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District outlines attendance strategy, required prevention curricula and support programs
Summary
Director of student services Malika Bussey briefed the board on mandated curricula (House Bill 123 and Senate Bill 288), the district's multi-tiered attendance interventions under House Bill 410, and current chronic-absenteeism figures and goals.
Malika Bussey, the district's director of pupil/student services, presented the board with an overview of programs and legal requirements the student-services team is implementing, including state-mandated prevention curricula and attendance interventions.
Bussey said the district is using several curricula to comply with House Bill 123 (suicide awareness and prevention) and Senate Bill 288 (child abuse and dating-violence prevention). For House Bill 123 Bussey identified materials the district is using: Sandy Hook Promise, Start With Hello, Say Something and Erica's Lighthouse (grades 6–12). For Senate Bill 288 she identified Speak Up for child-abuse and dating-violence prevention. Bussey also said parents are permitted to opt their children out where state rules allow.
On attendance, Bussey reviewed Ohio's defined thresholds under House Bill 410: chronic absenteeism (10 percent of total hours excused or unexcused), excessive absences (hours benchmarked in HB 410, excluding documented medical absences) and habitual truancy (42 consecutive hours or 72 total hours without a legitimate excuse in one school year). She said the district's current chronic-absenteeism rate is 16.4 percent and cited a target associated with recent reporting of 16.4 percent; she noted the district has been tracking data and using a tiered intervention model (universal, early intervention, intensive) with attendance-intervention teams at each building.
Bussey described tools the district is using: building-based MTSS teams, data-root-cause analysis, family engagement tiers adapted from the Ohio State Family Engagement Center, and incentives and individual support or "attendance intervention plans" that last 60 days when thresholds are triggered. She credited building principals and student-support teams for weekly data reviews and called out a plan to reintroduce a staff–student pairing model at Greenview.
The board did not take substantive policy action during the report; the presentation was informational and tied to approved exceptional-student and MTSS contracts later on the agenda.
