How to Fill Classroom Seats: Close the Achievement Gap

This article was originally published on  The Edvocate.

What is the most beneficial thing students can do every day to help improve their education? There are numerous things schools can do, including hire great teachers, create a better system, and get parents involved, to name a few. While these are certainly things that will aide students in their academic growth and development, there is one action that tops the list that students must do. What is it? Children must come to school— whether physical, virtual, or a homeschool— and be present for their lessons.

Over the years, researchers and educators have been looking increasingly towards chronic absences as a major contributor to low test scores and the achievement gap. It only makes sense; a child must be present each day in school to learn the lessons covered, and the more he is absent, the more he will fall behind. If he continues to fall behind, it becomes increasingly difficult for him to catch up, which could result in lower test scores, being held back from the next grade level, or possibly causing him to drop out of school altogether. Research is showing that this is exactly what is happening to children who start missing too much school early on in their education.

The  California School Boards Association (CSBA) explains , “Chronic absence, defined as missing 10 percent or more of school over the course of the school year for any reason, including excused and unexcused absences, is a proven early warning sign for both academic failure and dropping out of school.” Research findings sited by the CSBA further detail the effects of low attendance on kindergarten students as they progress through the grade levels. “An analysis of chronically absent kindergarten students revealed a lower subsequent academic performance in grade 1 than their peers, with reading scores for Latino children the most affected. Among poor children who lack the resources to make up for time on task, chronic kindergarten absences translated into lower achievement in grade 5. By grade 6, chronic absence can be associated with dropping out of school. By grade 9, missing 20 percent of school can be a better predictor of dropout than grade 8 test scores.”

So what can you do to reduce chronic absenteeism in your classroom? While you cannot force a student to show up every day for school, there are plenty of things you can do to give them something to look forward to, as well as help them and their parents understand why it matters.

Look at the numbers.

Maybe the school’s overall attendance numbers are high, but is there a student who misses school every week or two, or even several days every month? Pay attention and look for patterns if a student is often absent. If you notice this happening, it’s time to talk with the student and his parents.

Communicate with students and parents.

Take an opportunity early in the school year, whether it’s at an open house, a parent-teacher conference, or even in a note you send home, to let everyone know how critical it is for students to be in class so they don’t fall behind. If you notice a student missing frequent days, speak with her and her parents again about the importance of coming to school, as well as your concern for her well-being and academic success. If there is an underlying reason for the absences, such as a lack of transportation, point them to available resources and get administrators involved to help. It may take extra time and work, but it could save a student from falling behind or dropping out.

Engage students in class.

Give students something to look forward to with fun, interactive lessons and materials. Help them make a real-world connection with the ideas of the lesson and how they might apply to their own lives. Allow children to move around, work together, and share ideas.

Connect with students.

Studies show that making a personal connection with a student can increase his performance in school. It may not be possible to make a connection with every student, especially in large classes, but pay close attention to struggling students and those who are frequently missing days. Make an effort to talk with them and listen to what they have to say. You may be able to find out why they are missing so much school and give them a new reason to look forward to coming in.

Attendance Works, a national and state initiative that promotes better policy and practice around school attendance, provides research and many great, free tools and tips for communicating the importance of school attendance. Visit their website at  http://www.attendanceworks.org/tools/  to learn more about how to spread the word, fill those seats, and close the achievement gap!

March Is Reading Month: Big Readers Start Small

March 16, 2026
March is Reading Month, which means classrooms everywhere are buzzing with read-alouds, favorite characters, cozy corners, and that unmistakable joy that comes when children realize: “Hey… I can read this!” For educators working with very young English learners, March is also a powerful reminder that strong readers don’t just magically appear in third grade—they’re built intentionally, joyfully, and early. Reading Starts Long Before Decoding When we think about reading success, it’s tempting to jump straight to phonics charts, sound walls and sight word lists. But for young ESL students, reading success starts even earlier, with listening, speaking, rhythm, repetition, and meaningful language experiences . ๏ปฟ For example, before a child can read The Very Hungry Caterpillar, they need to understand words like apple, hungry, more, and finished. Before they can answer comprehension questions, they need confidence using language out loud. High-quality English acquisition lessons lay this crucial foundation by immersing students in rich, engaging oral language every single day. Why “Early” Really Matters Early childhood is a language goldmine. Young learners’ brains are wired for language acquisition, especially when lessons are developmentally appropriate, multi-sensory, and consistent. When English acquisition begins early and is delivered with intention, students don’t just learn English…they own it. For teachers, this looks like students joyfully echoing phrases, retelling stories with confidence, and recognizing familiar patterns in songs and poems. For administrators, it shows up as smoother transitions into upper grades, stronger literacy data, and fewer gaps to remediate later on. (Believe me, future you is very thankful.) Reading Month = Language Celebration March doesn’t have to be about “more work.” It can be about more joy . Songs that turn into stories. Stories that spark conversation. Conversation that strengthens comprehension. It’s a beautiful cycle—and one that works especially well when English instruction is systematic, playful, and grounded in how children actually learn language. Quality English acquisition supports reading month goals not by rushing students to read sooner, but by making sure they are truly ready when the time comes. This March, as we celebrate books and reading milestones, let’s also celebrate the language journeys that make those milestones possible. Because when we invest early, read often, and teach intentionally, we’re not just growing readers…we’re growing confident communicators for years to come. Happy Reading Month! If you’re looking for an English oral language acquisition curriculum that is designed for young learners and brand-new newcomers, look no further…you’ve found us! Just click below to learn more about getting started with GrapeSEED at your school!

