Tardy Protocol

This protocol outlines the procedures for addressing student class tardies at STEAM Academy.
It aims to promote punctuality, minimize disruptions to instructional time, and provide support for students who struggle with timeliness.

I. Definitions

• Tardy: A student is considered tardy if they are not in their assigned seat when the bell rings.
• Excused Tardy: A tardy is excused when a student enters class with an excused tardy pass from the office or another staff member. 
• Unexcused Tardy: A tardy is unexcused when a student enters class late, without a pass.
  Students arriving to school after 8:30am will not wait in line to receive a tardy pass if the daily announcements are still being read; however, their first period teacher will still mark students tardy as they arrive to class.
  If students arrive to school after 8:30am and the daily announcements have been completed (usually by 8:35-8:40am), students will line up at the attendance office to receive an unexcused tardy pass (unless the parent has excused the tardy with the attendance office). These students will hand their tardy pass to their instructor as they arrive to class.

II. Roles and Responsibilities

• Teachers:
  • Document tardies, through Aeries, Jupiter, or Internal Log
  • Communicate with students and parents.
• Administrators:
  • Oversee the implementation of the tardy policy.
  • Provide support to teachers in addressing tardiness.
  • Run tardy reports twice a week, starting the first Monday of the school year.
  • Communicate with parents/guardians regarding repeated or chronic tardiness after the teacher has contacted the parent. 
  • Assign consequences for unexcused tardies, following the tardy response plan. See below.
  • Monitor tardy data to identify trends and areas for improvement.
  • Convene meetings with students, parents, teachers, and social workers/counselors to address chronic tardiness.
• Social Worker/Counselors:
  • Work with students who are chronically tardy to identify underlying causes (e.g., anxiety, lack of organization, socializing, extended bathroom time, class avoidance).
  • Develop intervention plans, which may include:
    • Time management strategies
    • Organizational skills training
    • Problem-solving skills
    • Referral to community resources
    • Individualized plans
  • Participate in meetings with students, parents, and administrators.
• Parents/Guardians:
  • Collaborate with the school to address any issues contributing to their child’s tardiness.
  • Attend meetings as requested by the school.

III. Tardy Response Plan

• 1st-2nd Unexcused Tardy:
  • Teacher documents the tardy.
  • Teacher provides a verbal warning to the student.
• 3rd Unexcused Tardy:
  • Teacher contacts the parent/guardian to discuss the tardiness via a phone call.
  • Teacher assigns a consequence (after school detention link will be provided).
• 4th-5th Unexcused Tardy:
  • Teacher continues to document tardies
  • Referral to STEAM Center (electronic referral)
  • Parent meeting with Counselor/Social Worker
  • Attendance Team Discusses Student Support
• 6th or More Unexcused Tardy:
  • Administrator contacts parent/guardian.
  • Administrator documents the tardy and parent contact.
  • Administrator assigns a more significant consequence.
  • Administrator convenes a meeting with the student, parent/guardian, Teacher, and Counselor/Social Worker (if appropriate).
  • Development of an intervention plan.
  • Consequences may include:
    • Referral to RRC
    • Loss of extracurricular privileges

V. Data Collection and Review

• Admin and Attendance Tech will track tardy data to monitor the effectiveness of the policy and identify trends.
• Tardy data will be reviewed regularly (twice a week) by the administration and school attendance team.
• The tardy policy will be reviewed and revised as needed, based on data and feedback.