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Slide #1 Small Group Action Plan - "On Your Mark, Get Set, Ready, Go!"

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Slide #1 Small Group Action Plan - "On Your Mark, Get Set, Ready, Go!"

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This small group will be meeting with both professional school counselors to collaborate on activities that will prepare the high school senior students to meet one college, career, or military readiness indicator within the A-F accountability framework.

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Action Plan - Ranchview High School - Padlet

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As a learning strategy (B-LS 7), senior students in this small group will be able to "identify long- and short-term academics, career and social/emotional goals" (ASCA Mindsets & Strategies, 2014).  As a self-management skill (B-SMS 10), members of this group will be able to "demonstrate the ability to manage transitions and ability to adapt to changing situations and responsibilities (ASCA Mindsets & Strategies, 2014). As a social skill (B-SS 8), members will be able to "demonstrate advocacy skills and ability to assert self, when necessary" (ASCA Mindsets & Strategies, 2014).

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Flyers for the group will be printed and distributed to teachers in their mailboxes. An e-mail will be sent to teachers with an electronic copy of the flyer and an explanation with the purpose for the small group. The teachers will be asked to post the flyers in their classrooms and to make an announcement on each classroom Canvas page for classes with seniors. The flyers will  be posted in an announcement in the Cohort 2021 Canvas classrooms. The Principal will include the flyer and group information on Parent Square for parents. The flyers and group information will be posted to the Ranchview Counseling social media pages and the Counseling page of the school's website.

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Slide #4 Pre-group Interview & Screening

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Slide #4 Pre-group Interview & Screening

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At Ranchview High School, the percentage of graduates that met one college, career, or military readiness indicator (within the A-F accountability framework) was 61% in 2019 according to the Texas Education Agency (2020). More specifically, the African-American, Hispanic, and Economically Disadvantaged students all scored averages between 46%-67%. White and Asian Students scored averages between 72%-89%. Due to this gap, students that fall within these specific demographics for the needs assessment will be personally invited to participate in this small group. An invitation will be delivered to these students with a sealed envelope during the class in which these students will be attending the small group counseling sessions. The counselors will meet with invited members before the 6-week session begins to confirm their interest and willingness to participate in the group during a pre-group interview.  This interview will determine whether or not the student is ready to join this group.

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The counselor will obtain informed consent from the parent before the student begins the small group counseling sessions. The counselor will also obtain student assent at the beginning of the first small group counseling session. In the attached Parent Consent Form, the legal services provided by the counselors on campus are listed, the disclaimer is listed, and all items regarding confidentiality are listed on this document. Parents should sign this document after selecting whether they give or do not give permission to the student to participate in the scheduled small group sessions.

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The group will discuss what the following list of potential group rules sound and look like, both individually and then collaboratively as a group. Some rules may be added or deleted as necessary to accommodate the needs of the group. For example, most topics within this group will be related to college, career, and military readiness. There may not be the need to pass on an issue. Once the list of rules is agreed upon by everyone in the group, the rules will be enforced from that point forward. This group will follow the basic group rules suggested by the Missouri Professional School Counselors and Counselor Educators (2015) that include the following:

1. All group members understand and respect confidentiality.
2. One person speaks at a time.
3. Everyone has an opportunity to participate and share.
4. Use only respectful words and responses.
5. All group members will treat each other with respect.
6. Make every effort to be on time.
7. All group members are encouraged to actively participate.
8. Group members have the right to pass on an issue.
9. Group members will be encouraged to have an open mind and accept where other group members are in their development.
10. Group members will have the opportunity to develop other guidelines.

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In Stage 1 of the group dynamics, group members will participate in warm-up activities at the beginning of each session to help build relationships with one another. For example, members will fill out a t-chart of individual strengths and weaknesses. Members will then compare their t-charts with other members, determining similarities and differences with each other. Groups will expect to do warm-up activities each session to help them bond with other members. This builds trust & establishes norms. Confidentiality is addressed within the group rules which adds trust within the group as well.

In Stage 2 of the group dynamics, one activity that will keep members working cohesively and productively is to involve all members in the activities. For example, there will be a Flipgrid assignment in which students create a 2-4 minute video of themselves describing which college readiness indicators they felt they could achieve successfully. Members will view other member Flipgrid videos and comment on them. Activities like these keep the members engaged and enable communication between the members that could help all of them progress towards the learning outcomes.

In Stage 3 of the group dynamics, at least one activity will be completed at the end of each session to ensure that the members are understanding various strategies to be college, career, and military ready. For example, at the end of the last session, members will complete a Venn Diagram with three overlapping circles representing college, career, and military readiness indicators. Members will choose two of these of which they would feel most successful. Again, members will compare their Venn Diagrams with other members. This activity should bring positive closure to the group sessions.

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Participative Leadership (Democratic) would be the most advantageous leadership style for this particular group. The goal for this group overall is to be better prepared for college, career, and the military after graduation. It is important that the members in this group can communicate and work together while learning about all of the readiness indicators. It will help all members learn how to collaborate with others in college, in their careers, and in the military if they start working in groups with others now. Participative leaders should guide the members through the process of making decisions with an objective, nonjudgmental approach to further the successful outcomes of the group. "Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group" (Kendra, 2020).

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Members of this group may demonstrate the development of socializing techniques. In order for members to become more prepared for college, careers, and the military,  they need to be able to socialize with others. Interpersonal skills are vital in the preparation for college, careers, and the military. In college, members will be socializing with new friends and their professors. In careers, members will need to be able to maintain interpersonal skills with their coworkers and managers. In the military, members will need to be able to interact effectively with other military leaders and personnel.

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School counselors in the state of Texas are placed on campuses to provide the following services (per Texas Education Code, Chapter 33) for students:
1. Provide a comprehensive program of academic and social skills presented to classrooms based on District curriculum and legislative requirements;
2. Provide guidance for students in academic and college/career planning; and
3. Provide responsive services for student's social/personal success in the school setting.

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According to ACA Code of Ethics (F.8.b.), the counselor educators provide career advisement for their students and make them aware of opportunities in the field. One of the three areas addressed in this group is helping students be career-ready after graduation. In this group, students will be accessing sources to help them determine which careers are most interesting to them. Members of this group will be better prepared for college, which in turn, can prepare them for a career of their choice. This group will also navigate sources to discover industry-based certifications if college is not the best match for them.

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Association for Career and Technical Education (2020). Retrieved from https://www.acteonline.org/acte-career-readiness-series/

American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

Kendra, Cherry. (2020, August 3). Leadership Styles and Frameworks You Should Know. verywellmind. Retrieved from https://www.verywellmind.com/leadership-styles-2795312

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

Region 17 Education Service Center (2020). 10 Things You Should Know About CCMR. Retrieved from https://urldefense.com/v3/__https://www.smore.com/26uvz__;!!KGfBWX4!4ONiSzQozsVKwxVZ16a8Surkx1wpHl2DcX61BQM36tQu4WEgJ1aMsfdRv1s6KklxEbY$

Texas Education Agency (2020). Retrieved from https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&_debug=0&batch=N&app=PUBLIC&_program=perfrept.perfmast.sas&level=campus&search=campnum&prgopt=2019/acct/domain1b.sas&namenum=057903007

2 Texas Education Code § 33. Retrieved from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000