attendance group: session 1 · 2. counselors will discuss what confidentiality is and how all...

Attendance Group: Session 1

School Counselor: Mrs. Patricia Bagdasarian and Ms. Holly Melko (counseling intern)

Date: February 14th 2017

Activity: Introduction and Goal Setting

Grade(s): 8th Grade

ASCA Mindsets & Behaviors (Domain/Standard):

Domain: Academic

Mindsets & Behaviors

M1: Belief in development of whole self, including a healthy balance of mental,

social/emotional and physical well-being

M2: Self-confidence in ability to succeed

M3: Sense of belonging in the school environment

M6: Positive attitude towards work and learning

B:LS3: Use time management, organizational and study skills

B:SMS1 Demonstrate ability to assume responsibility

B:SMS2 Demonstrate self-discipline and self-control

B:SMS3 Demonstrate the ability to balance school, home, and community activities

B:SS2 Create positive and supportive relationships with other students

B:SS3 Create relationships with adults that support success

Virginia School Counseling Standards:

MA1. Understand the relationship of personal abilities, goals, skills, interests, and motivation to

academic achievement,

MA2. Understand the relationship of dependability, productivity, and initiative to academic

success,

MA5. Understand the individual assessment results in relation to educational progress

Learning Objective(s) (aligns with Competency):

TSWBAT…

1. Students will identify their likes and dislikes about school

2. Students will create academic and attendance goals

Materials:

Pre-group survey, notebook paper, pencil, poster for rules, Jenga game with Scenario cards,

attendance tracker sheets

Procedure:

1. At the beginning of the group, students will fill out the pre-group survey. Counselors will

introduce members of the group and discuss the group topic and why students are there

2. Counselors will discuss what confidentiality is and how all members of the group will abide

by it. Students will then discuss and write down the group rules on poster paper.

3. Counselors will begin the conversation about what students like and dislike about school,

allowing for conversation after each question. The following questions will be asked:

What do you like about school?

2. What don’t you like about school?

3. What is hard about school?

4. Why does coming to school matter?

4. Counselors will introduce Jenga. Each student will take turns pulling a block from the Jenga

pile as counselors read through the story on the scenario card.

5. Following the Jenga game, counselors will pass out the attendance tracker sheets and explain

how they will be used throughout the group.

6. Lastly, students will set an attendance and an academic goal. If students feel comfortable, they

can share their goals with the other group members.

Plan for Evaluation: How will each of the following be collected?

Process Data:

Attendance, number of sessions, and participation will be recorded

Perception Data:

Pre and post surveys will be given to students at the beginning and end of the group

Outcome Data:

Attendance Data and Grades

Follow Up:

Students will fill out their attendance tracker each time they come to group. Counselor will check

students grades and attendance each week and fill out a grade tracking sheet as well as

attendance tracker sheet. If students achieve their goal that week, they can earn “RAYS.”

5 Rays = meet attendance goal for that week

5 Rays= meet academic goal for that week

Students can also earn as many RAYS for the amount of days they were present and on time to

school

*Students can earn up to 15 RAYS a week if they meet their academic and attendance goal, and

come to school every day on time for a week

Group Survey

Name: ______________________________

Directions: answer the following questions by circling the answer that

best represents you.

1. I think it’s important to come to school every day.

Yes no I don’t know

2. I think it’s important to be on time to school and to my classes.


3. I think my attendance has an influence on my grades.


4. I think it’s important to complete my homework and classwork.


5. I think I do well with managing my time.


6. I think it’s important to study and prepare for upcoming tests

and quizzes.


Attendance Tracker

**Filled Out Each Session**

GOALS Monday Tuesday Wednesday Thursday Friday

Name: _________________________________________

Attendance Goal:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Academic Goal:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

JENGA questions

1. “Monday, Fred is late for class, so he doesn’t have time to look for his

homework. He doesn’t turn in the assignment, even though he had

completed it.”

2. “That night, a program is on television that Fred really wants to see. He

stays up late to watch the show, and forgets to read the material for class.

3. “Tuesday, Fred is really tired. He can’t pay attention. He has a hard time

staying awake and dozes while the class is watching a video that goes

with the chapter.”

