1. Working across the Tiers: Developing an Outreach and Intervention Plan
Megan Dunn Davison, PhD
Director of Continuous Improvement
#everydaymatters18

2. Objectives
Understand process mapping as a means for an outreach and intervention plan
Understand the purpose, application, and structure of a model for improvement
Understand the importance of measurement for improvement

3. Process Mapping What Is a Process? What Is a Process Map?
A series of actions or steps taken in order to achieve a particular end or outcome. 1 2 3 4
What Is a Process Map?
A process map is a visual tool that illustrates the flow of actions from start to finish.

4. Process Mapping
Macro to Micro
Example: Getting to work on time

5. Process Mapping
Micro
Example:

6. Stage 1: Compiling a process map
Consider who you would involve in the mapping exercise
Name of the person completing task + verb
Who does what and when?
Define where the process starts and ends
Keep a note of issues and opportunities

7. Process Mapping (10 mins)
Your Assignment
Map the process of how your school responds when a student is absent.
Tips
Identify where the process starts and stops.
Brainstorm the steps of the process.
Write each step of your process on post-it notes.
Determine the order.
Map what actually happens, not what SHOULD happen.
Back at school: Create a process map for how your school will respond when a student is absent.

8. Stage 2: Analysis and (Data Review)
How many steps in your process?
How many duplications?
How many hand-offs?
What is the approximate time of or time between each step?
Where are possible delays?
Where are possible bottlenecks?
How many steps do not add value for students and staff?
Where are the problems for students and staff?

9. Examples Delays Administrative assistant or teacher out on leave
Bottlenecks
No coverage for leave
Rate increases before/after school holiday
Value adding
The activity moves the student towards the next defined outcome
The activity is something that the student or staff cares about
Non-value adding
Do not serve any purpose (aim to remove these)
Necessary non-value adding
Do not directly benefit student but are necessary
e.g. completion of forms, logging patient details onto systems, numerous checks of details

10. Analysis summary Steps Total number of steps Number of value steps
Value steps as % of total steps
e.g. 7/12 = 58%
Time
Total time Hrs:Mins
Time of value steps
Value Time as % of total time
e.g. 43/120 = 36%

11. At each step . . .
. . . Identify what could go wrong.

12. Stage 2: (Analysis) and Data Review
Why does an attendance team use data?
Ask WHO is chronically absent?

13. Ask WHO is chronically absent?
Data Review
Why does an attendance team use data?
Ask WHO is chronically absent?

14. Ask WHO is chronically absent? Ask WHY are they chronically absent?
Data Review
Why does an attendance team use data?
Ask WHO is chronically absent?
Ask WHY are they chronically absent?
Student Survey

15. Ask WHO is chronically absent? Ask WHY are they chronically absent?
Data Review
Why does an attendance team use data?
Ask WHO is chronically absent?
Ask WHY are they chronically absent?
Ask WHAT are we doing about it?
Ask IS IT WORKING?

16. Step Into Your Students’ Shoes
“We spend a lot time designing the bridge,
but not enough time thinking about
the people who are crossing it.”
– Dr. Prabhjot Singh Director of Systems Design at the Earth Institute

17. Analysis (10 mins) Your Assignment Tips
Start to list the barriers and supportive factors that affect attendance rates at your school.
Tips
Look at your process map. At each step, ask: “What could/does go wrong? What can/does prevent absences?”
Look at your data review. What is your best guess as to why some students are missing too much school while others are succeeding?
Think about your own experiences and your conversations with students and families. What barriers do they face? What do they find helpful?
Back at school: Among all the factors you identified, work as a team to select those that are most important and within your circle of influence.

18. Factor Analysis What Is Factor Analysis? A.K.A. root cause analysis
A process for identifying possible causes of an outcome.
Avoid band-aid fixes
Methods:
5 Whys
Pareto Charts
Fishbone diagrams
Tally sheets

19. Reduced Chronic Absenteeism
Factor Analysis
Key Driver Diagram
Supportive factors
Peer-to-peer support
Sports and extra-curricular activities
Culturally relevant curriculum
Safe schools
Outcomes:
Improved reading skills
Improved reliability
Improved graduation rates
Reduced Chronic Absenteeism
Barriers
Lack of transportation options
Parents working evening and night shifts
Health and mental health (trauma)
Transitions between elementary, middle, and high school

20. Process Map for Outreach and Intervention

21. What are effective interventions?
From prior school year
Make a personal phone call and/or home visit to parent/guardian during registration
Build a strong relationship
Explain importance of attendance
Review/Update process map from last year
Refer family to appropriate school-based resources and/or community support agencies
Encourage student participation in out-of-school time or extracurricular activities
Any day of instruction
Make a personal phone call
Enter data at end of school day
Verify accuracy of student information in system

22. What are effective interventions?
Absences of approximately 3 days
Make a personal phone call and/or home visit to parent/guardian Refer family to appropriate school-based resources and/or community support agencies
Encourage student participation in out-of-school time or extracurricular activities
Absences of approximately 6 days
Schedule conference with family and student to develop a plan
Conduct a root cause/factor analysis
Absences of approximately 10 days
Make a school meeting and/or home visit and follow up on the plan
Have a meeting with the student (middle/high school)
Review prior absence data to determine if a patterns exists
Consult with other team members for resource options

23. Focus on the future process
Think creatively/generate ideas
Focus on ideas and opportunities
Are the right people involved? – whole system approach where needed

24. Opportunities for Redesign

25. Key elements to process mapping
Map what actually happens – most of time
Consider time lines
Identify the potential barriers?
What value is in the process?
Include parallel processes
Display the maps so all can see
Allow comments
Don’t redesign for redesign sake

26. Thank you! Acknowledgements: Deborah Good Bernalillo Public Schools
Mission: Graduate Research Team