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Model SARB Recognition Program Readers' Rubric

Readers' rubric for the 2013-14 Model School Attendance Review Board (SARB) Recognition Program.

Content Area 1: Population Served by School Attendance Review Board Program

Content Area 1
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

Population Served by SARB Program

(10 points)

Recognized subgroups in California are:

  • Black or African American
  • American Indian or Alaska Native
  • Asian or Filipino
  • Hispanic or Latino
  • Native Hawaiian or PacificIslander
  • White
  • Two or more races
  • Socio-economically disadvantaged
  • English learners
  • Students with disabilities
  • Foster youth

Note: These subgroups are not always numerically significant enough for reporting data in some schools or districts.

Applicant clearly describes the numerically significant subgroups of the population served by the SARB, including the following related data:

  • Graduation rates
  • Dropout rates
  • Suspension rates
  • Number of SARB referrals

The applicant specifically describes how the SARB membership reflects numerically significant subgroups in the student population and lists truancy, chronic absence, and suspension rates among all significant subgroups.

Applicant describes barriers to attendance for all the numerically significant high-risk subgroups.

Applicant describes the type(s) of translation provided in all communication (letters, phone calls, conferences) when the children or parent(s) or guardian(s) are English language learners.

Applicant generally describes the numerically significant subgroups of the population served by the SARB, including the following related data:

  • Graduation rates
  • Dropout rates
  • Suspension rates
  • Number of SARB referrals

The applicant generally describes how the SARB membership reflects numerically significant subgroups in the student population and lists truancy, chronic absence, and suspension rates among some of the subgroups.

Applicant describes the barriers to attendance for some of the numerically significant high-risk subgroups.

Applicant describes the type(s) of translation provided only at SARB meetings when the children or parent(s) or guardian(s) are English language learners.

Applicant  does not identify the numerically significant subgroups of the population served by the SARB or does not include all of the following related data:

  • Graduation rates
  • Dropout rates
  • Suspension rates
  • Number of SARB referrals

The applicant fails to describe how the SARB membership reflects numerically significant subgroups in the student population and fails to list truancy, chronic absence, and suspension rates for these subgroups.

Applicant provides little or no description of the barriers to attendance for numerically significant high-risk subgroups.

Applicant fails to describe any translation assistance provided to parent(s) or guardian(s) who need translation services.

Population Served by County SARB Program

(10 points)

For county SARBs, applicant has included the number of SARBs in the county and number of districts that participate in county SARB meetings. The county SARB has included a comprehensive list of the different types of services for high-risk youth in the county. This includes any appropriate educational options.

For county SARBs, the numbers of participating districts are not included. Applicant has included an incomplete list of the types of services available for high-risk youth throughout the county. For example, available educational option opportunities are not included.

For county SARBs, applicant includes no information about the degree of district participation in the county SARB process. Applicant has not included a list of resources available for high-risk youth within the county.

Content Area 2: Goals and Objectives

Content Area 2
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

Goals and Objectives

(10 points)

Applicant identifies two measurable goals or objectives to meet the needs of high-risk youth with persistent school attendance and/or school behavior problems.

Applicant clearly defines the specific outcome measures (e.g., timely and appropriate school placement, completion of educational programs, or reduction of the dropout or suspension rate) that are used to evaluate achievement of these goals or objectives.

Applicant describes how the SARB has made a thorough review of its numerically significant subgroup data for the previous year before setting ambitious and demanding goals for the next year. SARB goals are clear and measurable. For example, chronic absence rates could be analyzed over time with an expectation for a specific degree of improvement.

Applicant identifies one measurable goal or objective to meet the needs of high-risk youth with persistent school attendance and/or school behavior problems.

Applicant vaguely describes an outcome measure (e.g., timely and appropriate school placement, completion of educational programs, or reduction of dropout or suspension rates) that is used to evaluate achievement of these goals and objectives.

Applicant describes how the SARB has done a basic review of the previous year’s numerically significant subgroup data before setting goals for the next year. Applicant describes measurable SARB goals, but goals and objectives lack specificity, and expectations are vague.

Applicant identifies a goal or objective to meet the needs of high-risk youth with persistent school attendance and/or school behavior problems which is not measurable.

Applicant describes no outcome measure (e.g., timely and appropriate school placement, completion of educational programs, or attendance improvement) that is used to evaluate achievement of these goals or objectives.

Applicant fails to review its previous year's numerically significant subgroup data before setting goals. Applicant describes SARB goals and/or expectations that are vague and not measurable.

Goals and Objectives

(10 points)

County SARBs use data collected in the California Education Code (EC) Section 48273 report in making goals and objectives.

County SARB goals and objectives are general or not related to data collected in the EC Section 48273 report.

County SARB goals and objectives are not measurable or not related to data collected in the EC Section 48273 report.

Content Area 3: School Attendance Review Board Collaboration and Qualifications

Content Area 3
Description/Points

Excellent
(18–20 points)

Adequate
(16–17 points)

Needs Improvement
(1–15 points)

SARB Collaboration

(20 points)

Applicant documents substantive collaboration by representatives in developing and implementing the SARB Program and provides evidence of participation of all representatives listed in EC Section 48321. Applicant fully describes a SARB which includes several licensed/credentialed members and specialists implementing the case management services for students and families and their qualifications.

Applicant fully documents the attendance and commitment of all representatives at SARB meetings and how they support an ongoing program of services for high-risk youth.

Applicant documents adequate collaboration by representatives in developing and implementing the SARB Program. Most of the representatives listed in EC Section 48321 actively participate at most of the SARB meetings. Applicant adequately describes a SARB which includes some licensed/credentialed members and specialists implementing the case management services for students and families.

Applicant adequately documents the attendance and commitment of most representatives at SARB meetings and how they support an ongoing program of services for high-risk youth.

Applicant does not adequately document collaboration by most representatives listed in EC Section 48321 in developing and implementing the SARB Program. Applicant gives minimal description of a SARB which includes few licensed/credentialed members and specialists implementing the case management services for students and families.

Applicant does not adequately document the attendance and commitment of representatives at SARB meetings and how they support an ongoing program of services for high-risk youth.

County SARB Collaboration

(20 points)

For county SARBs, applicant provides evidence of substantive collaboration between the SARB and local agencies. Applicant provides evidence that all district representatives identified in EC Section 48321(a)(3) have been nominated by their governing boards to serve on the county SARB and appointed by the county superintendent of schools. All other representatives have been appointed by the county board of education.

For county SARBs, applicant provides some evidence of collaboration between the SARB and local agencies. Applicant provides evidence that most school district representatives identified in EC Section 48321(a)(3) have been nominated by their governing boards to serve on the county SARB and appointed by the county superintendent of schools. Most other representatives have been appointed by the county board of education.

County SARBs need improvement if there is no evidence of collaboration between the SARB and local agencies. Applicant fails to provide evidence that any school district representatives identified in EC Section 48321(a)(3) have been nominated by their governing boards to serve on the county SARB and appointed by the county superintendent of schools. No other representatives have been appointed by the county board of education.

Content Area 4: Inventory of Community Resources

Content Area 4
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

Inventory of Community Resources

(10 points)

Applicant identifies at least five local resources for dropout reduction and attendance improvement. The strengths and weaknesses of services for high-risk youth are fully reviewed on the basis of local data to inform SARB decisions.

Applicant identifies gaps in resources with recommendations for improvement of existing resources or creation of new resources and programs where none exist.

Applicant describes and documents how the SARB Program coordinates with existing programs (including mental health and social service agencies).

Applicant identifies at least three of the local resources for dropout reduction and notes a few strengths and weaknesses of services for high-risk youth. Applicant does not fully review local data on services to inform SARB decisions.

Applicant identifies gaps in resources but fails to make recommendations for improvement of existing resources or creation of new resources where none exist.

Applicant describes and documents how the SARB Program coordinates with existing programs, but fails to include mental health or social service agencies.

Applicant identifies two or fewer local resources for dropout reduction and gives little or no review or evaluation of these resources as appropriate for SARB referrals.

Applicant fails to identify gaps in resources and fails to make recommendations for improvement of resources or creation of resources.

Applicant lists community resources, but fails to describe how the SARB Program coordinates with those resources.

County Inventory of Community Resources

(10 points)

For county SARBs, the applicant clearly documents that it has encouraged development of a continuing and expanding inventory of services and made recommendations for improvement to LEAs in the county pursuant to EC Section 48322 and creation of new resources and programs.

For county SARBs, the applicant documents that it has encouraged a continuing inventory of services but has not made recommendations for improvement to LEAs in the county pursuant to EC Section 48322 and creation of new resources and programs.

County SARBs need improvement when they have not documented active encouragement of an inventory of local resources. Applicant has not made recommendations for improvement to LEAs in the county pursuant to EC Section 48322 and creation of new resources and programs.

