Jessica

Hockham
March 9th, 2016
Students Identified as Achieving On-Grade-Level
At the beginning of the school year, the principal shared that the honors students are the
most underachieving students at Lowes Grove Middle School; thus, at the beginning of the
2015-2016 school year, the staff were reminded to support the high achieving students. Scrutiny
of the school for poor test results has pushed the school to focus on improving academic
performance (Lowes Grove SIP, 2015). Additional classes and enrichment education have been
provided to support the underperforming students to help them meet or exceed expected growth.
Unfortunately, the schools focus on the underperforming students and the districts reminder
about the honors students means that the students who are performing at grade level are
receiving less attention.
In order to help all students to reach their full potential, as Durham Public Schools
Mission Statement emphasizes, it is important that services be provided to support the students
who are performing at grade-level. In order to advocate for and support the students who are
performing at grade level, it is suggested that the school provide a professional development for
teachers and that the counseling department implement an intervention for these students by
providing an academic group.
In accordance with the American School Counseling Associations Ethical Standards
(2004), school counselors are expected to encourage the maximum development of every
student. At present, school counselors are aware of the oversight of this one population due to
the overwhelming pressure on the school to meet the needs of other populations. As school
counselors, it is important to advocate on behalf of these students as, ethically, it is essential to
provide a equity-based school counseling programs that help to close any achievement,
opportunity and attainment gaps (ASCA Ethical Standards, 2004); in this case, there is an

Jessica Hockham
March 9th, 2016
opportunity gap for the students who are performing at grade-level. These students to not qualify
for the addition specialized supports provided to the honors students and those performing below
grade level. This is not an issue of being equitable instead of equal; there is a measurable
detriment occurring for students who were identified as performing at grade-level during the first
half of the year.
Assessments occur periodically throughout the year in order to assess student mastery of
common core assessments and predict students results on the end-of-grade (EOG) testing; one
such test is known as the iReady. Students at Lowes Grove Middle School took an iReady test
in December, 2015 and again in March, 2016. The school counseling intern performed statistical
tests to compare the 6th grade results of the iReady scores at the two time points for students who
completed both sets of iReady testing. The mean math score for 6th Grade was 5.03 in
December, 2015 and 5.02 in March, 2016; essentially, the average score for 6th graders at both
time points was equivalent to the expected abilities of a student entering 5th grade. The mean
English Language Arts (ELA) score for 6th Grade was 4.21 in December, 2015 and 4.24 in
March, 2016; thus, the average score for 6th graders at both time points was similar to the
expected abilities of a student in early 4th grade. The data suggests that there is a positive
correlation between scores on the first set of iReady testing and the second set; however, this
data is not statistically significant and, upon looking more closely at the data, there are disparities
between levels.
iReady data was grouped according to the students initial performance on each test;
being at or on grade-level if defined by iReady as being within one year of the students current
grade level. Students who scored below grade-level on the initial iReady testing in December,
2015 improved, on average, by 0.60 and 0.06 on the second set of math and ELA iReady testing,

Jessica Hockham
March 9th, 2016
respectively. Students who scored above grade-level on the initial iReady testing in December,
2015 improved, on average, by 1.00 and 0.00 on the second set of math and ELA iReady testing,
respectively. Alarmingly, students who scored at grade-level on the initial iReady testing in
December, 2015 deteriorated, on average, by 0.33 and 0.05 on the second set of math and ELA
iReady testing, respectively. Based on these results, students originally scoring at grade-level
were negatively impacted in between and scored, on average, lower on the second test.
As students are being negatively impacted, it is important that the school counselors
reveal this problem and help facilitate the implementation of practices to help support this
population of students. A school-wide intervention will be initiated through professional
development that shares this information with teachers/staff and provides a review of how to use
differentiation in the classroom; needing support with how to differentiate is a common request
from teachers, and this data further suggests that differentiated lessons are necessary at Lowes
Grove Middle School. School counselors will implement a Student Success group for students
who were identified as being on grade-level by the first iReady testing.
In order to support administration, school counselors previously implemented a Student
Success group for students who performed below grade-level on the initial iReady testing. After
the group, students were able to demonstrate an improvement in time management skills,
organizational abilities and test taking skills as measured by teacher perception reports, growth
between the two iReady testing session and a 10% improvement in Core class grades. The
previous success of this group supports the use of this group as a possible intervention from the
school counseling department to meet the needs of the students originally identified as
performing at grade-level.
As a result of the professional development and the group counseling intervention, the

