Increasing Attendance

Don Juan Avila Middle School: CSCP/School Board

Presentation

Julia, Karla, and Jocelyn

Statistics at a Glance
● 1,165 students in grades six through eight
● 3% of the school population, or 35 students, are English Language Learners

● 5.3% of entire population labeled as chronically absent

● 20% of English Language Learners are chronically absent

In addition to these statistics, a needs assessment

was conducted that informed us of the gap in
attendance, hence why we chose it for our program’s
focus area. (Needs Assessment in Portfolio)
Program Focus
English Language Learners account for merely 3% of the total population, and yet they represent 11%
of all chronically absent students. As a whole, levels of absenteeism have been on the rise in recent
years, making this the focus of our comprehensive school counseling program. The entire population
will be reached through classroom lessons while targeted populations will be addressed through a
six-week small group experience.
Program Mission Statement

The comprehensive school counseling program at Don Juan Avila Middle School aims to
serve the whole student academically, socially, and emotionally. We recognize the unique
needs of each child and strive to provide them with outlets to express their individuality.
We want school to be a safe, inviting, and nurturing environment. School counselors will
advocate and support the student population by engaging in multi-tiered systems of
support, specifically in regards to socio-emotional and academic development. We are
focused on the future and provide rich information and resources to prepare the students
for high school, college, and careers. Our students will be prepared to meet challenges head
on with strong communication and cooperative skills. Go Broncos!
 Goals/Objectives
GOAL PLAN
By October 2020, students classified as
English language learners and their
families will receive education and
resources in school attendance to
reduce unexcused absences from 20% to
15% as measured by total school days
attended in the 2019 -2020 academic
school year.
OVERALL GOAL
Students will be provided with the resources and skills that will
support their professionalism, as it’s related to attendance, such as
timeliness, attendance, and intrinsic motivation; a classroom lesson
will be given twice a year to disseminate knowledge about the
importance of attendance and practical transportation options;
furthermore, students who have been flagged as chronically absent
will participate in a small-group counseling experience targeting the
attendance gap.
 CLASSROOM ACTION PLAN
KEY MINDSETS THAT WILL BE ADDRESSED
● Academic: M 4. Understanding that postsecondary education and lifelong learning are necessary for
long-term career success. Activity: Counselors will recruit representatives from local colleges, including
students, professors, and advisors, to speak at a career day, which will be a schoolwide assembly.
● Socio-emotional: M 1. Belief in the development of the whole self, including a healthy balance of mental,
social/emotional, and physical well-being. Activity: The counselor will provide classroom lessons that
include topics such as mindfulness, self-care, and conflict resolution skills.
● Attendance: M 6. Positive attitude toward work and learning. Activity: Counselors will engage whole class
discussions, in a circle format, that allows students to share what they are passionate about. The
counselor will then relate these interests to school and academic topics.
CLASSROOM LESSON PLAN

Chronic absenteeism is a problem that affects many students at Don Juan Avila Middle School, so the school
counselor will administer classroom lessons about attendance and its importance twice a year, once at the onset in
September and once mid-year in January.

Goal/Objective: Students understand the importance of attendance and consequences of chronic absenteeism.

The classroom lesson will be interactive; students will write out their morning and night routines to aid them in
getting to school on time. Additionally, a video will be shown about attendance and its links to college and career
success. The final activity has the students design a comic strip about their future plans, with the intention of
connecting success in the future to responsibility in the present.

Students will fill out an “Exit Ticket” prior to leaving the group meeting room. Exit tickets are designed to evaluate a
student’s understanding of the lesson, as they will be asked to write down two key points they took away from the
lesson and activity. This serves as a way for the counselors to monitor progress throughout the sessions.
 Small Group Action Plan

The students with the most absences, in this case, English Language Learners will be given a pre and
post survey addressing the mindsets and behaviors related to attendance, which are:

1, B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and
responsibilities

2. B-SMS 2. Demonstrate self-discipline and self-control

3. B-LS 3. Use time-management, organizational and study skills

The surveys will allow the counselors to monitor areas of progress and what more needs to be done.

These students will participate in a six-week small-group experience addressing the importance
of attendance and the impact their absences can have on their educational career.
 Small Group Action Plan
Session One: The students will meet with the counselor and discuss the
importance of attendance and why it matters for their academic and
social performance. Students are provided blank poster boards to
brainstorm their own ideas and share with the group.
Session Two: Students write out morning and night routines, with
guidance from the counselor, to help them stay on schedule.
Session Three: Students learn about transportation opportunities
available to them. The students meet the bus driver and draw a map of
the stop nearest their house. The district’s truant officer speaks to the
children about the consequences of unexcused absences. In addition to
the information disseminated during the group session, pamphlets with
this information will be distributed to all students and emailed to their
parents.
Session Four: Connections between school attendance and
career-readiness are discussed, establishing professionalism is
emphasized.
Session Five: Students participate in role-play, responding to prompts
about attendance and its importance. They write out encouraging
messages and reasons for motivation to come to school and share with
their peers. They set attendance-related goals for the rest of the year.
Session Six: Students discuss, in a circle, if they have met any of their
short-term goals and how their progress is coming for the long-term
goals, which were set in a previous week’s session. The students make a
small note card to keep visible at home that reminds them of their
motivation for keeping good attendance, including but not limited to:
links to college and career-readiness, better grades, and feelings of
competence.
Follow up sessions will be held by the counselor to check-in with
students. Continued individual counseling can be held as needed.
Attendance in an MTSS framework
Thanks!