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This is a group designated for Seniors who are at risk of failing. The purpose of this group is to give guidance to failing Seniors, so they graduate with the skills of planning, monitoring and managing their own educational development. Within these sets of skills seniors will see the post-secondary opportunities available and how their actions now can award more post-secondary opportunities.

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Through district feedback, parent concerns, student concerns, teacher concerns and failure reports it was determined that an intervention was needed to ensure that Seniors could develop and apply skills to graduate.

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ASCA Mindset & Behaviors for Students Success 

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ASCA Mindset & Behaviors for Students Success 

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After completing the group Running Towards Graduation students will have mastered these skills listed below.
This is a list of all ASCA Mindsets & Behaviors

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Running Towards Graduation will foster a Mindset of three main things:
M 4. Understanding that post-secondary education and lifelong learning are necessary for career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

M 6. Positive attitude toward work and learning

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Behavior Standards, Learning Strategies 

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Behavior Standards, Learning Strategies 

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The following Behavior Standards will be fostered in Running Towards Graduation Small Group
B-LS 3. Use time-management, organizational and study skills
B-LS 4. Apply self-motivation and self-direction to learning
B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions

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Behavior Standard, Self-Management Skills 

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Behavior Standard, Self-Management Skills 

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Running Towards graduation will foster these Behavior Standards:
B-SMS 1. Demonstrate ability to assume responsibly
B-SMS 3. Demonstrate ability to work independently
B-SMS 4. Demonstrate ability to delay immediate gratification for long-term rewards
B-SMS 6. Demonstrate ability to overcome barriers to learning
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

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B-SS 3. Create relationships with adults that support success
B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary

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This group is limited to Seniors, failing two or more classes. 

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This group is limited to Seniors, failing two or more classes. 

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Students will be called in individually, given forms to get signed for participation. Seniors are selected based off grade reports from the previous sixth weeks.

The crisis counselor, school administration, teachers of the specific student, lunch monitors, and parents will also receive an email with need to know information.

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Seniors who have failed two or more classes for the previous sixth weeks, will be called into my office and told about Running Towards Graduation Group individually. Students will be informed of how this group can help them succeed now and in the future. Students will get an information packet along with papers to get signed.

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I will assess students readiness to participate and use the group for their advantage by their dedication of wanting to pass. If a student has plans to drop-out, refuse to participate or will not come to school, a different type of intervention will be used.

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All students participating regardless of age will have a parent consent form sign. Unless, there is predetermined circumstances.

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Rules determined by me
1. Treat everyone with respect
2. What someone says in group, will stay in group unless someone is being hurt, planning on hurting someone, or information is subpoenaed in court.
All other rules can be determined by the group.
This set of group rules will be established the first meeting and reviewed weekly. Students will understand why the Group Norms are important and what each Norm looks and sounds like. For many students it will be their first time in a guidance group, it is important for even Seniors to know how and why these Norms are important.

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To build a relationship with students in the group, the students must know I am as dedicated as they are. I will show up on time, deliver content, that I laid out from the beginning of group, and show that I am dedicated to each students in the groups success. I will read each students "Reason Why" that they write in their journal and motivate them with their own reasons why they want to succeed. I will also show compassion and understanding when talking about their grades. Within the group we will build relationships by following the Group Norms, working as a group with a mutual goal of success and all be held accountable. In the Group Norms confidentiality is discussed. This group is not high stakes for students knowing each others personal life. I will discuss that group members that break confidentiality may not be able to attend group anymore.

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I will keep group members working by keeping the lesson entertaining and on task. I will also use the Action Plan, to stay consistently meeting that weeks goals. The group will use an agenda to monitor if they are doing their tasks. I will also use grade averages.

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The students will set up their agendas fostering a successful start to the new 6th weeks without  being in the group. The group will also make weekly motivational/happiness quotes to remind them of their reasoning to want to graduate.
At the ending students will be reminded that confidentiality will continue even though there isn't group. To keep relationships with other students and be able to support each other it is important that personal information stay within the group.

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Creating a positive relationship with learning
Creating Seniors who will graduate
Using "buy ins" for students to get invested
The end goal is graduation with post-secondary success
I feel this would work best with Seniors failing two or more classes because they need someone who believes in them, knows the importance of graduation and will put in effort to give them all tools necessary for their success.

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At the end of the Group students should feel optimistic about their future. They should know what they are doing currently will directly affect them post-secondary.

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The Texas Administration Code states laws that the Professional School Counselor will know and follow.
(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). After completing the group Running Towards Graduation, students will know their requirements for post-secondary success. It is also taken into consideration and taught how to successfully use technology, since this is a new evolving learning platform.

Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand:
(4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities;
(7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs;

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https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

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Evaluating School Guidance and Counseling Programs: Past, Present, and Future. (n.d.). Handbook of School Counseling. doi:10.4324/9780203874806.ch43

Holtzman, R. (2020). Coaching Leadership. Retrieved November 02, 2020, from https://www.money-zine.com/career-development/leadership-skill/coaching-leadership/

Rosemiller, S. (n.d.). 11 Therapeutic Factors of Group Therapy. Retrieved November 02, 2020, from https://www.rebelliouswellnesstherapy.com/yalom-s-11-curative-factors