The Breakfast Club

(Attendance Improvement Group)

Danielle Nagy
EDCG 523

What is Attendance?
Chronic Absences or Truancy (California Department of Education, 2015)
A student missing more than 30 minutes of instruction without an excuse three times
during the school year is considered truant
Any pupil subject to compulsory full-time education or to compulsory continuation
education who is absent from school without a valid excuse for ten percent or more of the
school days in one school year, from the date of enrollment to the current date, is deemed
a chronic truant
Statistics (EdSource, 2013; Vaughn et al., 2013)
In 2012-2013 school year there were 1 million truant students in California
In 2012-2013 constant absences cost CA schools $1.4 billion in attendance funding
In 2012-2013 some CA schools had as many as 92% truant students
Several large US inner-city school districts report thousands of unexcused absences daily
Hundreds of thousands of US youth are absent from school on a regular basis

Truancy Risks and Attendance Benefits

Risks of Truancy (Brown, 2012; Vaughn et al., 2013)
Poor academic achievement
Greater chance of dropping out of school
More likely to commit crimes
High risk of abusing drugs and alcohol
Less employable in the future
Higher chance of living in poverty
Benefits of Attendance (Brown, 2012; Marana Unified School District)
Earn higher grades in school
More involved in school activities
Greater chance of employability
More likely to enjoy school and make friends
Gain a sense of purpose and commitment
Higher chance of earning high school diploma

Basics of the Group

Group designed for freshman high school students
10 weeks of group sessions
8-10 students allowed in group
Consists of all boys or all girls; not coed
Alternates between 1st and 2nd period each week
Group meets for 45-60 minutes once per week
(Depends on length of class periods)
Small breakfast refreshments will be provided

Learning Outcomes
Students will:

Learn school attendance policies and state attendance laws

Learn to set goals related to attendance and academic performance
Learn what motivates them to accomplish their goals
Learn what their barriers to success are and how to overcome them
Learn what school and community resources are available to them
Learn to be accountable for their attendance and academic success
Learn how to evaluate their attendance and academic progress
Learn how to make connections with others in similar situations

Screening Process

Recruit students who have at least 1-2 absences per week

Search student attendance through school/district database
Should not include students with valid medical excuses
Email 1st and 2nd period teachers of student
Ask permission to leave class for group
Ask if they feel student is a good fit for group
Interview selected students
Get parent consent forms signed
Notify selected students of start date
Hold individual meetings with non-selected students

Teacher Email

Student Interview Questions

Do you want to improve your attendance?

Do you enjoy being part of a group (e.g. group of friends)?
Are you willing to speak openly in group?
Are you willing to commit to 10 weeks in group?
Will you take group seriously when it needs to be?
Explain what confidentiality means to you
Why do you think you should be in this group?
How do you think this group can help you?
Are you willing to put in some effort during group?
What are some of your favorite extracurricular activities?

Parent Consent

Group Sessions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Getting to Know You

I Can Relate to You
The Importance of Attendance
Setting Goals
Motivation is Key
Barriers to Success
Get Involved
Im Accountable for Me
SMART Goals Check-In
Group Evaluation and Celebration

Session 1 - Getting to Know You

Goals:

Students will introduce and get to know each other

Students will establish group rules, norms, and expectations

The group leader will make sure members understand what confidentiality is
Materials:

Group Rules/Contract Handout

Confidentiality Poster
Activities:
The Name Game

Have students think of an adjective that begins with the same letter as their first name (Caring Cara)

In a circle, have students share their adjective and name. Before stating their own name, they must remember every students adjective and
name up until their turn. The last student must remember every group members adjective and name.

At the end ask for volunteers who want to try and remember everyones combination
Confidentiality

Discuss what confidentiality is to group members and when confidentiality must be broken

Post the Confidentiality Poster somewhere students all can see it

Group Rules Contract

Give each student a copy of the Group Rules/Contract Handout

Go around the circle and have each student add a rule/norm

Have students write these rules down on their contracts and have members sign it

The Leader will also write down rules on contract and post them in meeting area
Closing Activity

Go around the circle and ask each student to rate their excitement about the group on a scale from 1-10
Evaluation:

Students participation in the activities and rules/norms they create

Homework:

Provide each student with a journal and have them write down 3 fears about the group and 3 excitements about the group

Session 2 - I Can Relate to You

Goals:

Students will learn how they relate to others in the group

Students will start building trust with other group members and the leader

Students will learn what they need from others and themselves to feel positive
Materials:

Hamburger vs Steak Questions

List of Affirmations Handout

Activities:
Hamburger vs Steak

Instruct students to stand on one side of the room with the facilitators in the middle. Let them know that with each statement, students must go
to the side of the room they prefer. For instance, if the facilitator states: Hamburger or Steak, students must stand on the side of the room that
represents their favorite of the two options

While students are standing on the side of the room that represents their choice, ask about their choices: Where is your favorite place to eat
hamburgers/steaks? What is your favorite kind of burger?

