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Mass Landing School reports sharp drop in chronic absenteeism and stronger reading outcomes
Summary
Mass Landing School principals told the RSU 5 board that chronic absenteeism fell to 3.65% by the end of last year after interventions focused on school climate, daily monitoring and targeted supports. The school also reported promising early results on revised K–3 literacy work and use of an RTIB (tiered) self‑regulation space.
Mass Landing School leaders reported substantial improvements in student attendance and reading outcomes during the board’s administrator reports.
Principal Emily (last name not specified in the transcript) said chronic absenteeism fell to 3.65% at year’s end after district and school leaders implemented a set of interlocking strategies: strengthening school climate and belonging, daily attendance follow‑up calls for students on a watch list (largely led by assistant principal Scott Emery), RTIB (tiered behavior supports) strategies including a dedicated Veil classroom for self‑regulation and an EdTech position to staff that work, as well as proactive family outreach and community partnerships. The principal said the school’s number was well below pre‑pandemic levels and that a statewide organization, Count Me In, contacted the school to seek information about its approach.
On literacy, Mass Landing has revised units for grades 3–5 (building on refinements at K–2) that add components such as explicit vocabulary and morphology instruction; the principal said third‑grade cohorts that previously received strengthened K–2 instruction are showing unusually strong early results. The school is also using reading inventories and informal measures to foster students’ identities as readers and held a student reading celebration (blanket forts) that staff reported promoted engagement.
The school also described nonacademic supports that have contributed to attendance and climate gains, including the presence of a therapy dog (Max), and emphasized that the improvements reflect multiyear work and intentional investment in consistency and staffing (including an assistant principal role created the prior year).
Why it matters: Chronic absenteeism is a strong predictor of long‑term academic outcomes. Mass Landing’s decline may offer practices other district schools can adapt, such as targeted daily outreach and a dedicated space and staff for self‑regulation.
What’s next: Mass Landing plans to continue RTIB and reading work, track early data from revised third‑grade units and share practices with other schools in the district.
