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School committee adopts Attendance Matters (AMP) program; handbook updated to emphasize targeted supports over punitive consequences
Summary
The committee approved handbook updates that add the Attendance Matters Program (AMP), a tier‑2 intervention for students with repeated tardies. Counselors described AMP as a reflective, skills‑building alternative to detention and loss of parking privileges.
School counselors Ryan Capizello and Carrie Bagan presented a new Attendance Matters Program (AMP) and the school committee voted to approve handbook changes that incorporate the program into the student handbook.
Nut graf: AMP is a targeted (tier‑2) intervention for students who demonstrate concerning attendance patterns—specifically a referral threshold at the fourth tardy per term—and is designed to replace or reduce punitive responses such as detention or loss of parking privileges with short, structured reflective sessions led by counseling staff.
Ryan Capizello described the rationale: “Attendance matters because it improves academic outcomes for students. This is caused by more time in learning and, in front of teachers, classroom.” He and Carrie framed AMP as a program that identifies barriers, builds routines and time‑management skills, and connects students to counseling follow‑up. Under the proposal, students who reach their fourth tardy would be referred to AMP and would attend a session during either a Wednesday or Friday break; staff said follow‑up meetings with counselors would monitor progress and adjust supports as needed.
Counseling staff said the program intention is to shift away from punitive consequences—examples given included removal of parking privileges and detention—and toward collaborative problem solving, family engagement and identification of underlying issues (including mental health and transportation barriers). The presenters noted AMP may work for many students but that some students with deeper needs would still require tier‑3 individualized interventions.
After committee discussion, a member moved to approve the handbook changes adding AMP; the motion was seconded and passed by voice vote. The transcript records “All in favor? Aye. Motion carries.” No roll‑call tally was given.
Ending: Counselors said they will track AMP outcomes and return with data; committee members requested a one‑year review to evaluate whether the non‑punitive approach is reducing tardies and improving student engagement.
