Friday 27 January 2023

Tactics for Increasing Attendance and Enrollment, Event Recap

Nearly two hundred leaders and educators from across the country gathered for a conversation between Possip’s CEO Shani Dowell, school administrators Kavon Seay and Marc Anthony Peek of Napier Elementary in Nashville, communication consultant Austin Rhodes of Rhodes Branding, and lawyer and community fitness leader James Crumlin. Keep reading to learn their tactics for increasing attendance.


The framework for improving attendance and increasing enrollment starts with engaging families to understand the barriers to attendance. 

Data from Attendance Works, a national non-profit initiative, finds that: 

“Possip’s routine Pulse Checks are a way to engage all families often and learn about their needs early on. Through routine feedback you can notice a potential barrier when it first arises for a family. For families already dealing with chronic absences, Possip’s Attendance Checks are a way to learn about direct and specific barriers to missing school.”

Possip’s data shows us that sickness and transportation are the biggest barriers to attendance. In feedback from over 7000 families since 2019, we learn that 40% of families report having a barrier to attendance. Sickness is the top barrier, ranging from half to the majority of absences. Transportation is the second top barrier, averaging about 10% of absences. 


Once you understand barriers, you can begin removing them. Addressing health and transportation first. 

Marc Anthony Peek, Community Achieves Site Manager at Napier Elementary in Nashville, shares some of the tactics his team has developed to address transportation barriers, including a walking school bus, and smartly timed attendance incentives informed by data.

 
Consider these tactics for removing transportation barriers
  1. Community schools can meet families where they are with solutions like Napier’s walking school bus
  2. Wide windows of time for drop off and pick up help families have flexibility in their schedules. 
  3. Helping families build their net of support for carpooling, and having parents who volunteer to help with carpooling
  4. Extracurricular activities and afterschool programs aid with that flexible timing and have the added benefit of motivating students to come to school. 

When families are asked in Pulse Checks what would help with attendance, Possip data shows they believe extracurricular activities, and a support person or mentor will help ensure attendance each day. This is why we consult partnering schools in creating community “nets” of support

  1. Consider intentional partnerships, engaging community organizations to help motivate students or provide a safe place. 
  2. Send parents home with a family phone tree to collect phone numbers of families who live near them and/or their bus stop. 
  3. During school events, have parents build out their support network as an activity. 

Lawyer and Triathlete James Crumlin, who notably leads Nashville’s most popular and longest running free community workout Capitol Steps, talks more about the role of a support person or mentor:

 
To address the top barrier of sickness, establish clear guidance for parents and kids on what to do when sick. Here are a few ways: 
  1. Make “go/no go” decisions clear. 
  2. Keep schools healthy, and communicate about it – highlight post-COVID protocols, share stats, update families on your efforts. 
  3. Repeatedly communicate the attendance policies related to sickness throughout the year. Make sure parents know exactly how and when to contact you for help. 

While doing the good work of removing barriers, focus your team around communicating a culture of attendance rather than a prerogative of compliance. Focus efforts on community over compliance. 

Possip’s CEO Shani Dowell voices the family perspective that surfaces in Pulse Checks, and how parents tend to respond to messages of compliance. 


Communications consultant Austin Rhodes of Rhodes Branding talked about building a culture of attendance by integrating messaging and values that school is worth going to.

 
Your team can stepback to discuss developing these motivating mindsets: 

  1. What a student has to look forward to each day and each week
  2. Why it’s worth showing up at school
  3. What a student might miss if they miss school
  4. How the school is better with the student present

Extend that culture of attendance to families, aligning through sharing data and stories. 

Attendance Works provides free diagnostic tools for tracking attendance data. Possip Attendance Checks collect data consistently on the individual and collective family experience of absenteeism. 

Dr. Kavon Seay, Dean of Students at Napier Elementary reminds us that “coming through with the caring piece” and sharing our own stories as educators and mentors is a way to align families, staff and students around this culture of attendance you’ve worked so hard to reinforce and communicate.


We shared several resources and tactics throughout this blog. Here are quick links to each of those: 

The post Tactics for Increasing Attendance and Enrollment, Event Recap appeared first on Possip | Engagement Platform | School Feedback Survey.

Tuesday 24 January 2023

Possip Event: Ideas for Improving Attendance and Increasing Enrollment

Register today to receive the event recording! Thank you for joining Possip’s CEO Shani Dowell along with invited guests as we share ideas for improving attendance and increasing enrollment. 

The post Possip Event: Ideas for Improving Attendance and Increasing Enrollment appeared first on Possip | Engagement Platform | School Feedback Survey.

