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Board committee flags chronic absenteeism across grades; district outlines interventions
Summary
An academic excellence committee reported high chronic absence and tardiness across district schools for Sept.–Dec. 2025 (examples: grade 4=30 absences; grade 9=36; grade 11=47; grade 12=58). The committee described stepwise interventions—teacher contact, counselor action plans and team collaboration—and said it will share detailed data with the board.
The Englewood Public School District’s academic excellence committee presented data showing elevated chronic absenteeism and persistent tardiness across the district’s five schools for the Sept. 1–Dec. 31 period. Committee discussion highlighted both elementary and secondary concerns and described existing interventions.
A committee representative summarized grade‑level tallies provided by staff: “grade 4 it was 30… grade 9 36, grade 10 30, grade 11 47, grade 12 an astonishing 58,” reflecting days absent measured from the school year start through Dec. 31. The committee said the district defines chronic absence using the state standard (more than 18 absences in a year) and noted the presented figures are cumulative through the first reporting window.
Committee members described the district’s response plan: after three consecutive absences teachers make contact; counselors follow up on concerns; when a student reaches 10 consecutive absences a multi‑staff team intervenes; health‑related issues prompt coordination with the school nurse and documentation in the district’s student information system. The committee said interventions are documented for state review and that the district is analyzing whether chronically absent students also show lower academic performance.
Board members asked whether survey results about attendance had been compiled and when the committee would share trend analyses; staff said the survey review is ongoing and that more detailed data will be posted to the shared OneDrive and provided to the academic committee for follow-up. The committee emphasized that pre‑K and kindergarten are not state‑mandated, which affects interpretation of early‑grade absence counts.
What happens next: The committee will finalize the survey analysis, share the underlying grade‑level data with board members, and explore linking attendance data to academic outcomes for targeted interventions.
