District launches attendance‑awareness month campaign, outlines multi‑tier supports for chronic absenteeism
September 12, 2025 | St. Mary's County Public Schools, School Boards, Maryland
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The district's student-services team presented its attendance-awareness plan Wednesday, outlining how schools will use multi-tiered systems of support (MTSS) and targeted interventions to reduce chronic absenteeism.
Definition and scale: presenters defined chronic absenteeism as missing 10 percent or more of school days (including lawful and unlawful absences) and noted that missing two days per month can equal roughly a full year of missed instruction over time. "Attendance matters because you matter. Every school day counts," the team said in an attendance video shown to the board.
Interventions and structure: the district described a three-tier approach. Tier 1 (universal) includes schoolwide attendance messaging, celebration of good attendance, consistent expectations and district spirit weeks. Tier 2 (targeted) includes counseling groups, morning connection activities (examples cited at Duke Elementary), regular attendance meetings and check-in/check-out mentoring. Tier 3 (intensive) includes wraparound services, individualized attendance plans, referrals to the interagency committee on school attendance and family visits.
Local activities: the district plans a September attendance spirit week tied to the county fair, continuing a February spirit-week pilot. The district highlighted a mascot, "Sam the attendance dog," and said the countywide effort will encourage schools to reinforce attendance early in the year.
Resources and supports: presenters reminded families that every school has a full-time nurse and that school-based health centers are available. They encouraged parents to schedule routine medical appointments outside the school day when possible and to contact school staff if a child shows anxiety about attending.
Implementation and measurement: presenters said schools monitor attendance data and convene MTSS teams monthly; district staff also cited quarterly data meetings, universal screening pilots and targeted small-group instruction at some elementary schools as related supports.
No board action was required for the informational presentation; presenters asked the board to support continued school-level outreach and data-driven interventions.
Definition and scale: presenters defined chronic absenteeism as missing 10 percent or more of school days (including lawful and unlawful absences) and noted that missing two days per month can equal roughly a full year of missed instruction over time. "Attendance matters because you matter. Every school day counts," the team said in an attendance video shown to the board.
Interventions and structure: the district described a three-tier approach. Tier 1 (universal) includes schoolwide attendance messaging, celebration of good attendance, consistent expectations and district spirit weeks. Tier 2 (targeted) includes counseling groups, morning connection activities (examples cited at Duke Elementary), regular attendance meetings and check-in/check-out mentoring. Tier 3 (intensive) includes wraparound services, individualized attendance plans, referrals to the interagency committee on school attendance and family visits.
Local activities: the district plans a September attendance spirit week tied to the county fair, continuing a February spirit-week pilot. The district highlighted a mascot, "Sam the attendance dog," and said the countywide effort will encourage schools to reinforce attendance early in the year.
Resources and supports: presenters reminded families that every school has a full-time nurse and that school-based health centers are available. They encouraged parents to schedule routine medical appointments outside the school day when possible and to contact school staff if a child shows anxiety about attending.
Implementation and measurement: presenters said schools monitor attendance data and convene MTSS teams monthly; district staff also cited quarterly data meetings, universal screening pilots and targeted small-group instruction at some elementary schools as related supports.
No board action was required for the informational presentation; presenters asked the board to support continued school-level outreach and data-driven interventions.
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