By Stephen Smoot
It’s a common sense concept hiding a sometimes complex situation. To learn, grow, and achieve, students must go to school regularly and consistently. Taking too many days off can lead to lower levels of achievement and ability.
COVID lockdowns in some cases loosened the ties that bound students to regular attendance. Virtual school implied that the traditional model was replaceable. Also, students living in problematic situations find less encouragement to attend, or even barriers to going to school.
Carrie Nesselrodt, director of student services, has taught seventh-grade English and also served as assistant principal at the high school. Now in the central office, one of her main responsibilities lies in boosting attendance across the board.
“I find it really interesting,” she noted “how at the district level, you see the big picture of how everything connects.”
Since “free public school” evolved into a compulsory model, school systems and law enforcement have primarily used punitive measures to get parents to send children to school. During the past generation, however, the traditional family system that served as a foundation from which the school operated has declined and dissipated.
Now family struggles hamper attendance more than willful disobedience of the law.
“We have to reach students in ways we haven’t tried before,” Nesselrodt says.
Pendleton County Schools has partnered with Communities in Schools, which operates in 28 states and Washington, DC. In West Virginia, the effort started in 2017 as an initiative headed up by First Lady Cathy Justice. Now, 53 of the 55 counties in the state work with the program.
Communities In Schools, coordinated in Pendleton County by Wendy Kisamore, focuses on school culture. Nesselrodt explains that “we focus on building relationships with students.”
Liz Warner, who along with Lesley Cook works for Communities in Schools at Pendleton County Middle/High School, said that the county schools reached out to Justice to enter the program.
Cook explains why the program makes attendance a top priority. She said, “Research shows that the more days they miss, the lower their test scores are.” Warner added that “it can affect their confidence when they get behind their peers.”
All of the county schools have adopted different types of incentive programs. In the elementary schools, classes with the best attendance receive an attendance flag and rewards for earning it. The flag moves on a regular basis between classes as they earn rewards.
“Kids really love the flag,” Nesselrodt commented, adding that “it’s really nice to see at the elementary level kids taking this really seriously. They positively encourage each other.” These kinds of actions and attitudes eventually become habits that can provide lifelong benefit.
Franklin Elementary School awards “paw dollars” to be redeemed for prizes once a month. Other schools have drawings that can win students significant prizes.
The incentives have produced surprising results. Brandywine and North Fork Elementary both recorded days with 100 percent attendance.
High school incentives focus more on collective rewards, such as class parties, to encourage better attendance. Last year, they used a March Madness theme. This fall, they held a Super Bowl themed party. Each class gained “yards” on a chart as they showed good attendance. The first class to “score” a touchdown earned the party.
Communities in Schools works to promote better attendance across the board, but places a high priority on “chronic absences.” A student is chronically absent when they miss 10 percent of days or more. Over the course of the year, that adds up to over three weeks of missed school days. Chronic absenteeism doubled in the years after COVID.
“We’re trying to come back from that,” Nesselrodt said, adding that “many families struggled with anxiety post COVID.”
Middle and high schoolers also receive direct intervention and encouragements to come to school more. With some families’ permission, Communities in Schools will provide case management help to support them in overcoming family challenges.
Nesselrodt says that “sometimes it’s a cultural issue. Sometimes parents didn’t have a positive school experience themselves.” She said that “working through these generational issues presents the biggest challenge.” Additionally, the schools work on educating parents about getting absences excused when appropriate.
“We are still lacking in mental health support,” she said. “That’s one of the things we struggle with the most.” Communities in Schools tries to fill that gap. Warner stated that “sometimes students just need a safe place to vent.” Cook added that “they need a safe space and a caring adult. We can fill that caring adult connection.”
With many families struggling and a number of students being raised by grandparents, other relatives, or family friends, the basics of comfort and hygiene sometimes fall through the cracks. Communities in Schools helps to provide no questions asked school and personal supplies, such as pens, paper, deodorant, and even easy to prepare meals for the weekend. Children who are hungry or uncomfortable are more likely to miss school and these programs help to make up for that.
They will even set up a wake up call for students whose parents work schedule forces them to get up and go to school on their own.
The program also helps students to get peer or other forms of tutoring. Peer tutoring can see a student offering help in one subject, but getting assistance in another.
Much of what Communities in Schools does at one time fell back on teachers to handle. With program people in the schools, teachers can focus more on their core academic role.
The program’s main mission lies in both keeping kids in school and preparing for the future. As Warner states, “We help students stay in school and achieve in life.”
