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LEVEL UP is a group of 9th-grade students, ages 14-15, who have been identified as 1) at risk, 2) low socioeconomic, 3) minority, 4) first generation, and 5) met or mastered 8th-grade STAAR ELAR and Math.  There are fourteen total students in two groups of seven who will meet twice a week for four weeks.  The group topic is College Readiness and will address the specific areas of schedule selection, study skills, and study groups.  Students will receive guidance in college preparatory course selection focusing on honors and AP courses, study skills focusing on notetaking and notebook organization, and creating course-specific study groups.

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Who is a first-generation student?

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Group members will meet the following Mindsets and Behaviors through participation in LEVEL UP.

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-LS 3. Time-management, organizational and study skills

B-LS 8. Engagement in challenging coursework

B-SMS 7. Effective coping skills

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

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Information for this group will be disseminated in the following ways:

SHS Weekly S’more - The weekly S’More emailed to all SHS students and parents will include the LEVEL UP Group 1 and LEVEL UP Group 2 meetings on Mon/Wed and Tues/Thurs during the Advisement period in the Student Meeting Center.

Counselor’s Website - The SHS Counselor Website will advertise the weekly meetings like the S’More.

Flyers will be hung around campus advertising the LEVEL UP meetings including location and time.

Emails will be sent to the LEVEL UP members' adviser teachers to remind them of the weekly meetings, including the location and time.

Reminders will be sent through the Remind App to the LEVEL UP members on the day of each meeting reminding them of time and location.

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This group will be selected based on the following criteria - must be a 9th-grade student, at-risk factors: low socioeconomic, minority, first-generation; met or mastered math and ELAR on 8th-grade STAAR; and are not currently enrolled in honors/AP courses. Once these students have been identified, they will be invited to an information session that will be held during the Advisement period at school in the Student Meeting Room. This session will inform them about the small group - topics discussed, meeting times, group goals and expectations, and schedule changes. A letter of consent will be sent home to the parents/guardians and a student assent form will be given to each student. Once potential members have this information, we will have a Q and A session allowing them to get clarification or information. This information session will conclude with refreshments and time to mingle. During this time, I will talk with students and gauge their interest.

Students who return both consent forms will then meet with me individually to discuss educational and personal commitment to the small group. From these interactions, I will determine group members. Each of the group members selected will be given a pre-assessment. I will meet with students not selected to discuss other options for them.

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According to the SHS consent policies, a group of this nature does not require informed consent (SISD Student Handbook, 2024, p. 6); however, parental notification of the group is recommended to create a positive parent-counselor relationship. To inform parents/guardians of the nature of the group, the probable change in course schedule, and group meetings, a letter to the parents is necessary for parent/guardian buy-in. An invitation letter will be sent to all students who meet the qualifications for the group to gain their assent and buy-in.

https://docs.google.com/document/d/1S3BQ0h_lGbYWYnk5Y1uOCOrRff3EdNICAANyX3nwnp0/edit?usp=sharing

https://docs.google.com/document/d/1VLN06aGG3jgtUJbVTv3Cj9I7qfBIEy4A1p5dq8aneWo/edit?usp=sharing

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In creating foundational rules and expectations for LEVEL UP, this document, or one similar, would be beneficial to ensure that all rules and guidelines are established following ethical standards with the group purpose in mind.

LEVEL UP Group Rules (as established by the SC)

1 - Treat all group members with respect.

2- All group members and SC understand and respect confidentiality.

3- All group members have the opportunity to share during meetings.

4- All group members will attempt to utilize new study skills acquired during group meetings.

LEVEL UP Group Member Rules Suggestions (can be suggested and discussed during the initial group meeting)

Since this is an educational study skills/strategies group...

1- Should the group consider the need to have all educational supplies (notes, notebook, planner, etc.) on hand for each meeting?

2- Should the group consider how to hold each other accountable for participating in study groups?

3- What other guidelines should the group consider that benefit all members?

