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Attendance & Engagement Policy

2026–2027 School Year

Purpose

At Snake River Opportunities School (SROS), attendance is more than being present, and engagement is more than completing assignments. Together, they measure whether students are connected to school, supported by caring adults, and making meaningful progress toward mastery.

As a virtual, mastery-based school:

• Attendance measures student contact with the school.

• Engagement measures progress toward learning.

Attendance is reported to the State of Idaho for accountability purposes, while engagement reflects student learning and guides our Multi-Tiered System of Supports (MTSS).

Our goal is not simply to record absences—it is to identify barriers early, provide increasing levels of support, and help every student remain successful.

Core Definitions

Attendance (Contact-Based)

Attendance reflects whether a student completed required contact with SROS.

Attendance:

• Is reported as Present or Absent

• Is based on required contact—not academic performance

• Is recorded in Schoology and reported to PowerSchool for Average Daily Attendance (ADA)

• Defaults to Present unless a required contact is missed

Required contact may include:

• Weekly mentor meeting (unless approved for a mentor meeting opt-out)

• Required synchronous instruction

• Required tutoring

• Required content teacher appointment

• Student Success Coach meeting

• Counselor or Social Worker meeting when assigned

• Other meetings assigned by administration

Once a meeting is scheduled as required, attendance is expected.

Engagement (Learning-Based)

Engagement reflects active participation in learning.

Students demonstrate engagement by making measurable progress toward mastery, including:

• Topic submissions

• Project submissions

• Growth in In Progress topics

• Growth in Mastered topics

• Growth in overall Mastery %

Engagement is reviewed weekly.

Attendance answers:

Did we connect?

Engagement answers:

Did learning move forward?

Weekly Check-In Survey & Mentor Meeting Opt-Outs

The Weekly Check-In Survey serves multiple purposes:

• Panther Wellness

• Mentor communication

• Attendance evidence for approved mentor meeting opt-outs

Students Required to Attend Weekly Mentor Meetings

The survey supports wellness and communication but does not replace the required weekly mentor meeting.

Students with an Approved Mentor Meeting Opt-Out

Students who have demonstrated consistent academic progress, engagement, and independence may be considered for a mentor meeting opt-out.

Mentor meeting opt-outs are reviewed and approved only during the school's scheduled Student Conference periods:

• Early October

• Late March

The decision is made collaboratively by the student, parent/guardian, and mentor teacher, and is documented through the school's approved Opt-Out Form.

An approved mentor meeting opt-out remains in effect only until the next scheduled Student Conference, when it is reviewed again. Students may continue the opt-out, return to weekly mentor meetings, or have the opt-out revoked based on their current progress and support needs.

While on an approved mentor meeting opt-out:

• The Weekly Check-In Survey becomes the student's required attendance contact in place of the weekly mentor meeting.

• Survey completed → Present

• Survey not completed → Absent (NS)

An approved mentor meeting opt-out replaces only the weekly mentor meeting. It does not replace any other required contact, including tutoring, synchronous instruction, Student Success Coach meetings, counselor or social worker meetings, content teacher appointments, or other required sessions assigned by the school.

At any time, a mentor or administrator may revoke a mentor meeting opt-out if a student's attendance, engagement, or support needs indicate that regular mentor meetings should resume.

Attendance Recording

Attendance is entered into Schoology and reported to PowerSchool.

Weekly Mentor Meeting

Students are required to attend one mentor meeting each week unless an approved mentor meeting opt-out is on file.

Missing the required weekly mentor meeting results in:

• Absent recorded in the Mentor Course

• Full-day absence reported to PowerSchool

• Parent notification

Additional mentor support meetings beyond the weekly requirement are encouraged but are generally not recorded as attendance unless designated as required by the mentor or administration.

Other Required Sessions

Attendance is also recorded for:

• Required tutoring

• Required synchronous instruction

• Student Success Coach meetings

• Counselor or Social Worker meetings

• Required content teacher appointments

• Other assigned instructional or support sessions

Missed required sessions are recorded as period absences.

Seven (7) missed periods equal one full day of attendance.

Excused Rescheduling

No absence is recorded when:

• the student notifies the staff member at least one hour in advance, and

• the session is successfully rescheduled.

