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Proposing the Small Group: During the monthly faculty meeting, counselors will have the opportunity to explain and present the curriculum to all staff. This will give the opportunity for staff to have a question and answer session with the counselors. An additional information session on recognizing any manifestations of anxiety will be done at the STAAR training with teachers who will be proctoring the STAAR the days of testing.

Finding Participants: An informational text/email with a survey link(google form) will then be sent to all administrators, teachers, and staff reiterating the intentions of this small group and for student referrals for the small group. Recommendation by teachers will not be the only method used to identify these students. An informational text/email with a survey link(google form) will also be sent to all students so they can self-recommend for this small group.

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This small group will help students prepare for the STAAR testing season on a social-emotional level. The small group consists of secondary school students ranging from 6th-8th grade who were referred by school staff, parent(s) or who self-referred. The current learning environment due the pandemic and the importance/pressures associated with standardized testing have caused some students to increasingly experience different forms of anxiety. Group participants will focus on understanding testing anxiety, how it affects them physically/emotionally, and which coping strategies they can use to overcome anxiety during tests. A pre/post-assessment will be administered to measure growth.

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Module 4 Donut Worry About the Test! Small Group Action Plan(revised with feedback)

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Mindset & Behaviors to be mastered through participation in this small group.

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Mindset & Behaviors to be mastered through participation in this small group.

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M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

M2. Self-confidence in ability to succeed.

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

B-LS3. Use time-management, organizational and study skills.

B-SMS6. Demonstrate ability to overcome barriers to learning.

B-SMS7. Demonstrate effective coping skills when faced with a problem.

B-SS4. Demonstrate empathy.

B-SS6. Use effective collaboration and cooperation skills.                     (ASCA, 2014)

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After all recommendations have been received, students will be individually notified by the school counselors. Counselors will describe the group, discuss meeting times, and expectations of the group. The counselor will also explain what are the advantages of joining the group which include, learning new skills, creating goals, meeting new people and having a good time. The most important step in the screening process is asking the student if they want to participate because it is all voluntary. Adding a student that does not want to participate can be counterproductive to the group climate. Selecting individuals that are motivated and can contribute to the group maximizes open interactions. Students will have the opportunity to review ground rules, review attendance policy, and understand the importance of participation. This will determine if the student is a good candidate for the action plan(Missouri Professional School Counselors and Counselor Educators, 2015).

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The Situational Leadership would work best for the dynamics of this group because this style takes group preparedness and maturity level into account.  It allows the flexibility necessary to best serve a group of participants who are supposed to grow their test anxiety coping skills set over time.  The flexibility of Situational Leadership can be attributed to the various sub-leadership styles within it.  Therefore, as group members demonstrate growth, the counselor can adjust the sub-leadership style they use to adapt to the group’s needs.  For example, during Lesson 1 in the Action Plan the counselor may need to use the “Selling” sub-style of situational leadership because the group members, although willing and enthusiastic, lack the ability at the present time to cope well with their test anxiety.  As the lessons progress and the group members become more skilled, the counselor may, and hopefully would, find it necessary to transition to the “Participating” sub-style of Situational leadership. In the end, Situational Leadership allows the counselor to give only as much as is necessary depending on the complexity of the tasks at hand and on the group’s knowledge and maturity level (Cherry, 2020a; Cherry, 2020b).

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Leadership styles are classifications of how a person behaves while directing, motivating, guiding, and managing groups of people. There are many leadership styles. Some of the most widely discussed include: authoritarian (autocratic), participative (democratic), delegative (laissez-faire), transformational, transactional, and situational.

Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate. As you start to consider some of the people who you think of as great leaders, you can immediately see that there are often vast differences in how each person leads.

Fortunately, researchers have developed different theories and frameworks that allow us to better identify and understand these different leadership styles.

Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership.﻿﻿ While further research has identified more distinct types of leadership, this early study was very influential and established three major leadership styles that have provided a springboard for more defined leadership theories.

In Lewin's study, schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-faire leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership. The researchers found that democratic leadership tended to be the most effective at inspiring followers to perform well.

Authoritarian Leadership (Autocratic)

Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what needs to be done, when it should be done, and how it should be done. This style of leadership is strongly focused on both command by the leader and control of the followers. There is also a clear division between the leader and the members. Authoritarian leaders make decisions independently, with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership.﻿﻿ Lewin also concluded that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse of this method is usually viewed as controlling, bossy, and dictatorial.

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Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. However, it tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

Participative Leadership (Democratic)

Lewin's study found that participative leadership, also known as democratic leadership, is typically the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin's study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a higher quality.

Participative leaders encourage group members to participate, but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. 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.

