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Parent advisory committee recommends uniform attendance letters, a simpler discipline matrix and clearer homework guidance
Summary
Mesa’s newly formed parent advisory committee presented recommendations on attendance, discipline and homework: standardize attendance communications and tardy rules, create a succinct discipline matrix for parents and schools, and consolidate homework guidance across district documents.
A board‑appointed parent advisory committee presented its first‑year findings to the Mesa Public Schools Governing Board, urging districtwide consistency on attendance notices, teacher‑level guidance for classroom management and updated homework guidance in district materials.
Superintendent Andy Forliss and committee members summarized work by three subcommittees (attendance, discipline, homework) that met between November and April and reviewed policy, procedure and district data. Carrie, an office specialist at Field Elementary who served on the attendance subcommittee, said inconsistent communications created confusion and cited two recommendations: (1) split elementary and secondary attendance rules into separate groupings so each set of schools follows the same procedures; and (2) use ParentSquare/ParentVUE to notify parents promptly when a student misses a class period so families can act during the school day. Carrie also suggested adding a specific absence code for extended excused absences (surgery, death) so parents who provide documentation are not later surprised by an automated attendance letter.
Dr. Skinner, who served on the discipline subcommittee, said the district’s new discipline matrix has improved consistency once issues reach assistant principal or principal levels, but classroom‑level (“level 1”) behaviors remain variable by teacher and school. The group recommended an abbreviated, parent‑friendly discipline matrix overview that would explain likely consequences and redirect parents to the fuller document for details. The subcommittee also suggested school SIAC committees (site councils) develop school‑level guidelines for when repeated teacher‑managed behaviors should escalate to office referrals.
Principal Gabby Buckley presented the homework subcommittee’s recommendation to consolidate homework guidance across three district sources — board policy 5‑216(b), grading practice guidance, and the student handbook — and to provide a short, research‑backed explanation of the purpose of homework. Buckley noted the current student handbook lists high school homework expectations (up to 2½ hours) and recommended that the district add links and current research references to help parents and teachers align practice.
Board reaction and next steps: Board members thanked parents and staff for the work and asked follow‑up questions about supporting teachers with level‑1 behavior management and training on difficult parent conversations. Administrators said principals and instructional coaches would support teachers with proactive communication and parent‑contact expectations prior to office referrals. For attendance, district communications staff and the director of communications were already exploring improved messaging. For homework, the district plans to revise the student handbook and consolidate references with links to research and site guidance documents for principals.
Why it matters: The committee’s three recommendations target operational practices (how schools notify families and manage routine behavior) that affect daily attendance, learning time and school climate. Several board members encouraged continued SIAC involvement to tailor school‑level approaches while preserving districtwide consistency.