Session Expectations

Repeated missed required sessions may result in additional interventions.

After three unexcused absences with the same staff member:

• documented outreach occurs,

• barriers are reviewed,

• Student Learning Funds may be reduced by $25 per missed session.

Students receiving Special Education services follow the same expectations for required specialized instruction outlined in their IEP.

Engagement Recording

Engagement is reviewed each Wednesday.

Students are considered engaged when they demonstrate measurable progress through:

• Topic completion

• Project completion

• Movement in In Progress %

• Movement in Mastered %

• Growth in overall Mastery %

Students who make no measurable progress during the week receive an NP (No Progress) code in their Mentor Course.

NP codes report to PowerSchool as a lack of weekly engagement and activate the Attendance & Engagement Support System.

Attendance & Engagement Support Levels

Attendance and engagement are monitored together through a progressive system of supports. Students move between levels based on patterns, not isolated incidents.

Students may move upward when attendance or engagement concerns continue.

Students may move downward through consistent attendance and engagement over time.

Level 1 — Universal Support

Students are regularly attending and making progress.

Supports include:

• Weekly mentor meetings

• Routine progress monitoring

• Regular teacher feedback

• Full access to Student Learning Funds

• Full access to Panther Coins

Normal life happens.

Occasional absences or slower weeks do not automatically increase support levels.

Level 2 — Early Support

Early attendance or engagement concerns begin to emerge.

Supports include:

• Reminder text messages and emails

• Mentor outreach

• Student Success Coach outreach

• Parent or guardian communication

• Early MTSS documentation

Goal:

Identify barriers while they are still small.

Level 3 — Targeted Support

Attendance or engagement concerns have become consistent.

Supports include:

• Continued mentor support

• Student Success Coach accountability check-ins

• Counselor or Social Worker involvement

• Family outreach

• Barrier assessment

• Individualized support planning

• Temporary pause of Student Learning Funds and Panther Coins when appropriate

Goal:

Coordinate school supports before enrollment becomes at risk.

Level 4 — Intensive Support

Attendance or engagement now places enrollment at significant risk.

Supports include:

• Formal intervention meeting including:

  • Student

  • Parent/Guardian

  • Mentor

  • Student Success Coach (when assigned)

  • Counselor or Social Worker

  • Administrator

• Engagement Commitment documenting:

  • attendance expectations

  • engagement expectations

  • identified barriers

  • planned supports

  • review timeline

All interventions are documented in the MTSS log.

Level 5 — Enrollment Review

Despite intensive supports, attendance and engagement remain insufficient.

Supports include:

• Final intervention meeting

• Written warning regarding enrollment

• Enrollment review

• Possible withdrawal in accordance with Idaho attendance requirements

Removal from enrollment occurs only after multiple documented interventions and opportunities for success.

Recovery

Students can move to lower support levels through consistent attendance and engagement.

Recovery reflects current success rather than erasing previous absences.

The focus remains on growth, not punishment.

Inactive Students

Students are expected to maintain an ongoing connection to school through required contact and meaningful academic progress.

A student may be considered inactive after approximately three consecutive instructional weeks showing no evidence of:

• Required contact

• Weekly Check-In Survey (when required)

• Topic or project submissions

• Movement in In Progress %

• Movement in Mastery %

Inactive status is determined through a pattern of multiple indicators, not a single missed meeting or assignment.

Students identified as inactive may receive:

• Increased outreach

• Student Success Coach support

• Required tutoring or synchronous instruction

• Temporary limitations on Student Learning Funds

• Individualized intervention plans

• Enrollment review

Open Enrollment students who remain inactive following intervention may be withdrawn and their resident district notified.

Appeals

Families may appeal attendance decisions by submitting written documentation to the school leadership team.

Appeals will be reviewed individually, and leadership decisions are final.

Statement of Intent

Snake River Opportunities School is committed to balancing flexibility with accountability.

Our Attendance & Engagement System is designed to:

• Remove barriers before they become obstacles.

• Build strong relationships between students and staff.

• Identify concerns early through predictable levels of support.

• Encourage recovery through consistency rather than punishment.

• Maintain compliance with Idaho attendance requirements while honoring a mastery-based model of learning.

Our guiding question is simple:

Is the student connected, supported, and moving forward?