MEMORANDUM

Last updated: 4/18/2017

DATE: April 18, 2017

TO: Principals, School Secretaries, and School Clerks

CC: Cabinet, and Charles Cummins, Director of Child Welfare and Attendance

FROM: Roberto Montano, Attendance, and Quyen Nguyen, Coordinator of SIS

SUBJECT: Enrollment Count at beginning of the year

Purpose:

To assist Cabinet in monitoring enrollment on daily basis and staffing needs, please advise all teachers of

the importance to take attendance in Aeries every day and secretaries/attendance clerks to update ALL

Day daily attendance in every class setting.

Daily enrollment count at beginning of the year

NO enrollment counts to report from the school sites, instead ensure taking accurate attendance every

day.

Protocol: The daily enrollment count for each site by grade level and program district wide (TK/K-12)

will be collected from Aeries daily. Fiscal services will be using an attendance query to convert the

attendance data into enrollment for cabinet enrollment report. This protocol will replace the warm body

count sites normally do the first two weeks of the year.

Sites must ensure ALL Day Attendance field is updated daily in Aeries.

Elementary Schools

Teachers take attendance in ALL day field

Attendance Clerks ensure all attendance is in by 2:30 pm

Secondary Schools

Teachers take attendance in each period

Attendance Clerks ensure all attendance absences are updated in ALL Day attendance field by

3:30 pm

Attendance is critical, to ensure accurate enrollment and also ADA reporting, we all need to be

extremely diligent and ensure the attendance is taken daily.

1

MEMORANDUM

Last updated: 4/18/2017

DATE: April 18, 2017

TO: Principals, School Secretaries, and School Clerks

CC: Cabinet, and Charles Cummins, Director of Child Welfare and Attendance

FROM: Quyen Nguyen, Coordinator of SIS, and Roberto Montano, Attendance

SUBJECT: Absence Code Changes

Purpose:

To establish a consistent practice regarding attendance correction so appropriate intervention services

could be given and correct attendance data is reflected in State Reporting.

Protocol:

Clearing out absences

- Parent clears out within 3 days

- Site clears out within reporting month

- ALL absences can be cleared within the academic year

Absence code changes NOT affecting ADA after reporting MONTH:

Any changes to an attendance code NOT affecting ADA, sites need to either make the changes in

Aeries also in the “Monthly Attendance Report” and fill out a “Correction To Data Form” or if

you have multiple changes re-run the “Monthly Attendance Report”.

Sign & Submit form/report to Roberto.

Absence code changes AFFECTING ADA after reporting MONTH:

Any changes to an attendance code AFFECTING ADA, sites will update attendance code in

Aeries, re-run “Monthly Attendance Report” for that month and ALL reported months after that.

Sign & Submit report to Roberto.

2

Alvord Unified School District Child Welfare and Attendance

Verification of Enrollment & Inactivation/Disenrollment of a Student Protocol Beginning of Year Process

The following practice, formalized in this document as a protocol, is to be followed when considering the

inactivation/disenrollment of all students (i.e. general education and special education) who have not attended school for

first three (3) or more consecutive days (non-attendance unverified/non-registered), regardless if student has completed

registration:

DO NOT NO-SHOW A STUDENT WITHOUT FOLLOWING ALL STEPS BELOW

I. General education and special education students whom have not turned in registration paperwork and/or attended the

first 3 days of school, without any communication/notification to the school. 1. Contact: School staff, are required to call all listed contact numbers in Aeries and on the emergency card to find out

why the student is not attending school. 2. Intention: If parent (student over 18) contact is made, ask the parent (student over 18) if the student intends to stay

in our district or attend elsewhere. You may disenroll/no show student if parent verifies that student will not be returning to Alvord USD. All information must be notated in the Visitation Screen using the code CV. Record all

phone numbers called, who was spoken to, the outcome (disconnected, moved, does not know family, and so

forth), and/or when the home visit was made (by who and results). Enter all of this information into Aeries; not

required on the student’s emergency card 3. Home Visit: Once all means of reaching/communication with the student’s family have been exhausted without

success, a home visit should be made to ascertain if the student/family still lives there. The home visit can be made by school administration/personnel; or, by the school’s attendance investigator, via the referral process.

