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A Small Group Plan for ESL/LEP Students Sarah E. Davis The University of North Carolina at Chapel Hill

2 Target Audience and Group Rationale Data At Cary High School, students with questionable English language proficiency take the CIE test to determine the students status as a limited English proficiency student or as an English-speaking student. Students determined to be limited in English are put into ESL Academy classes (as many as three out of four total classes). The following year, these students transition to less ESL Academy classes and more non-ESL classes. This transition appears to be problematic for many students; grades drop dramatically as students shift from mostly ESL classes to only one or two. Grades often drop so dramatically that students fail the majority of their classes and are unable to be promoted. Currently, out of the 30 students enrolled in ESL classes, 16 students earned at least one grade of F on their block schedule of four total classes during the fall semester. Of these students, nine have failed at least two out of their four classes and seven have failed at least three of their four classes. As the number of limited English proficiency students at Cary High School grows significantly every year, and these students fail to be promoted, the graduation rates are repressed. Literature Review Research has shown that ESL students commonly experience difficulty adjusting to a new educational culture in America, putting them at risk for retention and dropping out of high school, which demonstrates a need for intervention within this subgroup (Galletta-Bruno 1995). A key aspect of ESL students adjustment to school in the United States is acculturation, which is known as the contact of two or more cultural groups and the changes that occur as a result of this contact (Hagan 2004). The acculturation process can be tumultuous psychologically, which suggests that school counselors awareness

3 and observation of this process with ESL students is crucial. In a study by Clemente and Collison, students demonstrated increased levels of responsiveness and positive outcomes in academic and therapeutic contexts with school counselors demonstrating obvious cultural sensitivity and awareness (Clemente and Collison 2000). Purpose of Group This group intends to assist these students in their transition into more English based classes by providing culturally aware support from counselors and student services. In the group, students will explore their strengths, their own culture as it relates to educational culture in America, goals for the future, and the steps towards achieving those goals. Process Goals and Outcome Goals After group, students will be able to cite a personal goal, academic goal, and career goal. They will also be able to cite the next behavioral step towards reaching their goals in each domain. The group outcome goals include lessening the number of failures for LEP students transitioning from more to less ESL classes. The group also intends to lessen the LEP student retention rate, which would in turn assist in advancing the graduation rate. The LEP student retention rate will be 5% lower than it was last year. Group Screening and Selection After meeting with the ESL department and discussing intentions for the group, referrals were received from ESL teachers. After receiving teacher referrals, student grades were reviewed and, based on academic data, students were selected to be invited

4 to participate in the group. Students were given information about the group and were given the option to participate. Delivery Plan The group is to be held on Thursdays during the first half of SMART lunch. Students will stay in their 2nd period classroom (they all have ESL Resource Tutoring class before lunch) for group. Sessions will be held from February 13 until March 13. Pre-Evaluation and Post-Evaluation Students will be given a pre-group needs assessment during the first session to assist the development of the group curriculum. They will be given the chance to demonstrate what they have learned in group via questionnaires at the end of group sessions. Questionnaires will ascertain student knowledge of personal, academic, and career goals, as well as their thoughts on family and culture as it relates to educational culture in America. Students will be given the chance to tell the group leader what they liked and didnt like about group via a post-evaluation survey during the final group session. Materials Needed Group session 1 will require pens, needs assessments, Connected to Cary worksheets, and candy. Group sessions 2 will require pens, whiteboard, candy, and the survey. Session 3 will require goal trees worksheet and the survey. Session 4 will require strengths (roots) worksheet and the survey. Session 5 will require the next steps worksheet and the survey. Session 6 will require the final survey and study skills worksheet. Session Overviews

5 Session #1: Introductions Sign-in sheet, group rules Introduction to Student Services: What counselors can do for you Skittles game Needs Assessment

Session #2: Family and Culture Sign-in sheet Icebreaker: Circle game (relates to family) Discussion: Who is a part of your family or culture? What are the traditions you celebrate? Do you think your family or culture is a lot different from other students families at this school? How? Post-group survey

Session #3: Future Goals Sign-in sheet Goals worksheet (trees) o Academic o Personal o Career Post-group survey (share the goals you came up with)

Session #4: Strengths Sign-in Icebreaker Finding personal strengths worksheet (roots of tree from last week) Post-group survey

Session #5: Next Steps Sign-in Icebreaker Next steps worksheet (add branches to trees from week before)

6 Post-group survey

Session #6: Study Skills Sign-in Icebreaker Study Skills worksheet (using SFBC Theory) Ending group ! FINAL Post-group survey

References Clemente, R., & Collison, B. B. (2000). The Relationships among Counselors, ESL Teachers, and Students. Professional School Counseling, 3(5), 339-48. Galletta-Bruno, D. (1995, January 1). A Comprehensive Dropout-Prevention Program To Increase the Number of Spanish-Speaking ESL Students Remaining in High School. Hagan, M. (2004). Acculturation and an ESL Program: A Service Learning Project. Journal Of Multicultural Counseling And Development, 32443.