Messaging Project AMP Washoe County School District Pilot to Reduce Chronic Absenteeism Attendance Myths Attendance does not affect academicwellbeing ID: 1032221
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1. September 27, 2018Overview of the Attendance Messaging Project (AMP)Washoe County School District Pilot to Reduce Chronic Absenteeism
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3. Attendance MythsAttendance does not affect academic/well-being outcomesOnly unexcused absences matterSporadic absences aren’t a problem & tardies are okayThe number days absent is less among my students/childrenAttendance is not very important in early gradesFact: Beliefs about education shape how we support attendance. Source: Robinson, C., Lee, M., Dearing, E., & Rogers, T. (2017). Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs. HKS Faculty Research Working Paper Series.
4. The Promise of Text MessagingTexts have a 98% open rate & email open rate in education is 26% (Pew 2015)Easy to implement, low costTargeting beliefs mobilizes parental involvement: Messages emphasize value of attendance & give updates on students’ attendance (Robinson et. al. 2017) Early research suggests impact on attendance (Smythe-Leistico & Page 2018)
5. AMP GoalsIntervene early to prevent & interrupt chronic absenteeismImprove attendance: reduce tardies & absencesIncrease two-way communication between school staff & familiesAffect parent beliefs about attendanceDetermine feasibility & effectiveness of AMP
6. AMP ElementsBi-weekly informational message for all students via text & email Two-way communication triggered at 93% attendance thresholdSame-day positive messaging when student returns to school via text & emailSame-day absenteeism notificationElement 2 applies to students enrolled for at least 10 consecutive days
7. AMP ElementsInforms & motivates parents: Challenges misconceptions that undervalue attendance. Fosters relationships between parents & staff most knowledgeable of students’ academic needs. Provides opportunity to uncover barriers to attendance. Reinforces attendance, expresses care for student, & serves as a reminder to complete missed work.
8. AMP ElementsTwo-Way CommunicationTriggered at 93% attendancePhone call or face to face contact Established by school staff who:knows the student & family (e.g., teacher)or commits to building a relationship with the student & familyCoordinates with social worker or reengagement specialist to connect families to resources
9. Infinite Campus/Blackboard ConnectBi-weekly informational message Automated by ITTwo-way communication triggered at 93% attendance threshold Ad Hoc ‘AMP 93% Student Report’: School staff pull list early each week & make calls Same-day positive messaging when student returns to schoolAutomated by ITSame-day absenteeism notification (no change)
10. Informational Message
11. Same-Day Positive Message
12. 2018-19 AMP Participating SchoolsAndersonNatchezRita CannanEcho LoderGrace WarnerDesert HeightsRobert MitchellLous AllenLibby BoothElmcrestJesse HallAlyce Taylor
13. Getting AMPed!Ready your systems Prepare to respond to attendance barriers with your problem-solving teamsEncourage parents to receive text messagesInform staff & model conversationsKnow your student populationsAbsenteeism by demographic groupCommon attendance barriers Get your resources in placeShare resource lists with staff & families
14. AMP EvaluationLed by Off. of Accountability in partnership with the Intervention Dept. Jennifer Harris & Jan Hall are lead AMP evaluatorsParticipatory & Utilization-Focused Opportunity to guide evaluation process & reflect on findingsMeaningful & timely informationSchool & Participant ProtectionsConfidentialityPassive Consent: Info letter & text opt out option
15. AMP Evaluation QuestionsWhat are the challenges & strengths of AMP implementation?Does AMP influence communication between school staff & parents about attendance? In what ways is communication changed by AMP (i.e. quality, frequency, with whom at school)?Does AMP influence absenteeism?What are the differences between students whose attendance improves & those whose attendance does not improve (e.g., student characteristics, home & school conditions, absence types)?
16. AMP EvaluationImplementation ChecklistTelephone or in-person interviewsSchool staff most involved with projectSample of parents & guardiansDescriptive & inferential analysesChange in absenteeismComparison groups Control for student & school characteristics
17. WCSD ResourcesNational Resourceswww.attendanceworks.orgwww.every1graduates.org http://absencesaddup.org Intervention Department https://www.washoeschools.net/Page/5579 Multi-Tiered System of Supports https://www.washoeschools.net/Domain/202Family School Partnershipshttps://www.washoeschools.net/Domain/161Student Accounting https://www.washoeschools.net/Domain/180
18. Rechelle MurilloIntervention Coordinator(775) 337-9913rmurillo@washoeschools.netJennifer HarrisProgram Evaluator(775) 333-3766jharris@washoeschools.netWashoe County School District425 East Ninth StreetReno, NV 89520