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LEP- Loving Education and my Peers- Unlock the Possibilities!

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LEP- Loving Education and my Peers- Unlock the Possibilities!

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3rd-5 th Grade LEP students in need of motivation and encouragement in order to pass the STAAR Reading test.

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TLW apply self- motivation and self- direction in learning/ mastering reading skills. (ASCA B-LS 4)

TLW identify long- and short-term academic goals. (ASCA B-LS 7)

TLW demonstrate the ability to overcome barriers to learning. (ASCA B-SMS 6)

TLW actively engage in challenging coursework. (ASCA B-LS 8)

TLW create positive and supportive                 relationships with other students. (ASCA B-SS 2)

TLW demonstrate the ability to balance school, home and community activities. (ASCA B-SMS 8)

TLW demonstrate perseverance to achieve long- and short-term goals. (ASCA B-SMS 5)

TLW demonstrate ability to work independently. (ASCA B-SMS 3)

TLW demonstrate advocacy skills and ability to assert self, when necessary. (ASCA B-SS 8)

TLW use time-management, organizational and study skills. (ASCA B-LS 3)

TLW demonstrate self-discipline. (ASCA B-SMS 2)

TLW demonstrate critical-thinking skills to make informed decisions. (ASCA B-LS 9)

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Ways of disseminating this information:

Faculty-flyers at faculty meetings,  posting in faculty's lounge,flyer in faculty mailbox and  e-mails.

Parents- Newsletters, parental meeting, school website, flyer in the office lobby and personal invitations through faculty referral.

Students- Flyer postings in hallways, newsletters, and personal invitation through faculty referral.

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In collaboration with administrators and teachers, based on STAAR reading assessment results, a group of LEP students will be recommended/invited to participate. I would use something similar to the following:
Rosemarie Smead, a leader in school-based group work, has developed the “TAP-In” process for pre-group screening interviews (Morganett, 1990):

Tell student about the group.

Ask student about his or her level of interest/commitment to expectations of group.

Pick participants.

Students will be interviewed
individually.

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The consent form would be similar to the following sample from the  Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module Page 24 of 43 guid-respon-serv-small-group-counseling-guide-201

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Refer to Document 8 on page 26 of the Missouri Comprehensive Guidance and Counseling Program.

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Stage 1-We build relationships and trust through talk about psychological safety and connections as well as the discussion about the importance of confidentiality and its limits. The evidence of understanding the responsibility and loyalty to our group will be of most importance.

Stage 2- Working together to accomplish goals through activities that help groups value each other and themselves. Helping them understand the importance of building rapport with each other to work productively and attain goals. Getting feedback from the group members to check on progress within their learning outcomes and reward their progress with homework passes or a treat.

Stage 3- Group closure would be obtained through positive notes of encouragement from each member to another in the group. Also, to help future growth, the group would create a time capsule of all the knowledge and skills gained along with the importance of continued confidentiality. The time capsule would be buried with a follow up date.

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Transformational Leadership style would be used in working with this group. Our LEP population is in much need of inspiration in order to change expectations, perceptions, and motivation to work towards common goals. these are characteristics that transformational leaders offer through their focus of helping every member of the group succeed.

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As stated in Yalom's (1995)

Universality - members may realize that they are not the only ones struggling with reading assessments.

Altruism -members may feel useful when they share ways that help them become successful in reading comprehension. This gives them an opportunity to help someone else.

Imitative behavior - using the advise from their peers of what helps them become better readers and putting it into practice.

Direct Advice - receiving and giving suggestions for  reading strategies for state assessments.

Interpersonal learning - receiving and using the feedback discussed and applying it for experimenting purposes.

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According to the 2014 ACA Code of Ethics:
B.1.d. Explanation of Limitations At initiation and throughout the counseling process, counselors inform clients of the limitations of confidentiality and seek to identify situations in which confidentiality must be breached.
This requirement supports me in case that group members share a personal situation(crisis) that is taking away from their school success and is in need of immediate intervention for the safety of the student or anyone else.

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According to the 2014 ACA Code of Ethics:
A.9. Group Work A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.
This requirement supports me in the need to offer these prospective group counseling sessions to LEP students with comparable needs and goals.

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American Counseling Association (2014). Code of ethics. Alexandria, VA: Author.

American School Counselor Association (2014). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Alexandria, VA: Author.

Cherry, K.(2020). Transformational Leadership:A Closer Look at the Effects of Transformational Leadership. Retrieved from
https://www.verywellmind.com/what-is-transformational-leadership-2795313

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. Retrieved from
https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.