Grand Forks schools report fewer missed class periods after first semester of stricter high‑school attendance policy

District staff reported measurable declines in missed class periods and failing grades after piloting a tiered attendance intervention at Central and Red River high schools during the fall semester.

John Strandell, a district staff member, and Dr. Chris Lisonbee presented the update at the Jan. 27 Grand Forks Public School District board meeting, telling trustees the policy was designed to address learning loss, staff burnout and rising post‑pandemic absenteeism.

The district laid out a four‑tier response tied to per‑class absences. Schools send a notification at six absences in a semester (Tier 1). At 10 absences (Tier 2) school social workers contact the family to identify barriers such as transportation or health needs. Tier 3 — beginning after 12 absences — brings stricter academic consequences, including a requirement that any additional absence receive a grade of zero for that assignment or assessment. At 18 absences (Tier 4) a student can be dropped from a class and counseled on credit recovery options, including online enrollment or summer school to recoup lost credit.

Strandell said the district views the first semester as a pilot and described adjustments made to data pulls and the program’s communications. He told the board that once students with perfect attendance were correctly included in the enrollment counts, the early gains appeared smaller than initially reported but the trend remained positive.

District figures presented to the board show total class periods missed across the high schools fell from 57,334 in first semester last year to 37,261 this year — a reduction the presenters described as about 20,000 class periods. Staff also told the board they recorded a 43% decrease in Fs and a 16% decrease in Ds in first semester compared with the prior year.

Teachers quoted in the presentation said the policy has changed classroom behavior and reduced the amount of make‑up work that falls to teachers’ prep time. Strandell and Dr. Lisonbee acknowledged the policy increases workload for counselors, social workers and assistant principals and that the district must maintain supports to prevent students removed from classes from becoming dropouts.

Board members asked about next steps. Dr. Lund confirmed a reported 22 percent figure referenced during the presentation and asked that staff share the data with families and the community; presenters agreed to include the information in district newsletters. Mr. Palmasino asked whether the Career Academy could help chronically absent students; staff said the academy could be part of a long‑term solution but that freshmen — often the most attendance‑challenged group — are less represented early in the academy pathway.

Board members and staff also noted attendance is a district‑wide issue that starts in preschool and that task forces are working at multiple grade levels. Presenters said the district has engaged local legislators, held community forums and worked with partners including the attorney general’s office and Head Start to coordinate supports.

The board did not take formal action on the high‑school attendance policy at the meeting; staff said they would continue to refine the program and return with additional updates.

The district emphasized the goal is to reset norms so improved attendance becomes routine rather than forcing repeated interventions.

Staff members said families’ reactions have been mixed: some parents are upset about stricter enforcement while other families have thanked the district because their students are attending more consistently and performing better in class.