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Achievement for All is a small group geared toward emergent bilingual high school students. This group will focus on successful completion of high school and address all student’s academic, career, and social-emotional development needs in order to prepare them for postsecondary education or their future career.

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Darringer & Moriarty Action Plan .docx (1)

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In the article ASCA Student Standards: Mindsets & Behaviors for Student Success, the American School Counseling Association describes the criteria and skills students need to reach academic success, college and career readiness and social/emotional development (ASCA, n.d.). Upon the completion of the group Achievement for All, students will master the following Mindsets & Behavior standards:

Category 1: Mindset Standards

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

Category 2: Behavior Standards

B-LS 3. Time-management, organizational and study skills

B-LS 4. Self-motivation and self- direction for learning

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-SMS 5. Perseverance to achieve long and short-term goals

B-SMS 8. Balance of school, home and community activities

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

B-SS 3. Positive relationships with adults to support success

(ASCA, n.d.)

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Emergent Bilingual Students will be invited to participate in Achievement for All. They will be sent an invitation through their student email, parent email, and a paper invitation will also be mailed to them. The email will contain the invitation and a link to the counseling department's website with further information about the small group along with an informed consent form to be signed should they decide to participate. This will allow multiple opportunities for students and families to access information for this group.

Any Group updates will be made through the counseling department's monthly newsletter. This newsletter will be sent to students, staff, and families in order for everyone to be able to have access to the information.

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After receiving student applications, we will be utilizing the TAP-In process for group member screening (Morganett (1990). We will call students in one by one and review the criteria on the following document via interview.

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The informed consent form above will be sent along with the initial invitation. For students younger than 18, a parent/guardian has to sign in order to provide consent for their child to participate in Achievement for All. For students 18 and older, a parent signature is not require, but student must sign giving their informed consent. At the first group session, after guidelines for the group have been discussed, counselors will ask if students give their informed assent to continue with participating in Achievement for All.

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At the first session, counselors will go over participant guidelines and ground rules for Achievement for All. The form above will allow group members and counselors to collaborate on what each of these guidelines will look like and sound like within their group. Counselor and group members will be able to provide concrete examples. Overall, each rule and guideline is predetermined by the counselor, but each group may look and sound a bit different based on student need.

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Stage 1: In stage 1, the group members of Achievement for all will spend time setting guidelines, getting to know each other, and building trust with one another and the counselors.
Group norms will be set collaboratively and will often build upon each other with each session.
Core group norms will include:

Confidentiality is the expectation.

Respectful dialogue and actions.

Review purpose and goals during each session.

Purposeful participation.

Building trust key from the start of these sessions. In order to build trust, counselors will review the limits of confidentiality with the students and gain assent in order to continue with each session. Students will understand that everything discussed during Achievement for All sessions will be confidential unless someone is in imminent danger or counselor has a legal obligation.

Stage 2: In stage 2, group members will work collaboratively to meet individual and group goals. During these sessions, students and counselors will reflect as a whole group on the topic each week. They will work together to create group and individual goals. These will be adjust as needed based on weekly check ins at the beginning of each session. A "check in" system will be used via Google form at the beginning of each session as a quick progress check. This form will ask how students are feeling about their progress and if any adjustments need to made to their goal(s). This will drive instruction, collaboration, and reflections during each session.

Stage 3: Stage 3 is the ending of the group. Achievement for All will focus on maintaining relationship after this group ends. After reflecting on the importance of confidentiality, weekly lessons, and the group in its entirety, students will be given a survey that will ask about progress towards their personal goal, how they are feeling now that the group is ending, and if they would like to receive further communication. Counselors will send a monthly newsletter specific to students that participated in Achievement for All that will include links to resources to ensure success throughout high school and beyond.

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Group leaders in Achievement for All will be expected to follow a Participative Leadership style. A participative leader provides guidance, as our leader will through curriculum, but will also be expected to participate and encourage input from group members through group discussion (Cherry, 2022). Participative leadership will allow group members to feel more involved in the group by making them feel like their contributions are valuable and important.

It is important for the group leader to stay true to this leadership style in order for the group to remain focused, engaged, and working toward their common goals. This leadership style encourages open and honest discussion, which is a key component in Achievement for All. The participative leader will facilitate these open discussions while maintaining control over the direction and end goal of each discussion.

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During this session, group members may experience the following curative factors as we progress through the sessions:

Instillation of Hope: Students that may feel held back by language barriers or financial and familial responsibilities may find themselves experiencing feelings of hope and inspiration in the therapeutic process through witnessing changes made in group members that are following along with fidelity.

Universality - Students will almost certainly experience universality as they get to know their peers and their struggles, seeing that they are not alone in their own struggles.

Altruism - Students may experience moments of altruism as they work alongside their group members to help each member reach their goals.

Development of Socializing Techniques - Students will have the opportunity to grow their interpersonal skills through open and honest group discussion with their peers.

Imitative Behavior - A student that is struggling more than another may begin to imitate their methods in order to achieve the same success as their peers.

Catharsis - Achievement can be highly emotional. There is a chance this could lead to some cathartic moments as students grow, accomplish their goals, and create friendships.

Direct Advice - Hopefully, as students grow they will share their methodologies that accomplished their success to help their peers do the same.

Interpersonal Learning - Students will be receiving feedback on their progress from their group leaders and possibly even their peers.

(Yalom, 1995)

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The Texas Administrative Code states that school counselors must utilize small groups as sanctioned by The Texas Model for Comprehensive School Counseling Programs (19 TAC § 239.15). In these small groups, counselors are responsible for screening participants to ensure group cohesiveness and utilizing appropriate counseling techniques to meet the needs of the students in the group.

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Establishing the Group Padlet References

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The American Counseling Association (2014) states that counselors are responsible for screening group members as best as possible to ensure the goals and expectations of the group members are cohesive, and to ensure there will not be any group members that will derail the progress of the group or cause harm to any group members.