District staff described efforts to track transfers, enrollment declines and students who do not show up in the first days of the school year.

Tracking transfers and "no-shows"

Miss Moore, an administrator who presented the districts enrollment reports, said the district begins immediate follow-up in the first 10 days of school for students who do not appear on rosters. "What we do in the first 10 days of school is if we have students that do not show up, they're called no shows. But we need to know where the no shows are over the summer. So our people start immediately tracking where they are," Moore said.

Withdrawal form and reasons families leave

Administrators said they introduced a withdrawal form at registrars' offices to collect information on why students leave the district (moves, custody changes, program or bullying concerns, housing or affordability). The presenters said many withdrawals cite moves or custody and that some transfers result from employees or teachers taking new positions in other districts.

Snapshot transfer numbers and enrollment notes

Presenters reviewed transfer counts in the packet. An excerpted slide showed historical counts (for 2023-24, the packet reported "364 transfers" in one line) and a current-year snapshot the presenters described as showing several hundred transfer students and a district population that included many students enrolled as transfers. Administrators cautioned the board that some fields in the report display "NA" when counts are fewer than 10 and that aggregated totals require record checking to reconcile those NA entries.

Communication with receiving districts and documentation requests

Administrators said two-record transfer requests (records requests) are used to confirm enrollment if a family claims a student enrolled in another district. They described calling receiving districts and using inter-district contacts to confirm whether a student reenrolled elsewhere.

Why this matters

The district said prompt tracking limits the number of unaccounted-for students and helps it understand whether enrollment declines reflect physical moves, transfers to other districts or other causes. That information affects staffing, state funding and campus supports.

Next steps

Moore and other staff said they will continue to compile reconciled reports on how many students physically moved versus how many stayed in the district but enrolled elsewhere, with follow-up reports planned for later in the school year.