Delegative Leadership (Laissez-Faire)

Lewin found that children under delegative leadership, also known as laissez-faire leadership, were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave the decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation.

Lewin noted that laissez-faire leadership tended to result in groups that lacked direction and members who blamed each other for mistakes, refused to accept personal responsibility, made less progress, and produced less work.

Observations About Lewin's Leadership Styles

In their book, The Bass Handbook of Leadership: Theory, Research, and Managerial Applications, Bass and Bass note that authoritarian leadership is often presented solely in negative, often disapproving, terms. Authoritarian leaders are often described as controlling and close-minded, yet this overlooks the potential positives of stressing rules, expecting obedience, and taking responsibility.

While authoritarian leadership certainly is not the best choice for every situation, it can be effective and beneficial in cases where followers need a great deal of direction and where rules and standards must be followed to the letter. Another often overlooked benefit of the authoritarian style is the ability to maintain a sense of order.

Bass and Bass note that democratic leadership tends to be centered on the followers and is an effective approach when trying to maintain relationships with others. People who work under such leaders tend to get along well, support one another, and consult other members of the group when making decisions.

Additional Leadership Styles and Models

In addition to the three styles identified by Lewin and his colleagues, researchers have described numerous other characteristic patterns of leadership. A few of the best-known include:

Transformational Leadership

Transformational leadership is often identified as the single most effective style. This style was first described during the late 1970s and later expanded upon by researcher Bernard M. Bass. Transformational leaders are able to motivate and inspire followers and to direct positive changes in groups.

These leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential.

Research shows that this style of leadership results in higher performance and more improved group satisfaction than other leadership styles. One study also found that transformational leadership led to improved well-being among group members.

Transactional Leadership

The transactional leadership style views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchange for monetary compensation.

One of the main advantages of this leadership style is that it creates clearly defined roles. People know what they are required to do and what they will be receiving in exchange. This style allows leaders to offer a great deal of supervision and direction, if needed.

Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking.

Situational Leadership

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Hersey and Blanchard's leadership stylesis one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:

1. Telling: Telling people what to do

2. Selling: Convincing followers to buy into their ideas and messages

3. Participating: Allowing group members to take a more active role in the decision-making process

4. Delegating: Taking a hands-off approach to leadership and allowing group members to make the majority of decisions

Later, Blanchard expanded upon the original Hersey and Blanchard model to emphasize how the developmental and skill level of learners influences the style that should be used by leaders. Blanchard's SLII leadership styles model also described four different leading styles:

1. Directing: Giving orders and expecting obedience, but offering little guidance and assistance

2. Coaching: Giving lots of orders, but also lots of support

3. Supporting: Offering plenty of help, but very little direction

4. Delegating: Offering little direction or support

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It seems like there are as many different styles of leadership as there are leaders. Discover some of the most common leadership style frameworks.

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The situational theory of leadership suggests that no single leadership style is best. Instead, it depends on which type of leadership and strategies are best-suited to the task. According to this theory, the most effective leaders are those that are able to adapt their style to the situation and look at cues such as the type of task, the nature of the group, and other factors that might contribute to getting the job done.

Situational Leadership

Situational leadership theory is often referred to as the Hersey-Blanchard Situational Leadership Theory, after its developers, Dr. Paul Hersey, author of "The Situational Leader," and Kenneth Blanchard, author of "One-Minute Manager."

Leadership Styles

Hersey and Blanchard suggested that there are four primary leadership styles:

Telling (S1):In this leadership style, the leader tells people what to do and how to do it.

Selling (S2): This style involves more back-and-forth between leaders and followers. Leaders "sell" their ideas and message to get group members to buy into the process.

Participating (S3): In this approach, the leader offers less direction and allows members of the group to take a more active role in coming up with ideas and making decisions.

Delegating (S4):This style is characterized by a less involved, hands-off approach to leadership. Group members tend to make most of the decisions and take most of the responsibility for what happens.

Maturity Levels

The right style of leadership depends greatly on the maturity level (i.e., the level of knowledge and competence) of the individuals or group.

Hersey and Blanchard's theory identifies four different levels of maturity, including:

M1: Group members lack the knowledge, skills, and willingness to complete the task.

M2: Group members are willing and enthusiastic, but lack the ability.

M3: Group members have the skills and capability to complete the task, but are unwilling to take responsibility.

M4: Group members are highly skilled and willing to complete the task.

