at the CASCWA conference in Garden Grove, California. Among them was the Val Verde Unified School District, which utilized the RaaWee attendance+ platform as part of its attendance improvement work.

Using Model SARB as a Learning Framework

David emphasized that Model SARBs are intended to serve as examples of effective attendance systems, not isolated programs. The goal is to ensure that all significant student subgroups receive timely, coordinated support and that districts establish systems to accurately track and respond to attendance data.

He encouraged districts to review CDE’s Model SARB guidance, study recognized programs, and apply proven practices within their own local context.

Connect With David Kopperud

Districts and County Offices of Education seeking guidance on strengthening their attendance improvement programs or understanding the Model SARB Recognition process are encouraged to reach out directly to David Kopperud at David.Kopperud@RaaWeeK12.com or 972.782.4287

Reframing Attendance as a Districtwide Priority

The Missing Matadors Matter initiative is rooted in the understanding that both excused and unexcused absences contribute to lost instructional time. Under Texas’s 90 percent attendance requirement, students who miss too much school risk being labeled chronically absent, regardless of the reason.

District leaders worked closely with campus administrators to ensure staff recognized that attendance is not just a compliance task; it directly impacts academic performance, language development, time on task, and college and career readiness.

By connecting the initiative to the district’s Matador identity, Seguin ISD reinforced a clear, consistent message for students, staff, and families: every day matters.

Turning Attendance Data into Actionable Insight

A key driver of the initiative is the district’s use of an attendance management system to identify students cutting class and surface patterns early. With centralized, real-time visibility through RaaWee Attendance+, staff can move beyond manual tracking and focus on timely outreach.

The system supports consistent documentation of warning letters, phone calls, behavior contracts, and follow-up actions across campuses. This shared record helps ensure parent communication is clear and actionable.

Monitoring attendance at six-week grading periods allows district leaders to track progress against benchmarks and respond early when patterns emerge.

Tiered Interventions with Clear Thresholds

Seguin ISD implemented a structured attendance intervention plan that ensures consistency across campuses:

• • Three unexcused absences: Attendance warning letters sent by campus clerks
  • Five to seven unexcused absences: Personal parent phone calls completed by staff
  • Seven to ten unexcused absences: Attendance behavior contracts implemented by administrators
  • Ten to fifteen unexcused absences: JP court invitation letters sent to parents, with court filings if absences continue

Centralized documentation ensures students do not fall through the gaps between campus teams.

Extending Campus Capacity with Case Management

Through a three-year truancy grant, Seguin ISD funded two case manager positions to support tier-two attendance interventions, particularly at the secondary level. These case managers handle daily check-ins, parent outreach, and monitoring for students on behavior contracts.

RaaWee Attendance+ supports their work by providing a single platform to track student status, document contacts, and coordinate next steps with campus staff. This structure allows instructional staff to focus on teaching while students with higher needs receive sustained support.

Building a Community-Centered Attendance Culture

Attendance improvement extends beyond the school day. Missing Matadors Matter is reinforced through collaboration with local businesses, organizations, and families.

Donations, PTO support, and creative fundraising initiatives help fund attendance incentives and recognition programs. Social media outreach using the #MissingMatadorsMatter hashtag expands messaging to families and encourages early engagement.

Bilingual attendance materials in English and Spanish ensure expectations are communicated clearly and are accessible to all families.

Measurable Results with Operational Impact

Seguin ISD achieved a one percent overall attendance increase, with particularly strong gains at the elementary level and nearly a two percent improvement at the high school. These improvements also contributed to increased ADA funding, highlighting the operational importance of timely, accurate attendance tracking.

Leaders report that improvements appear quickly when data, interventions, and communication are aligned.

