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Pathway to Success is a group of 9th-grade students who have failed the STAAR test or are failing a class. The goal is for the group to support each other and create goals and strategies to help 9th grade students find a pathway to success in the academic setting.

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Mindset 4 which helps students create self-confidence in ability to succeed: Within the group, students will have the opportunity to develop and demonstrate their confidence as they show progress with their academic goals building the mindset in their confidence in their ability to succeed (American School Counselor Association, 2021).

Mindset 6 Positive attitude toward work and learning: This group focuses on helping students who struggle. One of the main goals of the group will be to address struggles but in a positive way and in a safe environment to allow students a positive outlet academically even when they struggle (American School Counselor Association, 2021).

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Students: Students are going to be the primary participants. They will be the group members for this group. Announcements will be made to individual students since the students in the group are going to be targeted based off of academic and STAAR scores

Parents: Parents of the group members will play a crucial role. Having buy-in from the parents will help bring support to the students at home. Handouts and e-mails to parents will explain the purpose and objectives of the group

Teachers: Staff will be e-mailed and will have the opportunity to help target particular students they believe will most benefit from the group.

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Students will be assessed on their readiness, willingness, and interest through individual screenings and group discussions during orientation. We will try and create buy-in during this process and give students the opportunity to engage in their own interests and goals

Participants will be screened individually to evaluate specific needs, academic struggles, and goals. They will take a needs assessment, and this will help identify what students need to focus on within the group.

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We will have both a parental and student informed consent forms. The parent consent form is mandatory, but we also want students to consent to the group as well to help bring cohesiveness within the group.

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Establishing Ground rules and Guidelines

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Establishing Ground rules and Guidelines

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The ground rules for this group will focus on being respectful, being open-minded and to participate.

I will utilize the guidelines above to help students understand what each rule looks and sounds like while also adding participation and ownership are part of the guidelines. Students will take ownership of what they complete in the group

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Stage 1 Norming stage: We will begin with an introduction and ice breakers to help introduce group members and let them feel more comfortable. After introductions, we will review the norms and rules to help foster a cooperative environment and ensure participants feel heard. This is also where informed consent for the students will be addressed to ensure confidentiality.

Stage 2 performing stage: This is where the goals will be addressed. Students will create their own goals with check-ins periodically throughout the course of the group. There will also be an open forum/mailbox where students address concerns and seek help.

Stage 3 closure stage: First students will have a post-assessment so they can see the growth they achieved. Next, there will be a reflective session where students can openly discuss their feelings through the group. This will allow students to express the goals they have met while also being able to express any anxieties or concerns they have about the group ending. They will have an additional opportunity to recommit to the process and skills learned through the group. We will also readdress the confidentiality agreement we signed at the beginning of the group.

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I have always tried to be a servant leader and I gravitate toward this leadership style. I believe this style will help emphasize empathy and focus on the well-being of the students while serving them as students who are in need of achieving certain academic goals. This type of leadership style will work well with this group because it will foster a system of support.

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This group would hope to see an installation of hope. The group will work together to improve the academic skills of the members. Setting academic goals for the term will help give members a sense of hope and that they can develop skills to improve their academic performance (Yalom, 1995).

Altruism would be another factor that we would hope to foster. Members will be encouraged to share strategies that worked as well as support each other both in times of success and in times of struggle. As the term goes forward, celebrating the successes when they happen will also help foster altruism within the group (Yalom, 1995).

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Informed Consent: According to section 33.003 of the Texas Education Code, as a counselor, I must obtain informed consent from the parents before I engage in these sessions. It ensures that parents understand the risks and benefits of being in the group which creates transparency and a partnership between the counselor and the student's home life.

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One ethical requirement is their responsibility to parent, school, and self. A counselor must remain competent within their role. According to the American School Counselor Association, counselors must have the necessary knowledge and skills to effectively conduct a group. This ethical requirement helps to ensure that I seek professional development and ensure that I am maintain my knowledge with the most up to date studies and literature available. This will help maintain the trust of those I serve while also making sure they are getting data driven support (American School Counselor Association, 2022).

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American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American School Counselor Association. (2022). Ethical Standards. www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf