Model SARB Recognition Program Readers' Rubric

Population Served by School Attendance Review Board (SARB) Program

(10 points)

Recognized subgroups in California are:

• Black or African American

• American Indian or AlaskaNative

• Asian or Filipino

• Hispanic or Latino

• Native Hawaiian or Pacific Islander

• White

• Two or more races

• Socio-economically disadvantaged

• English learners

• Students with disabilities

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

Applicant clearly describes the numerically significant subgroups of the population served by the SARB, including the following rates among the subgroups for:

• 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 or chronic absence 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 rates among the subgroups for:

• 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 or chronic absence 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’s description of the population is overly general and broad. Applicant does not identify the numerically significant subgroups of the population served by the SARB or does not include all of the following information for each subgroup:

• 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 or chronic absence 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 the translation provided to parent(s) or guardian(s) who need translation services.

Population Served by County SARB Program

(10 points)

For county SARBs, applicants have included the number of SARBs in the county and number of districts that participate in county SARB meetings. The county SARB has included a thorough 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 does not include any information about the degree of district participation in the county SARB process. Applicant has not included any indication of identifying different types of resources for students within the county.

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

Applicant describes how the SARB has made a thorough review of its subgroup data for the previous year before setting ambitious and demanding goals for the next year. For example, chronic absence rates could be analyzed over time with an expectation for a specific degree of improvement. County SARBs use data collected in the California Education Code (EC) Section 48273 report in making goals and objectives.

Applicant identifies one measurable goal or objective to meet the needs of high-risk youth.

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

Applicant describes how the SARB has done a basic review of its previous year's data before setting goals for the next year. Applicant describes the SARB’s measurable goals and expectations, but SARB goals and objectives lack specificity, and expectations are vague. County SARBs are adequate if goals and objectives are general or not related to data collected in the EC Section 48273 report.

Applicant identifies a goal or objective to meet the needs of high-risk youth which is not measurable.

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

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

SARB Collaboration

(20 points)

Applicant documents substantive collaboration by representatives in developing and implementing the SARB Program.

Applicant fully discusses the attendance and commitment of all representatives at SARB meetings to show their commitment to support an ongoing program of services for high-risk youth.

Applicant documents adequate collaboration by representatives in developing and implementing the SARB Program.

Applicant adequately discusses the attendance and commitment of representatives at SARB meetings to show their commitment to support an ongoing program of services for high-risk youth.

Applicant does not adequately document collaboration by representatives in developing and implementing the SARB Program.

Applicant does not adequately discuss the attendance and commitment of representatives at SARB meetings to show their commitment to support an ongoing program of services for high-risk youth.

County SARB Collaboration

(20 points)

For county SARBs, evidence is provided that school district representatives have been nominated by their governing boards in compliance with EC Section 48321(a)(3). All other representatives have been appointed by the county board of education.

For county SARBs, evidence is provided that the membership identified in EC Section 48321 has been invited to participate in the county SARB.

County SARBs need improvement if there is no evidence that the membership identified in EC Section 48321 has been invited to participate in the county SARB.

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 coordinates services 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 makes no 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 shows that it has encouraged development of a continuing and expanding inventory of services and made recommendations to local educational agencies (LEAs) in the county pursuant to EC Section 48322.

For county SARBs, the applicant encouraged a continuing inventory of services but has not made any recommendations to LEAs in the county about access to services or about how programs could be improved.

County SARBs need improvement when they have not actively encouraged an inventory of local resources. A county SARB in this category fails to present adequate evidence that it has assisted districts in the county with locating needed resources for students or their families.

Program Design and Content/Organizational Structure

(10 points)

Applicant fully describes persons and positions implementing the SARB Program and case management procedures. This includes description of procedures used at all schools to provide timely initial truancy notifications that meet all the requirements of EC Section 48260.5.

Applicant fully describes conscientious efforts to hold school-level conferences with all habitual truants.

Applicant fully specifies the nature and extent of services that support the goals and objectives of the program. Applicant describes an effective system to identify gaps in services and develop strategies to meet students’ needs. This includes how referrals are made to alternative education programs or law enforcement agencies.

Applicant fully describes a system in which the SARB monitors student/family participation, as well as the quality of services provided. Schools with improved student attendance 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 adequately describes the SARB Program and implementation of basic interventions (including parental notification), but fails to describe persons or positions assigned to perform these activities.

Applicant gives adequate information about the efforts to hold conferences at the school level prior to SARB referral.

Applicant gives adequate information about the nature and availability of services that support the goals and objectives of the program. Adequate detail is provided about how referrals are made to alternative education programs or law enforcement agencies.