Matching Styles and Levels

Leadership styles may be matched with maturity levels. The Hersey-Blanchard model suggests that the following leadership styles are the most appropriate for these maturity levels:

Low Maturity (M1)-Telling (S1)

Medium Maturity (M2)-Selling (S2)

Medium Maturity (M3)-Participating (S3)

High Maturity (M4)-Delegating (S4)

How It Works

A more "telling" style may be necessary at the beginning of a project when followers lack the responsibility or knowledge to work on their own. As subordinates become more experienced and knowledgeable, however, the leader may want to shift into a more delegating approach.

The situational approach to leadership also avoids the pitfalls of the single-style approach by recognizing that there are many different ways of dealing with a problem and that leaders need to be able to assess a situation and the maturity levels of subordinates in order to determine what approach will be the most effective at any given moment.

Situational theories, therefore, give greater consideration to the complexity of dynamic social situations and the many individuals acting in different roles who will ultimately contribute to the outcome.

Situational Leadership II

The Situational Leadership II (or SLII model) was developed by Kenneth Blanchard and builds on Blanchard and Hersey's original theory. According to the revised version of the theory, effective leaders must base their behavior on the developmental level of group members for specific tasks.

Competence and Commitment

The developmental level is determined by each individual's level of competence and commitment. These levels include:

Enthusiastic beginner (D1): High commitment, low competence.

Disillusioned learner (D2):Some competence, but setbacks have led to low commitment.

Capable but cautious performer (D3):Competence is growing, but the level of commitment varies.

Self-reliant achiever (D4): High competence and commitment.

SLII Leadership Styles

SLII also suggests that effective leadership is dependent on two key behaviors: supporting and directing. Directing behaviors include giving specific directions and instructions and attempting to control the behavior of group members. Supporting behaviors include actions such as encouraging subordinates, listening, and offering recognition and feedback.

The theory identifies four basic leadership styles, including:

Directing (S1): High on directing behaviors, low on supporting behaviors.

Coaching (S2): High on both directing and supporting behaviors.

Supporting (S3): Low on directing behavior and high on supporting behaviors.

Delegating (S4): Low on both directing and supporting behaviors.

Key Factors

Experts suggest that there are four key contextual factors that leaders must be aware of when making an assessment of the situation.

Consider the Relationship

Leaders need to consider the relationship between the leaders and the members of the group. Social and interpersonal factors can play a role in determining which approach is best.

For example, a group that lacks efficiency and productivity might benefit from a style that emphasizes order, rules, and clearly defined roles. A productive group of highly skilled workers, on the other hand, might benefit from a more democratic style that allows group members to work independently and have input in organizational decisions.

Consider the Task

The leader needs to consider the task itself. Tasks can range from simple to complex, but the leader needs to have a clear idea of exactly what the task entails in order to determine if it has been successfully and competently accomplished.

Consider the Level of Authority

The level of authority the leader has over group members should also be considered. Some leaders have power conferred by the position itself, such as the capacity to fire, hire, reward, or reprimand subordinates. Other leaders gain power through relationships with employees, often by gaining respect from them, offering support to them, and helping them feel included in the decision-making process.

Consider the Level of Maturity

As the Hersey-Blanchard model suggests, leaders need to consider the level of maturity of each individual group member. The maturity level is a measure of an individual's ability to complete a task, as well as his or her willingness to complete the task. Assigning a job to a member who is willing but lacks the ability is a recipe for failure.

Being able to pinpoint each employee's level of maturity allows the leader to choose the best leadership approach to help employees accomplish their goals.

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Why the Most Effective Leaders Know How to Adapt to the Situation

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The situational theory of leadership suggests that no single leadership style is best. Instead, it depends on which type of leadership and strategies are best-suited to the task.

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Once student nominations are received and students agree to participate, the consent process will begin. Parent consent form will be mailed/emailed with a description of the presentation to parent/guardian of the nominated student. Parent/Guardian can request a copy of the curriculum if needed. All participating students will need a signed consent from parent/guardian before being able to attend any session. Student information regarding recommendation by teacher, all data from the teacher, assessment results, and all discussions will remain confidential (Missouri Professional School Counselors and Counselor Educators, 2015).

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Many of Yalom’s Therapeutic Factors could potentially arise from the group sessions over the course of time. The idea of “instillation of hope” can positively affect the students of the group. It gives faith that the group activity can and will be effective in helping them overcome any testing anxiety they could encounter. By working in a structured counseling group, many of the participants will also realize “universality” with other members of the group, it demonstrates that they are not the only ones dealing with testing anxiety. Knowing that other people have similar issues, gives a sense of inclusion to the students. One of the goals by the end of the sessions is to learn how to self help, this can help students gain confidence in their actions. Once a student is able to help themselves, it gives them the opportunity to rise up and help others that share similar issues. Yalom's theory of “altruism” gives students the feeling of being useful and needed in the group.