Jessica Hockham
March 9th, 2016
outcome data is that students who originally performed at grade level will hopefully achieve at
grade-level on their EOGs. A pre- and a post- test will be administered for the professional
development to access if there is a change in teacher comfort with their ability to differentiate in
the classroom. Further, administration will look for changes in teacher lesson plans that reflect
differentiation and provide individual support to those teachers who need it. For the group
intervention, the learning objective are, broadly, that students will able to demonstrate an
improvement in time management skills, organizational abilities and test taking skills as
measured by teacher perception reports and a 10% improvement in Core class grades.
In order for advocacy to be successful, there must be a collaborative effort and honest
communication amongst all staff, but most specifically between administration and the school
counseling department. School counselors must be willing to get buy-in from the administration
to support this effort. There are many demands placed on teachers within the school and it is
important to facilitate cohesion before beginning the intervention. Administration needs to
support the efforts to provide services to students identified as performing on grade-level, as they
with honors students and students performing below grade level.
To make this a school-wide effort, it is necessary to have administrative support. Once
there is administrative support, information should be disseminated to teachers in an
understanding and supportive manner, making it clear that we all have the students best interest
at heart; ideally, this will ensure that the teachers feel like a team with the counselors, and not
like the counselor is attempting to tell them how to do their job. For the counseling intervention,
the administrative and teacher alliance is still important because students will miss a portion of
enrichment as it overlaps with the time allocated for group counseling. Eliciting administrative
support and making this a team effort will be the hardest barrier to overcome when advocating

Jessica Hockham
March 9th, 2016
for this group.
Collaborating with all teachers and staff will be important, but partnering with the testing
coordinator is the first step. The testing coordinator is in a better position to interpret the results
of the iReady testing and will be better received presenting the data to administration and
teachers, as this is within the scope of her role. From there, the school counselor can explain and
facilitate the implementation of services to support the academic achievement of this group of
students.
When advocating for this group of students, it is possible that my efforts may be
interpreted as me knowing what is best or telling administration and teachers how to do their job;
I hope to combat this possibility to using mutual focus language and encouraging collaboration
and feedback on this effort. Explaining how the school counseling program plans to help meet
the needs of the at-level students will hopefully show that this is a unified effort.
If the school-wide and counseling program interventions are implemented, it is possible
that the students who were identified as at-level will show exceptional growth between now and
the end of the school year. These students could go from having declined in achievement since
December to performing at, at least, the original predicted level on the EOG. The interventions
suggested could help reverse the effects of this year and may even help students to exceed their
expected growth.
I fully believe that advocacy is a part of my job as a school counselor and is included in
the ASCA ethical standards (2004). As shown in Table 1, my weakest disposition in the belief in
that the purpose of education and school counselors specifically is to empower students and their
families; while I do strongly believe this is the purpose of education, I believe that, as a school
counselor, my primary purpose is to ensure that each student is safe and having their basic needs

Jessica Hockham
March 9th, 2016
met and that this is the secondary

Table 1. Scaling of Dispositions and Skills

purpose. Although I scaled myself at an

8 on this disposition, I believe I can still
advocate without first strengthening this
disposition.
With regards to the skills needed
for advocacy, referred to in Table 1, I
believe that I need to strengthen my
assertive communication prior to
advocating for these students alone.
This is a skill that is hard to practice and
improve, but will hopefully grow over time with my confidence. I believe that partnering with
the testing coordinator to advocate for this group will allow me to practice this skill and provide
a sense of security that I will not damage the chances of getting support for these students.
Assertive communication is definitely an area of weakness but I believe it will improve over
time with increased comfort in being assertive, success with practice/use and confidence/selfefficacy.
Also, I identified forming an advocacy team as an area of weakness. I believe that I can
form an advocacy team, but have not yet put this in to practice. This is not a skill I can improve
on prior to advocating for on-grade-level students, but rather one that will increase as a result of
this advocacy. Other skills that I will use while advocating for this group include collaborative
leadership skills and data and information collection to identify the effectiveness of the
intervention. I believe that I have strong collaboration skills when working with teachers, but

