# data[].attributes.body
High School seniors, ages 17-19, will meet biweekly to review topics on post-secondary outcomes, how to pursue them, and how to identify which works best for them. We will begin with the end in mind and discuss possible goals and outcomes each student envisions for themselves. Further into the sessions, students will outline steps for each goal identified. Each student will leave with specific attainable goals and the knowledge of the steps to pursue them. By the last session, each student will have completed a series of tasks specific to their plan. Whether it is trade school, certifications, community college, a four-year degree or beyond, students will begin their path in this session.

# data[].attributes.body
Stage 1
Students will begin with end in mind and establish what they want for themselves. Recognize that the path may not be clear now, but it is possible. Build understanding among peers that we are all on different timelines, goals, varying experiences and understanding. Review the outline of the sessions to establish the purpose and work, both in and out of the program. Create connection and a sense of belonging by encouraging the group as a unit as they about to embark on a journey together to accomplish big goals for themselves. Reassure students that I will be there every step of the way to guide them along.
Stage 2
Participants will understand expectations of the sessions and outcomes. Confidentiality and ground rules will become the norm. We will share progress and barriers that participants experience. The group will encourage the wins and support the obstacles. Each session will be focused on new content that continues to relate to the participants' goals; with interim sessions for shared task experiences.
Stage 3
Participants will be encouraged to stay in contact with members of the group, with special consideration of expanding their network and/or "alter". Students will recognize the importance of having flexibility with goals as they continue their goals after the last session. Participants will understand that this group is a unique shared experience, in which they can keep in contact and lean on in the future.

# data[].attributes.body
This is a closed task oriented group. Students who qualify will receive a counselor letter, advertisement, and consent form to take home to their guardians. Emails with the same information will also be sent. The advertisement will outline the purpose and benefits of the group, along with the due date to sign up.

# data[].attributes.body
The qualification assessment will cover each of the 6 topics outlined in the sessions, using universal and common language for high school seniors. Much of the questionnaire will be ‘I am able to” or “I have completed” statements

along with additional qualifying questions. This will be delivered on iPads using Google forms. This assessment will identify students who would benefit from participating in this small group. The assessments will be given during students' initial senior schedule planning.

# data[].attributes.headline
American Counselor Association Code of Ethics

# data[].attributes.subject
American Counselor Association Code of Ethics

# data[].attributes.body
The ASGW Best Practice Guidelines B.3. Group Plan Adaptation, states Group Workers monitor the group's progress toward the groups goals and plan. This ethical guideline supports a school counselor in tracking task specific information to ensure progression towards the goals and plans of the group.

# data[].attributes.attachment_link.title
Association for Specialists in Group Work

# data[].attributes.body
The following group rules are in addition to the attachment:

1. Each participant is welcomed and accepted as they are & where they are in the process
2. Bring renewed commitment to ourselves and our goals
3. Respect each other's path

Any additional rules will be discussed and agreed upon before students sign their informed consent.

# data[].attributes.body
The Texas Administrative Code outlines the requirements for a certified professional school counselor. Standard 2.11 and 2.13 of section 239.15 provides verbiage to endorse the topic of postsecondary planning in a task oriented group. Standard 2.11 and 2.13 states the certified school counselor must: (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging education, career, personal, and social goals based on various types of information (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness.

# data[].attributes.attachment_link.readable_text
(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.

# data[].attributes.attachment_link.description
(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.

# data[].attributes.body
Through this group, several of Yalom's Therapeutic Factors could be present. Students who commit to the group understands the end goals and outcomes. For this reason, the instillation of hope will be present, as participants are investing their time and focus to program. Imparting information will also be a factor as a portion of each session will include didactic instruction on postsecondary options. Ideally, imitative behaviors take place as motivation increases with each session and each task. Lastly, direct advice among participants who encounter similar barriers and/or misconceptions, to share their strategies of working around them.

# data[].attributes.body
Participants for this group will benefit from transformational leadership. Participants require motivation to complete task specific sessions. Students will need inspiration to focus on their future path and options.  Informed leadership will need to communicate clear information so participants can fulfill their potential. Participants will need plenty of support and encouragement, as postsecondary topics can be overwhelming.

# data[].attributes.body
Please review the attached document with identified ASCA Mindsets and Behaviors covered in this group, highlighted. Participation in this group will cover the following ASCA Mindsets:
M 3. Positive attitude toward work and learning
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Understanding that postsecondary education and
lifelong learning are necessary for long-term success

The following ASCA Behaviors will be covered:
B-LS 3 Time-Management, organizational and study skills
B-LS 4 Self-motivation and self-direction for learning
B-LS 7 Long and short term academic, career, and social/emotional goals
B-SMS 1 Responsibility for self and actions
B-SMS 4 Delayed gratification for long term rewards
B-SMS 5 Perseverance to achieve long and short term goals
B-SMS-6 Ability to identify and overcome barriers
B-SS 3 Positive relationships with adults to support success
B-SS 8 Advocacy skills for self and others and ability to assert self, when necessary

# data[].attributes.body
Once the participants are identified, the consent form will be sent via email as well as a paper copy to their guardians. Both communications will include the advertisement flyer and letter explaining the purpose of the group. The email will include a link to a google consent form for the parent to fill out. The printed consent form will include a QR code for parents who prefer the google consent form. Participants will receive a consent form during the first meeting.