Content Area 5: Program Design and Content/Organizational Structure

Content Area 5
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

Program Design and Content/Organizational Structure (10 points)

Applicant fully describes conscientious efforts to hold school-level conferences, according to statutory provisions, with all habitual truants and their families prior to SARB referral. Similarly, conscientious efforts are made to hold school-level conferences for all students with other persistent attendance and behavior challenges.

Applicant fully explains how referrals to law enforcement agencies and alternative education programs are monitored and reported to the SARB Chairperson. Applicant fully explains how the need for support services for high-risk students is determined and how these support services are evaluated.

Applicant fully describes the system for how follow-up services will be delivered and monitored in accordance with the SARB directives.

Applicant fully describes a system in which the SARB carefully monitors student/family participation, as well as the quality of services provided.

Schools with improved student attendance and reduced use of out-of-school suspensions are recognized and rewarded. Applicant fully describes the organization of the SARB and how ongoing collaboration with local partners has been achieved for high-quality prevention and intervention programs. The detail of the description is a sufficient guide for another SARB to use for replication of the program’s design and organization.

Applicant fully describes how this SARB has provided support and served as a model SARB and mentor for other SARBs. Describe how your SARB plans to continue and expand this role.

Applicant describes adequate efforts to hold at least one conference, according to statutory provisions, with most habitual truants and their families prior to SARB referral. Similarly, conscientious efforts are made to hold school-level conferences for most students with other persistent attendance and behavior challenges.

Applicant adequately explains how referrals to law enforcement agencies and alternative education programs are monitored and reported to the SARB Chairperson. Applicant adequately explains how the need for support services for high-risk students is determined and how these support services are evaluated.

Applicant adequately describes the system for how follow-up services will be delivered and monitored in accordance with the SARB directives.

Applicant adequately describes a system in which the SARB adequately monitors student/family participation, as well as the quality of services provided.

Schools with improved student attendance and reduced use of out-of-school suspensions are recognized, but no formal award system is in place. Applicant provides an adequate description of collaboration with local partners for prevention and intervention programs. The description lacks the specificity for the program to be replicated.

Applicant adequately describes how this SARB has provided support and served as a model SARB and mentor for other SARBs. Describe how your SARB plans to continue and expand this role.

Applicant describes minimal effort to hold conferences with some habitual truants and other students and their families prior to SARB referral.

Applicant provides minimal explanation of how referrals to law enforcement agencies and alternative education programs are monitored and reported to the SARB Chairperson. Applicant provides minimal explanation of how the need for support services for high-risk students is determined, and how these support services are evaluated.

Applicant provides minimal description of the system for how follow-up services will be delivered and monitored in accordance with the SARB directives.

Applicant gives minimal description of the manner in which services are poorly monitored and reported to the SARB leadership.

Schools with improved attendance and reduced use of out-of-school suspensions are not recognized or rewarded. Applicant fails to provide specific information about collaboration with local partners for prevention and intervention programs.

Applicant fails to describe how this SARB has provided support and served as a model SARB and mentor for other SARBs. Describe how your SARB plans to continue and expand this role.

County Program Design and Content/Organizational Structure (10 points)

For county SARBs, a detailed description of the program design and organization is provided so that another county SARB could replicate the program and organizational structure. A detailed description is provided of the methods used by the county SARB to assist and train any local districts or SARBs in recommended attendance policies and behavioral intervention approaches.

For county SARBs, an adequate description of the program design is provided, but important specifics are left out which would be necessary for replication of the program design and organizational structure. Little detailed description is provided of the training provided to local SARBs or districts.

For county SARBs, a vague description of the program design is provided. The organizational structure is inadequate. No description is provided of how the county SARB assists and trains any local SARBs or districts.

Content Area 6: Prevention, Early Identification, and Interventions

Content Area 6
Description/Points

Excellent
(27–30 points)

Adequate
(23–26 points)

Needs Improvement
(1–22 points)

Prevention, Early Identification, and Interventions

(30 points)

Applicant fully describes procedures used at all schools (including parental notification), to provide timely initial truancy notifications meeting all the requirements of EC Section 48260.5. Applicant fully describes how chronic absence rates and exit data are used to determine which youth are to be referred to the SARB.

Applicant provides a detailed description of prevention, early identification, and interventions that are carried out and the persons responsible for each activity prior to the SARB referral. Applicant fully explains who does the screening of referrals to determine the adequacy of documentation of the case and what actions are taken to ensure that students who need referrals are identified and referred.