Applicant gives adequate information about the manner in which services will be monitored and reported to the SARB leadership. Schools with improved student attendance 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 gives minimal description of the SARB Program. Applicant fails to describe the roles of different people or positions at different stages of the SARB process.

Applicant gives minimal description of the efforts to hold conferences at the school level.

Applicant gives minimal description of the availability of services to meet students’ needs. Applicant fails to explain how referrals are made to alternative education programs or law enforcement agencies.

Applicant gives minimal description of the manner in which services will be monitored and reported to the SARB leadership. Schools with improved attendance are not recognized or rewarded.

Applicant fails to provide specific information about collaboration with local partners for prevention and intervention programs.

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.

For county SARBs, an adequate description is provided, but important specifics are left out which would be necessary for replication of the program design and organizational structure. No detailed description is provided of the training provided to local SARBs or districts.

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

Prevention, Early Identification, and Interventions Prior to SARB Referral

(30 points)

Applicant clearly describes the methodology used to determine which students have exhausted the resources of their schools and will be served with case management through the SARB Program. When there is insufficient documentation to show that resources at the school have been exhausted, students are referred back to the school for further intervention.

Applicant describes a clear, data-based process used to identify students with the greatest need for SARB referral and intervention.

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

Applicant describes an excellent recognition program for good attendance.

Applicant generally describes the methodology used to determine which students will be served through the SARB Program. Applicant fails to describe what happens when a designated SARB member determines that inadequate resources have been provided at the school or that the documentation of the case is insufficient.

Applicant describes a process that does not fully use its data to identify children with the greatest need for SARB referral and services.

Applicant has a referral system, but there is no system to ensure all students (including students from different subgroups) with irregular attendance or excessive suspensions or chronic absences are identified.

Applicant describes an adequate recognition program for good attendance.

Applicant does not clearly describe the methodology used to determine which students will be served through the SARB Program.

Applicant describes a process that fails to identify children with the greatest need for SARB referral and services.

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.

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

(30 points)

County SARBs provide excellent training 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 technical assistance in prevention, early identification, and interventions. Early warning systems are not discussed with local districts on an ongoing basis.

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

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 members continually share leadership in developing dropout strategies and accountability for individual cases. This includes fully identifying disparities in attendance or suspension rates between subgroups.

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 adequately describes how SARB leadership has sometimes been shared in developing strategies and accountability for individual cases. The SARB leadership provides evidence of adequate effort to identify disparities in attendance or suspension rates between subgroups.

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 does not describe how SARB leadership has developed strategies and accountability for individual cases. There is no evidence of any analysis of disparities in attendance or suspension rates between subgroups.

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 describes the strategies used to provide leadership throughout the county. This includes a description of how trust is developed among local SARBs and local agencies and how cultural proficiency is developed.

For county SARBs, the applicant describes the strategies used to provide leadership with some groups in the county. The applicant fails to describe how trust is developed among all the stakeholders or how cultural proficiency is developed.

County SARBs need improvement when there is no evidence of leadership in attendance improvement and dropout reduction among school districts and community resources.

SARB Meeting Dynamics

(10 points)

Applicant gives an excellent description of a SARB meeting that fully addresses the causes of referrals, gives full explanation of the directives of the SARB, and offers evidence of engaging in meaningful communication with the family.

Applicant fully describes a tone of communication that is welcoming. The SARB members’ communication reflects awareness of and sensitivity to the family’s language and culture, including any necessary translation resources.

Applicant provides an excellent description of skillful communication between SARB members and students, parent(s) or guardian(s) which is frank and forthright, but also supportive.

Applicant fully describes meaningful participation of the student and family, with some time given in the meeting to overcome barriers.

Applicant gives a detailed description of how the family and youth are involved in selecting resources and services.

Applicant gives a description of a SARB meeting that adequately addresses the causes of referrals, gives some explanation of the directives of the SARB, and offers evidence of engaging in adequate communication with the family.

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

Applicant adequately describes the tone of communication between SARB members and students, parent(s), or guardian(s), which is civil and courteous.

Applicant adequately describes some participation of the student and family, with some time given in the meeting to overcome barriers.

Applicant gives an adequate description of how the family and youth are involved to some degree in selecting resources and services.

Applicant gives a description of a SARB meeting which fails to address the causes of the referrals. Meetings include little or no discussion of the SARB directives. The meeting includes a lack of meaningful communication with the family.

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 describes an overall tone of communication between SARB members and students, parent(s), or guardian(s) which tends to be punitive and threatening.

Applicant gives minimal description of time allowed for participation of the student and family. Participation appears very limited.

Applicant gives minimal description of how the family and youth are involved to any degree in selecting resources and services.

