Defines excused and unexcused absences and related procedures.
Policy: 3122
Section: 3000 - Students
Montesano School District #66
Definition of Absence
Absence from in-person learning
WAC 392-401-015 states the definition of an absence:
Definition of absence from synchronous and asynchronous instruction
A student is absent from synchronous online instruction when the student does not log in to the synchronous meeting/class. (2) A student is absent from asynchronous instruction when there is no evidence that the student accessed the planned asynchronous activity. (3) Evidence of student participation in asynchronous activities must occur daily, within a twenty-four-hour time frame of when the participation is planned or expected.
Minimum Time for Being Considered Present
The District has authority to establish minimum thresholds similar to in-person attendance for the time in which a student must be logged in to be considered present. The Superintendent will develop a consistent and equitable approach that is documented in the student handbook and communicated clearly to all students and families. Determining a threshold for when a student is present or absent should not be left to individual teachers.
Presence vs. Participation
Participation, such as turning video on and participating in discussion or chat, are not to be considered when determining if a student is present or not. These are examples of participation and should be considered distinct from attendance.
Absence from Asynchronous Instruction
Similar to local determinations on what constitutes presence for synchronous online instruction, the Superintendent will develop a consistent and equitable approach that establishes what constitutes “evidence of participation.” This approach will be documented in the student handbook and communicated clearly to all students and families. Determining what constitutes “evidence of participation” should not be left to individual teachers.
Tardies
The District has the flexibility to determine what constitutes a tardy in synchronous online settings. The District differentiates a tardy from an absence (where the student does not attend at all) and will exclude tardies from any reports that tally absences for the purposes of filing a truancy petition.
Daily attendance taking
The District will take daily attendance for all enrolled students whether the instructional modality is in-person, synchronous, or asynchronous. When instruction is synchronous online or asynchronous, secondary schools will take attendance daily in each course with planned instruction and elementary schools will take attendance at least twice a day.
Excused and Unexcused Absences
Educators and administrators have a responsibility to monitor absences to determine if students and families need support. Students are expected to attend all assigned in-person classes each day or participate in all assigned remote instructional activities; except when there are necessary reasons for students to be absent. Upon enrollment and at the beginning of each school year, the district shall inform students and their parents/guardians of this expectation, the benefits of regular school attendance, the consequences of truancy, the role and responsibility of the district in regard to truancy, and resources available to assist the student and their parents and guardians in correcting truancy. The district will also make this information available online and will take reasonable steps to ensure parents can request and receive such information in languages in which they are fluent. Parents will be required to date and acknowledge review of this information online or in writing.
Excused Absences
Regular school attendance is necessary for mastery of the educational program provided to students of the district. At times, students may be absent from class or not able to participate remotely. School staff will keep a record of absence and tardiness, including a record of excuse statements submitted by a parent/guardian, or in certain cases, students, to document a student’s excused absences. The following principles will govern the development and administration of attendance procedures within the district:
The District may define additional categories or criteria for excused absences. A school principal or designee has the authority to determine if an absence meets this policy according to the above criteria for an excused absence.
This conference is not required if the school has received prior notice or a doctor’s note has been provided and an academic plan put in place so that the child does not fall behind.
Unexcused Absences
Not later than the student’s seventh unexcused absence in a month the district will enter into an agreement with the student and parents that establishes school attendance requirements, refer the student to a community engagement board or file a petition and affidavit with the juvenile court alleging a violation of RCW 28A.225.010.
The superintendent will enforce the district's attendance policies and procedures. Because the full knowledge and cooperation of students and parents are necessary for the success of the policies and procedures, procedures will be disseminated broadly and made available to parents and students annually.
Tardies and Disciplinary Actions
A student shall be considered absent if they are on school grounds but not in their assigned setting.
Tiered response system for student absences
WAC 392-401A-045 requires:
School districts to implement minimum requirements of a multitiered system of support for attendance to address barriers to student attendance, provide timely interventions and best practices to reduce chronic absenteeism and truancy. Multitiered systems of support include:
(a) Monitoring daily attendance data for all students who are absent, whether the absence is excused or unexcused;
(b) A process to contact families and verify current contact information for each enrolled student that includes multiple attempts and modalities in the parent's home language;
(c) Differentiated supports that address the barriers to attendance and participation that includes universal supports for all students and tiered interventions for students at-risk of and experiencing chronic absence, including school and district attendance or engagement teams, connecting to community resources, and community engagement boards; and
(d) A process for outreach and reengagement for students who have been withdrawn due to nonattendance and there is no evidence that the student is enrolled elsewhere. This outreach and reengagement process must include:
(i) A school and/or district point person/people to maintain the list, keep it updated, and coordinate the outreach;
(ii) School or district staff assigned to conduct the outreach and attempts at reengagement in coordination with community partners or other programs;
(iii) Multiple methods of communication and outreach in a language or mode of communication that the parent understands including phone calls, texts, letters, and home visits;
(iv) Referral to community-based organizations;
(v) Documentation of the attempts to reach student and family; and
(vi) Follow the required steps to address unexcused absences in chapter 28A.225 RCW, including early communication to parents, holding parent conferences and administering a truancy screener to understand the underlying reasons for the absences, and providing evidence-based or best practice interventions, even if the student has been withdrawn due to nonattendance.
Students dependent pursuant to Chapter 13.34, RCW
A school district representative or certificated staff member will review unexpected or excessive absences of a student who has been found dependent under the Juvenile Court Act with that student and adults involved with that student. Adults includes the student’s caseworker, educational liaison, attorney if one is appointed, parent or guardians, foster parents and/or the person providing placement for the student. The review will take into consideration the cause of the absences, unplanned school transitions, periods of running from care, in-patient treatment, incarceration, school adjustment, educational gaps, psychosocial issues, and the student’s unavoidable appointments that occur during the school day. The representative or staff member must proactively support the student’s management of their school work.
Migrant Students
The district, parent/guardian and student are encouraged to work to create an Extended Absence Agreement with the school to decrease the risk of an adverse effect on the student’s educational progress.
Cross References: | 3120 - Enrollment |
3230 - Searches of Students and Student Privacy | |
3241 - Student Discipline | |
4218 - Language Access | |
Legal References: | Chapter 28A.225 Compulsory school attendance and admission |
RCW 13.34.300 Relevance of failure to cause juvenile to attend school to neglect petition | |
Chapter 392-401 WAC Statewide definition of absence for the 2020-21 school year | |
Management Resources: | 2022 - June June |
2020 - September Alert | |
2018 - August 2018 - August Policy Issue | |
2017 - July Policy Issue | |
2016 - July Issue | |
2015 - June Issue | |
2012 - December Issue | |
2011 - December Issue | |
Policy News, June 2001 More Tweaking of Becca Petitions | |
Last Revised: 3/27/25
Classification: Essential
Prior Revised Dates: 12.06; 06.11; 12.12; 06.15; 07.16; 07.17; 08/01/2018; 09/03/2020; 06/28/2021; 06/29/2022;7/24/23
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