4. Referral: If a referral is made to the school’s respective attendance investigator, he will conduct a home visit to inquire as to the student’s status in our district. Once confirmation is made as to whether or not the family/student resides within our district’s boundaries, the attendance investigator will let appropriate school personnel know whether to: 1) inactivate/disenroll the student; or, 2) mark the student absent and start the SARB process.

II. Special Education Student

1. If the student is a special education student, and still lives in our boundary, forward the students’ information to

the special education coordinator (Dr. Ruth Heger) after all steps (1-4) have been exhausted. The special

education department will contact the case manager and the site program specialist to create a Prior Written

Notice (PWN) documenting at least three reasonably timed attempts to meet, via an IEP, with the parent or adult

student.

2. If parent of a special education student, confirms that the student will attended another school district, please

email the appropriate special education staff (Carol Mitas, Joanne Glier, Kerry Peterson) with student data.

Special Education will need to notate the reason/information in the special education database.

III. This verification process (consisting of steps 1-4, immediately above), taking approximately three to seven (3-7) days;

and must occur prior to inactivating/disenrolling the student.

Inactivating Students in AERIES:

1. Indicate the appropriate exit code (see attached);

2. All information must be notated in the Visitation Screen using the code CV. Record all phone numbers called,

who was spoken to, the outcome (disconnected, moved, does not know family, and so forth), and/or when the

home visit was made (by who and results). Enter all of this information into Aeries; not required on the student’s

emergency card;

3. The date of the student’s inactivation, for student that did not turn in registration will be prior school years last

day of school, the date of student’ inactivation, for student that registered and did not attend is the Monday of the

first week school starts.

4. Change the district and school enter date, if/when the student returns.*

3

4/26/2017 C2 Secondary Unit Designators | Postal Explorer

http://pe.usps.com/text/pub28/28apc_003.htm 1/1

 Postal ExplorerPostal Addressing Standards > Appendix C > C2 Secondary Unit Designators

      

C2 Secondary Unit Designators 

Description Approved Abbreviation

Apartment APT

Basement BSMT**

Blank, unable to determine*  

Building BLDG

Department DEPT

Floor FL

Front FRNT**

Hanger HNGR

Key KEY

Lobby LBBY**

Lot LOT

Lower LOWR**

Office OFC**

Penthouse PH**

Pier PIER

Rear REAR**

Room RM

Side SIDE**

Slip SLIP

Space SPC

Stop STOP

Suite STE

Trailer TRLR

Unit UNIT

Upper UPPR**

* Requires the pound sign (#) to be used on the mailpiece.** Does not require a Secondary RANGE to follow.

      

4

MEMORANDUM DATE: November 02, 2016

TO: Principals, School Secretaries, and School Clerks    

CC:     Cabinet, and Charles Cummins, Director of Child Welfare and Attendance

FROM: Quyen Nguyen, Coordinator of SIS, and Anh Nguyen, District Liaison Foster

Youth/Homeless

SUBJECT: Foster Youth Protocol

Purpose:

To establish a consistent practice regarding identifying and creating foster youth records in Aeries so

appropriate services could be given and correct LCFF funding count is reflected.

Foster Youth Identification:

Student can be identified as Foster Youth through one of these three ways:

1. Foster Parent informs the school that the student is a foster child.

2. The student’s registration form has Foster Home box checked.

3. The student is identified as Foster Youth in California Longitudinal Pupil Achievement Data

System (CALPADS) through a match in California Department of Social Services (CDSS) system.