County SARB Meeting Dynamics

(10 points)

For county SARBs, an excellent applicant fully describes successes in bringing together members, and documents evidence of active participation by the members at meetings.

For county SARBs, an adequate SARB may have success in bringing together members, but lacks evidence of active participation by the members at meetings.

County SARBs need improvement when there is no evidence presented that key partners regularly attend meetings or actively participate.

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 outlines an early warning system which makes full use of the Student Information System for early identification of all high-risk youth. The system is currently ongoing.

Applicant fully describes how various data required in annual reports to the county superintendent are collected.

Applicant gives clear definitions of all the types of data elements and indicators used to evaluate the success of the program.

Applicant demonstrates full capacity for providing all requested data and for providing comprehensive evaluation of program effectiveness, both at the local level and, in compliance with EC Section 48273, at the county level, including use of data for program improvement. Applicant includes a copy of the EC Section 48273 Reports for the last two years in the application after this content area and does not count in the two-page limit of space allowed for this content area.

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

Applicant fully describes how the SARB measures and reports irregular attendance (or chronic absences) in addition to truancy and habitual truancy.

Applicant adequately outlines a workable plan to develop data to identify all high-risk youth. There is no full use of an early warning system yet.

Applicant adequately describes how various data required in annual reports to the county superintendent are collected.

Applicant gives some definitions of some of the types of data elements and indicators used to evaluate the success of the program.

Applicant demonstrates adequate capacity for providing all requested data and for providing comprehensive evaluation of program effectiveness, both at the local level and, in compliance with EC Section 48273, at the county level, including use of data for program improvement. Applicant includes one copy of last year’s EC Section 48273 Report in the application after this content area and does not count in the two-page limit for space allowed in the narrative for this content area.

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

Applicant does an adequate job of describing how the SARB measures and reports truancy and habitual truancy, but no other indicators are measured or reported.

Applicant fails to provide evidence of any system in place or planned to identify all high-risk youth.

Applicant gives minimal or no description of how various data required in annual reports to the county superintendent are collected.

Applicant gives minimal or no definitions of the types of data elements and indicators used to evaluate the success of the program.

Applicant demonstrates minimal or no capacity for providing requested data or for providing comprehensive evaluation of program effectiveness. A copy of the EC Section 48273 Report is not included.

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

Applicant does little or no measurement and reporting of truancy or other indicators.

County Measuring and Reporting Outcomes

(20 points)

For county SARBs, evidence is provided 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, adequate success is achieving compliance with EC Section 48273 by collecting data but failing to use data to provide guidance to local districts.

County SARBs need improvement when they have not achieved compliance with EC Section 48273 because all districts have not provided data to the county superintendent.

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

(10 points)

Applicant provides three excellent letters of support for a local SARB or multiple letters of praise from districts and county agencies for county SARB.

Applicant provides an excellent letter from a community member or from parent(s) or guardian(s) who have participated directly in the SARB process.

Applicant provides an excellent letter that mentions 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.

Applicant provides two excellent letters of support for the local SARB. A third letter may be provided, but it lacks specificity.

Applicant provides an adequate letter from a community member or from parent(s) or guardian(s) who have participated directly in the SARB process.

Applicant provides an adequate letter describing positive actions recommended or carried out by the SARB panel.

Applicant provides a letter that notes an adequate reward system is in place to recognize students with improved attendance.

Applicant provides letters of support with vague or incomplete descriptions of interventions and key tasks related to the SARB. At most, one letter is excellent.

Applicant does not provide an adequate letter from a community member or from parent(s) or guardian(s).

Applicant does not provide a letter that mentions positive interventions or actions recommended or carried out by the SARB panel.

Applicant provides no evidence that a reward system is in place to recognize students with improved attendance.

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

(10 points)

For county SARBs, at least three letters describe high quality guidance to local districts and the coordination of dropout prevention activities within the county.

For county SARBs, at least two letters describe either high quality guidance to local districts or the coordination of support activities within the county.

County SARBs need improvement when one letter or no letters describe guidance to local districts or coordination of support activities within the county.

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 shows strong evidence of the effectiveness of SARB services provided to high-risk youth.

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.

The application presents strong quantifiable evidence of a successful student support program which should be replicated by other school districts or county offices of education.

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

The application shows adequate evidence of the effectiveness of SARB services provided to high-risk youth.

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.

The application presents some quantifiable evidence of a successful student support program.

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 presents minimal or no evidence of the effectiveness of SARB services provided to high-risk youth.

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 fails to present evidence of an effective SARB that provides needed services to high-risk youth.

The application presents little or no quantifiable evidence of a successful student support program.