Wednesday 18 January 2023

Howard University MS’s Protocol for Using Family Feedback in School Improvement

Kerry Whitacre Swarr, Possip reporter and education equity consultant who is also working on her Ed.D. dissertation involving Possip, partnered with Howard University Middle School to develop a research-based protocol for using family feedback in school improvement projects. Keep reading to learn the protocol for your team!


Those of us in education know that our field loves a protocol.  A protocol is simply an agreed-upon set of guidelines for conversation.  But the real purpose of using Protocol in educational settings creates a space to learn together and create value while improving and potentially transforming schools.  This was the genesis of my dissertation topic.  What if we used a meeting protocol with a School Improvement Team or other existing school teams with families representing your school population to review and make meaning of Possip Family Feedback Reports, together?  I got to test this out with Howard University Middle School this fall.

The meeting protocol I created drew heavily from the works of both McDonald (2013) and Wegner and Wegner (2020). The protocol is basically a script that walks a group or team through three steps while reviewing a Possip Family Feedback Report–described below: 

Quietly and individually, write three or four Notice Statements based on your observations from the Possip Feedback Report on Post-Its or on virtual Post-Its. These statements begin with the phrase “I notice that…”  They should be free of inference, judgment, or speculation; they are fact-based, observing only.

Team members take turns reading aloud one new Notice Statement at a time and post them on a wall or virtual wall, without discussion.  Group “like” noticing together. The process continues until all Noticing Statements have been shared. 

Collectively reflect on why some noticing was more common than others.  
  • What do the Noticing Statements mean? 
  • Why should we care? 
  • How can we better understand the impact of what they noticed?
  • Is most of the feedback compliant?
  • What does that mean for building an equitable school community?

 

Quietly and individually, participants write three or four Wonder Statements about the family feedback. These statements, which begin with the phrase “I wonder why/if/how/whether…” may or may not relate directly to Noticing Statements shared in Step 1. Sometimes they offer a suggestion; other times they are merely inquiries. 

In no particular order, team members take turns reading aloud one new Wonder Statement at a time and post on a real or virtual wall organized by theme. This process continues until all Wonder Statements have been shared, without discussion.

 

The team reviews the notes. The team members have a dialogue about the noticing and wonder statements that were shared. Each person speaks before someone speaks again. When you speak, build off the point the person before you made. Actively listen to everyone. 

Dialogue Questions:  

  • Are there some themes?  
  • Do you have a new perspective from the noticing and wonderings of others?  
  • Now what? What are some actions that the team recommends the school take based on your collective learning that addresses family priorities, address power differences, and will contribute to building more equitable policies, programs, and structures at your school?
  • What other questions do we have? Can you collectively design questions to be used as the fourth question through Possip for the upcoming month that can? 

Facilitator and Notetaker Roles for the Protocol

I built two roles—a facilitator and a notetaker.  I recommend these roles change each meeting and include families, teachers, non-instructional staff, and school administrators to address any power differentials.  Although we were able to accomplish everything in the protocol in an hour, the team members I worked with thought it would be great if they had even more time for rich discussion, meaning-making, and value creation–something that is rarely prioritized in the busy school day.

Create a Safe Space and Anonymizing Your Reports

With any feedback, there are concerns by team members no matter their role in your school community that things will feel personal and potentially threatening.  But, we all know you don’t improve and get better unless you are open and truthful about how things are really going.  This requires trust and that can be built in your team over time.  Creating meeting norms to address these concerns that you revisit regularly will help. Also, school administrators can easily anonymize all feedback in the Possip portal and quickly and easily black out names in feedback to share with a team.  This took me less than five minutes.     

Why is it important to have a protocol and families at the table? 

This protocol helps school teams focus on what families are saying. Because there are different perspectives at the table, teams can quickly understand family feedback from different perspectives, including families.  Having families at the table makes schools immediately more accountable for making meaning from the feedback captured in the Possip Family Feedback Reports and doing something as a result to improve your school.  Try it!    

To read more on protocols and strategies for equitable family engagement, you can click here!


Sources:

McDonald, J., Mohr, N., Dichter, A., McDonald, E. (2013). The Power of Protocols:  An Educator’s Guide to Better Practice.  Teachers College Press, New York. 

Wenger-Trayner, E., & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge University Press. 

 

The post Howard University MS’s Protocol for Using Family Feedback in School Improvement appeared first on Possip | Engagement Platform | School Feedback Survey.

Wednesday 11 January 2023

Possip Live Demo

Feedback matters. Join us to learn more about how Possip collects, analyzes, and reports back feedback within your school communities!

The post Possip Live Demo appeared first on Possip | Engagement Platform | School Feedback Survey.