Targeted Intervention for Centennial High School
Small Group Counseling Session Plan #1 Title of Group: Accessing AP Topic: Getting to know you: Discovering your potential and setting goals Date: 3/2/15 Grade Level(s): 9th
Session: 1 Number of Students Present: 8
ASCA National Model Domain (1): Academic ASCA National Model Standard (1):
A
Personal/Social B
Career C
Competencies: A:A1.1 articulate feelings of competence and confidence as learners A:A1.2 display a positive interest in learning Objectives: Students will be able to look at their current progress and develop an academic goal Students will begin to understand the importance of taking an AP class. Activities: □ Students will complete a pre-survey □ Students will participate in the “Two Truths and a Lie” ice-breaker □ Students and facilitator will discuss “rules” of the group □ Students will discuss whether they were pleased with grades on progress reports □ Students will set goals for the following week Resources/Materials Used: Pre-survey, “Two Truths and a Lie” handout Procedures (including processing questions) First have the students do the pre-survey. After students have completed survey discuss with the students the rules of the group and confidentiality of the group. Then, pass out the two truths and a lie worksheet. Give the students time to complete the worksheet and then process the activity with them. Follow up from ice-breaker: What information did you learn about your peers that was surprising? Was it more difficult to think of lies or truths? Was lying difficult? What lies seemed the most believable? Why were some not believable? How did this exercise change the way you think of members of the group? Transition into a discussion about their academics and setting goals. General discussion ideas: Who was pleased with your progress report grades? Who was not pleased with your progress report grades? For those of you who were not pleased, what are some things you can work on to improve your grades? Why should a student think about taking AP? What are you feeling about taking an AP class
What are two specific goals that you can focus on this week?
Assessment/Evaluation Used: At the end of the group give students a “Ticket Out the Door” asking them to identify 2 of the things they feel they can work on to improve grades. Assessment/Evaluation Results: All students could identify something they knew they needed to work on. Most students indicated that they needed to spend more time studying for a particular subject.
2 truths and a lie…
TICKET OUT THE DOOR Name two specific academic goals you can work on this week. 1.
2.
Small Group Counseling Session Plan #2 Title of Group:
Accessing AP
Topic: Identifying barriers to participation in rigorous courses Date: 3/5/15
Grade Level(s): 9th
Session 2
Number of Students Present: 7
ASCA National Model Domain (1): Academic Personal/Social
Career
ASCA National Model Standard (1):
C
A
B
Competencies: A:A1.3 take pride in work and achievement A:A1.2 display a positive interest in learning Objectives: Students will participate in a team building activity, identify barriers to participating in honors/AP courses Students will generate questions for upperclassmen Activities: □ Students will participate in the “Paper Tower Building” ice-breaker □ Students and facilitator will discuss goals from previous week □ Students will discuss potential barriers to participating in honors/AP courses □ Students will generate questions for upperclassmen Resources/Materials Used: Paper; notecards Procedures (including processing questions): Provide students with a stack of paper and present them with the task to build/create the tallest tower they can with the paper using nothing except the paper. Give them a 5-minute time limit to work together to build a multi-tiered tower. Follow up from ice-breaker: What was the most challenging aspect of the task? Discuss the process of how the group decided to approach the task. Did everyone contribute to the task/final product? How did it feel being involved in the task? Did you feel like you were part of the group? Can you relate this task to taking an AP class? General discussion ideas: Why didn’t you take AP Human Geography this year? Are you happy with your decision? Why do intelligent students choose to take on-level courses instead of challenging ones? Were you successful with your goals from last week? Why or Why not? Hand out the notecards and ask the students to come up with questions for students currently talking AP World History.
Assessment/Evaluation Used: The students will be given the “Ticket Out the Door” asking them to list something they learned about themselves during today’s activities and discussion. Assessment/Evaluation Results: The students were honest about fearing failure and being “lazy” as reasons why they did not take AP Human Geography.
TICKET OUT THE DOOR Name two things you learned about yourself in today’s activities. 1.
2.
