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American School Counselor Association. (2019). Asca National Model: A Framework for school counseling programs.

Bauer, L., Liu, P., Whitmore Schanzenbach,, D., & Shambaugh, J. (2018, April). Reducing chronic absenteeism under the every student ... brookings.edu. Retrieved January 6, 2022, from https://www.brookings.edu/wp-content/uploads/2018/04/reducing_chronic_absenteeism_web_appendix1.pdf

Bauer, L. (2018, April 25). School attendance: A building block of student achievement. YouTube. Retrieved January 6, 2022, from https://www.youtube.com/watch?v=s1lsrkFamVI

Chronic absenteeism in the nation's schools. Chronic Absenteeism in the Nation's Schools. (n.d.). Retrieved January 6, 2022, from https://www2.ed.gov/datastory/chronicabsenteeism.html

OIITVideos. (2017, November 29). I'm in! examining the importance of attendance in our schools. YouTube. Retrieved January 6, 2022, from https://www.youtube.com/watch?v=Qpd2l_jL9qA

Scholastic Pop Chart Watch Your Thoughts 25 38 x 19 multicolor - office depot. officedepot.com. Retrieved January 6, 2022, from https://www.officedepot.com/a/products/341543/Scholastic-POP-Chart-Watch-Your-Thoughts/?utm_source=pinterest&utm_medium=social&utm_campaign=sup_na_dyn_core_prch

7 habits of highly effective teens: Highly effective people, 7 habits, study skills. Pinterest. (n.d.). Retrieved January 6, 2022, from https://www.pinterest.com/pin/1618549857569726/

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Young, A., & Kneale, M. M. (2013). School counselor leadership: The essential practice. American School Counselor Association.

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Student attendance is a national issue. To support our targeted group of 18 students who have missed at least 15 days of school, I would like to propose forming an attendance team comprised of the attendance clerk, an administrator, school counselor, and school nurse. The team will meet twice a month. The goal is to increase the targeted groups attendance by 66%.

School counselors must begin with identifying where students are prior to determining goals, programs, and interventions (Young, A., & Kneale, M. M.,2013). Having used data to identify the students who are needing additional attendance supports, the attendance team will collaborate and analyze various barriers to positive attendance, identify positive relationships within the school, and monitor healthy school habits.

The attendance clerk, following state and district guidelines, will notify parent/guardian of a students' absence. And document a reason for the absence.

Direct and indirect services will be provided by the school counselor to individually identify barriers (i.e. peer pressure, oversleeping, lack of motivation, culture, home life, medical) with the student and if applicable, an attendance plan will be created between the student, parent/guardian, school counselor and administrator. The attendance plan will explain student expectations, recognize and respect cultural differences and/or customs, and note any medical conditions that may be applicable to the students attendance.

Providing a welcoming and encouraging building atmosphere will support a positive school environment. Teachers, staff, and coaches are often positive influences for students. Addressing students by name or nickname informally lets them know they are seen and noticed. Even a simple, "Jamie, we missed you yesterday, glad you are here today" or even, "Eric, good to see you today" builds up a student.

Instruction and encouragement in healthy school habits will include, being prepared for the day, having had a good nights sleep, beginning the day with a solid/nutritious meal, staying hydrated, practicing gratitude, and regular exercise. As well as being present and punctual. Implementing positive habits and routines will also aid in post high school success.

The direct services provided by the school counselor and indirect services provided through the attendance team and stakeholders, will continuously be assessed to best support student achievement.

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Given the data, teachers, school counselors and administrators, are in a position to support student success in positive attendance habits. As are coaches and leaders/instructors of extra curricular activities. Including students and families in this effort is vital as well. By checking in with students, daily or weekly, influential supporters can inquire about missed days or simply be conversational with the student building stronger relationships.
Providing in-building services, district services, and utilizing community resources will also aid in building successful attendance habits and outcomes.

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Chronic Absenteeism Among High School Students

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Chronic Absenteeism Among High School Students

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Students who face significant challenges and need the most educational supports are missing the most school.

The likelihood of chronic absenteeism increases as students progress into high school.

According to the Department of Education, in 2015-2016, over 7 million students missed 15 or more days of school.

American Indian and Pacific Islander students are over 50% more likely to lose three or more weeks of school.

More than 20% of students in high school are chronically absent compared with more than 14% of students in middle school.

33.7% of students in the Bethel School District in Washington state were considered chronically absent in 2015-2016.

Irregular attendance can be a better predictor of whether students will drop out of school before graduation than test scores.

Chronic absenteeism has been linked to poor outcomes later in life, from poverty and poor health to involvement in the criminal justice system.

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M1. Every student can learn, and every student can succeed.

M2. Every student should have access to and opportunity for a high-quality education.

M3. Every student should graduate from high school prepared for postsecondary opportunities.

M4. Every student should have access to a comprehensive school counseling program.

M5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other school staff and education stakeholders.

M6. School counselors are leaders in the school, district, state, and nation.

M7. Comprehensive school counseling programs promote and enhance student academic, career, and social/emotional outcomes.