4. “The teacher has an outline for the students to fill out that goes with the

video, so the students can take notes more effectively. Since he dozed off,

Fred plans on calling a friend about the notes. Instead, when Fred calls, he

and his friend start talking about their plans for the weekend. He forgets

about the assignment in his excitement about the weekend plans.”

5. “Wednesday, Fred goes to an orthodontist appointment and misses

school.”

6. “Thursday, the teacher gives a chapter review quiz. Fred leaves most of

the quiz blank.”

7. “Friday, during a group project, Fred starts joking around. After repeated

warnings, the teacher removes him from the group. The teacher pulls him

aside to say that Fred is keeping the group from completing the project.

He says that Fred has four assignments that have not been turned in. He

hands Fred the assignments and says that they are due Monday or else

the grades will all be zeros.”

8. “The teacher suggests that Fred use the rest of the class time, to work on

the late assignments. Fred is angry because he has been removed from

the group. He pretends to work on the assignments and writes a note

instead, asking Mandy if she wants to go out with him.”

9. “Fred has plans for the weekend with his friends. He ditches the

assignments in his locker as he leaves school.”

10. “Monday rolls around, and Fred is not feeling well after a busy weekend.

He convinces his dad to let him stay home.”

11. “Tuesday, the teacher is really steamed. He asks about the missing

assignments, which he gave Fred the previous week. Fred doesn’t know

what the teacher is talking about.”

12. “The teacher gives Fred a worksheet and says that the class got the

assignment the previous day. He says that Fred’s class will have a test

tomorrow, and the worksheet is a review for the test.”

13. “The teacher reminds Fred that he tutors students after school on Tuesdays.

He offers to call Fred’s parents to see if they will allow him to stay for

tutoring. He reaches Fred’s mom and sets up the tutoring session. Fred

ditches his book and assignment in his locker, slips past the teacher, and

rides home on the bus.



Date: February 21st 2017

Activity: What Keeps you From Getting to School?

Grade(s): 8th Grade


Domain: Academic

















success,



TSWBAT…

1. Students will recognize barriers and challenges of coming to school each day

2. Students will create a plan to overcome barriers

Materials:

What keeps me from getting to school handout, Attendance Problem Solver handout, pencil,

attendance tracker sheet

Procedure:

1. Students will begin by filling out their attendance trackers. Counselors will review goals that

were set during the last group and give out RAYS to those who met their goals and for the

amount of days that were present and on time in the previous week. If needed, revise the goals

that were set.

2. Introduce today’s topic. Explain that students will encounter difficulties with coming to school

each day and on time. Have the students record their thoughts on What keeps me from getting to

school handout. Students can volunteer to share and discuss their responses with the group.

3. Counselors will ask students to choose two barrier that prevent them from making it to school

and then record it on the Attendance Problem Solver sheet. (Ex: I’m too tired to get out bed; I

will go to bed 30 minutes earlier and make sure my phone is turned off)

4. Discuss everyone’s plans as a group so all members can offer suggestions. Before closing,

remind students that they can earn RAYS each week by coming to school each day so they

should work hard with overcoming these barriers.


Process Data:


Perception Data:


Outcome Data:


Follow Up:







school



What Keeps Me From Getting to School???

List as many things as you can think of that keep you from getting to school. Ex: “I go to bed really late and it is too hard to get up in the morning”

1) _________________________________________________

____________________________________________________

2) _________________________________________________

____________________________________________________

3) _________________________________________________

____________________________________________________

4) _________________________________________________

____________________________________________________

5) _________________________________________________

___________________________________________________

My Plan for Coming to School

List 2-3 of the reasons why it is hard to come to school and make a plan to solve each reason

Example: It is hard to come to school because I don’t feel like I have friends.

Plan: Ask the counselor if I can invite 2-3 people to come to the counseling room at lunch so I can get to know other kids better.

Problem #1:

Plan:

Problem #2:

Plan:

Problem #3:

Plan:



Date: February 21st 2017

Activity: Routines

Grade(s): 8th Grade


Domain: Academic

















success,



TSWBAT…

1. Students will explain their morning, afternoon, and nighttime routines

2. Students develop new ways to set selves up for success and to change routines

Materials:

Responsible Routines handout, attendance tracker sheets

Procedure:




that were set.