Small Group Counseling Session Plan #3 Title of Group: Accessing AP Topic: What it is really like to take rigorous courses? Date: 3/10/15
Grade Level(s): 9th
Session: 3 Number of Students Present: 8
ASCA National Model Domain (1): Academic Personal/Social
Career
ASCA National Model Standard (1):
C
A
B
Competencies: A:B1.5 organize and apply academic information from a variety of sources A:B1.4 seek information and support from faculty, staff, family and peers. Objective: Students will gain knowledge about AP courses by having the opportunity to ask upperclassmen questions regarding applying to AP courses Activities: □ Students will ask upperclassmen questions regarding their experience in honors and AP courses (questions were provided to the upperclassmen ahead of time) □ Facilitator will share syllabi and pre-requisites for AP World History Resources/Materials Used: List of questions, syllabus, and pre-requisites for AP World history Procedures (including processing questions): Allow each AP World History student to introduce themselves to the group, stating their name and one interesting fact about them selves. Group will do the same for the visitors. After introductions are made start the Q and A with the students. After Q & A session is done discuss the answers with group. What surprised you most about students’ experiences in honors and AP courses? How did this discussion impact your decision as to whether you feel you have the skills necessary to be successful in rigorous courses? How did this discussion impact your decision as to whether you feel you have the motivation necessary to be successful in rigorous courses? For homework, students will be asked to review the syllabus for AP World History Assessment/Evaluation Used: Students will be given “Ticket Out the Door” asking them to list 2 things they learned about AP courses. Assessment/Evaluation Results: The students were unaware of all of the reading required for AP World History.
TICKET OUT THE DOOR Name two things you learned about AP classes. 1.
2.
Small Group Counseling Session Plan #4 * Please note that there were two additional “impromptu” group sessions. We spent one session talking about parental pressure, and we spent another session meeting with one of our AP World History teachers. He outlined course expectations and the support he provides his students throughout the year. Title of Group: What do colleges require for admission? Topic: College admissions requirements (courses, GPA, and SAT/ACT scores) Date: 3/19/15 Grade Level(s): 9th
Session: 4
Number of Students Present: 8
ASCA National Model Domain (1): Academic Personal/Social Career ASCA National Model Standard (1): A B C Competencies: A:B1.5 organize and apply academic information from a variety of sources A:B1.4 seek information and support from faculty, staff, family and peers. Objectives: Students will research college admissions requirements on the Georgia Career Information System website Students will know the differing requirements for each type of post secondary institution. Activities: □ Students will use the Internet to look up admissions requirements/considerations for four Georgia schools of varying admissions difficulty: Emory University (most difficult), University of Georgia (very difficult), Georgia Southern University (moderately difficult), and Georgia Perimeter College (minimally difficult). Each student will be assigned one of the colleges to research. □ Students report findings to group □ Discussion Resources/Materials Used: Computers Procedures (including processing questions): Students will log onto www.peachnet.gcic.edu. I will show them how to research colleges on this website, then they will research their college. We will then discuss what they found out and how taking AP World History is beneficial. What are the differences in requirements and expectations between levels of selectivity (minimum/average GPA and SAT/ACT, how important are extracurricular activities, essays, recommendations)? Would having an AP course or two make a difference to the college you chose? Assessment/Evaluation Used: Students will be given “Ticket Out the Door” to ask what they learned about the colleges of their choice? Assessment/Evaluation Results: The students were unaware just how selective the “highly selective” colleges are, and seemed to have one more reason to take AP after this activity.
TICKET OUT THE DOOR Name two things you learned about your college of choice. 1.
2.
Small Group Counseling Session Plan #5 Title of Group: Accessing AP Date: 3/24/15
Topic: Review and Questions about AP
Grade Level(s): 9th
Session: 5
Number of Students Present: 7
Georgia Performance Standards: n/a ASCA National Model Domain (1): Academic Personal/Social ASCA National Model Standard (1):
A
B
Career C
Competencies:
A:A1.3 take pride in work and achievement A:A1.2 display a positive interest in learning
Objectives: We will answer any lingering questions about AP courses and address any concerns students may have about moving forward with taking AP courses. Activities: □ Students will review for those who missed any lesson what they learned □ Students will complete their AP applications, if necessary. Resources/Materials Used: AP applications Procedures (including processing questions): What have you learned as a result of participating in this group? How likely are you to challenge yourself by taking more rigorous courses? How do you feel about your ability to handle an AP class? What are some specific things you know you will either need to continue to do or start doing to help you be successful in this AP class? Why is it important to challenge yourself academically? Also find out if everyone has either been already accepted into AP or has done the application process. Assessment/Evaluation Used: Post-survey and “Ticket Out the Door” which will ask students to consider what they will add to their study habits to increase their chance for success in more rigorous courses. Assessment/Evaluation Results: Most students felt like they needed to be more diligent in their homework, including the use of their agenda and remembering assignments.