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Stage 1 - Getting acquainted/setting norms/building trust

Introducing the group will include showing the members evidence of their past academic success and teacher recommendations regarding their academic abilities and strengths as students, creating a groundwork of trust in themselves and their capabilities. We will review my rules and expectations of the group and discuss anything the members would like to add. I will stress the importance of respecting everyone in the group and how that relates to confidentiality. We will discuss what confidentiality looks like in this group and how we can maintain it.

Stage 2 - Working together to accomplish individual and group goals

As these students' schedules will change to enroll them in advanced courses, they will most likely have these courses together as this is a small school district. This will help create a cohesive group atmosphere both inside and outside of the actual group meetings. Learning and using the study skill strategies together and sharing their products in group meetings will strengthen their commitment to their goals by holding them accountable to the group, which in turn will also strengthen the group goals. Each group meeting will begin with an informal check-in to gauge how the students are adjusting to their advanced courses, how they are handling more academic work outside of the classroom, and how their strategies are working. This sharing of information will allow us all (me and the student members) to recognize issues we need to address and to offer support in the areas individual students need.

Stage 3 - Ending the Group

At our last official meeting, we will reflect orally on the shift in our mindset on challenging ourselves academically to prepare for college. I will ask students to share which strategies have worked best for them and offer suggestions on the strategies they might still struggle with. The group members will brainstorm ideas on ways they can continue to support each other and on the need for continued group confidentiality as they continue the school year. I will give the group members a laminated "flyer" that includes reminders of the study skills and strategies they have learned, coping strategies for when they begin to feel overwhelmed with their course load, reminders of optional group meetings every three weeks, and my contact and office information.

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The leadership styles that are most beneficial for this group are participative and transactional. Participative leadership will enable me to guide the groups while also giving group members the autonomy to contribute to the group discussions creating buy-in from all members (Cherry, 2023, pp. 2-3). Given the makeup of this group, this might be the first group for many of them, making them somewhat reluctant to actively participate. My guidance and participation in the discussions and activities should ease their initial concerns. Being a transformational leader, truly invested in the well-being, success, and positive outcome of each group member, will be the most natural style of leadership for me as I am enthusiastic and believe in the potential of all students (Cherry, 2023, p. 4). This style will create a positive and energetic atmosphere that will be contagious to all members and instill excitement within the group.

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Several of Yalom's Therapeutic Factors should present themselves in LEVEL UP. Since members of the group will create and participate in study groups in their honors and AP courses, the Development of Socializing Techniques where members learn to work with others should be present. Additionally, Imitative Behavior could occur during both the LEVEL UP group meetings and the study group meetings when group members take on the characteristics and manners of other members who are more comfortable and perhaps more knowledgeable in the group. Direct Advice should be present as the members learn study skill strategies to help them with their new academic courseload and ways to manage the educational, social, and emotional issues that may arise.

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(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:

(3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs;

This legal requirement directly supports my counseling services in my small group of first-generation freshmen students by using both a small group and services to address both their educational needs (advanced coursework, study skills, learning strategies) and their social/emotional needs (small group, study group, opportunities for discussion and reflection).

(6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process

This legal requirement also supports my counseling services as students in this small group will be actively engaged in both advanced coursework and in learning skills and strategies in our small group to promote and support their learning.

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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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A.9. Group Work

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.

This ethical requirement is imperative in the selection process for the small group in order to select a group that will work together for a common goal.

A.7. Roles and Relationships at Individual, Group, Institutional, and Societal Levels

A.7.a. Advocacy When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients.

The students selected for this group are going to need changes in their academic schedule. I need to serve as an advocate for each of the group members when discussing with the advanced academic teachers the need to add these students to their rosters.

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19 Tex. Admin. Code §239.15

American Counseling Association. (2014). 2014 ACA code of ethics.

https://www.counseling.org/knowledge-center

American School Counselor Association. (2021). ASCA mindsets and behaviors for student

success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. verywellmind.

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. (26).

Stanton Independent School District. (2024). Student handbook. https://www.stantonisd.org

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

Books.