2. Introduce today’s topic. Explain that students over time get used to a daily routine. Pass out

the Responsible Routines handout to everyone. Students will reflect and write down their current

routines on the “Now” side of the paper. They should be recording their morning, afternoon

(right after school) and nighttime routine. Please make sure that students record their “typical”

routine on any given school night. Counselors will discuss special circumstances such as school

or sporting events, etc., separately from this activity.

3. Counselors will ask students to share their routines and will ask the following questions:

Is there anywhere you think might be holding you back from getting to school on

time?

Do you see any changes that need to be made? (Ex: Bedtime, wake up times,

packing up backpacks the night before)

4. Students will record their new routine plan on the “Future” side of the handout. Students will

be allowed to share their plans and ideas on how they plan to follow their new routine. Before

closing, remind students that they can earn RAYS each week by coming to school each day so

they should work hard with overcoming these barriers.


Process Data:


Perception Data:


Outcome Data:


Follow Up:







school



Responsible Routines Here are ways I can set myself up for success throughout the day:

Morning

After School

Night



Date: February 28th 2017

Activity: What Keeps you From Getting to School?

Grade(s): 8th Grade


Domain: Academic

















success,



TSWBAT…

1. Students will calculate how they spend their day through a visual representation of their use of

time

2. Students will choose what changes need to be made based on their use of time

Materials:

How I Spend My Day handout, Colored pencils/markers, Planning my Week worksheet,


Procedure:




that were set.

2. Introduce today’s topic. Counselors will explain that it is important to be conscious of where

we are spending our time. This will help us establish our routines. Pass out the How I Spend My

Day worksheet to everyone. Students will record their responses of how they spend their time up

to 24 hours. Using that information, students will then create a pie chart. Each “slice” of the pie

graph represents on hour of their day. Students will be able to share and discuss their charts.

Counselors should guide the conversation and ask students to look for any surprises and things

they would want to change.

3. Counselors will administer the Planning my Week worksheet and go over “Helpful Rules for

Studying”. Students will fill out their weekly schedule on this handout. Before closing, remind

students that they can earn RAYS each week by coming to school each day so they should work

hard with overcoming these barriers.


Process Data:


Perception Data:


Outcome Data:


Follow Up:







school



How I Spend My Day

Activity Hours

Sleeping

Meals

School

Playing video/computer/ipad games

Homework/studying

Chores

Time with friends/family

Watching TV

Other ____________

Other _____________

Planning My Week

Adapted from “The Box Model,” Missouri

Comprehensive Guidance, 1998, EI-383; M/JH-

431

Weekly Schedule Monday

3:00 7:00

4:00 8:00

5:00 9:00

6:00 10:00

Tuesday

3:00 7:00

4:00 8:00

5:00 9:00

6:00 10:00

Wednesday

3:00 7:00

4:00 8:00

5:00 9:00

6:00 10:00

Thursday

3:00 7:00

4:00 8:00

5:00 9:00

6:00 10:00

Friday

3:00 7:00

4:00 8:00

5:00 9:00

6:00 10:00

Saturday (Choose your own hours.)

Sunday (Choose your own hours.)

Helpful Rules for

Studying

Make sure you study

regularly.

Set aside enough

time to do all your

homework (at least

one hour each day).

Decide how much

time you need to

spend on each

subject.

Spend the most time

on the subject that

is most difficult for

you.

Do the hardest

assignment first.



Date: March 6th, 2017

Activity: Managing your Time

Grade(s): 8th Grade


Domain: Academic

















success,



TSWBAT…

1. Students will learn the difference between a calendar and an agenda/planner

2. Students will organize their time by using the calendar on their phones

3. Students will compare good and bad agenda entries

Materials:

Student Cell phones with calendar app, bad example of an agenda/planner entry, attendance

tracker sheets

Procedure:




that were set.

