The Chronic Absenteeism Epidemic

America, We Have a Problem.

I’ve been having some thoughts…. And these thoughts are starting to scream at me as I’ve had the opportunity to talk with others in education on this issue. Working in a public school, I am very aware of the attendance issues we have in our schools and its impact. This epidemic affects our children and our schools. When children are not in school, they are not learning. Often times, parents don’t realize how stressful it is for their children when they are out of school. Not only are they missing valuable learning, but when they return, they have make up work to handle. For our struggling students, make up work is an impossible task. There is no time in the day deemed “extra time” to allow for make up work to be finished, so they must complete it during class (when they should be learning the new material for that day) or at home (which denies them the opportunity of seeking assistance and guidance from an educator).

Why are the kids staying home??

So what are the reasons why students are not coming to school. The first thought that people jump to is COVID. However, this epidemic started before COVID hit. So what’s deal?

Lack of Resources

The biggest reason students are not coming to school is a lack of connection to necessary family resources. Low income families in particular do not have the necessary support to make sure their child has what they need to get to school. Some of the barriers that prevent families from being able to send their students to school are: lack of clothing, lack of transportation, and lack of food.

    Mental Health

    Parents state that there has been an increase in the mental health needs of their children. With high teacher turnover, increased demands and stress at school, and a decrease in school activities all point to a higher stress level on students. Parents are more likely to allow their children to stay home when they are feeling stressed or overwhelmed. We are also seeing a record number of depression cases in children, especially in middle and high schools.

    Illness

    Not to be discounted, there has been a drastic increase in long-term illnesses, causing students to miss multiple consecutive days. This puts a huge strain on the student and the teacher. Schools have also become more strict in their illness policies, keeping students home more.

    Apathy

    Unfortunately, there is also a sense of apathy with some parents. Because of the challenges currently facing our nation’s schools, many parents don’t feel that their children are getting the best education and therefore don’t mind as much when their children miss school. Yes, we do have major challenges in our schools right now. BUT having children miss school directly contributes to the low test scores and decreased performance in our schools.

    So what can we do about it??

    I hope to start a discussion here on how we can solve these problems and get our kids back in school. When they miss school, they miss out on learning, building social skills, and so much more.

      Writing is Thinking

      Since I started my journey in the teaching world, I recognized the importance of writing. However, when I would voice my concerns that we should be focusing more on writing instruction and integrating it into all contents, I was met with considerable push-back. I couldn’t understand why. As I gained experience and talked with different educators, I realized that a major reason for the reluctance and hesitation to embrace writing instruction was due to a lack of confidence in one’s own abilities. “How can I teach writing when I don’t know how to write myself?” “What am I supposed to say?” I heard many times in classrooms, “Make it better!” “Add details.” But there was no explicit instruction on HOW to do those things. If we ourselves can’t articulate the process, how can we expect our students to? As we have progressed in our knowledge of how people learn and the best ways to teach, we’ve learned that writing instruction must be explicit and direct. It must be practiced and implemented in all subjects with fidelity. There are countless studies that show the power of explicit writing instruction.

      I thought that we were making strides to righting this wrong. However, I still hear educators (and even administrators!) discount the importance of writing and the writing process. Writing, reading, and thinking go hand-in-hand. How can anyone say, “Oh they don’t need to brainstorm or pre-write. They can just do it one time on the computer.” Writing IS Thinking!!!!! You are depriving your students of the time needed to think out their responses and perfect what they are trying to say. You are depriving your students of THINKING deeply!

      Sadly, we have generations of children that cannot write with complexity and accuracy. This hinders them in all areas of their lives. When looking for a job, employers state that one of the strongest factors when looking for a candidate is their written expression. We are not preparing our children to enter the world and be as successful as they can be.

      So please, please, explicitly teach your children how to write in various contexts and how to use writing to get their thoughts out in a meaningful and thoughtful way. They deserve that.

      Writing is thinking. To write well is to think clearly. That’s why it’s so hard.

