Pick a tool. Pick a framework. Pick your path. Everything you need for the work blocks is on this page.
Any of these will work. Use whichever one your district already gives you access to.
If your district blocks one of these on a school device, try another, or use a personal device. Do not fight the filter during a work block.
The AI Sandwich. Human first, AI in the middle, human last. You decide what is needed; it drafts; you read every word and put your name on it.
Placeholders. Keep the situation, lose the identity. Grade, absence count, what has been tried, the goal, the barrier all stay. Names become [Student] [Parent] [School] [Teacher]. Fill the real names back in on the draft, not in the prompt.
You choose the framework. The tool works against it.
Stress-test it. Find what a reviewer would find.
You are not asking the tool to write anything. You are asking it to interrogate what you already built, against a framework you choose.
Build a first draft against a framework.
The tool supplies the first pass. You supply the barrier, the judgment, and every decision that follows from them.
MDE, August 1, 2026. Plain-language guidance for implementing the state's attendance law. Includes sections on monitoring, notification, barrier conferences, referrals, the Individualized Attendance Success Plan, family engagement, and the written reduction plan, plus a development tool and a model policy framework in the appendices.
Open the Playbook (PDF)The full text of the attendance law that took effect July 1, 2026.
Read SB 2103Mississippi's own three-tier structure for attendance intervention, with interventions and support mechanisms at each tier.
Open the MTSS guidance (PDF)Grouped into School and Community Perspective, Early Interventions, Basic Core Strategies, and Making the Most of Instruction.
Overview page · PDFNDPC and SPN's model, built toward five resilience factors: Connection, Belonging, Achievement, Autonomy, and Fulfillment.
Read the modelTier 1 universal, Tier 2 for students missing 10% or more, Tier 3 intensive case management for students missing 20% or more.
Three tiers · Examples of tiered practicesMDE, June 16, 2026. Useful if you need the role definition in writing.
Open the procedures (PDF)If you do not have a student in mind, use one of these. Tap to open.
[Student] is in 3rd grade with 11 absences, and most of them fall on the same weekday. [Parent] has two younger children and no reliable car. The bus stop is a fifteen-minute walk. The school has a late-arrival policy that marks the student absent after 9:00. Nobody has asked the family what happens on that particular morning.
[Student] had strong attendance through 5th grade. In 6th, absences climbed to 14 by January. Grades slipped in two classes. No disciplinary record. A teacher describes them as withdrawn rather than defiant. Two letters have gone home and one phone call was made, which did not connect. No one has spoken with the student directly.
[Student] is a junior working about 28 hours a week, and the income matters at home. Absences cluster in first and second period. They are passing three classes and failing two. They have said plainly that they intend to graduate and that they cannot cut hours. Your district has credit recovery, an evening option, and a work-based learning pathway.
[Student] has 16 absences, most reported as illness. Some have notes, some do not. The family has missed two scheduled conferences. There is no documented diagnosis in the file, and the school nurse has seen the student several times for the same complaint. Under the current law the documentation requirements have tightened, and the family may not know that.