Custom Automation

We know that in schools, time is a precious resource. You only have so much of it, but still want to meet the unique needs of your students. With Enriching Students®, your school can set up an automated scheduling process for your extra help and enrichment offerings, custom to your school.

Why Custom?

Why didn’t we just create one set of rules to schedule your students? Well, because we know that every school is different. When it comes to your school logistics and the interactions you have with students, you are the expert. Because your school is unique, the process to support those needs has to be unique as well.

How Does it Work?

Your school sets the standards of how you want the automation to run. Who gets scheduled, why, and when. You do not need to set up lists of priorities and student assignments every day – that is handled on the back end. Once you tell us how you want it to run, it’s hands-off.

Step 1: Identify Who Needs to Be Scheduled

Who are the students who need to be scheduled, and why? Where do you want them to go, and when?

Step 2: Talk with Us

Once your school has set your workflow for how you want students to be scheduled, get in touch with us and communicate your plan.

Step 3: Let the automation begin!

Once the automation is set in place, it will run without your daily input or tedious student identification.

What Can We Automate?

Really, it’s up to you! But, we do need a set of standards in order for the automation to run. Here are 3 things we’ll need to know.

When Should the Automation Run?

On Tues, Thurs and Fri? Every third Wednesday and the last Friday of the month? Your school is on a three day rotating bell schedule and you need the process to run on the “B” days?

Which Students Need to be Scheduled?

All unscheduled students? All freshman and sophomores? Students with a D or an F in Math or Science?

Where are the Students Going?

Back to their advisory? Back to the teacher in the course where they’re getting an F? To one of several “overflow” locations that you designate? The first period “B” day class or their third period “C” day class?

Interested in seeing how our custom scheduling automation could work for your school?

Some Automation Examples

How complex can you get? Really, as long as you provide the information needed based on the 3 areas above, you can create a process that is as complicated as you need in order to meet your student’s needs. The following examples are just simple ideas. The custom automation you can create is not limited to these, and it could be any combination.

Example #1: Students with a Grade of F in Math or English

Let’s say that at your school, it’s decided that there really needs to a focus on Math and Reading/Writing skills. For a strategy to provide intervention to students who are struggling, you could have Enriching Students automatically schedule students with an F in Math or English to their respective teachers, or assigned tutors in this area. You could choose a specific day during the week, or day type, for this automated process. For example, if Mondays and Wednesdays are your intervention days, the automation could schedule the students only on those days, leaving the other days for student choice.

Example #2: Set Priorities for Different Subjects

Maybe your school has a priority level for each type a course a student needs to attend for extra help, but maybe this is only for a specific grade level. So, students who graduate in the year 2028, and have a grade of C- or lower, and aren’t currently scheduled by their subject matter teacher, should be scheduled for extra help in the corresponding subject area. If that teacher has no room, the first priority would be Math, then Reading, then Social Studies, then Science – and if all of these locations are full, the student should be scheduled to their homebase or Advisory teacher.

Example #3: Scheduling Based On Attendance & Engagement

Have us create an automation based on attendance and engagement types. If a student is Absent from school for 3 or more consecutive days, for example, they could be scheduled to their Advisory teacher the following day to assess where they need to catch up. If they are repeatedly marked as Present but Not Engaged, let’s say for 5 times in the same flex period, maybe they would be scheduled to the school counselor on Monday of the following week for a check in.