Attendance Capacities

Attendance Capacities

Click on one of the capacities below to see an expanded list under each topic.


  1. The superintendent commits to collect and map chronic absence data in addition to average daily attendance data and to share the data with the GLR coalition, and to both support and hold accountable school leaders for their progress on addressing chronic absence, starting at kindergarten.
  2. The superintendent and the school board convey and promote a habit of attendance starting in pre-K.
  3. Leaders from the state department of education and the legislature are visible champions for improved school attendance practices, policies and ongoing data collection.
  4. The GLR coalition has relationships with statewide organizations (e.g., after-school network) and advocacy groups and attendance is included in their advocacy agenda.
  5. The GLR coalition leverages and aligns existing funding streams (e.g., early childhood education programs, after-school programs, mentoring initiatives, economic supports and health services) in order to reach out to students and families at risk of poor attendance.
  6. The GLR coalition partners with existing volunteer service initiatives to connect students and families to supports and resources to overcome barriers to school attendance.


  1. The GLR coalition identifies a subgroup to coordinate and track chronic absence data and implementation progress.
  2. The GLR coalition partners, including the school district, have confidentiality agreements that allow volunteers or staff from community agencies to view data for chronically absent students so they can help with outreach and intervention.
  3. The school district and the GLR coalition jointly and regularly review chronic absence data in the context of other community data; discuss causes of absence, opportunities for action and resource needs; and set community-wide attendance goals and shared accountability for results.
  4. The GLR coalition connects and integrates the chronic absence strategies with school readiness, summer learning and literacy strategies.


  1. School principals have school improvement plans that include data on chronic absence, improvement targets and action steps to maintain or improve attendance.
  2. Principals and Head Start/early childhood directors lead and coach school staff and community partners to work together to improve attendance.
  3. The GLR coalition and schools ensure supports are in place for parents/caregivers to understand why attendance matters and what they can do to help their children succeed in school. Also, they need to support parent leaders to advocate for effective practices to promote attendance at the school and system levels.
  4. The GLR coalition secures funding for good and improved attendance incentives from local business and philanthropy.


  1. The school district uses the District Attendance Tracking Tool (DATT), developed by Attendance Works, or other tools to collect and map baseline disaggregated chronic absence at the district, school, grade and neighborhood level by subpopulations.
  2. The school district administration routinely provides chronic absence data to elementary school principals so they can track individual students’ attendance patterns.
  3. The GLR coalition establishes data collection partnerships with city departments (e.g., economic development, planning) and local and state public health agencies and cross-walks chronic absence data with other key data (e.g., health, transportation, neighborhood safety).
  4. Pre-K early care and education providers collect pre-K chronic absence data.
  5. The GLR coalition engages the state department of education as a chronic absence data collection partner.
  6. The GLR coalition examines and analyzes data about why chronically absent students are not coming to school and uses the data to inform or adjust strategies to address barriers to regular attendance.


  1. The GLR coalition launches a public awareness campaign and a superintendent's call to action.
  2. The school district and the GLR coalition engage and educate parents in families’ home languages on how they can help their children succeed in school and why attendance matters.
  3. The GLR coalition partners with summer learning, afte- school programs, health providers and housing authorities to promote attendance with students and families on a year-round basis.
  4. The GLR coalition engages the faith community, civic organizations and philanthropy as champions in promoting the “attendance matters” message.
  5. The GLR coalition partners with ethnic media to communicate with parents and informal community leaders.
  6. The school district consistently stresses the importance of daily attendance in communications with its staff, parents and the general public.