Lake Braddock High School Lesson Plan

Latinas on the Rise Small Group – Hispanic Attendance Goal

School Counselors: Jacquie Naughton, Cathy Trenary

Date: December 3, 2014

Activity: Gotta Be In It, To Win It!

Grade: 10th-12th

ASCA Student Standards (Domain/Standard/Competencies):

PS:A1.6 Distinguish between appropriate and inappropriate behavior

PS:A2.6 Use effective communications skills

PS:B1.2 Understand consequences of decisions and choices

PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions

PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills

PS:B1.12 Develop an action plan to set and achieve realistic goals

Learning Objective(s):

1 – Students will understand the importance of class attendance.

2 – Students will understand what is keeping them from their goals.

3 – Students will understand the consequences of their decisions

Materials: Conference room, handouts, snacks/drinks,

Procedure: Students brainstorm about reasons school attendance is important. They have to identify short term and long term benefits and consequences to their attendance patterns. Group members will be asked to share and help other members to problem solve. Co-leaders will address attendance as a primary obstacle for most members and lead discussion about the importance of good attendance to their academic standing.

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

Process Data: 8 Hispanic students recommended for the group by their school counselors based on their poor grades and poor attendance

Perception Data: All member of the group were administered a pre and post-test at the beginning and the conclusion of the group. "I see myself as a capable student." moved from 37.5% reporting Rarely or Never to 50% reporting Often or Always. "I believe it is important for me to be in school every day." moved from 25% reporting Never or Rarely to 62.5% reporting Often or Always.

Outcome Data: Over the academic school year, Hispanic students made significant progress in 2 of the 3 areas of attendance offenses. Hispanic Truancy offenses remained the same at 36% of all student truancy offenses. Hispanic Cut Class offenses decreased 9%. Hispanic Tardiness offenses decreased by 16%. On a particular positive note, all Hispanic discipline offenses decreased by 8%.

Follow Up: While the percent of Hispanic Truancy offenses remained the same, progress was made in Hispanic Cut Class and Hispanic Tardiness offenses. Even with this progress, Hispanic students continue to represent a gap in academics, attendance and behavior at our school. We will continue to focus on this group and work to decrease this achievement gap at our school.