After the activity ask the group: What is something new you learned about at least one of your group members? Did anything anyone said
surprise you? Who is one person you feel you can connect or relate to?
Affirmations

Explain to the group the importance of feeling confident/positive about yourself

Hand out the Affirmations sheet and have students look it over. Have students choose and share out loud one affirmation they feel either needs
to be said to them or they need to say to themselves in order to remain positive

Have students write the affirmation down in their journal for later use
Closing Activity

Go around the circle and ask each student to rate how positive they feel on a scale from 1-10
Evaluation:

Students participation in the activities and the types of affirmations they chose
Homework:

Have students think of two ways they can remember to say their affirmation to themselves everyday

Sample Hamburger vs. Steak

Comparisons:

Session 3 - The Importance of Attendance

Goals:

Students will learn the school attendance policies and state attendance laws

Students will learn how attendance can affect their academic success

The group leader will get students thinking about setting goals related to attendance
Materials:

List of School Attendance Policies and State Attendance Laws (CA Laws: http://www.cde.ca.gov/ls/ai/tr/)

Student progress reports (attendance and grades)

Masking tape and colored paper

Activities:
What are the Rules?

Give each student a copy of the state attendance laws and school attendance rules handout

Go around the circle and ask students to give their opinion on why we have these rules

Provide students with any other additional information about attendance policies and rules that was not already discussed
Progress Reports

Hand the students their progress reports and have them circle any absences, tardies, and grades lower than a C

Explain to students how teachers mark down their grades for any absences and tardies

Go around the circle and ask members how attendance can affect their grades in other ways not already discussed (e.g. missing out on
important information the teacher might say)
What are the Chances of

Put masking tape and colored paper on the ground with the percentages: 25, 50, 75, 100

Ask the students questions starting with what are the chances of (e.g. getting zero tardies next semester) and have them move to a
percentage they feel best answers that question
Closing Activity

Go around the circle and ask each student to rate their sense of achievement on a scale from 1-10
Evaluation:

Students participation in the discussions and their responses to the closing activity
Homework:

Have students write in their journal 3 what are the chances of... questions they want to raise their percentages on

Session 4 - Setting Goals

Goals:

Students will learn how to create goals that are set to improve attendance

Students will learn the difference between short-term and long-term goals

The group leader will see if students are feeling more comfortable with the group
Materials:

SMART Goals Handout

White printer paper

Markers, crayons, and colored Pencils

Activities:
Check-In

Have each student rate their level of comfort and sense of trust in the group on a scale from 1-10

Go around the group and ask members to explain one thing they like about group so far and something they would change about group

As the leader keep mental notes on what the students would like to change for future group sessions
SMART Goals

Ask the group is anyone knows the difference between short-term and long-term goals, and have students give examples

If students cannot come up with answer, make sure to explain what the difference is and provide examples

Give each student the SMART Goals Handout and explain to them what SMART Goals are

Set a SMART Goal for yourself to show the students how to fill out the worksheet

Have the students set one SMART goal that is related to them improving their attendance

Provide students with coloring materials and have them draw a picture that represents their SMART goal

Go around the circle and have each student explain to the group what their SMART goal is
Closing Activity

Ask each student to rate their feeling of ability to successfully complete their SMART goal on a scale from 1-10
Evaluation:

Students responses to the check-in and their ability to write a SMART goal related to attendance
Homework:

Have students write in their journal 3 different ways they can start working towards their SMART goals in the next week

Session 5 - Motivation is Key

Goals:

The group leader will be able to understand what motivates each student

Students will learn how motivation is needed to help accomplish their goals

Students will learn how group members can motivate each other to improve attendance
Materials:

What is Motivation handout

What Motivates You handout

Poster Board
Activities:
What is Motivation?

Provide each student with the What is Motivation handout

Split the group up into dyads and give them time to fill out the our definition of motivation part of the worksheet

Have the group come back together as a whole and have each dyad explain their definition

As a united group, come up with one universal definition of motivation based on the dyad answers.

Write the group definition of motivation on a poster board and post it somewhere in the meeting place for all to see
What Motivates You?