Applicant fully describes an early warning system to identify students and student groups with irregular attendance, chronic absences, or behavioral challenges. This will include identifying disparities in attendance and/or suspension rates among subgroups.

Applicant describes an excellent recognition program for good attendance and positive behavior.

Applicant adequately describes procedures used at all schools (including parental notification), to provide timely initial truancy notifications meeting most requirements of EC Section 48260.5.

Applicant provides a general description of prevention, early identification, and interventions that are carried out and the persons responsible for each activity prior to the SARB referral. Applicant provides a vague explanation of the process for screening referrals to determine the adequacy of documentation of the case and what actions are taken to ensure that students who need referrals are identified and referred.

Applicant has a referral system, but there is no early warning system to ensure all students (including students from different subgroups) with irregular attendance, excessive out-of-school  suspensions, chronic absences, or behavioral challenges are identified.

Applicant describes an adequate recognition program for good attendance and positive behavior.

Applicant gives minimal description of procedures used at all schools (including parental notification), to provide timely initial truancy notifications. No evidence is provided that applicant has complied with EC Section 48260.5.

Applicant provides a vague description of prevention, early identification, and interventions that are carried out and the persons responsible for each activity prior to the SARB referral. Applicant fails to explain who does the screening of referrals to determine the adequacy of documentation of the case and what actions are taken to ensure that students who need referrals are identified and referred.

Applicant has a weak or undefined system for SARB referrals and fails to identify patterns in attendance or suspension among subgroups.

Applicant describes a weak program to recognize improved school attendance and positive behavior.

County Prevention, Early Identification, and Interventions Prior to SARB Referral

(30 points)

County SARBs provide excellent training and consultation in prevention, early identification, and interventions to local SARBs. Early warning systems are discussed with local districts on an ongoing basis.

County SARBs provide adequate training and consultation in prevention, early identification, and interventions. Early warning systems are regularly discussed with local districts.

County SARBs need improvement when they fail to provide training in one of the key areas of the SARB process: prevention, early identification, or interventions to districts in the county.


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Content Area 7: School Attendance Review Board Leadership Strategies

Content Area 7
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

SARB Leadership Strategies (10 points)

Applicant fully describes the duties and leadership ability of the SARB Chairperson and other SARB leaders.

Applicant fully describes how the SARB leadership works to explore and identify chronic absence rates and suspension patterns throughout the school, as well as for the individual student (including disparities among subgroups) that could be addressed with prevention strategies or interventions prior to a SARB meeting. For example, has SARB leadership addressed disparities in suspension rates that impact school attendance?

Applicant fully describes how the SARB members set the purpose and vision of the SARB.

Applicant adequately describes the duties of the SARB Chairperson and other SARB leaders.

Applicant generally explains how the SARB leadership works to explore and identify chronic absence rates or suspension patterns throughout the school, as well as for the individual student (including disparities among subgroups) that could be addressed with prevention strategies or interventions prior to a SARB meeting.

Applicant adequately describes how the SARB members set the purpose and vision of the SARB.

Applicant does not clearly describe the duties of the SARB Chairperson or other SARB leaders.

Applicant fails to explain how the SARB leadership works to explore and identify chronic absence rate or suspension patterns throughout the school, as well as for the individual student (including disparities among subgroups) that could be addressed with prevention strategies or interventions prior to a SARB meeting.

Applicant provides minimal information about how SARB members set the purpose and vision of the SARB.

County SARB Leadership Strategies

(10 points)

For county SARBs, the applicant clearly describes the strategies used to provide leadership in attendance improvement and behavioral interventions throughout the county. This includes a clear description of how trust is developed among local SARBs and local agencies and how cultural proficiency is developed.

For county SARBs, the applicant generally describes the strategies used to provide leadership in attendance improvement and behavioral interventions with some groups in the county. The applicant is vague in describing how trust is developed among all the stakeholders or how cultural proficiency is developed.

For county SARBs, there is no evidence of leadership from the county SARB in attendance improvement and behavioral interventions among school districts and community resources.


Content Area 8: School Attendance Review Board Meeting Dynamics

Content Area 8
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

SARB Meeting Dynamics (10 points)

Applicant fully describes a tone of communication that is welcoming. The SARB members’ communication reflects keen awareness of and sensitivity to the family’s language and culture.

Applicant gives an excellent description of a SARB meeting that fully explains to the family and the student the reasons for the referral to SARB.

