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Mount Pleasant schools outline plan to reduce elementary chronic absenteeism
Summary
Mount Pleasant Public Schools leaders told the board they are embedding attendance work into MTSS teams, launching family-focused outreach and a unified K–5 handbook as they aim to raise district average daily attendance from 92.7% toward a 97% research-based target.
Mount Pleasant Public Schools leaders on Feb. 2 told the Board of Education they are intensifying efforts to address chronic absenteeism in early grades by embedding attendance work into existing MTSS (Multi-Tiered System of Supports) meetings, increasing family outreach and aligning elementary handbooks across the district.
Board members heard a K–2 update from Emily Blahnik, principal at Pullen Elementary, who presented early-grade attendance data and explained what the percentages mean in concrete student numbers. "Currently, Mount Pleasant Public Schools is averaging 92.7%," Blahnik said, adding grade-level averages (kindergarten 92.4%, first 92.8%, second 92.4%). She and other presenters translated those percentages into the number of students the district would need to move into regular attendance to reach a 97% target.
Why it matters: Research cited by presenters ties consistent early attendance to later reading outcomes and long-term academic achievement. Board members pressed for clarity on the 97% target’s origin; presenters said it comes from professional development and AttendanceWorks resources used by their regional PD provider.
District approach and next steps: Presenters described layered interventions. Building teams will use MTSS meetings to identify students who are chronically absent, reach out to families first for individualized troubleshooting, and deploy supports that range from transportation solutions to counseling referrals. "We're really trying to focus on the relationship with the family, not a test score," said Aaron King (presenter for grades 3–5), describing attempts to pivot outreach language to be less punitive and more supportive.
Officials also said they will collect more consistent, district-level data on reasons for absences so the board can see whether patterns reflect seasonal illness, transportation barriers, or other structural issues. The district committed to returning with longitudinal analysis and a broader historical baseline of attendance trends so the board can evaluate progress over time.
Funding and early-childhood connection: The presentation included an update on the Great Start Readiness Program (GSRP) preschool slots and early NWEA tracking for preschool cohorts, which district leaders said helps them identify early supports that can affect later attendance and achievement.
Board reaction: Members applauded the district’s family-engagement emphasis and asked for culturally relevant communication strategies and clearer districtwide metrics. The board asked staff to continue embedding attendance in MTSS work and to report back with multi-year trend data and disaggregated breakdowns when available.
What’s next: The district will continue MTSS-based interventions, expand family outreach during kindergarten kickoff and provide a follow-up presentation with multi-year attendance trends and behavior data.
