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The group will address truancy and chronic absences among eighth-grade middle school students that range between thirteen to fifteen years of age. Students will take part in activities that target the chronically absent by addressing the root causes of the absenteeism and providing activities that motivate students to attend school. The group will collaborate with students, parents, and guardians by providing community resources that remedy chronic absenteeism.

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Students that participate in this small group and will demonstrate the following Mindsets and Behaviors:

M 3: Positive attitude toward work and learning.

M 6: Understanding that postsecondary education and lifelong learning are necessary for long-term success.

B-LS 4: Self motivation and self-direction for learning

B-SMS 1: Responsibility for self and actions.

B- SMS 6: Ability to identify and overcome barriers.

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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The ASCA Student Standards: Mindsets & Behaviors for Student Success describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness and social/emotional development. The standards are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts.

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To advertise for this small group the school counselor will solicit students based on feedback received from teachers and parents needs assessments. in addition, monthly announcements will be made during faculty meetings. A link will also be provided to parents on the school counselor google site.

Teachers spend majority of the day with our students and they know if they are present. They also see first hand the impact that being absent has on the academic achievement of their students. Parents spend the remainder of the day with their child and they are also aware of the social and emotional barriers that may impede attendance.

Once students are selected based on the findings of a needs assessment that was completed by teachers and parents, students will receive an invitation to the small group. If students are interested and if parent consent is received, students will be interviewed for immediate admission into the small group.

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Once a student has been identified by a teacher or a parent as a student who would benefit from a small group intervention, the school counselor will take the following preliminary steps:
1. The school counselor will collaborate with the PEIMS clerk to determine if the student is classified as Tier 3 which means they have been absent 20% or more year to date.
2. The school counselor will collaborate with the Vice Principal of Discipline to determine if absences have had an impact on behavioral incidents.
3. The school counselor will contact the parents and/or guardians and obtain verbal consent. If the parent agrees to intervention a formal letter will be sent home with the child, signed by the parent, and returned back by the child the following day.

Interviewing Screening Process
1. Once consent is received by the parent, the student will be interviewed individually by the school counselor.
2. The school counselor will speak to the student and will gather information about thoughts and feelings that they have towards school and attendance.
3. The school counselor will advise students about the group and will educate them on the correlation between obtaining academic/career goals and maintaining attendance. The school counselor will assess the level of commitment and interest that the student exhibits.
4. The responses from students will determine who receives a formal invitation to the small group intervention. Participants will be made aware of the duration, days, times, and expectations of the group.

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Once the student has accepted their formal invitation to the small group, the school counselor will inform participants on the five basic ground rules. They include:

1. Always be kind and compassionate to your fellow group members.

2. Participation is highly encouraged and expected.

3. What is said in the group, stays in the group. (Unless the participant is in danger).

4. Demonstrate respect to fellow group members and the school counselor.

The students will be informed that other group norms will be brainstormed on the first day that group meets. All students will be expected to comply with the group norms.

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Attend School today, Achieve Your Future Tomorrow has Yalom's Therapeutic Group Factor's. First, the group will utilize universality and they will feel supportive and not alone. They will take note that the other participants are facing similar and different barriers but they all seem to be dealing with the same problem. Secondly, the group will use existential therapeutic factors by sharing together within the small dynamic of the group. Each member of the group will come to their own realization that they are responsible for their attendance and they will recognize the effect this has on achieving their goals. Finally, students will rely on direct advice from the participants in the group and they will rely on interpersonal feedback. Individuals within the group will hear the successes they have experienced from shared barriers that impact them. These therapeutic factors will provide support to the group so they may achieve their educational and career goals.

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The Texas Education Code 33.005 outlines the professional school counselor will implement a comprehensive school counseling program.  The school counselor develop a program that includes a guidance curriculum, a responsive services, an individual planning system, and a system support that supports the campus needs (2 TEC § 33.005)

The Texas Education Code 33.006 also outlines the primary responsibility of a school counselor. This includes implementing a program that addresses the needs of students who may be at dropping out by developing their academic and career abilities (2 TEC § 33.006).