      David McCullough

      The Impact of World Knowledge

      Our children’s knowledge of the world around them provides a solid ground with which to anchor new learning to.

      Knowledge, like Velcro, sticks best to other related knowledge.

      -Natalie Wexler

      What is World Knowledge?

      World knowledge is the knowledge a person learns about the world around them. We gain this knowledge any time we go out into the world and explore new things and places. World knowledge, also known as background knowledge, is built any time we see something new, learn a new sport, watch a new show, or go to a new place.

      Is World Knowledge Important?

      Extremely. For decades, research has proven the power of background knowledge on reading comprehension. Studies show that background knowledge significantly enhances reading comprehension. The famous baseball study is well-known to many and highlights this finding. New learning needs an anchor in order to become filed in our long-term memory. These experiences and background knowledge provide that anchor, allowing students to connect new learning to old knowledge, synthesizing and solidifying the knowledge.

      What Can Educators Do to Help?

      Educators play a vital role in developing a child’s knowledge. We should be using our classroom time to share experiences and knowledge with students and expose them to worlds they might not be a aware of. Teachers also have the ability to explicitly teach children how to use their background knowledge to further their learning and grow their thinking. It is not enough to say, “What do you know about ______?” before reading a text. We must go deeper and apply that new knowledge to the old. Help students anchor that new learning and then help them practice going back and retrieving that information when needed. The more times a child can “pull that book off the shelf” and use it, the more solidified the learning will become.

      What Can Parents Do to Help?

      Parents have a unique opportunity to not only build their children’s background knowledge, but in doing so, create memorable experiences to share and bond over. These experiences do not have to be expensive, in fact there is a world of opportunities out there that are free of charge! Parents can take their children to the park, the beach, the city, the country. Take a drive and just see where it takes you. Explore your city. Go to the zoo. Find free events happening around you and make plans to attend. If you have internet access, find videos and virtual field trips to check out with your child. Talk to them about what interests them. Take them to a baseball game, hockey game, soccer game. The more we can engage with the world and share it with your child, the more they will learn and grow.

      Final Thoughts

      As I leave you with these final thoughts, I hope that you find joy in exploring the world around you with your child in hand.

      Behavior is Communication

      What is your child trying to communicate?

      A Child’s Inherent Desire

      I wanna be the best daughter in the whole wide world, and I wanna see them smile all the time. ‘Cause when they’re happy, it feels like sunshine and rainbows inside my heart. I love my mommy and daddy so much, and I wanna be the bestest little girl for them. They make me feel so special and loved, and I wanna make them feel that way too, every single day!

      Despite what we sometimes feel or believe, inherently, children are people-pleasing machines. They WANT to make you happy. I know it can feel like the opposite at times, but it’s true! This is a critical piece of information we must carry with us all the time. When our child behaves negatively, we have to remind ourselves that that is NOT their desired behavior either. When we keep this in perspective, we can open our eyes to the fact that they are trying to communicate a need to us.

      What Are They Trying to Tell Us?

      So if they don’t WANT to behave badly, why do they?? Well, behavior is communication. When our child acts out, they are trying to communicate a need that is not being met. Children are developing their social skills and awareness of self and others. As parents, we have to remember that our job is to teach and guide them along this path. Learning for Justice offers the acronym EATS to illustrate the basic needs children are trying to communicate. E is for escape. This is an avoidance behavior. The child is attempting to avoid a difficult task, situation, demand, or even person. A is for attention. The child is attempting to gain your attention in whatever way they can. T is for Tangible Gains. The child is seeking to obtain something they want. S is for Sensory Needs. The child is trying to communicate that there is a sensory overload happening.

      The School Setting

      What does this look like in a school setting? If your child is behaving negatively in school, it takes a deep dive into finding out the root cause. Again, your child is trying to communicate a need that is not being addressed. I want to step in here and remind us all that I am NOT saying that the teacher is to blame or the school. Negative behaviors happen. It’s the job of the teachers and parents to determine the cause and address the need. If your child cannot read, you can expect the possibility of negative behaviors in class. Your child is trying to communicate their frustration and sadness! As we work to address that need, we must have grace and compassion towards the child. They truly do want to be that model child you wish for. All they seek is love and acceptance. Let’s make sure they get that first and foremost.