2. Introduce today’s topic. Counselors will remind students that last week, we discussed how we

spend our time. This week we will be discussing how we manage our time efficiently Using their

students, ask students to open their calendar app. Explain that they will be inputting their daily

activities into their calendar. Entries can include: Sports practice and games, school holidays, last

day of school etc.

3. Next, students will begin mapping out their days within their calendar by putting in the hours

they are at school, study time (1-2 hour block), and other activities that are part of their daily

routines. Counselors should show students how to set up reminders in the calendar app as well

and discuss how this could be helpful for school in terms of deadline reminders and tests/quizzes.

4. Once students have completed their calendars, open up a group discussion about the difference

between a calendar and an agenda. A calendar is for managing time while an agenda is a list of

what they need to accomplish in their time. Show the students an example of a bad agenda entry.

Students should share what they think is incorrect.

5. Give the students a little homework assignment. Ask them to use their agenda for the entire

week until next group session. This will allow us to compare how they record in the agenda

versus the example we gave today. Before closing, remind students that they can earn RAYS

each week by coming to school each day so they should work hard with overcoming these

barriers.


Process Data:


Perception Data:


Outcome Data:


Follow Up:







school





Date: March 21st, 2017

Activity: Your Agenda is your Friend

Grade(s): 8th Grade


Domain: Academic

















success,



TSWBAT…

1. Students will indicate proper usage of agenda recording skills

2. Students will create their own agenda recording skills

Materials:

Bad agenda example, agenda poster, homework cards, blank sheet of paper, marker/pen,


Procedure:




that were set.

2. Introduce today’s topic. Counselors will be going through proper usage of an agenda. Last

week students updated their calendar apps and were asked to use their agendas for a week. First

ask students to take a few minutes to go through their calendar app and update it if necessary to

reflect the next week. Next students should take out their agenda books to show the group how

they did during the week

3. Counselors will ask students to brainstorm what a proper agenda should look like. Ask one

student to record all responses. Make sure students are aware that to save time, they should

abbreviate their assignments. Remind them their agenda should include the following:

Something written in EVERY subject area

2) If there is no homework in one class, write NONE

3) Be specific with copying down assignments (EX: don’t write down Math

worksheets, write “Area and Perimeter of Iregg. Figure, Practice 2, evens only.

If students not have a paper agenda, suggest using an agenda app. There are several available

free ones such as The Homework app, EduManager, Class Manage, My Homework Student

Planner and Homework App.

4. Counselor should set up the Homework Agenda Poster (or on Promethean board if available)

and then pass out the homework cards. Students will take turns writing down the assignment the

proper way in their agenda books.

5. Remind students to keep practicing in their agenda books and to keep their calendar app

updated. Before closing, remind students that they can earn RAYS each week by coming to

school each day so they should work hard with overcoming these barriers.


Process Data:


Perception Data:


Outcome Data:


Follow Up:







school





Date: March 30th, 2017

Activity: Study Skills

Grade(s): 8th Grade


Domain: Academic

















success,



TSWBAT…

1. Students will analyze their personal study habits

2. Students will establish goals on building good habits

Materials:

Study Habits survey; Good Working Habits Improvement tracking sheet, notebook paper, pencil,

attendance tracker sheet

Procedure:




that were set.

2. Introduce today’s topic. Counselors will explain that this week’s session will be focused on

study skills. Counselors will explain the Do Habits Activity. Ask students to perform the

following tasks using a notebook paper:

Write your name (first and last) as many times as you can in 30 seconds.

2) Count your results

3) Write your name again (first and last) as many times as you can in 30 seconds to

see if you can improve.

4) Count your results. How many of you made a gain?

5) Write your name (first and last) as many times as you can in 30 seconds, BUT this

time you must spell your name backwards. (Ex: “John Smith” would be “Htims

Nhoj”.

6) How did you do this time? Did you improve over your first two attempts?

7) For most people the last attempt is harder, why do you think this would be?

8) How many of you kept trying to write your name correctly and having to change

your spelling?

9) If we tried this part of the exercise three more times, would you expect to do

better than the first time? Why?

