Daily Check-in Worksheet
Daily Check-in
Let's see how things are going today.
Name
Date
How are you feeling today?
Circle or gently color the picture that best shows how you're feeling right now:
😊 Happy &
Excited
😐 Okay &
Calm
😟 Worried or
Sad
😠 Frustrated or
Annoyed
Hope Question
What’s one thing you’re hoping will be a little bit better after we talk today?
What’s one thing you want to feel more ready for when you leave?
Scaling
On a scale from 1–10, where are you with this right now?
NOT READY
1
2
3
4
5
6
7
8
9
10
VERY READY
Why not a number lower?
Exceptions
Tell me about a recent moment when this wasn’t as tough.
What were you doing during that moment that helped?
Tiny Next Step
What’s a 1% improvement step you can try before next time?
Smallest next step to feel a bit more in control:
Affirm Strengths (Teacher Use)
Name specific, concrete strengths (e.g., persistence, honesty, willingness to try).
Daily Check-in Facilitator Guide
Facilitator Guide
Tier 3 Individual Support: Daily Check-in
What is the Daily Check-in?
The Daily Check-in is a Solution-Focused Brief Therapy (SFBT) inspired intervention designed to be completed in just 10 minutes. Unlike traditional counseling which may focus deeply on the problem, this check-in focuses on exceptions, hope, and small movements.
Goal To help the student feel a 1% improvement and identify their own strengths.
Duration 10 minutes (strictly timed to keep it focused and manageable).
10-Minute Pacing
Min 0-2
Feelings & Hope: Quickly acknowledge emotions and pivot toward what the student wants to be different.
Min 2-4
Scaling Question: Use the scale to find "Why not a lower number?" to discover existing resources.
Min 4-6
Exceptions: Spend time on when the problem wasn't there. This is where the solutions live.
Min 6-9
Tiny Steps: Co-create a "1% step." If it feels too big, break it down further.
Min 9-10
Affirmation: The teacher names specific strengths noticed during the talk.
Understanding the Questions
"Why not a lower number?"
This is a trick! Instead of asking why they aren't at a 10, asking why they aren't at a 1 forces the student to recognize what they are *already doing* that is working, however small.
"What's a 1% improvement?"
Large goals feel overwhelming for students in Tier 3. A 1% step is achievable and builds momentum (e.g., "I will take one deep breath before I enter math class").
"Affirming Strengths"
This isn't generic praise like "Good job." It is naming a character trait: "I noticed you were honest about how hard today was. That shows courage."
Tips for Success
-
1
Stay Solution-Focused: If the student starts a "venting loop," gently pivot: "I can hear that was really hard. What’s one tiny thing you want to be different by the end of today?"
-
2
Use the Scale: Students often find it easier to talk in numbers than in feelings. Lean into the scale for progress monitoring.
-
3
Be Concrete: Ensure the "Next Step" is something you can literally see them do. "Try to be better" is too vague; "Sit next to Sam at lunch" is concrete.