Jessica Hockham
March 9th, 2016
need to increase my comfort and ability when collaborating with administration.
In order to evaluate the advocacy effort and interventions, I will ultimately compare
students EOG scores from June, 2016 to their iReady scores. Prior to that time, teacher
perception data will be collected from the profession development and regarding student
progress throughout group. For the counseling intervention specifically, see Appendix A for
lesson plans and materials, the students scores on the pre and post test will be compared.
Additionally, the students core class grades from prior to group, at the end of group and one
month after group will be compared; this will be used to observe if the lessons on timemanagement, organization and test taking skills increase student homework completion,
preparation for class and in-class testing scores.

Jessica Hockham
March 9th, 2016
References
American School Counselor Association. (2004). Ethical standards for school counselors.
Retrieved from http://www.schoolcounselor.org/content. asp?contentid=173
Lowe's Grove School Improvement Plan (Rep.). (2015, December 16). Retrieved March 2, 2016,
from Lowe's Grove Middle School DPS website:
http://www.edlinesites.net/files/_LQD6u_/a6e3ebe0f712add73745a49013852ec4/Lowes_
Grove_Middle_SIP.pdf

Jessica Hockham
March 9th, 2016
Appendix A
Lesson Plan: Session #1
School Counselor: Jessica Hockham Date: March 2016
Activity: Pre-test, Confidentiality, Group Norms, organization time
Grade(s): 6th Grade
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
ASCA
Mindset 6: Positive attitude toward work and learning
Learning.3: Use time-management, organizational and study skills
NCGES
P.C.2.2 Use time-management and task-management skills to complete
academic work of high quality in a timely manner
Learning Objective(s):

1. Students will learn the topic of the group.

2. Students will learn about confidentiality and the group norms.

3. Student will learn about the importance of time management.

Materials: copies of the Vikings Getting Organized Pre Test, White board, white board
marker, pencils, copies of the Study Skills: Time Management worksheet
Procedure: The school counselors will let the group members complete the Vikings
Getting Organized Pre-Test. The school counselors will introduce themselves and the topic
of the group. The counselors will ask the students to introduce themselves to the group.
The counselors will then discuss confidentiality and its limitations in a group setting. The
counselors will then write the group norms on the white board.

The group members will complete the Keeping Track of Time (left side) of the Study

Skills: Time Management worksheet [4 minutes]. The group will then discuss What was
hard about doing this? and Did you realize how you spend your time? [3 minutes]. The
students will then complete the Where Does Time Go questions on the right half of the
worksheet [5 minutes]; students who finish early should answer the questions on the back
of the worksheet. After 5 minutes have passed, students will be given the opportunity to
reflect and volunteer any of their answers.

Jessica Hockham
March 9th, 2016

Group members will have the opportunity to ask the counselor any questions they

have relating to the activity. Students will be asked to consider what they would like to
change about how they spend their time. Students will be dismissed back to class with a
request to bring their binders to the next meeting.
Plan for Evaluation: How will each of the following be collected?
Process Data: School counselors will complete a roll call to ensure that each 6th grade
group member is present for each 30- minute group session over the course of four
sessions.
Perception Data: Each group member will complete the Vikings Getting Organized Pre-
Test. Perception data will be observed during the group discussions and student
responses on the back of the worksheet will be recorded.
Outcome Data: Will look at the number of missing assignments the students have in
PowerSchool.
Follow Up: The students will meet for three more group sessions. The school counselor
will meet with group members for individual counseling if needed between group sessions.