3. Counselor will begin the discussion of habits and explain how habits can be hard to break, but

if we develop “good habits” they can be difficult to break AND can help us become more

successful. Counselors will introduce the Study Habits survey. Once completed lead the

discussion concerning those areas where students may have marked either “I never do this” or

“I’ve done this in the past” Below are some follow up questions:

1)If you developed those habits, how would your relationship with the teacher(s)

change?

2)How would these habits help you do better in class? (Solicit responses from those

students who answered, “I am doing this now,” for hints and suggestions.)

3)If you have had one of these habits in the past, what happened that you chose to

give it up?

4)When do you plan to begin one of the new habits?

5)What has prevented you from taking up that habit in the past?

4. Distribute the Good Working Habits Improvement tracking char. Ask students to list the

skill(s) they plan on improving during the week (doesn’t have to be school related). Remind

students that they should be tracking their progress through the week. Before closing, remind

students that they can earn RAYS each week by coming to school each day so they should work

hard with overcoming these barriers


Process Data:


Perception Data:


Outcome Data:


Follow Up: Students will fill out their attendance tracker each time they come to group. Counselor will check






school



Checking Out Your Personal Study Habits

Name: __________________________________________ Date: __________

Directions: Read each question about your study habits and place a check mark in the appropriate

box(es). You may choose more than one answer that accurately describes your habits.

What is my habit?

I never do

this.

I’ve done

this in the

past.

I’m doing

this now.

I can do

this in the

future.

I need

help to do

this.

I bring the materials I need to class each day. I pay attention in class. I do not disturb my neighbors. I make sure that I can see the board. I make sure that I can hear assignments. I appear interested in what the teacher is saying. I display a positive attitude about class and school. I use class time wisely, beginning work after it is

assigned.

I ask my teacher for help when I do not understand. I write down assignments so that I will not forget

them.

I take advantage of tutoring opportunities when they

are offered.

I have set aside time each day to study after school. I keep materials such as pencils, pens, and paper at

home to do homework.

I plan my study time in order to finish all of my

assignments.

I keep working until I know the answers. I try not to waste time. I do the hardest assignment first. I turn in assignments on time. When studying for tests, I plan ahead so that I do

not have to cram at the last minute.

When studying for a test, I review reading material,

quizzes, worksheets, and other assignments.

Modified from “The Box Model,” Missouri Comprehensive Guidance, 1998, M/JH-447

Good Working Habits Improvement

Name: ______________________________________ Date: ____________

Directions: Write in the work habits that you intend to improve. Each time that you

do something to improve that habit, place a check mark under that day on the chart.

This will help you keep track of how much you are improving.

Habits I’m Improving Mon. Tues. Wed. Thurs. Fri.

1.

2.

3.

4.

5.

6.

7.

Some helpful hints:

Turn off the TV and keep any music low.

Organize your materials before starting.

Review your classroom notes before starting the assignment.

Read the directions carefully before starting.

Study the hardest subject first.

Do the easiest assignment last.

Take short breaks after finishing each assignment.

Reward yourself by planning a favorite activity, once you have completed

all homework.

Revised from “The Box Model,” Missouri Comprehensive Guidance, 1998, EI-426.



Date: April 24th, 2017

Activity: Closing and Reflection

Grade(s): 8th Grade


Domain: Academic

















success,



TSWBAT…

1. Students will review information presented in previous sessions

Materials:

Post-group survey, attendance tracker sheets

Procedure:



amount of days that were present and on time in the previous week

2. Students will completed the post group survey. Allow students to reflect on their goals

(academic and attendance) and share any successes they had. Ask students to share what

challenges they faced during the group. Ask students what they still hope to accomplish in their

future. Enjoy the pizza

Plan for Evaluation: How will each of the following be collected? Process Data:


Perception Data:


Outcome Data:


Follow Up:







school



Group Survey

Name: ______________________________

Directions: answer the following questions by circling the answer that

best represents you.

3. I think it’s important to come to school every day.


4. I think it’s important to be on time to school and to my classes.


3. I think my attendance has an influence on my grades.


4. I think it’s important to complete my homework and classwork.


7. I think I do well with managing my time.


8. I think it’s important to study and prepare for upcoming tests

and quizzes.


attendance group: session 1 · 2. counselors will discuss what confidentiality is and how all...

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