Protocol:

Please ensure the following steps are being completed at your site to ensure accurate reporting of

foster youth for all new and returning students.

1. Once student has been identified as a Foster Youth; please send the student to (Child Welfare

and Attendance (CWA) department at the District Office to fill out the Caregiver Affidavit.

2. Once approved, CWA will send an email informing site that the foster child will be enrolling at

the school site.

3. CWA will enter the Foster information under Special Programs in AERIES. Please do not enter

the foster record at the school site.

5

Memorandum To: Principals, School Secretaries, and School Clerks

From: Quyen Nguyen, Coordinator, Student Information Systems

Date: October 14, 2016

Re: Create homeless program records in Aeries Student Information System

Purpose:

To establish a consistent practice regarding creating homeless program records in Aeries so

appropriate services could be given and correct LCFF funding count is reflected.

Overview:

Students should be identified as homeless from the answers in the residential living arrangement

section of the Registration/Re-registration form. Students are considered homeless if the answers

indicate temporary living arrangement such as: unsheltered, temporary doubled-up due to economic

hardship, in a shelter or transitional housing program, and in a hotels/motels.

Protocol Clarification:

Please ensure the following steps are being completed at your site to ensure accurate reporting of

homeless students for all new and returning students.

1. Site staff reviews the residential living arrangement section of the Registration/Re-registration

form.

2. Site staff creates/updates homeless record for the student in Aeries.

3. Site staff refers the student/family to CWA.

4. It is known that not all family referred to CWA will come in. If the family comes to CWA office,

CWA staff will provide additional services and generate an email to school site with the

student identified as homeless.

5. Site will double check to make sure that the homeless record exists in Aeries. This is to catch

the students who could have been overlooked in step #1 and went to CWA office. However,

this should not be the only source as not all families referred actually come to CWA.

6

1

CALPADS DEFINITION OF “HOMELESS”

Homeless Dwelling Type

Name Definition

100 Temporary Shelters

A temporary residence provided for homeless individuals who would otherwise sleep on the street or a temporary residence provided to individuals in emergency situations. This is also applicable to children who are in temporary residences awaiting permanent placement in foster care.

110 Hotels/motels

A temporary residence for homeless individual usually requiring payment or vouchers for lodging and services on a daily, weekly, or monthly basis.

120 Temporarily Doubled Up

A temporary residence where a homeless family is sharing the housing of other persons due to the loss of housing, economic hardship, or other similar reasons.

130 Temporarily Unsheltered

A type of residence for homeless individuals that is not meant for human habitation, such as cars, parks, sidewalks, abandoned buildings, campgrounds, trailer parks, bus and train stations, or persons abandoned in the hospital (on the street). A rule of thumb would be to see the dwelling as comparable to an automobile in that it shelters but is not adequate housing.

ALVORD UNIFIED ENROLLMENT FORM

If the parent answers: Yes to both

questions regarding their residence is

a temporary living arrangement due

to loss of housing or economic

hardship, they are “homeless.”

Parent will check the residence box.

7

2

Go to Programs

Special Programs Tab

Input 191: Homeless Program

Enter Dwelling Type:

Runaway: Yes or No

Unaccompanied Youth: Yes or No

Start Date: Enter the start date using the 1st day of

enrollment.

- If the start date is already there and there is NO end

date, leave the date as is and do not change the date.

- If the start date is already there and there is an end

date, create a new record with a new start date using

the current year 1st day of enrollment date.

End Date: Do not enter end date, as this will be updated by

CWA staff upon verification at the end of year.

8

CALCULATING PARTIAL CREDITS FOR HIGH SCHOOL FOSTER YOUTH

Sixty percent of foster youth drop out of high school. One major barrier to high school graduations is schools’ failure to issue partial credits.