Applicant fully describes meaningful participation by the student and family, including the amount of time allowed. Applicant gives a detailed description of how the family and youth are involved in selecting solutions, resources and services that incorporate the strengths of the family and the assets of the student.

Applicant describes a courteous tone of communication. The SARB members’ communication reflects some awareness and sensitivity to the family’s language or culture.

Applicant gives an adequate description of a SARB meeting that partially explains to the family and the student the reasons for the referral to SARB.

Applicant adequately describes some participation by the student and family. Applicant gives an adequate description of some involvement by the family and youth in selecting solutions, resources and services that incorporate the strengths of the family and the assets of the student.

Applicant describes a somewhat negative or punitive tone of communication. SARB members offer little or no awareness or sensitivity to the family’s language and culture.

Applicant gives a vague description of a SARB meeting that fails to explain to the family and the student the reasons for the referral to SARB.

Applicant describes minimal participation by the student and family. Applicant gives minimal description of little involvement by the family and youth in selecting solutions, resources and services that incorporate the strengths of the family and the assets of the student.

County SARB Meeting Dynamics

For county SARBs, an excellent SARB fully describes successes in bringing together members, and provides evidence of active participation by the members at meetings. Applicant also includes a description of regular active participation of the county SARB in State SARB meetings.

For county SARBs, an adequate SARB partially describes some success in bringing together members, but lacks evidence of active participation by the members at meetings. Applicant also includes a description of occasional participation of the county SARB in State SARB meetings.

County SARBs need improvement when the applicant fails to describe success in bringing together members; applicant includes no evidence of active participation by the members at either the county SARB or State SARB meetings.

Content Area 9: Measuring and Reporting Outcomes

Content Area 9
Description/Points

Excellent
(18–20 points)

Adequate
(16–17 points)

Needs Improvement
(1–15 points)

Measuring and Reporting Outcomes

(20 points)

Note: The required EC Section 48273 report described in this content area must include the number and types of referrals to the SARB and requests for petitions to the juvenile court. Samples of this report can be found on the CDE Reports of SARB Outcomes Web Page.

Applicant fully describes how various data required in annual reports to the county superintendent are collected by subgroups of students (by race, ethnic group, gender, disability, or foster youth status) who are numerically significant in the district. Applicant provides clear definitions of all the types of data elements and indicators used to evaluate the success of the program. Applicant clearly explains when and how these various data are discussed and analyzed to improve and strengthen the SARB.

Applicant includes a copy of the EC Section 48273 reports for the last two years following this content area in the application. (This does not count as part of the two-page limit of space allowed for this content area.)

Applicant fully describes how the SARB measures and reports irregular attendance (or chronic absences), in addition to truancy and habitual truancy. This includes a specific focus on absences due to suspensions.

Applicant fully demonstrates that meaningful data will be used to improve and strengthen the program and build community support.

Applicant adequately describes how various data required in annual reports to the county superintendent are collected by subgroups of students (by race, ethnic group, gender, disability, or foster youth status) who are numerically significant in the district and gives some definitions of some of the types of data elements and indicators used to evaluate the success of the program. Applicant generally explains when and how these various data are discussed and analyzed to improve and strengthen the SARB.

Applicant includes a copy of last year’s EC Section 48273 report following this content area in the application.  (This does not count as part of the two-page limit for space allowed in the narrative for this content area.)

Applicant adequately describes how the SARB measures and reports truancy and habitual truancy, but no other indicators are measured or reported. This includes a limited focus on absences due to suspensions.

Applicant adequately demonstrates that meaningful data will be used to improve and strengthen the program and build community support.

Applicant gives minimal or no description of how various data required in annual reports to the county superintendent are collected. If data is collected, no subgroups are identified. Applicant gives minimal or no definitions of the types of data elements and indicators used to evaluate the success of the program. Applicant does not explain when and how data are discussed and analyzed to improve and strengthen the SARB.

A copy of the EC Section 48273 report is not included for either of the past two years.

Applicant does little or no measurement and reporting of truancy or other indicators, with no focus on absences due to suspensions.

Applicant offers little or no evidence that meaningful data will be used to improve and strengthen the program and build community support.

County Measuring and Reporting Outcomes

(20 points)

For county SARBs, applicant provides evidence that all local SARBs have complied with EC Section 48273. County SARBs also must describe how this data was used in providing guidance to local districts.

For county SARBs, performance is adequate if most local SARBs have complied with EC Section 48273 by collecting data but the county SARB does not regularly use this data to provide guidance to local districts.