Jessica Hockham
March 9th, 2016
Lesson Plan: Session #2
School Counselor: Jessica Hockham Date: March 2016
Adapted from: Susan Pizzolato and Jodi Petrusa ; 12/2/15
Activity: Pre-test, Confidentiality, Group Norms, Backpack game, organization time
Grade(s): 6th Grade
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
ASCA
Mindset 6: Positive attitude toward work and learning
Learning.3: Use time-management, organizational and study skills
NCGES
P.C.2.2 Use time-management and task-management skills to complete
academic work of high quality in a timely manner
Learning Objective(s):
1. Student will learn about the importance of organization.
2. Students will be able to name two reasons why it is important to stay organized
at school

Materials: Note cards, pencils, 2 backpacks/bags for Backpack Game, Backpack Game
sheet for each team, trash can
Procedure: The group members will play the Backpack Game. The Backpack Game is
where you have two backpacks. You then make a list of things that the students need to
find in each backpack, like a paper with a pink "X" or a pair of socks (Backpack Game
sheet). One backpack is very organized and you can find everything easily. One backpack
ha everything thrown in and it is hard to find anything (lots of excess papers and clothes
and such). Have the kids race to see who can find the items first!
The group members will each write down two reasons why it is important to stay
organized at school on a notecard and discuss their answers with the group. The students
will be given the opportunity to begin the process of organizing their notebooks. The school
counselors will collect the cards before the students leave. The counselor will provide the
students with a copy of the Daily Checklist.
Plan for Evaluation: How will each of the following be collected?

Jessica Hockham
March 9th, 2016
Process Data: School counselors will complete a roll call to ensure that each 6th grade
group member is present for each 30- minute group session over the course of four
sessions.
Perception Data: Each group member will write down one or two reasons why it is
important to stay organized at school.
Outcome Data: Will look at the number of missing assignments the students have in
Powerschool.
Follow Up: The students will meet for two more group sessions. The school counselor will
meet with group members for individual counseling if needed between group sessions.

Jessica Hockham
March 9th, 2016
Lesson Plan: Session #3
School Counselor: Jessica Hockham Date: April 2016
Activity: 6 Strategies Powerpoint; notecards; handout
Grade(s): 6th Grade
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
ASCA
Mindset 6: Positive attitude toward work and learning
Learning.3: Use time-management, organizational and study skills
NCGES
P.C.2.2 Use time-management and task-management skills to complete
academic work of high quality in a timely manner
Learning Objective(s):
1. Students will learn test-taking strategies.
2. Students will practice using test taking strategies.

Materials: 6 Strategies Every 6th Grade Test Taker Should Know Powerpoint; skills
handout
Procedure: The school counselors will go through the 6 Strategy Powerpoint (Test
Taking Strategies Student Success Group ppt) and pause to walk the student through each
example. The group members will each write down one or two test taking strategies they
learned today on a notecard. The group will review the 6 strategies discuss. The school
counselors will collect the cards before the students leave. The counselor will provide the
students with a brochure of the test-taking strategies.
Plan for Evaluation: How will each of the following be collected?
Process Data: School counselors will complete a roll call to ensure that each 6th grade
group member is present for each 30- minute group session over the course of four
sessions.
Perception Data: Each group members will each write down one or two test taking
strategies they learned today.
Outcome Data: Will look at the number of missing assignments the students have in
PowerSchool.

Jessica Hockham
March 9th, 2016
Follow Up: The school counselor will meet with group members for individual counseling
if needed between group sessions. Follow up session and administer the post test in two
weeks.

Jessica Hockham
March 9th, 2016
Lesson Plan: Session #4 (Follow Up Session)
School Counselor: Jessica Hockham Date: April 2016
Activity: Success Skills Review Game; Post-Test
Grade(s): 6th Grade
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
ASCA
Mindset 6: Positive attitude toward work and learning
Learning.3: Use time-management, organizational and study skills
NCGES
P.C.2.2 Use time-management and task-management skills to complete
academic work of high quality in a timely manner
Learning Objective(s):
1. Students will review test-taking strategies.
2. Students will review the importance of organization.
3. Students will review time management.