TICKET OUT THE DOOR Name something you will either keep doing or add to your current study habits to help you with an AP course. 1.
2.
Appendix B Consent Form February 13, 2015
Dear Parent or Guardian: This semester, I am offering an opportunity for a very select group of first year Centennial students to participate in a small group counseling experience. In small group counseling students learn new skills, develop self confidence, and practice new behaviors. The group setting will help students to further develop skills necessary to challenge themselves and to be successful in school. The group will meet once per week for 6 weeks, starting in February. Participation in the group is voluntary; however, students who do choose to participate will be expected to attend regularly. Participation will not negatively affect your child’s grades in any way. Because counseling is based on a trusting relationship between counselor and student, the group leader (Ms. Freeman) will keep the information shared by group members confidential. Only certain situations concerning an ethical responsibility may confidential information be disclosed. The following circumstances require disclosure:
If your child reveals information about hurting himself, herself, or another person If your child reveals information about abuse If your child reveals information about criminal activity
***Group members will also be expected to uphold the confidentiality of information shared within the group. I have met with your child to discuss the group counseling and the responsibilities of participating in the group, and he/she has expressed interest in participating. If for any reason you do not wish for your child to participate, please contact me at school by Wednesday, February 18 and I will remove your son/daughter from the list.
If you have questions, concerns, or comments, please feel free to contact me via email at [email protected] or phone 770-650-4260. Thank you for considering this opportunity for your child, and I look forward to working with you and your son/daughter over the course of the semester.
Sincerely,
Melissa Freeman School Counselor Centennial High School Counselor Phone: (770) 650-4260
Session: 1 Number of Students Present: 8
ASCA National Model Domain (1): Academic ASCA National Model Standard (1):
A
Personal/Social B
Career C
Competencies: A:A1.1 articulate feelings of competence and confidence as learners A:A1.2 display a positive interest in learning Objectives: Students will be able to look at their current progress and develop an academic goal Students will begin to understand the importance of taking an AP class. Activities: □ Students will complete a pre-survey □ Students will participate in the “Two Truths and a Lie” ice-breaker □ Students and facilitator will discuss “rules” of the group □ Students will discuss whether they were pleased with grades on progress reports □ Students will set goals for the following week Resources/Materials Used: Pre-survey, “Two Truths and a Lie” handout Procedures (including processing questions) First have the students do the pre-survey. After students have completed survey discuss with the students the rules of the group and confidentiality of the group. Then, pass out the two truths and a lie worksheet. Give the students time to complete the worksheet and then process the activity with them. Follow up from ice-breaker: What information did you learn about your peers that was surprising? Was it more difficult to think of lies or truths? Was lying difficult? What lies seemed the most believable? Why were some not believable? How did this exercise change the way you think of members of the group? Transition into a discussion about their academics and setting goals. General discussion ideas: Who was pleased with your progress report grades? Who was not pleased with your progress report grades? For those of you who were not pleased, what are some things you can work on to improve your grades? Why should a student think about taking AP? What are you feeling about taking an AP class
What are two specific goals that you can focus on this week?
Assessment/Evaluation Used: At the end of the group give students a “Ticket Out the Door” asking them to identify 2 of the things they feel they can work on to improve grades. Assessment/Evaluation Results: All students could identify something they knew they needed to work on. Most students indicated that they needed to spend more time studying for a particular subject.
2 truths and a lie…
TICKET OUT THE DOOR Name two specific academic goals you can work on this week. 1.
2.
