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The name of this group will be Master Test Taker. In Master Test Taker, we will work to improve skills that cause students to struggle when taking tests like End of Course exams. The group will be made up of GHS SPED students who have not passed their English I EOC.

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The following Mindset and Behavior Standards will be met by participating in this group.

M2. Self-confidence in ability to succeed

M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

M6. Positive attitude toward work and learning

B-LS 4. Apply self motivation and self-direction to learning

B-LS 8. Actively engage in challenging course work

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In order to inform teachers and administrators about the group, the school counselor will attend an English PLC to answer questions and provide information.

Parents and students involved in the group will receive personal invitations that include the group description and goals.

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The counselor will develop a list of students from the needs assessment, referenced in the GHS Small Group Action Plan. The "TAP-In" process will be used to individually screen these students before allowing entry into the group. The “TAP-In” process is a three step pre-screening process to “TELL the student about the group, ASK the student about his or her level of interest/commitment to expectations of the group, and PICK participants” (Missouri Professional School Counselors and Counselor Educators, 2015, p. 21). The counselor will use information obtained from this process to select students (no more than 10) who will contribute to the group and work toward the achievement of group goals.

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Predetermined Rules:

1. Group discussions will remain confidential.
2. Group members will be respectful of others.
3. Group members will participate.

After discussing the predetermined rules, the group will discuss and establish rules using the document provided.

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Transformational  leadership would be most effective when working with this group. Transformational leaders work to empower and motivate followers to achieve the goals of the group. Students that struggle with testing sometimes lack motivation due to poor performance. A transformational leader will help group members reach their full potential by building their confidence. Transformational leaders also have the ability to set and communicate their vision with their group members in a way that creates buy-in while maintaining the ability to adjust to different situations and keep the group moving forward (10 Transformational Leadership Characteristics, Attributes and Traits, 2020).

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The ACA Code of ethics details the duties of a counselor. Guidelines related to this group include the counseling relationship and confidentiality and privacy.

A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.

A.9.b. Protecting Clients
In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.

B.4.a. Group Work
In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group.

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As students go through group sessions, they will become equipped to deal with obstacles related to test taking. Because of this, group members might demonstrate Instillation of Hope in that they have the skills needed be prepared to take tests. Students might also demonstrate Universality as they work with other members and discover they are not alone in their struggles (Yalom, 1995).

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Parents of students selected to participate in the group will receive an Informed Consent form along with a description of the group. This consent form will need to be signed and returned to the counselor before the student is allowed to participate in the group. Confidentiality is mentioned in the consent form and will be discussed at the beginning of every session.

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Texas Education Code list requirements of the school counselor's role.

The counselor formed this group based on student needs derived from student test data.

19 Tex. Admin. Code §239.15(c)(3)

Texas Education Code states that school counselors should "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs" (TEC §239.15(c)(3)).

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(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). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (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; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (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; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(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.

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The makeup of this group consists of high school students who were went through a pre screening process to make sure that no siblings or close relatives were chosen, and also to ensure that the students chosen did not have behavior histories that might interfere with the group and that no student had suffered a recent crisis.

Stage 1: During this stage the counselor will work with group members to establish group norms. Establishing the norms as a group will help member to begin to feel a connection to the group. The counselor will discuss the importance of confidentiality with the group, and work with the group to form connections and build trust within the group so that members will  keep information confidential.

Stage 2: To keep students interested and participating in the group, lessons will consist of articles, videos, games, and opportunities for students share and discuss their thoughts and feelings. The counselor will check in with students individually to monitor progress throughout the group. The counselor will review confidentiality throughout the group as a reminder to members.

Stage 3: To close the group, the counselor will review confidentiality and remind members of its importance even after sessions are complete. The group will make a plan as to how they will use the skills learned during group sessions. The counselor will set up one final follow-up session 4 weeks after the end of the group to allow members to share progress that has been made.