Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Attendance topic
No spam. Unsubscribe anytime.
John Harris campus leaders outline attendance, discipline and literacy work as attendance lags district target
Summary
Interim principal Dr. Kirk Perez Estelle and assistant principals presented a concept plan showing a December benchmark writing test taken by 771 students, a quarter attendance rate of 70.89% (district reported) and a set of PBIS and attendance interventions including a reset room, weekly attendance meetings and a Cougar Coupons pilot.
Interim principal Dr. Kirk Perez Estelle and assistant principals Kevin Dean and Cynthia Spencer presented the John Harris campus academic concept and quarterly progress report to the board on Feb. 11, describing academic assessments, attendance trends and disciplinary challenges.
The presentation showed a December baseline writing assessment in which 771 students completed the prompt out of a total 1,737 students attributed to the high school complex (that total includes students in district‑run online programs). Dean and Estelle said the campus used the results to calibrate instruction; Estelle described the baseline as ‘‘evidence‑based’’ and said the school will administer follow‑up tests in February and March to measure growth.
Attendance emerged as a central concern. The campus set a daily student attendance target of 75% by Dec. 31; quarter‑to‑date attendance for the campus was reported at 70.89% (that figure includes students in the district’s online program, HVLA). Estelle said that when HVLA students are excluded, brick‑and‑mortar attendance for the campus was about 77%. Board members and school leaders discussed multiple causes: frequent substitute usage in classrooms, inconsistent classroom‑level attendance entry, morning kiosk bottlenecks for the district’s check‑in system and high numbers of tardies. Administrators report holding weekly attendance meetings with counselors, social workers and security staff and conducting home visits.
Discipline and school climate were also discussed. The leadership team described small‑group and individualized PBIS work (tier 2 and tier 3 supports), a pilot incentive program for ninth grade dubbed "Cougar Coupons," monthly class meetings about the PBIS 3R expectations (Ready, Responsible, Respectful) and a newly implemented "reset room" that removes students for a period and returns them to class rather than excluding them for longer suspensions. The team noted that while most students have few or no referrals, a small cohort (about 27–30 students) accounts for many repeat referrals.
Estelle and Dean emphasized operational constraints — short staffing among security monitors, administrative vacancies earlier in the year and scheduling that mixes in‑person and online offerings — and urged continuing focus on attendance, accurate attendance entry and consistent classroom supervision. Board members asked for data triangulation between internal attendance reports and state reporting tools; administrators said they are working on data processes and on improving morning entry procedures.
Why it matters: Attendance is a key early warning indicator for dropout risk and can affect state funding calculations tied to average daily membership. School leaders presented both academic interventions (Keystone‑aligned writing practice) and operational fixes aimed at getting students into classrooms and improving accurate attendance reporting.
Ending: School leadership asked for continued district support for staffing and for parents and community members to reinforce daily attendance and on‑time arrival.