Small Group Counseling Session Plan #2 Title of Group:
Accessing AP
Topic: Identifying barriers to participation in rigorous courses Date: 3/5/15
Grade Level(s): 9th
Session 2
Number of Students Present: 7
ASCA National Model Domain (1): Academic Personal/Social
Career
ASCA National Model Standard (1):
C
A
B
Competencies: A:A1.3 take pride in work and achievement A:A1.2 display a positive interest in learning Objectives: Students will participate in a team building activity, identify barriers to participating in honors/AP courses Students will generate questions for upperclassmen Activities: □ Students will participate in the “Paper Tower Building” ice-breaker □ Students and facilitator will discuss goals from previous week □ Students will discuss potential barriers to participating in honors/AP courses □ Students will generate questions for upperclassmen Resources/Materials Used: Paper; notecards Procedures (including processing questions): Provide students with a stack of paper and present them with the task to build/create the tallest tower they can with the paper using nothing except the paper. Give them a 5-minute time limit to work together to build a multi-tiered tower. Follow up from ice-breaker: What was the most challenging aspect of the task? Discuss the process of how the group decided to approach the task. Did everyone contribute to the task/final product? How did it feel being involved in the task? Did you feel like you were part of the group? Can you relate this task to taking an AP class? General discussion ideas: Why didn’t you take AP Human Geography this year? Are you happy with your decision? Why do intelligent students choose to take on-level courses instead of challenging ones? Were you successful with your goals from last week? Why or Why not? Hand out the notecards and ask the students to come up with questions for students currently talking AP World History.
Assessment/Evaluation Used: The students will be given the “Ticket Out the Door” asking them to list something they learned about themselves during today’s activities and discussion. Assessment/Evaluation Results: The students were honest about fearing failure and being “lazy” as reasons why they did not take AP Human Geography.
TICKET OUT THE DOOR Name two things you learned about yourself in today’s activities. 1.
2.
Small Group Counseling Session Plan #3 Title of Group: Accessing AP Topic: What it is really like to take rigorous courses? Date: 3/10/15
Grade Level(s): 9th
Session: 3 Number of Students Present: 8
ASCA National Model Domain (1): Academic Personal/Social
Career
ASCA National Model Standard (1):
C
A
B
Competencies: A:B1.5 organize and apply academic information from a variety of sources A:B1.4 seek information and support from faculty, staff, family and peers. Objective: Students will gain knowledge about AP courses by having the opportunity to ask upperclassmen questions regarding applying to AP courses Activities: □ Students will ask upperclassmen questions regarding their experience in honors and AP courses (questions were provided to the upperclassmen ahead of time) □ Facilitator will share syllabi and pre-requisites for AP World History Resources/Materials Used: List of questions, syllabus, and pre-requisites for AP World history Procedures (including processing questions): Allow each AP World History student to introduce themselves to the group, stating their name and one interesting fact about them selves. Group will do the same for the visitors. After introductions are made start the Q and A with the students. After Q & A session is done discuss the answers with group. What surprised you most about students’ experiences in honors and AP courses? How did this discussion impact your decision as to whether you feel you have the skills necessary to be successful in rigorous courses? How did this discussion impact your decision as to whether you feel you have the motivation necessary to be successful in rigorous courses? For homework, students will be asked to review the syllabus for AP World History Assessment/Evaluation Used: Students will be given “Ticket Out the Door” asking them to list 2 things they learned about AP courses. Assessment/Evaluation Results: The students were unaware of all of the reading required for AP World History.
TICKET OUT THE DOOR Name two things you learned about AP classes. 1.
2.
