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ATTY/AGR/2017.179/REDWOOD CITY COMMUNITY SCHOOLS – RCSD AND RWC <br />REV: 08-22-17 RL <br />Page 7 of 9 <br /> <br />How success will be measured: <br />Attendance has been widely recognized by the research community as a leading <br />indicator of student success or conversely, absenteeism is an indicator of later school <br />failure. The School District monitors individual student attendance and has developed <br />protocols to use attendance as an early warning sign for parents and educators to <br />intervene and put students back on track. <br />Many of RCSD students live in some of the most impoverished and challenged <br />neighborhoods in San Mateo County. A majority of students identify as Latino (73%), <br />with nearly half classified as English Learners (49%), and more than half (52%) <br />qualifying for subsidized school meals. <br /> <br />Below is a breakdown of chronically absent students by socioeconomic status. <br /> <br />• Not economically disadvantaged 169 (32%) <br />• Economically disadvantaged 355 (68%) <br /> <br />Among the systems implemented: monitor and flag automatically through the A2A <br />system any students at risk of attendance challenges, hold group meetings for these <br />families to identify possible supports needed, hold SARB meetings alongside the <br />Sheriffs and Police Department Diversion program, implement outreach efforts <br />specifically designed to educate about the importance of attendance, implement and <br />integrate various initiatives that hold attendance as a key component, by helping tackle <br />its challenges or targeting it as an indicator (i.e., SparkPoint, Big Lift, etc.) <br />Our goal is to reduce the number of students in each of the groups as described: <br />• Chronic absent from 130 to 110 in 2015-16 and to 95 in 2016-2017 <br />• Manageably absent from 236 to 200 in 2015-2016 and to 186 in 2016-172 <br />As of April 2017, there were 524 students who were chronically absent. Below is a <br />breakdown by socioeconomic status, students with 504 Plans, Special Education <br />students, and English Proficiency. <br />• Not economically disadvantaged 169 (32%) <br />• Economically disadvantaged 355 (68%) <br />• 12 students with 504 Plans were chronically absent (2%) <br />• 19 students had IEPs (4%) <br />• 219 EL Students (42%) <br />• 191 EO Students (36%) <br />• 14 IFEP (3%) <br /> <br />2 Final numbers will be submitted by July 1st, 2017 <br />6.1.C. - Page 9