Guidance on Executing Attendance Recovery Programs

In Support of Education Code (EC) 46211

• EC Section 46211(a): Beginning July 1, 2025, to address the educational and fiscal impacts of pupil absences, a local education agency may implement attendance recover programs for pupils to make up lost instructional time and offset absences, including chronic absenteeism.
• EC Section 46211(h): On or before June 30, 2025, the department shall develop and maintain on its internet website guidance to support local education agencies in creating and implementing high-quality attendance recovery programs.

The following guidance is intended to support Local Education Agencies (LEAs) in student engagement, ensure instructional continuity, and uphold standards of quality and equity. The guidance itself is non-binding and does not have the effect of law. Legal obligations are set forth in the applicable statutes and case law, including those cited in the guidance.

Program Design and Scheduling | Attendance Documentation | Staffing and Educator Requirements | Classified and Support Staff Roles | Student Support Services | Instructional Design and Engagement | Program Access and Communication | Oversight and Accountability | Continuous Improvement | Resources

Frequently Asked Questions (FAQs) regarding Attendance Recovery (AR) programs are also available on the California Department of Education's (CDE’s) Attendance Recovery web page.

Program Design and Scheduling

• Attendance recovery sessions must be offered outside of regular instructional time, such as after school, on weekends (e.g., Saturdays), during intersession breaks, and/or summer.
• Establish and publish a master calendar of available recovery opportunities for students and families.
• Ensure that scheduling decisions consider student availability, transportation, and staffing resources.
• Determine appropriate location to implement attendance recovery program.

Attendance Documentation

• Record attendance through the LEA’s student information system (SIS) with each session validated by the AR teacher.
• Maintain backup documentation, such as paper sign-in sheets, in alignment with audit requirements.
• For tardiness, develop and communicate clear policies. Attendance documentation is addressed in EC Section 46211(e)(1).
• It is always recommended to review documentation requirements with your legal counsel and independent auditor (please see the 2025–26 Audit Guide procedures ).
• LEAs should consult and plan with their Attendance Supervisors per EC Section 48240, as appropriate.

Staffing and Educator Requirements

• Certificated educators in AR must meet the credential requirements for providing classroom-based instruction and immediate supervision and control. Contact the Commission on Teacher Credentialling for guidance as needed. Give additional consideration when recovery includes instruction toward A–G approved coursework.
• Comply with any additional credential authorization requirements, such as English Learner Authorization - CLAD Certificate (CL-628C) , and Special Education.
• Establish processes for the verification of educator credentials prior to assignment.
• Involve Human Resources and bargaining units early in planning to ensure staffing aligns with labor agreements and educator workload protections.
• Ensure substitute educators are available to provide continuity of instruction during staff absences.
• Compensate educators using clearly defined rates as per collective bargaining agreements and extra duty policies.
• Ensure the attendance recovery program shall not exceed a certificated teacher ratio of 10:1 for Transitional Kindergarten/Kindergarten or 20:1 for grades 1-12 inclusive.

Classified and Support Staff Roles

• Utilize classified staff, such as clerical workers, campus supervisors, and aides, to support program logistics, supervision, attendance collection, and communication.
• Provide as appropriate food service and maintenance staff.
• Ensure classified roles are clearly defined, compensated appropriately, and aligned with their bargaining unit agreements.

Student Support Services

• Consider whether nutrition services (e.g., snacks or meals) should be or can be provided during extended day or Saturday programming.
• Consider transportation options for students with limited access, in collaboration with transportation departments.
• Ensure availability of translation and interpretation services to engage non-English-speaking students and families.
• Embed access to counseling, social-emotional support, and mental health referrals into the program framework.
• Partner with special education staff to ensure that students with IEPs, 504 Plans or Individual Health Plans, receive appropriate support and accommodations.
• Develop and implement policies and procedures regarding school safety.

Instructional Design and Engagement

• Develop policies and procedures to ensure that students are provided content aligned to grade level standards that is substantially equivalent to in-person instruction and which will be subject to review as part of the LEA’s annual audit.
• Use differentiated instruction to meet the varied needs of students by grade level, development, strengths, and learning styles, and that is respectful of the lived experiences of students.
• Ensure recovery instruction is standards-aligned, engaging, is outcomes-based, and includes, when appropriate, rubrics and formative and summative assessment criteria that supports student performance and/or mastery of content.
• Coordinate with regular classroom teachers to align recovery instruction with classroom objectives and maintain instructional continuity.
• Incorporate project-based learning, digital platforms, and collaborative activities to increase student motivation and participation.

Program Access and Communication

• Participation in an attendance recovery program shall not be compulsory or punitive for pupils.
• Use multiple outreach methods (robocalls, email, flyers, social media) to promote the program and invite participation.
• Provide easy and equitable access for students and families to enroll in attendance recovery opportunities.
• Ensure coordination with Student Success Teams (SSTs), attendance teams, and/or School Attendance Review Boards (SARBs) to identify and recommend students for participation.
• Provide for coordination/communication between attendance recovery program and regular classroom teachers.

Oversight and Accountability

• Assign dedicated administrative oversight at each site or program location to manage implementation and troubleshoot challenges.
• Regularly monitor program implementation and student outcomes to ensure goals are met.
• Define and measure success metrics, such as:
• Number of instructional minutes recovered
• Student engagement and attendance improvements
• Academic performance changes
• Student and family satisfaction
• Consult with your independent auditor to ensure compliance with attendance accounting, documentation, and fiscal requirements.

Continuous Improvement

• Collect ongoing feedback from students, staff, and families to assess program effectiveness.
• Analyze attendance data to refine scheduling, outreach, and instructional approaches.
• Share promising practices across school sites and districts to foster a culture of continuous improvement.

Resources

• Attendance Recovery - Instructional Time and Attendance Accounting This link provides detailed information regarding the requirements of the Attendance Recovery Program, including FAQs page.
• Education Audit Appeals Panel - for the audit guide
• Social and Emotional Learning - Teaching & Learning
• Nutrition - Learning Support
• High School Innovations and Initiatives Office | HSIIO@cde.ca.gov | 916-319-0893
• Multi-Tiered System of Supports - Curriculum and Instruction Resources
• Behavioral Intervention Strategies and Supports - School Environment
• Restorative Practices and School Discipline - School Environment
• Equity - Equity and Access
• Culturally Sustaining Pedagogy - Professional Learning
• Supporting LGBTQ+ Students - Professional Learning
• ELA/ELD Framework - English Language Arts Chapter 2, page 63 of the ELA/ELD Framework includes a concise, cogent section on Motivating and Engaging Learners that might be useful for section VI.
• Special Education - Specialized Programs
• Flexible Learning Environments - Best Practices and Resources (PDF)
• Help for Students in Crisis - Mental Health
• Youth Perspectives: The Importance of Caring Relationships at School – California Safe and Supportive Schools
• Safe Schools - Learning Support
• Coordinated School Health - Health
• California Literacy - Teaching & Learning
• Career Technical Education - Teaching & Learning
• Instructional Materials - English Language Arts
• Instructional Materials - Visual & Performing Arts
• Science - Teaching & Learning
• Mathematics - Teaching & Learning
• History-Social Science - Teaching & Learning
• Physical Education - Teaching & Learning