Small Group Counseling Session Plan #4 * Please note that there were two additional “impromptu” group sessions. We spent one session talking about parental pressure, and we spent another session meeting with one of our AP World History teachers. He outlined course expectations and the support he provides his students throughout the year. Title of Group: What do colleges require for admission? Topic: College admissions requirements (courses, GPA, and SAT/ACT scores) Date: 3/19/15 Grade Level(s): 9th
Session: 4
Number of Students Present: 8
ASCA National Model Domain (1): Academic Personal/Social Career ASCA National Model Standard (1): A B C Competencies: A:B1.5 organize and apply academic information from a variety of sources A:B1.4 seek information and support from faculty, staff, family and peers. Objectives: Students will research college admissions requirements on the Georgia Career Information System website Students will know the differing requirements for each type of post secondary institution. Activities: □ Students will use the Internet to look up admissions requirements/considerations for four Georgia schools of varying admissions difficulty: Emory University (most difficult), University of Georgia (very difficult), Georgia Southern University (moderately difficult), and Georgia Perimeter College (minimally difficult). Each student will be assigned one of the colleges to research. □ Students report findings to group □ Discussion Resources/Materials Used: Computers Procedures (including processing questions): Students will log onto www.peachnet.gcic.edu. I will show them how to research colleges on this website, then they will research their college. We will then discuss what they found out and how taking AP World History is beneficial. What are the differences in requirements and expectations between levels of selectivity (minimum/average GPA and SAT/ACT, how important are extracurricular activities, essays, recommendations)? Would having an AP course or two make a difference to the college you chose? Assessment/Evaluation Used: Students will be given “Ticket Out the Door” to ask what they learned about the colleges of their choice? Assessment/Evaluation Results: The students were unaware just how selective the “highly selective” colleges are, and seemed to have one more reason to take AP after this activity.
TICKET OUT THE DOOR Name two things you learned about your college of choice. 1.
2.
Small Group Counseling Session Plan #5 Title of Group: Accessing AP Date: 3/24/15
Topic: Review and Questions about AP
Grade Level(s): 9th
Session: 5
Number of Students Present: 7
Georgia Performance Standards: n/a ASCA National Model Domain (1): Academic Personal/Social ASCA National Model Standard (1):
A
B
Career C
Competencies:
A:A1.3 take pride in work and achievement A:A1.2 display a positive interest in learning
Objectives: We will answer any lingering questions about AP courses and address any concerns students may have about moving forward with taking AP courses. Activities: □ Students will review for those who missed any lesson what they learned □ Students will complete their AP applications, if necessary. Resources/Materials Used: AP applications Procedures (including processing questions): What have you learned as a result of participating in this group? How likely are you to challenge yourself by taking more rigorous courses? How do you feel about your ability to handle an AP class? What are some specific things you know you will either need to continue to do or start doing to help you be successful in this AP class? Why is it important to challenge yourself academically? Also find out if everyone has either been already accepted into AP or has done the application process. Assessment/Evaluation Used: Post-survey and “Ticket Out the Door” which will ask students to consider what they will add to their study habits to increase their chance for success in more rigorous courses. Assessment/Evaluation Results: Most students felt like they needed to be more diligent in their homework, including the use of their agenda and remembering assignments.
TICKET OUT THE DOOR Name something you will either keep doing or add to your current study habits to help you with an AP course. 1.
2.
Appendix B Consent Form February 13, 2015
Dear Parent or Guardian: This semester, I am offering an opportunity for a very select group of first year Centennial students to participate in a small group counseling experience. In small group counseling students learn new skills, develop self confidence, and practice new behaviors. The group setting will help students to further develop skills necessary to challenge themselves and to be successful in school. The group will meet once per week for 6 weeks, starting in February. Participation in the group is voluntary; however, students who do choose to participate will be expected to attend regularly. Participation will not negatively affect your child’s grades in any way. Because counseling is based on a trusting relationship between counselor and student, the group leader (Ms. Freeman) will keep the information shared by group members confidential. Only certain situations concerning an ethical responsibility may confidential information be disclosed. The following circumstances require disclosure:
If your child reveals information about hurting himself, herself, or another person If your child reveals information about abuse If your child reveals information about criminal activity
***Group members will also be expected to uphold the confidentiality of information shared within the group. I have met with your child to discuss the group counseling and the responsibilities of participating in the group, and he/she has expressed interest in participating. If for any reason you do not wish for your child to participate, please contact me at school by Wednesday, February 18 and I will remove your son/daughter from the list.
If you have questions, concerns, or comments, please feel free to contact me via email at [email protected] or phone 770-650-4260. Thank you for considering this opportunity for your child, and I look forward to working with you and your son/daughter over the course of the semester.
Sincerely,
Melissa Freeman School Counselor Centennial High School Counselor Phone: (770) 650-4260
