Breaking Barriers to Boost Attendance in Ohio Schools: Ohio ESCs Lead Collaborative, Multi-Tiered Solutions to Chronic Absenteeism 

Chronic absenteeism has long been a barrier to student success, but Ohio’s Educational Service Centers (ESCs) are changing the narrative. The COVID-19 pandemic magnified attendance challenges, especially for economically disadvantaged and habitually truant students. Through the ESC Learning Recovery Grant, funded by the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) program, 11 innovative ESCs have tackled attendance issues head-on. Their holistic, community-driven approaches are yielding measurable improvements while laying the foundation for lasting change. 

While each ESC tailored its methods to local needs, several shared strategies emerged, including family engagement, system-wide support, and data-driven interventions. 

Holistic, Multi-Tiered Solutions 

ESCs implemented proactive, data-driven frameworks to address absenteeism on multiple levels. Preventative measures, such as attendance assessments and early intervention systems, supported students before issues escalated. Meanwhile, tiered strategies ensured tailored responses based on individual student needs. 

Hamilton County ESC highlighted this approach. Combining staff development and data-driven interventions, a rural district reduced court referrals for absenteeism from 215 to just 21 in one year. 

The Power of Partnerships 

ESCs partnered with juvenile courts, mental health providers, and local agencies to tackle the root causes of absenteeism, including mental health challenges, housing instability, and economic hardships.

For instance, Pickaway County ESC (PCESC) worked closely with juvenile courts to establish a Pickaway County Truancy Court that meets monthly, rotating through four local high school sites. 

• The project addressed challenges in documenting absenteeism and providing necessary interventions by revising a procedure originally developed by a former judge and prosecutor. Utilizing ESSER funds, PCESC hired a Student Engagement Liaison to assist school districts in improving truancy reporting and ensuring proper filings with the court system. The liaison collaborated with individual schools and the juvenile court system to implement an on-site “attendance court.” This initiative brought together all stakeholders to identify key issues related to chronic absenteeism and establish a clear plan for addressing cases when students were marked as truant.

Working with Ashtabula County ESC (ACESC), Buckeye Local Schools (BLS) created a community learning center to address chronic absenteeism by providing wraparound services and expanded resources to support student attendance.

• Aimed at addressing chronic absenteeism rates in the aftermath of the COVID-19 pandemic, particularly with economically disadvantaged students, BLS implemented The EDGE, a Community Learning Center (CLC). This CLC is designed around the Whole Child Framework, targeting students’ social-emotional, physical, safety, and academic needs. Initiatives included forming an Advisory Council, Action Plan, and expanding the ACESC Mentorship Program, providing basic needs to families, and establishing early attendance interventions. The ACESC oversees implementation and evaluation, ensuring that The EDGE fosters collaboration and creates sustainable impacts for students and the community.

Data Driving Change 

Real-time attendance tracking was central to these initiatives, enabling ESCs to identify at-risk students early and intervene effectively.

Hamilton County ESC utilized these tools to develop targeted, data-informed interventions, leading to positive early trends in student re-engagement. For example, three siblings struggling with truancy due to challenges with online education were transitioned back to traditional schools, resulting in significant attendance and engagement improvements. One sibling, absent from any school for months, now attends regularly with minimal absences. Another saw their unexcused absences drop from 55 to 2, and the third from 32 to 2.

• The pilot program was established in a rural school district comprising five buildings, ranging from K-12. A Student Engagement Consultant provided coaching and conducted attendance assessments while modeling best practices. Partnering with the consultant, a Family Success Specialist (FSS) addressed non-academic attendance barriers through empathetic partnerships with families, offering wraparound support and building sustainable school-community connections. The program followed a three-phase approach, starting with professional development to promote preventive strategies, then detailed attendance assessments, and concluding with creating a strengths-based intervention plan emphasizing relationships, clear processes, and impactful engagement strategies.

Equipping Educators with Tools and Training 

Recognizing that attendance isn’t just a student issue, many ESCs invested in professional development for school staff. Training sessions addressed interpreting attendance data, identifying underlying factors, and developing supportive relationships with families. 

Results to Celebrate 

Though many projects are in their early phases, the impact is already evident. 

• Ashtabula County ESC reduced chronic absenteeism among economically disadvantaged students by 6.2% in its first year.

• Hamilton County ESC saw a dramatic reduction in court referrals—from 215 in 2022-23 to just 21 in 2023-24—in one rural district with five schools.

• ESC of Lake Erie West reported on average a 5% increase in student attendance of member districts after implementing a comprehensive system of supports for families that included hiring a Social and Emotional Learning Consultant, utilizing Community and Family Engagement staff, and identifying barriers to school attendance. 

Their work demonstrates that attendance barriers can be broken when schools invest in preventative measures, leverage community support, and use data to inform action. 

Looking Forward 

Ohio’s ESCs have demonstrated that addressing chronic absenteeism takes more than discipline. It requires compassion, collaboration, and a commitment to equity. Data-driven strategies, strong community partnerships, and meaningful family engagement are key to breaking down barriers like economic challenges and housing instability. Supporting educators through professional development further strengthens these efforts, enabling early interventions and sustainable change.

By adopting these strategies, schools and districts can improve attendance and overall student success. 

Visit OESCA's website to learn more about these impactful programs and gain further insights.