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The purpose of this group is to provide strategies and support for high school students who are at risk of dropping out of school. The group will comprise ninth and tenth-grade students who are struggling to make progress toward graduation, as evidenced by failed classes, failed EOC tests, and attendance issues. The goal of the group is to motivate, inspire, and empower students to work toward achieving their graduation and post-secondary goals.

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Mission Graduation Action Plan Michelle Morris (1)

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Participants of Mission Graduation will meet the following Mindsets and Behaviors standards (American School Counselor Association, 2021):

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success

B-LS 1. Critical thinking skills to make informed decisions

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 longand short-term goals

B-SMS 6. Ability to identify and overcome barriers

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

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Approximately two weeks before group counseling sessions begin, potential participants will be called to the counseling office, invited to join the group, and provided with a group information packet outlining the program's goals and benefits, along with a parental consent form. Participants will be instructed to return the parental consent form before joining the group as required by Texas state law (Texas Senate Bill 12, 2025). In addition to personal invitations, emails will be sent to parents of potential participants to outline the program and request their support and encouragement of their student's participation.

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Approximately two weeks before beginning group counseling sessions, potential participants will be invited to the counseling office and provided an information packet outlining the goals and benefits of participation in the group. Approximately three days after receiving the packet, participants will be individually called into the counseling office for a pre-group interview. Interview questions will include rating the student's level of interest in participating in the group, their willingness to actively participate, respect and support other group members, and maintain confidentiality.

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The attached form will be provided to potential participants when they are given the information packet. Participants will be instructed to return the form before participating in group counseling sessions. An additional copy of the form will be emailed to parents.

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Katy Independent School District Informed Consent Group Counseling

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The first group counseling session will include the establishment of ground rules. Participants will brainstorm ground rules, and the group will discuss and agree upon the rules. The attached document will serve as a resource for identifying rules that participants may have missed. Rules regarding respect, kindness, attendance, and confidentiality that have been predetermined by me will be added if not identified by the group. Consequences of breaking rules, especially rules regarding respect and confidentiality, will be discussed. Participants will verbally agree to adhere to the group rules.

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I will take a democratic or participative leadership approach in Mission Graduation, which means I will offer guidance and participate in the group, but the group members will also have a say in how the group interacts (Cherry, 2023). This leadership style will be seen through the establishment of group norms, goals, and procedures. This leadership style is appropriate for this group because participants will feel a sense of ownership over their own goals and the group dynamic.

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Participants in this group will experience Instillation of Hope (Yalom, 1995) as they develop time management strategies, study skills, overcome challenges, create a graduation and career plan, and see improvement in their grades. Participants will also experience Universality as they learn about and relate to other participants' struggles and experiences.

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Group dynamics involve the establishment of trust and building a rapport, working together toward goals, and ending the group relationship (Missouri Professional School Counselors and Counselor Educators, 2015). Counseling groups progress through the following stages:

• Stage 1- During this stage, group members will work together to establish ground rules and agree to uphold the rules. Emphasis will be placed on confidentiality, kindness, and respect. Limitations on confidentiality, such as safety issues, will be discussed. Participants will complete icebreaker activities to practice sharing their thoughts and feelings in a low-pressure environment. Participants will complete a needs assessment to reflect on their current knowledge and needs, and begin to make goals for the sessions.

• Stage 2- Group members will work cohesively and continue to build relationships as they participate in role-playing activities and play games. Group members will keep an online journal and share their time management, attendance, and grade progress with the group periodically. The counselor will go over participants' completed career and graduation plans with them to provide support and encouragement. The counselor will also check in with each participant every two weeks to see how they are doing mentally and emotionally.

Stage 3- The final session will include treats and a celebration of progress. Participants will complete a survey reviewing their grades and attendance, and rate their overall confidence in achieving future goals. Participants will evaluate the role that time management, study skill development, and goal setting had in improving their attendance and grades. Participants will be reminded that even though the group has ended, confidentiality must continue. Future goals will be discussed and celebrated.

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Section A.7.E of the ASCA Ethical Standards for School Counselors directs school counselors to "facilitate short-term groups to address students’ academic achievement, postsecondary and career exploration, and social/emotional well-being" (American School Counselor Association, 2022). As a counselor, I will adhere to this standard when facilitating Mission Graduation as students develop graduation and career plans. Additionally, I will guide students through the counseling sessions and support them as they develop and implement strategies that will help them overcome obstacles that hinder their success.

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Section A.7.F of the ASCA Ethical Standards for School Counselors directs school counselors to "use data to inform group topics, establish well-defined expectations, and measure the outcomes of group participation" (American School Counselor Association, 2022). As a counselor, I will use quantitative data in the form of grades and attendance records to identify potential participants for Mission Graduation. Quantitative data in the form of scaled Likert scores will be collected from participants to gauge confidence in abilities. Qualitative data collected from participants will allow me to identify themes and tailor the group to emphasize certain topics. Group counseling success will be measured by improvement in student grades and attendance, completed career and graduation plans, and participant confidence ratings.

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American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Texas Senate Bill 12, 89th Leg., Reg. Sess. (Tex. 2025). https://capitol.texas.gov/tlodocs/89R/billtext/html/SB00012S.htm

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