Report on Indiana Senate Enrolled Act 482 and its Implications for North Lawrence Community Schools

Introduction: Legislative Framework for Enhancing Educational Attainment

Effective July 1, 2025, Indiana Senate Enrolled Act (SEA) 482 introduces significant modifications to the state’s student attendance laws. This report outlines the key provisions of the new legislation and the corresponding implementation strategy by North Lawrence Community Schools (NLCS). The new framework is designed to monitor, report, and respond to student absences, directly supporting the achievement of key Sustainable Development Goals (SDGs) by ensuring consistent and equitable access to education for all students.

NLCS is committed to leveraging this legislative update to strengthen its partnership with families, thereby fostering a supportive educational environment that aligns with global standards for quality education and student well-being.

Alignment with Sustainable Development Goals (SDGs)

The implementation of SEA 482 is intrinsically linked to several United Nations Sustainable Development Goals, reflecting a commitment to holistic student development.

SDG 4: Quality Education

The primary objective of the new attendance law is to combat chronic absenteeism, a significant barrier to learning. By establishing clear definitions and a structured support system, the legislation directly addresses SDG Target 4.1, which aims to ensure that all children complete free, equitable, and quality primary and secondary education. The focus on intervention over punishment ensures that educational opportunities are inclusive and accessible.

SDG 3: Good Health and Well-being

The law acknowledges the importance of student health by categorizing absences due to illness, injury, and medical appointments. The provision for emotional support for chronically absent students and alternative instruction for long-term medical issues aligns with SDG Target 3.4, promoting mental health and well-being as a crucial component of a successful educational journey.

SDG 16: Peace, Justice and Strong Institutions

SEA 482 exemplifies the role of effective and accountable institutions in creating legal frameworks that support societal well-being. The structured, multi-tiered approach to attendance management demonstrates a commitment to fair and just processes designed to support families and uphold the right to education, contributing to the principles of SDG 16.

Key Legislative Definitions and Changes

Chronic Absenteeism

A student is classified as chronically absent upon missing 10% or more of the academic year, which typically corresponds to 18 days. This classification applies to all absences, whether excused or unexcused. It serves as a critical indicator for the school to initiate collaborative support with the family to address potential academic or emotional barriers, reinforcing the supportive tenets of SDG 4.

Habitual Truancy

The definition of habitual truancy remains unchanged, defined as the accumulation of 10 or more unexcused absences. This condition continues to mandate a report to Child Services or the court system.

Classification of Student Absences

The legislation categorizes absences to provide a clear framework for monitoring and intervention.

• Excused Absences: These absences are approved but count toward the chronic absence total. They include illness with a physician’s note, documented medical appointments, bereavement, religious observances, and other school-approved activities.
• Unexcused Absences: Any absence not officially reported or approved by the school. These also contribute to the chronic absence total.
• Exempt Absences: These absences do not count toward the chronic absence total and include participation in jury duty, military service, legislative or election service, and certain approved 4-H or FFA events.

NLCS Attendance Protocols and Family Responsibilities

Parent-Excused Absences

NLCS permits up to five parent-excused absences per semester for events or minor illnesses not requiring a physician’s statement. These absences require prior notification and contribute to the student’s total absence count.

Long-Term Medical Absences

For absences extending 20 or more instructional days, documentation from a licensed medical provider is mandatory. NLCS will arrange for homebound or alternative instruction, ensuring educational continuity in line with the principles of inclusive education (SDG 4) and support for student well-being (SDG 3).

Daily Reporting Procedure

Parents or guardians are required to report all student absences to the respective school office by 9:00 a.m. on the day of the absence.

Framework for Intervention and Support

In alignment with SEA 482, NLCS will implement a tiered support system upon a student reaching five excused or unexcused absences. This proactive approach is central to achieving quality educational outcomes.

1. Attendance Conference: Within 10 instructional days of the fifth absence, a conference will be convened to identify barriers to attendance and assess student needs.
2. Attendance Contract: A personalized plan may be developed in collaboration with the family and school staff to establish clear goals and strategies for improving attendance.
3. Referral to Student Attendance Review Board (SARB): The SARB, a multi-disciplinary team of school and community personnel, will connect families with necessary services and may recommend further action if attendance does not improve.

The overarching goal of these measures is to provide robust support for students and families, ensuring that every student has the opportunity to succeed. Suspension or expulsion for chronic absenteeism alone is not permitted, reinforcing the law’s focus on positive intervention. For further information, families are advised to contact their school’s main office.

SDGs Addressed in the Article

• SDG 4: Quality Education

  The article’s primary focus is on ensuring student attendance, which is fundamental to receiving a quality education. The new law and the school’s implementation aim to keep students in school and provide support to prevent them from falling behind. The text explicitly states, “NLCS emphasizes that every day in class matters for student success,” directly linking attendance to educational outcomes.

• SDG 16: Peace, Justice and Strong Institutions

  The article details the implementation of a new state law, Senate Enrolled Act (SEA) 482, by a local public institution, North Lawrence Community Schools (NLCS). It outlines a clear, structured, and accountable process for monitoring and responding to absenteeism, including defined terms (“Chronically absent,” “Habitual truancy”) and a multi-step support system. This reflects the development of effective and accountable institutions at the local level.

• SDG 3: Good Health and Well-being

  The article connects student attendance to health by acknowledging illness and medical appointments as reasons for excused absences. It requires a “physician’s note” for certain illnesses and has procedures for “long-term medical absences.” Furthermore, it mentions that chronic absenteeism serves as an “opportunity for the school to collaborate with the family to provide academic or emotional support,” acknowledging the importance of students’ emotional well-being.

Specific SDG Targets Identified

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education.

  The entire initiative described in the article is designed to combat chronic absenteeism, a key risk factor for students failing to complete their education. By intervening early when a student misses school, NLCS aims to ensure they remain “connected, supported, and successful,” which is essential for completing secondary education.

• Target 4.5: By 2030, ensure equal access to all levels of education… for the vulnerable… and children in vulnerable situations.

  The support system established under the new law is designed to identify and assist students who face “barriers to attendance.” These students can be considered vulnerable. The process, which includes an “Attendance Conference” and referral to the “Student Attendance Review Board (SARB),” aims to connect families to services, thereby promoting equal access to education for those who might otherwise be left behind.

• Target 16.6: Develop effective, accountable and transparent institutions at all levels.

  The article is a case study of this target in action. It describes how NLCS is implementing SEA 482 with clear definitions, reporting requirements, and a transparent, multi-step intervention process. The communication to families about these changes demonstrates accountability and transparency.

Indicators Mentioned or Implied

• Rate of Chronic Absenteeism

  The article provides a precise definition for this indicator: a student is “Chronically absent if they miss 10% or more of the school year for any reason.” This is a quantifiable metric that can be tracked to measure the scale of the problem and the effectiveness of the new policies.

• Rate of Habitual Truancy

  This is another specific indicator mentioned in the article, defined as “10 or more unexcused absences.” This metric is used to trigger more severe interventions, such as reporting to Child Services, and can be used to measure progress in reducing unexcused absences.

• Number of Student Support Interventions

  The article implies several process indicators that can measure the institution’s response. These include:

  1. The number of Attendance Conferences held.
  2. The number of personalized Attendance Contracts created.
  3. The number of referrals made to the Lawrence County SARB.

  These metrics would show how actively the school is implementing its support system to address absenteeism.

Summary of SDGs, Targets, and Indicators

Source: wbiw.com