State Superintendent of Public Instruction Tony Thurmond has announced that 19 school attendance review boards have been designated as model programs by the State SARB for exemplary practices that have contributed to reducing chronic absenteeism rates and improving student attendance.

“School attendance improvement programs are a critical tool to have children back in the classroom, which is an important part of academic success and social-emotional well-being, especially for our most vulnerable students,” Thurmond said, in a news release. “I commend each Model SARB as they voluntarily undertake the responsibility to serve as an example of best practices and extend technical assistance to other SARBs, school districts and counties throughout California.”

This technical assistance includes providing sample materials and telephone consultations, along with invitations to visit, see and discuss the model SARB in person. Model SARBs may also be asked to present best practices through participation in webinars and in workshop presentations at statewide and regional conferences.

The Model SARB Recognition Program identifies and recognizes multi-tiered school attendance improvement programs at the district or county level, including efforts to reduce the use of exclusionary school discipline practices of suspensions and expulsions and replace them with prevention efforts and positive alternative means of correction.

Early intervention: The exemplary practices implemented by this year’s recipients share similarities. Among them are the frequent and consistent practices of the School Attendance Review Teams, whose members recognize their role as “the catalyst in supporting and improving student attendance and behavior.” A focus on early interventions is key to de-escalating trends toward chronic absenteeism, truancy and suspension.

Professional development and added staff: Recipients have taken the vital step of utilizing increased school funds to invest in new and existing staff. Improved professional development has focused on enhancing cultural competencies, elevating social and emotional learning, recognizing and addressing mental health needs, and providing engaging practices for students in remote learning. The addition of counselors and social workers has allowed for rapid and positive response aimed at mitigating the needs of disengaged students.

Family engagement and school connectedness: To best meet the needs of students and families, some of our recipients have adjusted the processes for attendance improvement as a way to provide students and families the individual and needed support to ensure they are successful, feel valued, and are connected to their school community. A key part of the SARB process involves asking about, respecting and understanding students and their families within their lived experience. Communications and interventions at the school and district levels provide education to families via newsletters and attendance presentations to inform and empower parents and guardians.

2025 Model SARBs and their chairpersons Bakersfield City School District, Jesse D. Beed Beaumont Unified School District, Bobbi Burnett Chowchilla Elementary School District, Ara Derkalousdian Conejo Valley Unified School District, Amber Bowman Corona-Norco Unified School District, Crystal Carroll Covina-Valley Unified School District, Fernando Sanchez Cutler-Orosi Joint Unified School District, Antonio Quintanilla Eureka City Schools, Sheri Jensen Folsom-Cordova Unified School District, Scott Meyer Humboldt County Office of Education, Gillian Townsend Menifee Union School District, Melinda Conde Needles Unified School District, Jamie Wiesner Newport-Mesa Unified School District, Angela Allen Hess Patterson Joint Unified School District, Sandra Villasenor Riverside Unified School District, Raul Ayala San Jacinto Unified School District, Courtney Hall Shasta County Office of Education, Wendy Hall Val Verde Unified School District, Steve Coelho Woodlake Unified School District, Melissa Lawson