County SARBs need improvement when they have not complied with EC Section 48273 because few, if any, districts have provided data to the county superintendent. Even when the data is provided, the county SARB does not use this data to provide guidance to local districts.


Content Area 10: Attach Three Letters of Support

Content Area 10
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

Letters of Support for Local SARBs and Letters of Support from Districts and County Agencies for County SARBs

(10 points)

Applicant provides three letters describing a high-performing SARB.

Applicant provides two excellent letters from people who are not employees of a school district, such as parents, guardians, caregivers, current and former students, and community partners and who have participated directly in the SARB process.

Applicant provides one or more excellent letters describing interventions completed prior to the SARB, as well as actions recommended or carried out by the SARB panel.

Applicant provides a letter that describes an excellent reward system to recognize students with improved attendance and behavior.

Applicant provides two letters describing a high-performing SARB. A third letter may be provided, but fails to describe outstanding qualities of the SARB.

Applicant provides at least two adequate letters from people who are not employees of a school district, such as parents, guardians, caregivers, current and former students, and community partners and who have participated directly in the SARB process.

Applicant provides one or more adequate letters describing interventions completed prior to the SARB, as well as actions recommended or carried out by the SARB panel.

Applicant provides a letter that describes an adequate reward system to recognize students with improved attendance and behavior.

Applicant provides one letter describing a high-performing SARB. Other letters may be provided, but fail to describe outstanding qualities of the SARB.

Applicant fails to provide two letters of at least adequate quality from people who are not employees of a school district, such as parents, guardians, caregivers, current and former students, and community partners and who have participated directly in the SARB process.

Applicant does not provide letters that adequately describe interventions completed prior to the SARB, as well as actions recommended or carried out by the SARB panel.

Applicant does not provide a letter that describes an adequate reward system that recognizes students with improved attendance or behavior.

County Letters of Support for Local SARBs and Letters of Support from Districts and County Agencies for County SARBs

(10 points)

For county SARBs, applicant submits at least three excellent letters from districts within the county, as well as letters of support from county agencies and partners. The letters describe high-quality guidance to local SARBs to improve school attendance and reduce the use of out-of-school suspensions within the county.

For county SARBs, applicant submits at least two excellent letters from districts within the county, as well as letters of support from county agencies and partners. The letters describe high-quality guidance to local SARBs to improve school attendance and reduce the use of out-of-school suspensions within the county.

For county SARBs, applicant does not submit at least two excellent letters from districts within the county, as well as letters of support from county agencies and partners. The letters at best describe adequate- guidance to local SARBs to improve school attendance and reduce the use of out-of-school suspensions within the county.

Content Area 11: Holistic Rating

Content Area 11
Description/Points

Excellent
(9–10 points)

Adequate
(6–8 points)

Needs Improvement
(1–5 points)

Holistic Rating

(10 points)

This content area is scored by the application readers based on the overall application. Applicants do not provide information for this content area.

The application presents high quality responses to the required content areas with a high level of clarity about the mission and strategies of the SARB.

The application meets all of the requirements and legislative intent for SARB creation, membership, and powers as described in EC sections 48320–48324.

The application presents evidence of a strong and exceptionally effective SARB that provides comprehensive services to high-risk youth. These services include a full array of preventive schoolwide strategies to provide intensive individual case management.

The application presents strong quantifiable evidence that this is a successful student support program the SARB has shared with other SARBs.

The application presents adequate overall responses to the required content areas with adequate clarity in its mission and strategies.

The application meets some of the requirements and legislative intent for SARB creation, membership, and powers as described in EC sections 48320–48324.

The application presents evidence of an effective SARB that provides adequate services to high-risk youth. These services include a mix of preventive schoolwide strategies to provide intensive individual case management.

The application presents some quantifiable evidence that this is a successful student support program the SARB has shared with other SARBs.

The application minimally meets the requirements of the recognition application and fails to provide clarity about the mission and strategies of the SARB.

The application fails to meet the basic requirements and legislative intent for SARB creation, membership, and powers as described in EC sections 48320–48324.

The application presents minimal or no evidence of the effectiveness of SARB services provided to high-risk youth. There are significant gaps in services for preventive schoolwide strategies and intensive individual case management.

The application presents little or no quantifiable evidence that this is a successful student support program that this SARB has shared with other SARBs.

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Questions: David Kopperud | dkopperud@cde.ca.gov | 916-323-1028 
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