Materials: Success Skills Review Game; Post-Test; pens/pencils
Procedure: The group will be given the opportunity to share how things have been better
since our group (more organized, spending time better, using testing strategies?). Next, the
students will play the Success Skills Review game. Each student will receive a BINGO
Board. The counselor will read aloud each question and give the students the opportunity
to cross the answer off their board. A student will be asked to share the answer to each
question before the next question is read. The first person to complete a row or column
yells BINGO and wins. After the game, the students will complete the post-test. The school
counselor will collect the post-tests before the students leave.
Plan for Evaluation: How will each of the following be collected?
Process Data: School counselors will complete a roll call to ensure that each 6th grade
group member is present for each 30- minute group session over the course of four
sessions.
Perception Data: The results of the pre-test will be compared to the post-test responses.
Outcome Data: Will look at the number of missing assignments the students have in
PowerSchool.
Follow Up: The school counselor will meet with group members for individual counseling
if needed.

Jessica Hockham
March 9th, 2016
Vikings Getting Organized Pre Test

Name: ____________________________ Date: _________________
Instructions: Read the questions carefully. Circle a, b, c, or d. Please be honest.

1.) Papers in my binder are loose and sticking out.

a.) Always b.) Often c.) Sometimes d.) Never

2.) I have trouble finding papers and assignments in my binder or book bag.

a.) Always b.) Often c.) Sometimes d.) Never

3.) I forget to turn in or complete my assignments.

a.) Always b.) Often c.) Sometimes d.) Never

4.) I write down my assignments in a planner or on a schedule.

a.) Always b.) Often c.) Sometimes d.) Never

5.) I am able to accomplish my tasks in a timely manner.

a.) Always b.) Often c.) Sometimes d.) Never

6) I go to bed at 9p.m.

a.) Always b.) Often c.) Sometimes d.) Never

7) I plan my activities ahead of time.

a.) Always b.) Often c.) Sometimes d.) Never

8) When I take a test, I answer every question.

a.) Always b.) Often c.) Sometimes d.) Never

9) When I take a test, I turn it in as soon as I finish without checking my answers.

a.) Always b.) Often c.) Sometimes d.) Never

10) I know how to rule out some of the answer choices on a test.

a.) Always b.) Often c.) Sometimes d.) Never

Jessica Hockham
March 9th, 2016
Vikings Getting Organized Post Test

Name: ____________________________ Date: _________________
Instructions: Read the questions carefully. Circle a, b, c, or d. Please be honest. Answer
the questions based on the LAST TWO WEEKS.

1.) Papers in my binder are loose and sticking out.

a.) Always b.) Often c.) Sometimes d.) Never

2.) I have trouble finding papers and assignments in my binder or book bag.

a.) Always b.) Often c.) Sometimes d.) Never

3.) I forget to turn in or complete my assignments.

a.) Always b.) Often c.) Sometimes d.) Never

4.) I write down my assignments in a planner or on a schedule.

a.) Always b.) Often c.) Sometimes d.) Never

5.) I am able to accomplish my tasks in a timely manner.

a.) Always b.) Often c.) Sometimes d.) Never

6) I go to bed at 9p.m.

a.) Always b.) Often c.) Sometimes d.) Never

7) I plan my activities ahead of time.

a.) Always b.) Often c.) Sometimes d.) Never

8) When I take a test, I answer every question.

a.) Always b.) Often c.) Sometimes d.) Never

9) When I take a test, I turn it in as soon as I finish without checking my answers.

a.) Always b.) Often c.) Sometimes d.) Never

10) I know how to rule out some of the answer choices on a test.

a.) Always b.) Often c.) Sometimes d.) Never



Use Test Taking Skills To Answer This Question:

Which on the following is true?

1) Ms. Hockham always wears a pink shirt.
2) Sometimes Ms. Hockham eats candy.
3) People are not unhappy when there is no intramurals.
4) Trees are blue.

