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Attendance task force reports small gains; chronic absenteeism remains high, district outlines multi‑layered response
Summary
The district reported modest improvements in daily attendance and reductions in chronic absenteeism across some subgroups, but overall chronic absenteeism remains elevated; the task force described outreach, restorative practices and targeted programming to reduce absences.
Margaret McGarry, director of attendance and pupil services, told the board on Jan. 28 that the district is tracking toward its District Comprehensive Improvement Plan (DCIP) attendance goals but that chronic absenteeism remains a significant challenge.
McGarry said district goals include increasing student daily attendance by 3% and reducing chronic absenteeism by 10% gap‑closing for subgroups by June 2025. She presented subgroup data showing incremental gains: for example, district‑wide chronic absenteeism figures moved from higher baseline levels to lower numbers across several subgroups (presenter supplied values such as a high‑school overall chronic absenteeism figure moving from about 43% down to 37%). McGarry emphasized that chronic absenteeism is defined as missing 10% or more of school days (roughly nine days after about 90 days of instruction).
The report outlined a mix of universal and targeted strategies used across elementary, middle and high schools: building‑level communications and attendance goals, student support teams, restorative practices, check‑in/check‑out interventions, after‑school programming and community partner supports (including Liberty Youth Development and local nonprofits). District staff described door‑to‑door outreach, home visits and partnerships with social services to resolve barriers such as housing instability; McGarry gave an example of a recent home visit that identified an eviction as the cause of a student’s absence.
Middle school attendance was identified as an area needing more improvement; McGarry and board members discussed strategies tailored to adolescents, including school‑within‑a‑school models and enhanced mentoring programs. At the high school level, the district is using structured interventions such as in‑school suspension that emphasize reflection and reconnection, a Patriot Period focused on attendance and social‑emotional supports, mentorship programs and alternative sites.
Why it matters: High chronic absenteeism affects academic performance and state accountability calculations; the district is using multiple tactics and cross‑agency coordination to address both immediate attendance barriers and longer‑term engagement.
What’s next: The attendance task force will reconvene in spring to review progress; staff said they will continue individualized outreach and report back on whether current strategies reduce chronic absenteeism toward the June targets.