Being in a group teaches the students many aspects of social learning in addition to original procedures. Yalom’s therapeutic factor of “development of socializing techniques” also demonstrates that participants in the group learn many different forms of socializing techniques. Participants start to develop social learning skills and also develop interpersonal skills. According to Yalom’s therapeutic factors, the members of this small group will learn more than how to deal with testing anxieties, they will learn skills  that will continue to be utilized as they mature (Yalom, 2020).

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1. Be supportive
2. Be kind
3. Be attentive - Listen and respect others points of view
4. Be respectful - Respect others right to speak without interrupting
5. Be respectful - Respect others points of view
6. Be respectful - Respect others confidential information

After introductions and during the first lesson, the ground rules will be introduced to the students. The ground rules clarify the expectations and behaviors of the group. The ground rules are fluid so the students as a group can add to it or possibly take rules off as long it benefits the group. Once the rules are discussed and clarified, the rules are confirmed and will guide the discussions. The group's agreement allows the team members to directly address an issue if a ground rule is not followed. The attached form will help guide the group in the incorporation and adjustment of rules as necessary (Missouri Professional School Counselors and Counselor Educators, 2015).

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Stage 1: The majority of Stage 1 will be getting to know each other, setting norms, and building trust which will take place with group discussions. This will initially take place during the welcome part on Lesson 1, but will continue throughout each lesson. The group sessions are held in a large conference room with a large round table to encourage group discussion. During this stage, the group is introduced and starts to familiarize themselves with goals, timeline, and rules. It is important for team members to develop relationships and understand what they can achieve as individuals and as a group. This stage focuses more on the people than on the work. Therefore, students will not produce a tangible student-created product at this meeting.  However, this meeting will set the stage for the foundation of the group. They will learn about the challenges and the opportunities that they will overcome.  Group confidentiality will be discussed and strongly encouraged for all sessions but students will be aware of possible breach of confidentiality due to size and age of group. Individual meetings with students will always be confidential.

Stage 2 The group will continue to work together in this stage and start to excel.  Students will work as a team to create individual and group goals together in addition to goals already created in the curriculum.  Having the commonality of goals as a group will create cohesiveness between the members. While working together, they will find ways to solve and fix any problems that come up individually and as a group. They will continue to work all together to get to the next stage as a team and will continue to build relationships with peers and share interests. Progress monitored through lesson activities and participation.

Stage 3The evaluation, observations,  and comparison of the assessments will determine if outside resources will be needed for additional support. Success will be measured by students learning coping strategies and skills related to anxiety.  For monitoring, counselors will meet individually with any students who indicate a need for intervention or emotional support. Depending on circumstances, outside sources can be utilized if needed. The need for possible additional support from outside resources will be addressed on the consent form parents signed. Even though sessions will not be scheduled, students are reminded that all lines of communication will always be open with counselors and administrators. A follow up informal gathering will take after testing to discuss students' successes.

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Title 19, Part 7, Chapter 239, SubChapter A, Rule §239.15, Standard II. Learner-Centered Skills: "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: (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs"  (19 Tex. Admin. Code §239.15 (2017).

Participation in this small group will promote the educational, personal, and social development of the students by helping them learn to manage their test anxiety. In doing so, they will gain the confidence and empowerment necessary to face other obstacles within and outside of the academic.

In RRISD, all small groups must be approved by the district.

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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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American Counseling Association: A.9.a Screening

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American Counseling Association: A.9.a Screening

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According to the American Counseling Association(ACA) Code of Ethics, counselors screen prospective groups participants and must ensure that the selected members' needs and goals are compatible with the goals of the group. The willing participants' wellbeing will not be jeopardized and their membership will not impede the group process (ACA, 2014).

In the screening process for this group, not only is a recommendation needed for this group, counselors will also interview students and discuss the foundations and goals of the group with the students. This gives the opportunity for both counselors and participants to determine if goals and needs align to the group. The commonality of all participants having the same goals creates a unique cohesiveness with everyone that begins with the screening process before the group begins.

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During the monthly faculty meeting, counselors will have the opportunity to explain and present the curriculum to all staff. This will give the opportunity for staff to have a question and answer session with the counselors. An additional information session on recognizing any manifestations of anxiety will be done at the STAAR training with teachers who will be proctoring the STAAR the days of testing.

An informational text/email with a survey link(google form) will then be sent to all administrators, teachers, and staff reiterating the intentions of this small group and for student referrals for the small group. Recommendation by teachers will not be the only method used to identify these students.An informational text/email with a survey link(google form) will also be sent to all students so they can self-recommend for this small group.