      Reflection and Its Crucial Role in Success

      forest path

      Cynthia Figura, CALT

      What is Reflection?

      I’m sure most of us are familiar with reflection and its role in our lives. Some of us reflect more than others. True reflecting is taking time to fully evaluate our past actions. By reflecting, we can revisit the past and look at it through different lenses and perspectives. Maybe we got into a fight with our spouse the night before. After things calm down, we can reflect on that fight and look at it from all party’s perspectives. Maybe we had a presentation at work. We can reflect on that presentation, thinking about how we did, how others might have received the presentation, etc.

      Why Do We Reflect?

      We reflect when we want to examine an event in greater detail. We reflect when something didn’t go the way we expected. We reflect when we simply spend time thinking about our day.

      Reflection is NOT the End

      The step in reflection that is the most critical, is the after. What will we DO with this information we learned in reflecting? After reflecting on an argument, maybe we realize that the other person was harmed by our words. After reflecting on that presentation, we might find certain improvements that we could make to do a better job next time. After reflecting on our day, we discover that we had some positive takeaways in a rough day. Once we’ve reflected and focused on key aspects of the event, we can set actionable goals and determine our next steps.

      Reflection in the Academic Setting

      When sitting down with my students to reflect on their past semester, I asked them to think about what they did that made them successful students. Here are some of the responses I received:

      “I got good grades.”

      “I helped people.”

      “I was nice.”

      These were not the responses I was looking for, so I asked them, “What is the job of a student? What would a successful student look like, sound like, act like?” Once we were able to establish that the job of a student is to learn, we talked about specific actions we can take to ensure that we learn. Once those actions were identified, we focused on just one of those actions in our goal for the new semester. Students were still inclined to say their goal was “Math” or “to get good grades”. It took specific, direct instruction to get them to the place where they could say, “I will promise myself to do my homework every week.” or “I will read twenty minutes a day at home.” or “I will participate in class discussions.”

      Ending Thoughts

      In speaking specifically about students with dyslexia, it can be VERY scary to set goals for ourselves. What if we fail? What if it’s too hard? Thoughts will inevitably run through their head, “You can’t do this!” “This is too hard!” “Just give up!” As caregivers and educators, we need to validate these feelings. It’s important to let our children know that yes, it IS scary, but it’s NOT impossible. We need them to know, truly, that failure is welcomed and a chance to grow and better ourselves, that success cannot come without failure.

      The Best Tool of the Dyslexia Teacher

      sticky note

      Using the Tools You Have

      Sometimes, we as teachers and caregivers get bogged down in the idea that we have to buy all the latest and greatest tools to help our kids learn to read. However, this does not have to be the case. I have found great benefit out of using the tools around me. One such tool that proves to be quite valuable is the sticky note.

      Word Families

      A sticky note is very helpful when working with word families. You have the rime written down, then add a sticky note in front with a consonant on it to create a word within that family. The child can then write the word on their own into their “word family dictionary”.

      Decoding and Reading Words

      When we start reading words, it can be daunting for children. They get lost in all the letters and frequently get the sounds jumbled up when they try to blend them together. A sticky note is a great tool to chunk the word into readable portions. For example, you can cover up what comes in front of the vowel and read just that part. Once your child or student has read this portion correctly, you cover the vowel and ending and allow the student to focus only on the beginning sound(s). Finally, you remove the sticky note and read the two chunks of the word together.

      Separating the Affix from the Base Word

      Another use for the sticky note is when we are trying to read derivatives, or words with affixes added to them. Children can struggle to read the word due to the added affix. If we can “hide” that affix and allow them to read just the base word, it becomes a lot more manageable. After the child has read the base word, you can remove the sticky note and read the base word WITH the affix.

