Building a Culture of Trust
How Kings Canyon Unified School District Supports Attendance
Embedded Files
Overview
Overview
Kings Canyon USD has built a system where trust and support are woven throughout every level of the district. This strong foundation fosters student engagement, strengthens relationships with families, and ultimately promotes strong attendance. By prioritizing parental involvement, student well-being, and a culture of continuous improvement, the district has successfully reduced chronic absenteeism.
“We’re always supporting one another and helping each other get better. So that builds everything. It lays a foundation where trust rises to the top, where we trust one another and we’re doing such good work that parents trust us with their children and with the decisions that we’re making.”
- District Administrator
Extract from October 22, 2024 Open Door Session with Kings Canyon School Administrators and Staff
Addressing Chronic Absenteeism by Embedding Trust and Support
Addressing Chronic Absenteeism by Embedding Trust and Support
At Kings Canyon USD, addressing chronic absenteeism begins with a commitment to mutual trust and support. This means setting clear expectations and ensuring that teachers, families, students, and administrators work together so that all students have the resources they need to learn and attend school.
Support is not just a policy—it is embedded in the district’s culture. It is present in every interaction, from teachers supporting students, to administrators supporting teachers, to district leadership ensuring that the entire system is aligned in its efforts. Over time, this culture of support has strengthened the trust that families place in the district, knowing that their children’s best interests are at the heart of every decision.
Building Support Through Parental Input
Building Support Through Parental Input
A key component of the district’s strategy is actively seeking and valuing parental input. Schools take a proactive approach by engaging parents in conversations about their children’s education.
One kindergarten parent described how this happens daily:
“Every morning when I walk my daughter to school, I see staff engaging with students and parents—asking for feedback and getting our opinions. That makes a difference.”
This consistent communication fosters positive relationships between parents and schools, creating a sense of partnership. A staff member who is also a parent noted that when parents feel heard, they are more likely to ensure their children attend school regularly.
“Seeking input helps parents feel connected to the school, and that positively affects attendance. When they feel good about their school, they want their kids to be there.”
Examples of Images and Displays Communicating the Importance of Attendance at Jefferson Elementary
Building Trust Through Parental Involvement
Building Trust Through Parental Involvement
Beyond seeking input, the district builds trust by inviting parents into classrooms and creating opportunities for them to engage with their child’s learning environment. One elementary teacher explained how this approach strengthens relationships:
“We invite parents to be part of the classroom experience. Whether it’s gardening with us or joining a fun event, they get to see firsthand how we interact with their children. They appreciate it, and they trust us more because they see that their kids are in a caring, supportive environment.”
When parents witness the warmth and commitment of school staff, their confidence in the district grows, reinforcing a partnership that supports student success.
Fostering Student Engagement and a Culture of Care
Fostering Student Engagement and a Culture of Care
Beyond parental trust, Kings Canyon USD prioritizes student engagement as a key factor in attendance. The district actively asks, “What are we doing to draw students in? What makes them excited to come to school?”
One effective strategy is addressing students’ socioemotional well-being. For example, to support kindergarteners who may struggle with separation anxiety, some schools use Social Stories—personalized narratives that help students visualize their daily routines, set expectations, and ease transitions.
Additionally, a culture of care is central to the district’s approach. Staff members emphasize kindness, respect, and genuine relationships with students, which creates a welcoming environment. A school secretary at Washington Elementary explained:
“It’s the culture. We treat students kindly and genuinely care about them. That makes a huge impact on how they feel about school.”
A teacher from Connor Elementary echoed this sentiment:
“We make it clear to parents that we are here for their children because we truly care. That trust is built through genuine connections.”
The Supportive Foundation That Elevates Trust
The Supportive Foundation That Elevates Trust
District staff attribute their low chronic absenteeism rates to three core principles established by the superintendent:
Weave, don’t stack: Integrate new ideas into existing practices rather than creating separate initiatives.
Take things to the next level: Always strive for improvement and innovation.
Support, support, support: Foster a culture where students, families, and staff uplift one another.
This mindset is reflected in the district’s team-based approach. By ensuring that support is continuous and deeply embedded in their operations, they create an environment where trust rises naturally. As one district administrator put it:
“We’re always supporting one another and helping each other get better. That lays the foundation where trust rises to the top. Parents trust us because they see the work we do and know we have their children’s best interests at heart."
Extract from the Kings Canyon School District Administrators Open Door on The Role of Social-Emotional Learning in Boosting School Attendance - In this Clip District Administrators go over the supportive structure that is foundational in building trust with students, families, staff, and communities.
Next Steps: Strengthening Support for Vulnerable Students
Next Steps: Strengthening Support for Vulnerable Students
While Kings Canyon USD has successfully built a strong culture of trust and attendance, the district continues to refine its efforts. A key focus moving forward is addressing the needs of its most vulnerable students, including homeless youth, foster youth, and students with disabilities.
The district’s approach to attendance extends beyond financial considerations—it is about ensuring every child has the opportunity to learn and succeed. As one leader emphasized:
“Yes, we talk about the financial impact of students not coming to school, but more than that, it’s the impact on their learning. Because if kids aren’t in school, they can’t achieve.”
By maintaining a clear vision, prioritizing support, and fostering strong relationships, Kings Canyon USD continues to create an environment where trust and attendance go hand in hand.
Resources
Resources
Chronic Absenteeism Bright Spot Factsheet
CCEE Open Door Webinar Highlighting Kings Canyon: Attendance and Attending to Students’ Socioemotional Wellbeing
Meet the Team
Meet the Team
Roberto Gutierrez
Roberto Gutierrez
Deputy Superintendent
Deputy Superintendent
Sharon Matsuzaki
Sharon Matsuzaki
Data Systems and Accountability Coordinator
Data Systems and Accountability Coordinator
Sergio Rodriguez
Sergio Rodriguez
Student Services Administrator
Student Services Administrator
Greg Visser
Greg Visser
Principal
Principal
Washington Elementary
Washington Elementary
Patricia Ledesma
Patricia Ledesma
Principal
Principal
Jefferson Elementary
Jefferson Elementary
Norma Doerksen
Norma Doerksen
Social Worker
Social Worker
TL Reed Elementary
TL Reed Elementary
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