According to TAC §239.15 Standard 2 states that the school counselor will counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs. This standard sets the precedent that implementing small groups are needed in order to provide intentional interventions.

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According to the ASCA Ethical Requirements A.3.E. school counselors are to provide a comprehensive school counseling program that encompasses delivery of research based achievements that helps our youth close attendance and opportunity gaps. As a result, school counselors will share data outcomes with educational stakeholders (American School Counselor Association, 2022).

In addition, according to ASCA, A.4.D. the school counselor will provide opportunities for all students to develop a positive attitude toward learning and that learning is part of long -term career success. This is especially important that our youth can correlate the significance of attendance to  long-term career success (American School Counselor Association, 2022).

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Stage 1: The Norming Stage
On the first session of the group, the school counselor will conduct introductions among all participants. The counselor will identify the purpose and the goal of the group. Once this has been established the school counselor will define confidentiality, why it is important, what it looks like, and they will explain that if they feel a student is in imminent danger confidentiality will no longer apply. The counselor will explain that due to the sensitivity of the topic, what is said in the group, stays in the group. This stage also entails that a precedent of trust between all group members and the school counselor be established, This will be achieved through daily check-ins with the school counselor, icebreakers at the start of each session in which students share out, and a reflection piece where students will process the session or a goal for the next session.

Stage 2: The Performing Stage
Each session will consist of various activities that have students processing their own internal attendance goals and collaborating with the group by supporting one another. Students for example will share how their successes and barriers that have had the most impact on their attendance. Every student has their own unique barriers and as a group they will learn how they have overcome these daily challenges.

Stage 3: The Closure Stage
At the end of each session the school counselor will have a reflection piece for students to process. This could be the student reflecting on the session and identifying what was troublesome, what they enjoyed, or identifying a goal. The group will support one another as they convey how they have overcome various challenges and identify self-care measures they have attempted outside the group.

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The following link is to the school counselor site. This site is the end result of some amazing careers that students can explore and investigate. Students can take interest surveys, explore the various endorsements, and

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I attended the University of Texas at San Antonio College and graduated in 2002 with a Bachelor's Degree in General Business. I served our campus for 7 years as an 8th Grade Social Studies Teacher. I obtained my Master's Degree in Professional School Counseling. I am pleased to now serve as your middle school counselor .

"Promise me you'll always remember: You're braver than you believe, and stronger than you seem, and smarter than you think."

Christopher Robin to Pooh, A.A. Milne

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Welcome to our Career Counseling Center! The purpose of this site is to provide students and parents with information about high school endorsements, career assessments, and to explore your future dream career. Your high school years will fly by so it is essential that students are prepared with

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The school counselor will select six to eight eighth graders and verbal consent will be obtained from the parents. If the parent wishes to meet with the school counselor regarding the small group intervention, a meeting will be scheduled at that time. Once verbal consent is obtained the school counselor will send the informed consent form home with student. The parent will read the form, complete it, sign it, and the child will return the form back to the school counselor.  The parent will also receive a copy of the formal invitation that the student will receive and a formal letter from the school counselor outlining the goals of the small group intervention. Finally, the parent will receive an overview of the various topics that will be discussed and the objectives of the small group intervention.

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The school counselor will implement a participative or democratic leadership during the Attend School Today, Achieve Your Future Tomorrow small group. This will be demonstrated by the school counselor providing guidance through various activities, tasks, and reflections. The participants will be able to share their decision-making processing and they will be able to communicate their own perspectives concerning the importance of achieving acceptable attendance. This type of leadership will enable the participants to stay dedicated to the group and not drop out prematurely (Nickerson, 2023).

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American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pd

Nickerson, C.,  (2023,). Leadership styles and frameworks you should know. Simply Psychology. https://www.simplypsychology.org/leadership-styles.html

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007