      Expanding Vocabulary Through Morphology

      Lastly, we can use sticky notes for creating words with multiple affixes attached. This expands a child’s vocabulary and helps them see the relationship between words. Morphology also helps children read and understand unknown words by them being able to identify parts in a word. For this exercise, we write all known affixes on the sticky notes. We then add a few useful base words. The student then takes the sticky notes and creates new words. This exercise doubles as a refresher for spelling rules, allowing the child to articulate the rules and why a word is spelled the way it is.

      The Importance of Sequencing in Dyslexic Children

      Dyslexic children have trouble sequencing. That means that they have trouble remembering what comes next, what comes first, etc.

      A True Story…

      I’d like to talk a minute today about the importance of sequencing. It is an often overlooked problem for dyslexic children. Yes, it can be frustrating that they struggle to remember the days of the week and months of the year. Yes, it can be frustrating that it takes them so long to learn how to tie their shoes or ride a bike. But there is one aspect of sequencing that most have not thought of. Dyslexic children (and especially those with the co-morbid condition of ADHD) frequently mistake the order of events in their own lives. What does this look like? Your child runs to you and tells you another child pushed them. You ask them to tell you everything that happened. They claim that they did nothing to the other child. A witness comes forward and recounts what actually happened. Your child was incorrect in their account of the story. What is your initial response? “Why did you lie?” When this happens multiple times, the child is branded a “liar.” The problem is, your child might be telling you the truth. The truth as THEY know it. It is not that they are trying to lie, it is that their interpretations of the events are in the wrong order. This presents an interesting dilemma as we figure out how to teach our children to own their actions, but also validate their feelings and perspective of the events and how they transpired.

      This was an all-too bitter realization for me as I had a dear student that everyone had labeled a “liar.” He would adamantly deny what happened or would recount the events in a distorted fashion. So many people, including his parents, viewed him as a liar and considered him untrustworthy. He was defeated, alone, and felt completely unloved. As his teacher, I cared deeply for him but also couldn’t understand why he kept lying. Then, I learned that dyslexic children can have different perspectives of events that happened TO THEM! My student was NOT lying. He just had a distorted memory of what happened. I will never forget the feeling I got at this realization. I felt absolutely horrible and was devastated for what has been happening to him. As soon as I could, I went back and talked with every one of the staff that interacted with him. I explained what was happening and that we would have to come up with a plan to help him.

      Now, I’m not saying I’ve solved the problem and everything is rainbows and unicorns. But what I am saying is that knowledge is the first step. We must be ever-vigilant on the latest research and findings for dyslexia and ADHD and how it affects those that we love and interact with.

      How to Celebrate Gratitude with Literacy

      thanksgiving pumpkins

      Activities to share gratitude with your child while enhancing their literacy skills.

      The dining room is adorned with autumnal hues—rich reds, golden yellows, and rustic browns. The air carries the comforting aroma of roasted turkey, cranberry sauce, and a hint of cinnamon. A long, polished wooden table is the centerpiece, surrounded by mismatched but lovingly worn chairs. Plates clink softly as they're filled with generous portions of mashed potatoes, stuffing, and green bean casserole. Laughter and lively chatter fill the room as family members share stories, passing dishes and creating a mosaic of gratitude and togetherness. The warm glow of candlelight dances on smiling faces, capturing a snapshot of cherished moments amid the joyful chaos of Thanksgiving dinner.

      In this season of gratitude and family, we can use the opportunity to bond with our children while providing them with authentic learning experiences. Here are a few suggestions for having meaningful learning experiences with your children.

      Gratitude Quotes

      One of the best ways to build reading skills in our children during Thanksgiving is by finding favorite gratitude quotes and figuring out what they mean and how they apply to us. This activity is not only inspirational, but provides a great opportunity for your child to practice inferencing skills, synthesis, and perspective. For example, if we look at this quote on gratitude: “A grateful heart is the best kind to have.” -Amy Trowbridge-Yates, we can have a conversation about what a “grateful heart” means. Ask your child to give you examples of when they have had a “grateful heart.” Why is it the best kind to have? Is this a literal heart or a figurative heart? What’s the difference? So many conversations can be had over just one quote that will not only spur your child to think metacognitively, but also improve their reading comprehension skills.