Key Takeaways for District Leaders

Seguin ISD’s experience demonstrates actionable lessons for districts aiming to strengthen attendance systems:

• • Treat all absences as meaningful indicators, not just truancy events
  • Use real-time attendance data to identify risk early
  • Standardize intervention thresholds and documentation across campuses
  • Extend campus capacity with dedicated attendance roles
  • Engage families early through clear, consistent communication
  • Leverage community partnerships to reinforce a culture of attendance 

By aligning people, process, and data with tools like RaaWee Attendance+, Missing Matadors Matter shows how districts can move from reactive compliance to proactive, student-centered attendance improvement.

Making Attendance Visible and Actionable at the District Level

Attendance remains a district priority because it directly affects funding, graduation rates, and accountability outcomes. Katy ISD maintains a clear focus on monitoring attendance trends across campuses and student groups, ensuring leaders can see where support is needed most.

A key component of this work is the district’s internally developed off-cohort dashboard. By pairing cohort status with attendance data, leaders gain deeper insight into which students are at higher risk. The data consistently show that off-cohort students experience significantly higher rates of absence, reinforcing the importance of early identification and targeted support.

This level of visibility allows the district to move beyond surface-level attendance reporting and focus on meaningful action.

Using Technology to Support Consistent Intervention

Katy ISD uses RaaWee Attendance+ alongside internal dashboards to create a more connected attendance workflow. Technology supports the district’s ability to:

• • Monitor attendance patterns across campuses
  • Track outreach and interventions
  • Share information between district and campus teams
  • Reduce reliance on disconnected spreadsheets or informal tracking

The goal is consistency. When attendance concerns arise, campuses have a shared system for documenting actions and following up, ensuring students do not fall through the cracks.

Campus-Level Ownership at May Creek High School

May Creek High School reflects how district systems translate into campus practice. With a high percentage of economically disadvantaged students, the campus approaches attendance as both an operational and relational responsibility.

Dedicated attendance clerks and a dropout prevention specialist coordinate daily efforts, ensuring outreach happens early and consistently. Strategies focus on engagement rather than enforcement alone and include:

• • Direct communication with families through meetings and home visits
  • Truancy and triad referrals that connect families to additional resources
  • Clear expectations communicated through ongoing parent education
  • Recognition for students who demonstrate strong or improving attendance

This structure allows the campus to respond quickly while maintaining a student-centered approach.

Community Partnerships That Extend the District’s Reach

Katy ISD views attendance as a shared responsibility between schools and the broader community. Partnerships with local organizations, such as county prevention programs, provide families with access to resources that address barriers beyond the school walls.

At the campus level, these partnerships support re-engagement efforts and help schools respond to attendance challenges with care, coordination, and accountability.

Reinforcing Attendance Through Recognition and Culture

Recognition plays a meaningful role in sustaining attendance efforts across the district. Students are acknowledged not only for perfect attendance but also for improvement over time. Campuses use announcements, newsletters, and schoolwide communication to reinforce expectations and celebrate progress.

Staff contributions matter as well. Attendance clerks, administrators, and support staff are recognized for their role in maintaining consistent practices and follow-through. This reinforces that attendance improvement is collective work.

Empowering Campuses Through Training and Ongoing Support

District leadership emphasizes continuous training and shared learning. Campuses receive guidance on attendance practices, use of RaaWee, and strategies for family engagement. This ongoing support helps ensure that expectations remain clear even as staff roles or campus needs evolve.

Rather than prescribing a single solution, the district provides a framework that campuses can adapt while maintaining consistency in documentation, monitoring, and accountability.

What District Leaders Can Take Away

Katy ISD’s approach offers several enduring lessons for districts focused on strengthening attendance:

• • Treat attendance as a core driver of student success, not a standalone initiative
  • Use data to identify risk early, especially for off-cohort students
  • Combine districtwide visibility with campus-level ownership
  • Centralize intervention tracking to support consistency and follow-through
  • Invest in relationships with families and community partners
  • Reinforce expectations through recognition and shared accountability

By aligning systems, people, and data, Katy ISD builds an attendance framework that supports students today and adapts to future challenges.