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Lincoln School principal outlines attendance and achievement strategy as chronic absenteeism persists
Summary
Lincoln Elementary principal presented data showing chronic absenteeism, targeted interventions (incentives, small-group interventions) and test-score trends; the board heard a separate high-school dropout update and districtwide mitigation measures.
The principal of Lincoln School reported to the Chickasha Board of Education on efforts to reduce chronic absenteeism, raise academic achievement and increase family engagement at the intermediate site.
The principal said the school set a goal to raise attendance by 10% and is using incentives (classroom snow-cone rewards for monthly 90% attendance and "Pizza with the Principal" for monthly perfect attendance) and classroom-level competitions to encourage daily attendance. The presentation used data captured as of Jan. 30 showing total Lincoln enrollment of 312 and 87 students identified as chronically absent (27.9%); the principal noted removing nine students no longer enrolled would lower the percentage to roughly 24%.
On academics, the principal reported progress on ELA and math using small-group interventions and STAR screening: ELA passing on the school report card was 51.6% (state average reported at 44.9%); math reported 58.2% with the state average cited at 41.4%; science was reported at 54.4% (state 41.4%). The principal described classroom-level use of CFAs (common formative assessments) and STAR reports to guide interventions and said teachers are incorporating ACT-like items in CFAs to prepare older students for college-readiness exams.
The principal also described efforts to increase parent engagement — monthly newsletters, "bridal" assemblies (positive recognitions), the USAO athlete visits, and additional outreach — and reported a 78% parent turnout for fall parent-teacher conferences. The presentation included examples of academic items and state test question types to show the depth of knowledge students are asked to demonstrate.
Board members asked about specifics: whether student activities (for example FFA or athletics) count as excused absences (administrators confirmed approved school activities do not count toward chronic absenteeism provided students are otherwise enrolled and present as required) and whether substitutes and teacher training (ACT AIM training) were being tracked. The principal said targeted steps include the freshman center counselor, weekly mailed ineligibility notices for grades, strategic placement of at-risk students with specific teachers, and continued expansion of the Chickasha Quality Academy for alternative options.
Separately, district staff updated the board on the high-school dropout count: the district reported 21 students currently listed as dropouts in the high school data pull, with administrators expecting several records requests and verifications to reduce that number to approximately 17 once receiving-school documentation is processed. Administrators listed contributing factors including mobility, health and mental-health barriers, family responsibilities and students enrolling in homeschool or GED programs.
Why it matters: Chronic absenteeism and dropout rates affect long-term student achievement and district accountability. The principal emphasized layered interventions pairing attendance incentives with academic remediation and family outreach.
Next steps: The board commended Lincoln staff and asked administrators to continue monitoring progress and to bring future updates, including results from ACT boot camps and pre-ACT administration planned for upcoming school years.