      gratitude quote
      Click for a jump to Hallmark’s site of inspirational quotes

      Writing Gratitude Notes

      Thoughtfully-created gratitude notes can make a huge difference in someone’s day. Thanksgiving is a perfect time to talk to your children about the important people in their life and why they are so special to them. A personal note to that person telling them how much they mean to your child is not only impactful for that person, but also for your child as well. Often times, in the busyness of our lives, we forget to stop and thank those that mean the most to us. Some possible recipients could be your child’s teachers, custodians, lunch personnel, family, friends, neighbors, postal workers, coaches. The list can go on and on. Encourage your child to write the note themselves and add color and pictures to it. You can help them with spelling or even in coming up with what to say, but the goal is for them to have as much ownership over it as possible.

      thank you note

      Start a Gratitude Journal

      Last, but certainly not least, you and your child can start gratitude journals. Gratitude journals are proven to boost positive feelings and mood. Starting a journal is also a great habit to impart on your children. It is a tool they can take with them for the rest of their lives. Journals provide a safe place to share our feelings and emotions. A gratitude journal in particular is a great tool to remind us of all that we have in our lives. To get started, have fun shopping for that “perfect” journal for you and your child. Let them pick out their own and enjoy that feeling we get when we are faced with a brand-new journal. Next, start with a simple entry for the day, writing down three things they are grateful for. For this exercise, we are not critiquing their writing abilities, grammar, or anything in regards to the structure. Oftentimes, children have a lot of anxiety over writing (especially dyslexic children). Starting a gratitude journal is a great way to start relieving that anxiety and giving our children confidence in their writing abilities. Explain to your children that this journal is for them, and them only. There are no rules. They can draw, add color, shapes…. however they want to convey their gratitude. This freedom will allow them to build confidence and autonomy.

      gratitude journal

      I hope that these activities will provide fun and authentic learning experiences for you and your children. Have fun, learn and explore together!

      Dyslexia: The Invisible Disability

      Dyslexia is just one of many invisible disabilities. It cannot be viewed on the outside. It is not noticed by passers-by. However, it is very real… and very impactful. The problem with invisible disabilities is that people you meet expect you to be “normal.” In the case of dyslexia, the most common thought from people is “Are you just not smart? Why can’t you do this? What’s wrong with you?” The first impression is that of lesser intelligence. This is an utter shame and incorrect assumption. Dyslexic individuals are extremely intelligent and capable of great things. But because of their learning difficulties, they appear lesser than. Because of this ill-conceived perception, many dyslexic people grow up with low self-esteem and confidence. They struggle greatly with anxiety and depression. They believe these false narratives that others tell them to be true. This is a stigma that must be addressed and overcome. We must learn as much as we can about how our brains work and realize that dyslexic people come to the table with great creativity, intelligence, and power. We must also understand the inner struggle our dyslexic children (and adults!) are going through and attempt to repair the harm to their mental health. This is critical to their survival and success. When we are educating parents, teachers, and caregivers, are we teaching them this important facet to dyslexia? Are we providing the resources to support dyslexics’ mental health?

      State Assessments

      This is a hot topic. I’m not going to go down the rabbit hole of “should we” or “shouldn’t we”, but I do want to talk about what it is and what it isn’t. It IS an assessment of your social and economical status. It IS an assessment of your access to the world. How can we help our lower income and marginalized populations to gain access to the knowledge they need to be successful on these assessments? It will take a global initiative to right this wrong. Our low income communities need better access to digital resources, after school programs that enrich their children’s lives, community outreach programs to provide support to families that don’t know where to look or turn to for assistance. In the classroom, we can do our part by exposing our students to the world and increasing their knowledge in all areas. As much as I hate the “teach to the test” mentality, we DO have to teach our students HOW to navigate these assessments and do the best they can. We have to approach these tests differently: not as big, scary monsters, but as tools by which we can learn and grow. We are not spending enough time instructing our students in what these tests are truly asking and how we can effectively answer them.