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The Roll Call Rockstars will be a group of students in 3rd grade at Calallen West Intermediate who are at risk of becoming truant due to poor attendance at school. This group will meet weekly to help students discover the importance of school attendance, determine obstacles (real or perceived) to their attendance, and develop coping strategies to overcome these obstacles through a variety of activities.

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American School Counselors Association Mindset & Behaviors

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American School Counselors Association Mindset & Behaviors

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Roll Call Rockstar participants will master the mindset of having a positive attitude toward work and learning (American School Counselor Association, 2021).

They will also master the following Behavior Standards:

B-SMS 1. Responsibility for self and actions

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

B-SMS 6. Ability to identify and overcome barriers

(American School Counselor Association, 2021)

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An infograph of the group will be included in the weekly S'more utilized by the school

An infograph of the group will be shared on the school's social media pages

A page will be added to the school counselor's website with all information regarding the group, including the goals and purpose of the group, participant guidelines and qualifications, meeting times & locations, and a list of each topic to be discussed

Parents who are interested in their child being screened for this group will complete a Google form

A presentation will be shared with third grade teachers in a faculty meeting

Third grade teachers will be asked to share the infograph in their weekly class newsletters

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Identify students who are at-risk of truancy

Contact the parents or guardians of each student (identified at-risk students and respondents to publicity via Google form) to explain the group

Group purpose & goals

Topics

Meeting information

Reason their student is encouraged to participate

Student participant expectations

Answer questions & provide clarification on information

With permission from parents/guardians, individually explain the group and expectations to potential students

Have students complete a short, pre-screening survey that will help gauge their understanding of the group and the participant expectations

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Parental consent will be obtained using the attached form.

Student participants will also sign an assent form that will be created using an age-appropriate list of expectations. This will help student participants take ownership of their group work.

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The attached document has a participant guidelines and ground rules document to assist in setting up the group norms. The format of this document, found on page 26, will be used on an anchor chart during the first group session (Missouri Department of Education and Secondary Education , 2015).

The following ground rules will be preset by the school counselor, but will be discussed as a group on what these ground rules look like and sound like:

Group members will show kindness

Confidentiality expectations

Group participation

One person speaking at a time

Active listening as others are talking

The students can add further ground rules, with guidance from the school counseling. We will discuss what each one looks and sounds like. Some examples of ground rules they may want to add would be how they will treat our meeting space and activity supplies, and specific actions they do or do not want from other group members.

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Stage 1:

During this stage, it is important to allow group members to become acquainted with each other, set the group norms, and begin building trust (Missouri Department of Education & Secondary Education 2015). Students will participate in an opening icebreaker activity called "Find Someone Who". They will have a list of 5 characteristics and they need to find another group member with that characteristic. Group norms will be set as a group, with a few present norms already included. Group discussions will take place on what each norm looks like and sounds like. Confidentiality will be explained and its importance discussed. If a student breaks confidentiality, they will be removed from the group and receive an office referral.

Stage 2:

Stage two of a counseling group involves collaboration to meet group and individual goals (Missouri Department of Education & Secondary Education 2015). Group members will be encouraged to work together by continually opening up with ice breaker activities to build their relationships with each other. Some icebreakers will include short team STEM challenges, as well. The school counselor will check in with group members between sessions using the student participants attendance tracker and end of week lunch bunch.

Stage 3:

The third and final stage of group counseling is closure of the group (Missouri Department of Education & Secondary Education 2015). The school counselor will begin preparing for group closure during Week 4. During the close of that session, the school counselor will mention that there are two sessions left and name the topic for each session. This will be repeated during Week 5 in the same manner. During the final session, student participants will be free to share anything they would like with the group as the final activity.

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The leadership style that the school counselor will exhibit will be a combination of transformational and situational leadership.

The school counselor will need to exhibit qualities of a transformational leader with his/her energy level, passion for the students well-being, and attentiveness to the emotional factors of their school attendance.

The school counselor will also need to exhibit situational leadership. As with most classrooms and leadership of children, a variety of situations can occur in a given timeframe. There will be times when student participants need to be told exactly what to do and other times where they will be able to exhibit choice in decisions for the group. The school counselor may also face times when they have to encourageethe group participants to participate or become fully engaged with an activity. The school counselor will also have to offer a lot of coaching and support, depending on the activities they are doing.

Cherry, 2023

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Universality - students could discover they are not alone in school attendance problems, obstacles they are facing to attend, or any anxiety associated with school

Imparting of information - students will learn about the importance of school attendance and the negative effects of chronic absenteeism

Existential factors - students will hear and learn about their responsibilities in school and how those responsibilities are not met when they are absent

Direct advice - students will receive direct advice on overcoming obstacles to their school attendance

Interpersonal learning - students will identify and learn what obstacles they face to attend school

Yalom and Leszez, 2020

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B.5.b Responsibility to Parents & Legan Guardians

Counselors inform parents and legal guardians about the role of counselors and the confidential nature of the counseling relationship, consistent with current legal and custodial arrangements. Counselors are sensitive to the cultural diversity of families and respect the inherent rights and responsibilities of parents/guardians regarding the welfare of their children/charges according to law. Counselors work to establish, as appropriate, collaborative relationships with parents/guardians to best serve clients (American Counseling Association, 2014).

This ethical requirement from the American Counselors Association will support the school counselor as he/she establishes a working relationship with the parents and guardians of the group participants. It also holds them accountable to the confidentiality of student participants for things shared during each group session. This confidentiality is important to protect the minor child from having shared information given to adults outside of the group, with the exceptions of self-harm or threat of harm to others.

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In regards to a school counselors role as part of a comprehensive school counseling program Section 33.005, Subsection (b), (3) states that a school guidance program should include:

an individual planning system to guide a student as the student plans, monitors, and manages the student's own educational, career, personal, and social development (Texas Education Code, 1995).

It is a legal responsibility of a school counselor to offer services that will help a student succeed academically. Chromic absenteeism creates gaps and barriers to a student reaching their full academic potential. Creation, forming, and leading a group that focuses on helping students who are at risk of truancy. This legal guidelines supports the school counselor in their quest for the Roll Call Rockstars group and the use of the school counselors time spent in planning, implementing, and evaluating this group.

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American School Counselor Association. (2021). The ASCA mindsets & behaviors for student success: K-12 college-and career readiness for every student (pp. 1–6). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023b, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Guide Response Serv Small Group Counseling Guide 2015 | Missouri Department of Elementary and Secondary Education. (2015). Dese.mo.gov. https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs. (5th ed., pp. 23–27). Texas Counseling Association.

2 Texas Education Code § 33. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000