A Positive, Proactive Approach to Chronic Absenteeism: Lessons from Kansas City, Kansas

Source: http://www.edweek.org

Chronic absenteeism has long been a challenge for schools across the United States, impacting student achievement, graduation rates, and overall well-being. Recognizing that traditional punitive measures were ineffective, the Kansas City, Kansas, school district (KCKPS) took a different approach. Under the leadership of Naomi Tolentino, coordinator of student supports, the district launched the “Attend to Achieve” program, a data-driven, relationship-focused initiative aimed at preventing absenteeism rather than just punishing truancy.

Historically, many school districts have addressed absenteeism through punitive measures such as detention, loss of privileges, or legal consequences for excessive absences. However, research increasingly shows that chronic absenteeism is often a symptom of deeper issues, including lack of engagement, family instability, transportation challenges, or mental health concerns.

With this in mind, Tolentino and her team shifted the district’s focus from truancy enforcement to student support, developing a strategy that recognizes the whole student and the complex factors influencing attendance. The district aimed to:

• Create a common language around attendance so that all school staff, teachers, administrators, and office personnel understood why even excused absences matter.
• Use data to identify patterns and target interventions at both school-wide and individual student levels.
• Strengthen relationships between students and school staff to create a welcoming, supportive environment that encourages attendance.

One of the most significant changes in KCKPS was the creation of a data dashboard to track attendance trends across the district. Before this initiative, schools had access to overall attendance rates but lacked insights into chronic absenteeism patterns at a granular level.

By implementing a real-time data system, district leaders could:

1. Identify at-risk students earlier – Schools could track students who were missing school frequently and intervene before absenteeism became a chronic issue.
2. Understand school-wide trends – Schools could determine whether attendance challenges were linked to specific factors, such as certain grade levels or seasonal trends.
3. Provide targeted support – Instead of applying a specific solution, the district could tailor interventions to specific schools, grade levels, or even individual students.

To ensure that data translated into actionable strategies, Tolentino and her team built out a system of interventions aligned with Multi-Tiered Systems of Support (MTSS). MTSS is a widely used framework in education that provides tiered levels of support based on student needs. KCKPS integrated attendance interventions into this model to address absenteeism at different levels.

Conclusion: 

The Kansas City, Kansas, district’s proactive and relationship-based approach to chronic absenteeism is a model for districts nationwide. By shifting away from punitive measures, leveraging data-driven strategies, and fostering stronger student relationships, KCKPS has redefined how schools can encourage attendance in a positive, meaningful way.

Source of image: http://www.edweek.org