Provide each student with the What Motivates You handout

Split the group up into dayds (different partners) and have the students fill out the worksheet by interviewing each other

Come back together as a whole group and have each member read their partners motivations

Explain how motivation is needed to accomplish goals we set for ourselves (give example)

Have each member explain how their motivations can help them accomplish their SMART goals
Closing Activity

Ask each student to rate their feeling of motivation to accomplish their SMART goals on a scale from 1-10
Evaluation:

Students participation in the dyad activities and their responses to how they can use their motivations to accomplish goals
Homework:

Have students write in their journal 3 ways they can motivate themselves to come to school on time

Session 6 - Barriers to Success

Goals:

Students will understand the barriers they face that impact their ability to improve attendance

Students will learn how to brainstorm different ways to overcome their barriers

Students will practice using their decision making skills to solve problems
Materials:

Case Study handouts

Pens/pencils

Poster board
Activities:
Case Studies

Explain to the group what barriers are and that some barriers are easier to overcome than others.

Read the case studies on the handouts and explain that each case study includes barriers

Split the group into two teams (one team for the first case study and the other team for the second case study)

Have each team read over the case study again and answer the questions that follow the case study

As a whole group have each case study group present their case and their answers they provided
What are your Barriers?

Explain to the group that we all face barriers when it comes to accomplishing our goals (give examples)

Split group into dyads and have them share to each other any barriers they think hinder their attendance

As a whole group have students share what some of the barriers are they said to their partners

Go around the group and ask members to brainstorm ideas on how to overcome their barriers

As students are sharing write down their answers on ways to overcome their barriers on poster board

Hang up the different ways we can overcome our attendance barriers in the meeting place where everyone can see
Closing Activity

Have each student rate their ability to overcome their barriers now that they have brainstormed solutions on a scale from 1-10
Evaluation:

Students participation in the dyad activities and their responses to how they can overcome their barriers
Homework:

Have students write in their journal 3 ways they can overcome their barriers this week

Session 7 - Get Involved

Goals:

Students will learn what their strengths and interests are

Students will learn how getting involved can help their attendance

Students will understand what resources and activities are available to them
Materials:

Handouts of school and community resources and activities

Magazines

Scissors

Glue sticks

White printer paper

Activities:
My Strengths Collage

Explain to the group that everyone has strengths and interests that can help to motivate them (give examples)

Have each student cut out pictures and/or words from magazines that represent their strengths and interests. Have students glue the pictures
to a white paper in order to make a collage

Ask group members to explain their collage and how their strengths and/or interests can help them improve attendance
Community and School Resource Book

Explain to the group that getting involved in the community or school can help improve overall attendance

Further explain that doing something that involves their strengths and interests will motivate them to attend school

Give each student a book you have created of resources and activities in the community and at school to become involved in

Go around the circle and ask each student to name one activity they may be interested in getting involved in and how that relates to their
strengths and/or interests
Closing Activity

Have each student rate their likelihood of becoming involved in an activity on a scale from 1-10
Evaluation:

Students participation in the My Strengths Collage activity and their likelihood of joining an activity
Homework:

Have students write in their journal 3 possible activities they are interested in getting involved with or resources they can use

Session 8 - Im Accountable for Me

Goals:

Students will learn how to prioritize in relation to attendance

Students will learn what it means to be accountable for themselves

Students will create, agree to, and sign an accountability contract

Materials:

Accountability Agreement handout

School Agenda books

Pens/pencils
Activities:
My Priorities

Explain to the group the importance of prioritizing their schedules in order to get to school and class on-time

Hand each student a school agenda book if they do not already have one

Have group members write down what they do in the morning before school starts

Have each student write list what they do in the morning in order from most important to least important

Go around the room and have students explain how doing this activity of prioritizing their schedules can help improve their attendance

Ask group members what other aspects of their lives they should prioritize in order to help them improve their attendance
Accountability Contract

Explain to the group that they are responsible for their own actions and choices they make in life

Go around the circle and ask students to name one thing that they are accountable for

Ask the group if they can think of anything they are accountable for in relation to improving attendance

Have students fill out their accountability contract and have them initial, sign, and date it.