Jessica Hockham
March 9th, 2016
Vikings Getting Organized Screening Questions

1.) Would you be interested in joining a group that discusses how to stay organized in school?
-We will be doing things like organizing binders, setting up planners, learning tips to stay
organized
-Organization warm up activity
2.) On a scale from 1 10, 1 being very unorganized and not turning in assignments to 10 being
very organized and getting in all of your work, where would you put yourself right now?
4.) What do you do currently to stay organized?
6.) Would you feel comfortable talking about your thoughts and organization behaviors with
other student?
7.) Can you give me the names of your closest friends at school?
8.) Are there any people are the school that you do not work well with? Can you tell me their
names?
9.) What would you like to get out of this group?
10.) What do you think you could bring to this group?

Jessica Hockham
March 9th, 2016
Backpack Game

As a team, you must race to find the following items in the backpack:

A pair of socks
A plastic spoon
A piece of paper with a PINK X on it
A UNC Chapel Hill pen
A PENCIL
MATH Homework (paper says 2+2=4)
A notecard with a smiley face =)
A Deck of Cards
A Carolina Tar Heels Plastic Cup

The first team to zip up the backpack with all others items inside, WINS!

Jessica Hockham
March 9th, 2016
Success Skills Review Game

Students find the answer on their board and cross it out. First to complete a row or
column yells BINGO and wins!

Questions:
Error! Not a valid link.Approximately what time do you need to go to bed in order
to get 9 hours of sleep?
If an answer choice contains a general word, then that answer choice is generally
correct. Find a word on your board that is an example of a general word.
Is it OK to skip a question on a test and come back to it later if you dont know it?
If an answer choice contains an absolute word, then that answer choice is generally
wrong. Find a word on your board that is an example of an absolute word.
If an answer choice contains the word always, is that answer normally right or
wrong?
If an answer choice contains the word generally, is that answer normally right or
wrong?
Who is your school counselor?
If you can eliminate an answer choice from a four question multiple choice test, then
you increase your chance of getting the question right from 25% to _____%.
If you can eliminate TWO answer choices from a four question multiple choice test,
then you increase your chance of getting the question right from 25% to _____%.
If you guess on a true-false question, what are the chance you get the question right?
If the question asks Who? Then the answer should include a:_____
Planning out your time throughout the day so that you can use it wisely is called
If you leave a question blank, what are the chances you get it right?
Is it OK to skip a question on a test and leave it blank if you dont know it?
Being organized helps you
It may be helpful to review what items to take to and from school. An example of
something you want to take to school is.
When you finish a test, you should.
If you write down what homework you have (or write that you dont have
homework) in your agenda, then you are less likely to.
One way to organize your binder is.



Board: 9pm,never,right,make sure I answered every question,find things
faster,wrong,frequently,Ms. Hockham,by subject,my completed homework,forget to do
your homework,Yes,No,33%,50:50,0%,50%,person,time management

5X4 Bingo Boards
12 Different Boards

http://osric.com/bingo-card-generator

2/6/2016

Bingo Card Generator

StudentSuccessReviewBingo
forget to do
time
your
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Yes

wrong

right

Eliminate
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Answer

by subject

9pm

50:50

0%

frequently

find things
faster

33%

my
completed
homework

never

make sure I
answered
every
question

Free Space

No

Ms.
Hockham

person

50%

StudentSuccessReviewBingo
Ms.
Hockham

0%

33%

forget to do
your
homework

by subject

9pm

never

Eliminate
This
Answer

frequently

50:50

wrong

time
management

Yes

my
completed
homework

Free Space

right

find things
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make sure I
answered
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person

No

50%

Jessica Hockham
March 9th, 2016

2/6/2016

Bingo Card Generator

StudentSuccessReviewBingo
by subject

No

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make sure I
answered
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find things
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wrong

forget to do
your
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9pm

person

33%

time
management

Yes

50%

Ms.
Hockham

50:50

my
completed
homework

frequently

Eliminate
This
Answer

never

right

Free Space

StudentSuccessReviewBingo
50:50

0%

my
completed
homework

find things
faster

frequently

forget to do
your
homework

Yes

9pm

50%

right

33%

make sure I
answered
every
question

Eliminate
This
Answer

by subject

never

time
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wrong

No

person

Free Space

Ms.
Hockham

Jessica Hockham
March 9th, 2016

2/6/2016

Bingo Card Generator

StudentSuccessReviewBingo
person

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50:50

make sure I
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never

frequently

Yes

No

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my
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right

