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D5 launches second 'March Madness' attendance campaign; district chronic absenteeism reported at 13.1%
Summary
Chief of Student Services Dr. Mike Harris described a districtwide March attendance drive that measures chronic absenteeism weekly; the district reported a 13.1% chronic absenteeism rate compared with 17% last year and 26% national average.
Chief of Student Services and Planning Dr. Mike Harris told the board on March 10 that School District 5 is running its second districtwide "March Madness" attendance campaign, a monthlong effort to reduce chronic absenteeism.
Dr. Harris said attendance teams at each school — including assistant principals, counselors, nurses and social workers — meet monthly to identify barriers to attendance and plan supports. "One of the main things that we are seeing ... is building those healthy attendance habits" for young learners, he said.
The campaign assigns weekly activities: week one distributed attendance pledge cards; week two is a district spirit week with read-alouds and activities; later rounds reward schools that reduce chronic absenteeism and culminate in a championship event. Dr. Harris said the district tracks chronic absenteeism weekly and will advance schools in a bracket-style competition based on lowest rates.
He reported district-wide chronic absenteeism at about 13.1% as of the prior week, down from 17% last year. "At the end of week 1, we had 17 schools decrease their chronic absenteeism rate last week," he said. Dr. Harris noted the state average is about 20% and the national average about 26%.
When asked which school is the defending champion, Dr. Harris said Lake Murray Elementary School had a chronic absenteeism rate near 4.9% last year.
The program emphasizes that regular attendance is distinct from sickness-related absences and asks families to follow established attendance procedures while encouraging student participation. The district also noted the link between attendance and later academic outcomes: the presentation cited research that chronic absenteeism in kindergarten reduces the likelihood of third-grade reading on grade level.
Board members asked about causes and next steps; Dr. Harris pointed to young learners' routines and the need to reinforce supports at home and in school.