American School Counselor Association. (2019)

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Strategies and Techniques that fully focus on attendance for grades k-12

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Strategies and Techniques that fully focus on attendance for grades k-12

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This video highlights the whole picture of student attendance beginning in kindergarten. Creating a solid foundation and creating positive attendance practices in elementary school to cary through high school. Take note of their mentoring program, quality idea! Also included, strategies in:

Praise

Mentoring program

Inviting atmosphere

Incentives

Collaboration with stakeholders

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I'm In! Examining the Importance of Attendance in Our Schools

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School attendance: A building block of student achievement

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PROFESSIONAL FOUNDATION

B-PF 2. Demonstrate understanding of educational systems, legal issues, policies, research and trends in education.

B-PF2.a. Explain the organizational structure and governance of the American educational system as well as cultural, political and social influences on current trends in education.

B-PF2.c. Explain and/or inform the process for development of policy and procedures at the building, district, state, and national levels.

B-PF2.f. Delineate the roles of student service providers, such as school social worker, school psychologist or school nurse, and identify best practices for collaborating to have an impact on student success.

B-PF 2. Apply legal and ethical principals of the school counseling profession.

B-PF2.d. Fulfill legal and ethical obligations to families, teachers, administrators and other school staff.

B-PF2.g. Model ethical behavior.

B-PF 6. Demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities.

B-PF6.a. Demonstrate basic knowledge and respect of differences in customs, communications, traditions, values and other traits among students based on race, religion, ethnicity, nationality, sexual orientation, gender identity, physical or intellectual ability and other factors.

B-PF6.c. Maintain and communicate high expectations for every student, regardless of cultural, social or economic background.

B-PF6.e. Collaborate with administrators, teachers, and other staff in the school and district to ensure culturally responsive curricula and student-centered instruction.

B-PF 9. Create systemic change through the implementation of a comprehensive school counseling program.

B-PF9.a. Act as a systems change agent to create an environment promoting and supporting student success.

B-PF9.b. Use data to identify how school, district and state educational policies, procedures and practices support and/or impede student success.

DIRECT AND INDIRECT STUDENT SERVICES

B-SS 1. Design and implement instruction aligned to the ASCA Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings.

B-SS1.a. Use student, school and district data to identify achievement, attendance and discipline issues to be addressed through instruction.

B-SS1.b. Assess cultural and social trends when developing and choosing curricula.

B-SS1.g. Engage with school administrators, teachers and other staff to ensure effective implementation of instruction.

B-SS1.h. Analyze data from lessons and activities to determine impact on student outcomes.

B-SS 2. Provide appraisal and advisement in large-group, classroom, small-group and individual settings

B-SS2.e. Help students understand how academic performance relates to the world of work, family life and community service.

B-SS2.f. Help students understand the importance of post secondary education and/or training as a pathway to a career.

B-SS 3. Provide short-term counseling in small-group and individual settings

B-SS3.a. Use data to identify students in need of counseling interventions.

B-SS 5. Consult to support student achievement and success

B-SS5.a. Gather information on student needs from families, teachers, administrators, other school staff and community organizations to inform the selection of strategies for student success.

B-SS 6. Collaborate with families, teachers, administrators, other school staff and education stakeholders for student achievement and success

B-SS6.a. Partner with others to advocate for student achievement and educational equity and opportunity.

B-SS6.b. Explain the potential for dual roles with families and other caretakers

PLANNING AND ASSESSMENT

B-PE 1. Create school counseling beliefs, vision and mission statements aligned with the school and district

B-PE1.a. Analyze personal, school, district and state beliefs, assumptions and philosophies about student success

B-PE1.c. Analyze the schools vision and mission

B-PE 2. Identify gaps in achievement, attendance, discipline, opportunity and resources

B-PE2.a. Collect and analyze data to identify areas of success or gaps between and among different groups of students in achievement, attendance, discipline, and opportunities.

B-PR2.b. Review, disaggregate and interpret student achievement, attendance and discipline data to identify and implement interventions as needed.

B-PE2.c. Create goals based on student, school and/or district data to close the achievement, opportunity and/or information gaps.

B-PE 3. Develop annual student outcome goals based on student data

B-PE3.a. Use achievement, attendance and/or discipline data to create annual student outcome goals aligned with the school improvement plans.

B-PE3.b. Write goals in a measurable format such as the SMART goal format, and include baseline and target date within the goal statement.

B-PE3.c. Use student data and results from survey tools to monitor and refine student outcome goals.

B-PE3.d. Communicate student outcome goals to administrators, teachers, other school staff and stakeholders.

B-PE 4. Develop and implement action plans aligned with student outcome goals and student data

B-PE4.a. Design and implement school counseling action plans aligned with school and annual student outcome goals and student data.

B-PE4.b. Determine appropriate students for the target group of action plans based on student, school and district data.

B-PE4.e. Identify appropriate resources needed to implement action plans.

B-PE 5. Assess and report program results to the school community

B-PE5.a. Explain concepts related to the program results and accountability within a comprehensive school counseling program.

B-PE5.f. Use presentation skills to share effectiveness data and results of action plans and activities with administration, advisory councils, teachers, faculty and staff, families, school boards and stakeholders.

B-PE 6. Use time appropriately according to national recommendations and student/school data

B-PE6.a. Articulate the distinction between direct and indirect student services.

B-PE 7. Establish agreement with the principal and other administrators about the comprehensive school counseling program.

B-PE7.d. Explain annual student outcome goals, their basis in student data and their alignment with the school improvement plan.

American School Counselor Association. (2019)

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Steven Covey 7 Habits of Highly Effective Teenagers

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Steven Covey 7 Habits of Highly Effective Teenagers