Go around the circle and have the student read their contract to each other then sign your name on the contract where specified
Closing Activity

Have each student rate their understanding of accountability for themselves on a scale from 1-10
Evaluation:

Students participation in the activities and their responses to their understanding of accountability for themselves
Homework:

Have students write in their journal 3 ways they can be accountable for getting to each class on time this week

Session 9 - SMART Goals Check-In

Goals:

Students will evaluate their progress on their SMART goals

Students will be able to gage academic and attendance progress

The group leader will be able to see if group improved student attendance
Materials:

SMART goals handout (completed)

Initial student progress reports

Most recent student progress reports

Activities:
SMART Goals Evaluation

Have the students take out their SMART goals worksheet that they filled out in week 4.

Go around the circle and have each student share their SMART goal and explain how they have been working on it since the beginning of group

Ask the group who has completed their SMART goal and who still needs to work on it

Have the students who have completed their goals create a new SMART goal for their future

Have the students who have not completed their goal revise it in a way they feel they can accomplish it

Go around the circle and have students share their new or revised goal with the whole group
Progress Reports

Hand students their initial progress report from session 3 and a new progress report with their most current grades and attendance

Have the students compare the two reports and have them write down any improvement they see in attendance and grades

Ask the group for any volunteers willing to share their progress related to attendance since the beginning of group

If group members have not made any progress make sure to have an individual meeting with student at later time
Closing Activity

Have each student rate their feeling about next week being the last group session on a scale from 1-10
Evaluation:

Students progress on their SMART goals and their overall attendance and academic improvement
Homework:

Have students write in their journals any feelings or thoughts they have about ending group

Session 10 - Group Evaluation and Celebration

Goals:

Students will evaluate their group experience and the group as a whole

The students will understand what they learned from attending group

The students and leader will celebrate their success in completing the group
Materials:

Group Evaluation handout

Breakfast Pizza ingredients

Certificates of completion
Activities:
The Breakfast Club Evaluation

Provide each student with a Group Evaluation handout and have them fill out and complete all of the questions

Go around the circle and have each student name one thing they liked about group and if they could change anything about group what would it
be. Make sure students give an explanation for answers
Breakfast Pizza

Bring in ingredients to make individual breakfast pizzas (dough, egg, bacon, cheese, etc.)

Move the group session to the cafeteria or home economic class where they have an available oven

Have each student make their own pizza and enjoy their creations! (More time may be required for last meeting in order to cook pizzas)
Certificates of Completion

Create certificates of completion for each student with their names and your signature on each

Hand each student their certificates and explain how proud of them you are and how much you appreciate their involvement

Ask students if there is anyone that wants to add any last comments before leaving
Closing Activity

Have each student rate their feeling of achievement on a scale from 1-10
Evaluation:

Students responses to the group evaluation and their feeling of achievement

References
American School Counselor Association (2014). Lesson Plan - Attendance Group. Retrieved from http://www.azsca.
org/Fles/conference/Downloads2015/113-close-handout.pdf
Brown, A. (2012). School Truancy Preventon. Retrieved from http://webcache.googleusercontent.com/search?q=cache:UxzqbZkl7hsJ:www.
burroughsms.org/ourpages/auto/2012/11/13/42401322/group%2520counseling%2520school%2520truancy.doc+&cd=1&hl=en&ct=clnk&gl=us
California Department of Education (2015). Truancy. Retrieved from http://www.cde.ca.gov/ls/ai/tr/
Class-Templates (2015). Certfcate of Completon. Retrieved from http://www.class-templates.com/certificate-of-completion-003.html
Creative Elementary School Counselor (2012). What You Say n Here Stays n Here. Retrieved from http://creativeelementaryschoolcounselor.
blogspot.com/2012/10/what-you-say-in-here-stays-in-here.html
EdSource (2013). Report: 1 mllon Calforna students truant n 2012-13. Retrieved from http://edsource.org/2013/report-1-million-californiastudents-truant-in-2012-13/39726
Elementary School Counseling (n.d.) Salvagng Ssterhood Permsson Form. Retrieved from http://www.elementaryschoolcounseling.
org/uploads/1/3/8/5/1385140/girls_group_permission_form.pdf

References
Kiwanis Kids (n.d.). SMART Goals Worksheet. Retrieved from http://kiwaniskids.org/Libraries/TK_Activities/SMART_Goal_Worksheet.sflb.ashx
Marana Unified School District (n.d.). The Importance of Attendance. Retrieved from http://www.maranausd.org/DocumentCenter/Home/View/9911
Vaughn, M. m., Maynard, B. R., Salas-Wright, C. P., Perron, B. E., & Abdon, A. (2013). Prevalence and correlates of truancy in the US: Results from
a national sample. Journal Of Adolescence, 36(4), 767-776. doi:10.1016/j.adolescence.2013.03.015