find things
faster

Ms.
Hockham

wrong

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This
Answer

by subject

forget to do
time
your
management
homework

9pm

Free Space

StudentSuccessReviewBingo
forget to do
your
homework

50:50

never

9pm

33%

50%

find things
faster

wrong

make sure I
answered
every
question

No

time
management

Yes

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This
Answer

my
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right

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frequently

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Ms.
Hockham

Jessica Hockham
March 9th, 2016

2/6/2016

Bingo Card Generator

StudentSuccessReviewBingo
right

Ms.
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Yes

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make sure I
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never

No

wrong

forget to do
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frequently

Eliminate
This
Answer

my
completed
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9pm

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StudentSuccessReviewBingo
Eliminate
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right

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time
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Ms.
Hockham

never

by subject

wrong

my
completed
homework

Free Space

frequently

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find things
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person

No

make sure I
answered
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Yes

9pm

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SCORING - Vikings Getting Organized Pre-Test

Jessica Hockham
March 9th, 2016

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Bingo Card Generator

StudentSuccessReviewBingo
time
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33%

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50:50

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Answer

Yes

right

forget to do
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Ms.
Hockham

Free Space

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make sure I
answered
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0%

No

Yes

50:50

50%

Ms.
Hockham

9pm

forget to do
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Eliminate
This
Answer

never

find things
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wrong

person

33%

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homework

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Jessica Hockham
March 9th, 2016

2/6/2016

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StudentSuccessReviewBingo
find things
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Eliminate
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Answer

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Ms.
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time
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No

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forget to do
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never

50%

make sure I
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by subject

wrong

50:50

my
completed
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33%

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forget to do
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9pm

find things
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33%

make sure I
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Yes

Eliminate
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Answer

person

frequently

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Free Space

wrong

Ms.
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never

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my
completed
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50:50

0%

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time
management

Name: ____________________________ Date: _________________

Jessica Hockham
March 9th, 2016

Jessica Hockham
March 9th, 2016
SCORING
Vikings Getting Organized Pre/Post Test
Name: ____________________________ Date: _________________
Instructions: Read the questions carefully. Circle a, b, c, or d. Please be honest

1.) Papers in my binder are loose and sticking out.

a.) Always (3) b.) Often (2) c.) Sometimes (1) d.) Never (0)

2.) I have trouble finding papers and assignments in my binder or book bag.
a.) Always (3) b.) Often (2) c.) Sometimes (1) d.) Never (0)

3.) I forget to turn in or complete my assignments.
a.) Always (3) b.) Often (2) c.) Sometimes (1) d.) Never (0)

4.) I write down my assignments in a planner or on a schedule.

a.) Always (0) b.) Often (1) c.) Sometimes (2) d.) Never (3)

5.) I am able to accomplish my tasks in a timely manner.

a.) Always (0) b.) Often (1) c.) Sometimes (2) d.) Never (3)

6) I go to bed at 9p.m.
a.) Always (0) b.) Often (1) c.) Sometimes (2) d.) Never (3)

7) I plan my activities ahead of time.
a.) Always (0) b.) Often (1) c.) Sometimes (2) d.) Never (3)

8) When I take a test, I answer every question.

a.) Always (0) b.) Often (1) c.) Sometimes (2) d.) Never (3)

9) When I take a test, I turn it in as soon as I finish without checking my answers.

a.) Always(3) b.) Often(2) c.) Sometimes (1) d.) Never (0)

10) I know how to rule out some of the answer choices on a test.

a.) Always (0) b.) Often (1) c.) Sometimes (2) d.) Never (3)

POST ONLY - Use Test Taking Skills To Answer This Question:

Which on the following is true?

1) Ms. Hockham always wears a pink shirt.
2) Sometimes Ms. Hockham eats candy.
3) People are not unhappy when there is no intramurals.
4) Trees are blue.

Higher score = more disorganized, poor test skills, poor time planning.decrease in score =
improvement