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Comanche Tribe’s Plan for Success, or Comanche TeePeeS,  is a small group plan for 6th-grade students needing organizational and study skills to help with school success.

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The following Mindset and Behavior standards will be met through participating in this group:

M 2. Self confidence in ability to succeed.

M 6. Positive attitude toward work and learning.

B-LS 3. Use time-management, organizational and study skills.

B-SMS 2. Demonstrate self-discipline and self-control.

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To advertise Comanche TeePeeS, flyers will be posted around the middle school to gain interest. Group information will be included in the school newspaper. Information on this group and a flyer graphic will also be added to the school website for parents who would like to encourage their student to participate.

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After students have been selected, a consent form will be sent home to the parents of potential participants. Parents will also receive information about Comanche TeePeeS and its purpose. Students will be given a consent form at the group's first lesson covering agreement of the group determined ground rules.

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For the safety of all students participating, ground rules will be established for the group.

Prior to the first meeting, the following ground rules will be set:
1. Maintain confidentiality
2. Show respect for all group members.
3. Sharing is encouraged but voluntary.

Additional ground rules will be discussed and set at the beginning of the first meeting. All ground rules will be established before students consent for participation.

A copy of all ground rules will be printed and given to each group member at the second meeting.

The attached form will be utilized to  ensure all group members have a clear, unified understanding of what each rule means for the group.

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Comanche TeePeeS will be made up of 6th graders in need of organizational and study skills. Group trust will begin with the formation of the group's ground rules. Discussing what each rule means specifically for the group, will allow students to have a set reference to aid in the development of trust for each group member.

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Comanche TeePeeS group members will be shown how each lesson can help towards the gain of academic success. Students will be tasked with helping each other during class times using established "focus words" to help one another stay on task. This allows for each group member to actively be a teammate in each other's growth of skills. Encouraging students to share ideas on how each member can utilize organizational and study skills will help add to the group dynamic of working together.

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In the final meeting of Comanche TeePeeS, group members will reflect on individual and group accomplishments in skill development and utilization. All group members will be given a booklet to help refresh any skill that they may forget to utilize following the conclusion of the group lessons. Students will be encouraged to continue working as a team to help each other stay focused and give help if a group member needs it. A follow-up meeting will take place four weeks into the third six-weeks grading period to reflect on the application of skills gained during the group's lessons. Additional supports needed for student success will also be identified during the follow-up.

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The Comanche TeePeeS group would best benefit from a participative leadership style. While the group members need direction and knowledge of the skills, they need to actively participate in being able to utilize skills in a way that will best benefit them individually. A participative leadership style also encourages group member ownership, which allows for a genuine buy-in of the skills learned and the ability to independently apply the skills.

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Information on Comanche TeePeeS will be available to staff members in the workroom. Forms will be placed in teachers' mailboxes to gather input on students who may benefit the most from this group.

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Students will be screened based on the first six-weeks grades and input from teachers. When advertising Comanche TeePeeS, students will learn what the group is about, what will be gained from participating, and what the group expectations are. The screening will mainly take place individually; however, small group screening will be utilized to look at the perceived interest and group dynamics. Students who show an interest in participating in the group and meet qualifications will be selected.

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Several of Yalom's Therapeutic Factors could be present through Comanche TeePeeS. One factor present would be Universality. Middle school students often struggle with living in their own world and feeling like they are solely dealing with issues. Recognizing that others struggle with similar issues will help each group member feel more supported. Another factor that would be a present is Instillation of Hope. Students who struggle academically often believe it is because they are not smart enough to be successful. This group would allow students the opportunity to see that academic success can be achieved with the development and use of certain skills. A small change, such as developing a homework routine, could be the one key they need to be successful.

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As required by standard 3 of section 239.15 of the Texas Administrative Code, a certified professional school counselor must 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.

This guideline supports a school counselor by promoting a need to work with students to help them gain success. These strategies can be utilized in a group to enhance the growth of students further.

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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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As required by section 33.004 of the Texas Education Code, a certified professional school counselor shall obtain written parental consent on any activity a student may be involved in.

This guideline supports a school counselor by allowing parents to be involved in the decision-making of what they believe is best for their child. Once parental consent is given, and the parent is made aware of the specifics of a group, the counselor can move forth having their bases covered and the support of parents and administration. This also promotes parent and community involvement for the betterment of the students.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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American School Counselor      Association (2014). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Alexandria, VA: Author.

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. Retrieved from   https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

19 Tex. Admin. Code § 239.15

2 Texas Education Code § 33