In recognition of this barrier, the California Legislature enacted AB 490 in 2004, requiring school districts to calculate, award, and accept partial credits for foster youth. However, many school districts do not fulfill these obligations because the laws did not give them any guidance. Therefore, it is very important that CASAs work with schools to ensure that their youth are awarded partial credits when they transfer schools and that the new schools accept these credits and apply them to core graduation requirements.

USEFUL LAWS

• Education Code Section 49069.5: Schools must award youth partial credits for all work satisfactorily completed as of their last day of actual attendance.

• Education Code Section 51225.2: Schools must accept all previously issued partial credits and enroll the youth in the same or equivalent courses as those enrolled in at the previous school.

CALCULATION FORMULA

Very few school districts in California have adopted partial credit policies that define how schools should calculate credits for foster youth who transfer schools mid-semester. Therefore, the California Department of Education and California School Boards Association helped to develop a Partial Credit Model Policy for schools to use when calculating partial credits. When CASAs advocate for partial credits for their youth, they should check to see if the youth’s school has a partial credit policy. If none exists, the CASA should request that the school use the following formula and guidelines to calculate partial credits.

CALCULATION GUIDELINES

• Length of Class Period: Class periods lasting 89 minutes or less count as 1 class period for purposes of calculating partial credits. Class periods lasting 90 minutes or longer count as two class periods.

• Sending School Responsibilities: Issue check out grades upon receiving notification that a foster youth will transfer schools. Calculate partial credits for each subject the youth is passing as of the last day of actual attendance. Include all courses, grades, and partial credits earned on an official transcript within 2 business days of youth’s transfer.

• Receiving School Responsibilities: When youth transfer schools mid-semester, request and accept all check out grades and partial credits awarded by sending school within 2 business days of youth’s enrollment. Apply them to the same equivalent courses on the school district’s official transcript. Immediately enroll the youth in the same/equivalent courses so they can complete a full semester of credits.

If you need assistance obtaining partial credits for a foster youth, please contact the Alliance for Children’s Rights at (213) 368-6010.

9

CASA Student Withdrawal Report

Student Identification Information Student Name: Court Case Number: Date of Birth: Age: Gender: Grade: Education Rights Holder Name: Contact Number: Caregiver Name: Contact Number: Old School Information School Name/District: Counselor/Registrar Name: Enrollment Date: Withdrawal Date: Last Day of Actual Attendance: Reason for School Transfer:

Partial Credit Log Type of Grading Period (circle one): Semester / Trimester Total # of Credits Available/Grading Period (circle one): 1 / 5

Course Name Corresponding Graduation Requirement

Check Out Grade**

# of Periods Attended

Length of Each Period (in min.)

# of Credits Earned

** A check out grade is the final grade issued by an individual teacher based on youth’s cumulative work over the entire grading period up until the last day of actual attendance, including exam scores, home and class work, participation, and attendance. Foster youths’ grades may not be lowered for absences caused by placement changes, court appearances, or participation in court-ordered activities. NOTES:

New School Information School Name/District: Enrollment Date: School Registrar/Counselor: Phone Number: Courses student enrolled in:

10

GRADE OMISSION/CHANGE FORM

School: Current Academic Year:

Student Name: Date of Birth:

Student Permanent ID: Grade Level:

Grade change academic year: Grade change marking period:

Name of Class – secondary school / Name of Standard – elementary school:

Current Grade: New Grade:

Reason for grade change or omission:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

(This form must be accompanied by support documents)

Teacher Name: _______________________________________________________________

Teacher Signature: ________________________________________ Date: _______________

Principal signature: ________________________________________ Date: _______________

Updated in Aeries by: ______________________________________ Date: _______________

California Education Code (EC) Section 49066 (b)

The governing board of the school district and the superintendent of such district shall not order

a pupil's grade to be changed unless the teacher who determined such grade is, to the extent

practicable, given an opportunity to state orally, in writing, or both, the reasons for which such

grade was given and is, to the extent practicable, included in all discussions relating to the

changing of such grade.

Draft version 2 – 2016/10/14

11