Springing Forward with Multilingual Learners

March 2, 2026
Have you noticed that the month of March brings a noticeable and welcomed shift? Daylight sticks around a bit longer, schedules fill with activities, and students arrive at school each morning with a renewed sense of energy. For young multilingual learners, springtime provides a powerful opportunity; not to reinvent instruction, but to lean into what already works and let that momentum carry learning forward. By this point in the school year, students have built familiarity with classroom routines and expectations. This consistency is especially important for language learners because predictable structures—songs, chants, stories, movement, and daily oral practice—create a safe environment where students feel confident participating, even when the language feels challenging. In March, that confidence often begins to show more clearly! In March, teachers are noticing students: joining in more quickly using phrases spontaneously engaging more willingly in partner activities These moments can be easy to overlook, but they are significant indicators of language growth. Oral language development doesn’t always arrive in neat, measurable steps…it emerges through repeated exposure, joyful practice, and meaningful interaction over time. As spring energy rises (spring fever, anyone?), maintaining consistent routines can actually help classrooms feel calmer and more productive. Students know what comes next, how to participate, and what success sounds like. Rather than pulling back on structured language practice, this is the moment to protect it. Daily routines…spoken language, movement, music, and shared stories…anchor learners while giving them space to take risks. March is also a reminder that language learning is cumulative. The repetition that felt slow in the fall often pays off in the spring, when students are ready to use what they’ve internalized. When instruction continues to spiral skills like phonemic awareness, vocabulary, comprehension, and oral fluency, students are supported without feeling pressured. As the school year speeds up, this is the perfect time to take a deep breath and to notice progress. So, take time to celebrate participation, effort, and small breakthroughs to help your multilingual learner students see themselves as the capable language learner they are, and encourage them to keep moving forward! Are you ready to learn more about how GrapeSEED can help your multilingual learners succeed in ways big and small?

Planting Seeds for Summer: Why February Is the Perfect Time to Think About Language Growth

February 16, 2026
February is a unique moment in the school year: routines have been established, students are settled, and teachers can clearly see areas of growth as well as emerging needs. It’s also a natural pause before the busy spring months. All of this makes February an ideal time to reflect and to look ahead. For multilingual learners, what happens after the school year ends matters more than we often realize. The Summer Learning Opportunity Extended breaks can unintentionally slow language development, particularly in listening, vocabulary, and verbal confidence. However, when summer instruction is intentional and well designed, it can do more than maintain progress—it can accelerate it. The key is ensuring summer learning feels inviting, engaging, and developmentally appropriate. What Works for Young Language Learners Effective summer language programs share common elements that support growth without feeling like “more school”: A low-stress environment where students feel comfortable taking risks with language Consistent exposure to English through stories, songs, shared reading, and movement Natural repetition and routine that strengthen foundational English language skills Multi-sensory learning experiences that keep students engaged and motivated When language is experienced rather than practiced in isolation, children remain curious, confident, and connected. Why February Is the Time to Think Ahead February isn’t about making immediate decisions—it’s about asking the right questions: How can summer learning support language development without burnout? What experiences will help students feel successful and excited to learn? How can summer instruction align with the strengths of our school-year approach? Exploring these questions now allows schools to plan thoughtfully rather than reactively. A Season for Planting Ideas Strong summer programs build on what young learners love most—music, stories, movement, and interaction—while quietly reinforcing the language skills they need to grow. February offers the space to imagine a summer experience that supports continuity, confidence, and joyful learning long after winter fades. Ready to learn how GrapeSEED can be a meaningful part of your school’s summer learning?

Smiles, Snacks, And Sanity A Self-Care Guide for Teachers

February 3, 2026
If you’re an elementary teacher working with multilingual learners, you already know your work is full of heart, hustle, and highlighters. But let’s be honest—supporting language learners takes a lot of energy. That’s why self-care isn’t a luxury. It’s a must. You’re juggling language development, academic growth, cultural connection, and emotional support. And while your students are growing every day, you need time to recharge, too. Here’s a quick self-care recipe to keep your cup full: ๐Ÿงก Smiles: Find Joy in the Little Things Celebrate the small wins: a new vocabulary word, a student’s laugh, a kind moment. Write one highlight on a sticky note each day. It’s a mood booster—and a reminder that you’re making a difference. ๐ŸŽ Snacks: Fuel Your Body (and Soul) Don’t skip lunch! Keep a stash of healthy snacks (and maybe a treat or two) nearby. Food is fuel, and sometimes chocolate is emotional first aid. ๐Ÿง  Sanity: Protect Your Peace Say no to that extra committee if you’re overwhelmed. Take 5 minutes to breathe or stretch between lessons. Step outside during a break of any kind, even for just a second or two. Talk to someone who “gets it”—sharing helps lighten the load. You Matter Your students need you AND they also need you to be okay. When you take care of yourself, you’re showing them how to care for themselves, too. So go ahead, teacher: smile, snack, and protect your sanity. You can’t do it all , but you CAN do a lot more when you’re well. At GrapeSEED English for Children, we value teachers and work to make certain that those using our curriculum feel supported. With a personal Professional Learning Specialist that teaches can communicate with anytime, a teacher portal, on-demand PDs and so much more, we’ve got our teachers covered! Ready to learn more about getting started with GrapeSEED in YOUR classroom? Just click here for more information.
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