How Well Do I Play the School Game?

School Counselor: Crissy Vasquez Date: The week of September 10th

Activity: How Well Do I Play the School

Game?

Grade(s): 9th grade

ASCA Mindsets & Behaviors (Domain/Standard):

M 2. Self-Confidence in ability to succeed

B-LS 3. Use time-management, organizational and study skills
B-SMS 2. Demonstrate self-discipline and self-control
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and the
environment

Learning Objective(s) (aligns with competency):

1. Students will acquire the attitudes, knowledge, and skills that contribute to effective learning
in school and across the life span.

2. Students will articulate feeling of competence and confidence as a learner.

3. Students results will be shared with school network to see about creating

Materials: How Well Do I Play the School Game Worksheet

Procedure: In the first 5 minutes of class, the counselor will give an overview of the lesson plan
as well as an overview of services she provides as a school counselor. The students will
complete a pre-test and then the counselor will lead a brainstorming discussion about what
study skills are and how students think of success. Students will then complete the handout
individually and self-score. Then there will be a class discussion about the results. Students and
the counselor will talk about ways to successfully cope with those items affirmatively checked.
Then she will distribute the post-test.

Plan for Evaluation:

Process Data: 90% of all freshmen will complete the worksheet, in their English classrooms in
the Fall of 2020.

Perception Data: Students will be able to create short- and long-term academic goals and be
connected with tutoring or other resources for support. Their attitudes towards studying and
academic achievement will improve and they will feel encouraged about how to seek support for
academics. Their attitudes will be surveyed through a pre and posttest.

Outcome Data: Freshmen students struggling with academic skills, as evidenced by their
grades, attendance, behavior, and from teacher discussion, will be identified and solutions
(small study groups, parental involvement, teacher involvement) will be identified. With this data
and solutions implemented, we will increase the freshmen on track percentage rate from 83.9%
to 86.8%. This matches the district and statewide percentages.

Follow-Up: Using the data from the sheets from multiple classes, individual results from this
handout may also be used to determine which students could best benefit from a small group on
building school success skills. Also, the disaggregated information would be shared in either a
PTSA meeting or PTSA newsletter with strategies to address the “yes” responses. Conferences
could be held with parents of students with a significant number of checks or checks on specific
items (e.g., numbers 4, 7, 11, 15, 17, 20, 21, 28, 32, 33).