This action research study addressed the need to increase student attendance at an elementary school. Previously, this school's Average Daily Attendance (ADA) has been 92%. With having nearly 900 students, there are approximately 70 daily absences, 1,400 monthly absences, and 13,000 yearly absences. To address the challenge, the researcher developed a three-tiered intervention strategically focused on incentives for students, communication with families, and increased public relations with the community. The students at this school range from kindergarten through sixth grade. The study applied the intervention to students in two classrooms of kindergarten, 1st grade, 2nd grade, and 3rd grade. The classroom data collected before the intervention consisted of ADA, student lateness, and student reading levels using Pearson's Developmental Reading Assessment (DRA). This same data was collected during the intervention. Each set of data was compared to identify any positive impact while using the three-tiered intervention. Transferability of the study was strongly considered with the intention of both making this a future school-wide best practice, as well as sharing the intervention with other schools. The first tier of the intervention rewarded and encouraged the students to come to school and be on time each day. The second tier of the intervention implemented positive communication with families of absent/late students. The third tier of the intervention was a targeted connection with the local community by intentionally addressing the importance of students coming to school each day. Along with the overarching intention to increase student attendance, the action research study also looked at student achievement through the lens of reading levels, by identifying students reading growth. The study intended to see if the intervention improved student attendance and checked to see if there were any school level connections between increasing student attendance and student achievement. The data analysis showed an increase in student attendance and an increase in the number of students improving a reading level, although there was no significant evidence to support a relationship between attendance and increased reading levels. The researcher recommended additional action research cycles and/or future studies with minor adjustments would be beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]