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Committee forwards attendance policy to first reading after debate over cyber transfers and testing absences
Summary
The policy committee advanced Policy 204 (attendance) to first reading after detailed discussion about Act 47 limits on midyear transfers to cyber charters for 'habitually truant' students, tightened language on doctor's notes and college visits, and retention of wording to deter absences during PSSA/Keystone testing.
The Upper Adams School District policy committee agreed by consensus to move Policy 204 (attendance) to first reading following discussion of recent state legislation and several proposed clarifying edits.
Mr. Lustig told the committee that the legislature (referred to in the transcript as Act 47 of 2025) changed rules limiting students deemed 'habitually truant'—defined in discussion as six or more unexcused absences—from transferring midyear to cyber charter schools unless a court or district magistrate finds transfer is in the student’s best interest. Dr. Chong confirmed that characterization and said administrators, principals and the district magistrate have worked to tighten language and close loopholes around repeated use of doctor's notes to excuse many absences.
Committee members proposed technical and substantive edits: adding language clarifying that teachers determine which missed work must be completed after extended absences, fixing typos and age-language for certain excused-absence categories, removing fixed clock-time thresholds (to maintain flexibility for delayed starts and early dismissals), and retaining new district wording that reserves the right to reject excessive college visits or non‑school educational trips. Administrators said the intent of that language is deterrence against absenteeism abuse, not to usurp parental judgment.
Members also debated new language that would limit excused absences during PSSA and Keystone testing windows; administrators said missing those tests reduces participation rates and can place a school in state school-improvement status because participation—not proficiency—is affected. The committee agreed the policy should move to first reading, with additional editorial fixes to be made before the public board meeting.
Next steps: administration will incorporate agreed edits and the policy will be presented for its first reading at the board’s next public meeting.
