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Westwood Heights board review shows low index scores tied to chronic absenteeism; student proposes late-start option
Summary
District administrators presented state index scores for schools in the Westwood Heights Schools district and cited chronic absenteeism, staffing shortages and pandemic-era learning loss as the principal drivers. A student representative asked the board to consider a late-start day to address morning barriers to attendance.
Miss Richardson, the district administrator, presented the Westwood Heights Schools district’s school-index data at the board meeting, saying several buildings’ index scores were driven down mainly by attendance problems, staffing shortages and lingering COVID-era learning loss. "Our overall index for Hamady L last year was 56.1," she said, noting the school is not identified for state supports because students there do not take the same state tests used in the index.
The presentation broke the index into components such as school quality (attendance, access to arts and physical education, librarians), advanced coursework and postsecondary enrollment. Richardson said Hamady L enrolled 164 students in 2023–24 and that a majority were "not on track in attendance," adding that chronic truancy — described in the presentation as 10 or more absences — was a main factor lowering the building’s index score. She also said some subgroups (English-language learners and other small subgroups) are recorded as "NA" on state reports because the numbers are too small to report.
Why it matters: State index scores are used to compare schools statewide and can determine eligibility for targeted supports and interventions. Board members and district leaders said improving attendance and restoring instructional supports are essential to raising scores and academic outcomes.
Administrators described responses the district is already trying. Richardson and other administrators cited a mix of short-term interventions and countywide collaboration: tutoring provided by University of Michigan–Flint volunteers (Tuesdays and Thursdays, 3–5 p.m.), a newly restarted math-intervention class, planned increases in math-intervention offerings next school year, and reliance on long-term substitute placements where needed. Richardson said the district cannot immediately replace a math coach who has been on leave for more than a year, noting state and personnel rules limit filling a held position while an employee is on leave.
Several board members and administrators placed attendance in the context of wider community challenges. Richardson described coordination steps — letters, phone calls, mediation with the intermediate school district and, when families do not respond, referrals to the courts and to social-service providers. She told the board "we don't want to, punish students over adult issues," and said the district aims to work with families and community partners to remove barriers such as unstable housing, transportation and caregiving responsibilities.
The board heard that countywide work has begun: district leaders said superintendents from Genesee County convened in Bay City and held breakout sessions on trauma-informed supports, wraparound services and small, repeatable interventions. Richardson said notes from the sessions are being collected and that the districts will try to use the research and practices discussed.
Student representative Amaya raised a suggestion during the student report: "I had an idea ... to do, like, a late start Wednesday or a late start Friday," explaining some students arrive late because caregivers work early shifts or have limited transportation. Richardson and other administrators responded that late starts have trade-offs — they prepare students for workplace expectations — but said the suggestion could be discussed further with building and district leaders.
Board members proposed a dedicated workshop to develop district-level strategies rather than try to cover long-term remedies during a regular meeting. Richardson and other administrators recommended continued county collaboration and additional, targeted interventions for attendance, tutoring and social-emotional supports.
Ending: The board did not adopt new districtwide policy at the meeting. Administrators said they will continue implementing math interventions, coordinate with county partners on trauma-informed practices and consider whether a workshop or special session is needed to design further attendance strategies.
