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District Attendance Program Earns State Recognition

Attendance improvement program focuses on support, not punishment.

The California Department of Education has selected Campbell Union School District (CUSD) for the 2024 Model SARB Recognition. This award celebrates the district's effective and compassionate strategy for improving student attendance, emphasizing support over punishment and focusing on comprehensive, community-based efforts to resolve attendance and truancy issues.

Under the School Attendance Review Board (SARB) program, this recognition places a spotlight on the district’s dedication to helping students maintain regular attendance and, ultimately, achieve graduation. It is a collective effort to pool community resources to help families in overcoming barriers to consistent school attendance. CUSD’s team includes more than administrators. Community Liaisons, school nurses, and counselors play an important role in addressing the complexities of absenteeism.

Studies demonstrate that students who are chronically absent—missing 10% or more of the school year for any reason—are at a greater risk of falling behind academically, dropping out of school, and facing severe long-term health, employment, and financial difficulties.

Positive Interventions Make a Difference

“While school attendance is a legal requirement, we strive to remove barriers to attendance through positive interventions rather than punitive measures,” said Pablo Viramontes, Director of Student Services at CUSD. “We work with families to identify the root causes and coordinate resources to address them. It not only improves the student’s attendance; it strengthens our partnership with families and caregivers.”

The district customizes interventions to meet the specific needs and challenges of each student. For some, it might be connecting them to medical care, while for others, it might involve referrals for counseling or other community services. Other cost-effective strategies that boost motivation and punctuality engage students in meaningful roles, such as office assistance and the Check-in Check-out system. These options strengthen student-adult relationships, communication between school and parents, and regular behavior and attendance monitoring. 

The District's supportive approach improves attendance and builds a caring community that addresses the complexities of absenteeism. These targeted strategies ensure that the support provided is both effective and meaningful.

“Exposure to grade level content from effective teachers is the most critical school-related factor in student success,” said Whitney Holton, Associate Superintendent of Teaching and Learning. “If students are not in class, they cannot benefit from these learning opportunities.”