EAST HIGH SCHOOL ATTENDANCE

REVIEW PROCESS KEY FINDINGS

LETTER #1
Missing 3 days or 10% of days enrolled in school.
SART Process Initiated
At Risk: For students demonstrating a pattern of
chronic absence, truancy, or tardies.
LETTER #2
Continued truancy and/or chronic absence.
SART Process Continues
Moderate Truancy or Chronic Absence: For students
who continue demonstrating a pattern of chronic
absence truancy, or tardiness.
How does SART improve attendance?
CICO, Parent Workshops, Family &
STUDENT
Community resources, referrals to
district independent studies, and ATTENDANCE
home visits
Does SART improve attendance? REVIEW TEAM
There has been a significant
reduction of 21.17% in chronic
(SART)
absenteeism rates, decreasing from
21.54% in the previous school year to
16.98% in the current school year.
Chronic Absenteeism

LETTER #3
Habitual truancy and/or chronic absence.
2022-2023
21.54%
Referral to SARB

Severe Truancy or Chronic Absence: For

16.98%
students who continue demonstrating a pattern
2023-2024
of chronic absence, truency, or tardies.

SART GRAPHIC 0 5 10 15 20 25

RECONSTRUCTION RECOMMENDATIONS
Train teachers, administrators, and counselors in

PROGRAM
effective communication with parents and students
to proactively address attendance issues before
escalating to a SART intervention (Mireles-Rios et al.,
2020).
Collaborate with the community and office-based EVALUATION
healthcare team to prevent, identify, and treat the
Lahee An, Lucy Tran,
conditions contributing to student absences (Allison
et al., 2019). Vanessa Van
Implement reward systems for good attendance
(Allison et al., 2019).
 WHAT IS SART? Participant Data How does SART
The SART program serves as an early
integrate culturally
intervention mechanism for chronic 37 responsive practices?
absenteeism. It involves collaboration with students were SARTed in Attendance issues, influenced by social
the 2023-2024 school year disparities, often stem from various factors:
parents and a team to uncover the underlying
causes of students’ attendance issues, provide 19 Males 16 Hispanic mental health and trauma (70%), physical health
18 Females 12 Caucasian (60%), negative school relationships (40%),
support resources for families, and foster 4 Asian
personal accountability for school attendance. 2 Freshmen 2 African American standardized testing (30%), transportation (20%),
10 Sophomores 2 Middle Eastern
Within these meetings, both the student and 1 Native American and fear of deportation (10%).
11 Juniors
parent are presented with the school’s 14 Seniors The SART program fosters equity by engaging
attendance contract, adding another layer of with diverse stakeholders to identify attendance
accountability to the process. issues in students. During SART meetings, all

Program Target voices are heard to gain insight into reasons for
SIGNIFICANCE OF Data
absenteeism, which is the support and
resources are offered. (Mireles-Rios et al., 2020).
PROGRAM Period Unexcused
Evaluating the attendance program is crucial tardies absences
5% 6 2 1
for academic success and socio-emotional of students’ Transportation
decreased decreased Mental Health Mentorship
health. GPA Bus Passes Referrals Recommendation
Rising absenteeism makes program
15.5% from 37.9% from improved
assessment even more vital. 747 to 631. 190 to 118.
Chronic absenteeism threatens academic 4 2
performance, increases dropout rates, and
Health SPED
correlates with risky behaviors like drug use Referrals Declassification
and unsafe sexual practices (Allison et al., 2019). What did SART
actually do?
PROGRAM GOALS Analyses and
37 37 17 Interpretations
1. Increase student attendance
Identified Contract and Home Visits The findings from our analysis highlight the
students Parent
Decrease period tardies and effectiveness of the SART program in promoting
2. unexcused absences
Interview accountability within the school community. At
East High School, students are held accountable

3. Improve grades by administrators and counselors, resulting in a

notable decrease in chronic absenteeism.