Why AMS #3: Allows attendance staff to spend more time with parents and students
Part 3 of a 7-part series: 7 reasons why K-12 education is investing in an Attendance Management System (AMS).
Educators are stressed to the limits. Have you heard or felt these sentiments?
"It’s going to be REALLY CHALLENGING to go back to our same system”
“I’m more than tired, I’m EDUCATOR TIRED”
“I FEEL LIKE A ZOMBIE at the end of every single day”
“I’ve never felt SO EXHAUSTED and THE OPERATIONAL CHALLENGES ARE NEVER ENDING”
“What we’re up against is OVERWHELMING”
How are attendance staff going to find the time to take the immediate action necessary to communicate with parents when they're wearing multiple hats due to staff shortages, or dealing with other issues that bring up these feelings?
Here's an example that causes more work than what's necessary for staff. When sending interventions communications, we've found that districts typically have a multi-step, multi-person, multi-departmental personnel dependent way to send out one negative (punitive, Ed. Code-driven) letter. This needs to occur daily at each school site.
Using an Attendance Management System (AMS), like SI&A's, saves staff tons of time and energy, and goes beyond what is required. On top of intervention communications, positive (engagement-driven) communications are sent to families in their home languages, eliciting positive emotion and connection to their child's school, prompting change in attendance patterns.
Providing the appropriate level of support to your team is imperative. Taking administrative and data analysis tasks off of over-burdened staff enables them to do what they do best - build connections with student sand families using actionable data provided through an AMS.
We'll get more into that data and how SI&A standardizes and streamlines data collected from districts next week in Part 4.