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2 Texas Education Code § 33

Subchapter A. School Counselors and Counseling Programs. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

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19 Tex. Admin. Code  §239.15

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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.

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American School Counselor Association. (2016). ASCA ethical standards for school counselors.
https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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Bass, B.M. (1985) Leadership and Performance Beyond Expectations. Collier: McMillan

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Cataldi, E., Bennett, C., & Chen, X., (2018). Stats in brief: First generation students. National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018421.pdf

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Cherry, K. (2020). Leadership styles and frameworks you should know. Verywellmind.com
https://www.verywellmind.com/leadership-styles-2795312

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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

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The purpose of this small group is to guide and encourage first-generation eleventh grade students to continue their education after high school.

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Message from a first generation college student, now a college professor.

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Message from a first generation college student, now a college professor.

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Before screening the eleventh graders for small group participants this TEDx talk will give ALL eleventh graders an insight into what to expect from college and why they might want to go to college.

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How to Work College | Justine Pas | TEDxLindenwoodU

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What is a first generation college student?

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What is a first generation college student?

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Once students have watched the TEDx talk I will explain the broadest definition of a first generation student.
Students whose biological parents did not complete a four year college degree.
I will ensure they see this qualification as a positive and not something to be embarrassed about.

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Mindsets & Behaviors specific to this small group (obviously all are interrelated but these are specific to guiding students to a successful future.)

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Mindsets & Behaviors specific to this small group (obviously all are interrelated but these are specific to guiding students to a successful future.)

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Category 1: Mindset Standards
M 2. Self-confidence in ability to succeed.
M 4.  Understanding that postsecondary education and life-long learning are necessary for long-term career success.
M 6. Positive attitude toward work and learning.
Category 2: Behavior Standards
B-LS 7. Identify long- and short-term academic, career and social/ emotional goals.

American School Counselor Association (2014).

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The flyer below will be posted on the school website news feed and counselor page, facebook page, sent as an email blast to all eleventh grade parents, students, and teachers, and posted in the halls.

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I will visit the eleventh grade home rooms giving a brief overview of the  small group's plans and objectives to all eleventh graders. I will detail the dates and times of the six meetings and explain the expectations and commitment required. I will also address the confidentiality of the information shared in the group in case some students avoid participation for this reason.

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Will be informed when I present my action plan to the weekly leadership meeting for approval.

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During morning announcements a brief synopsis of the program will be read.

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Some high school students might feel ashamed to publicly admit they are first generation students and others might be too afraid to ask for help if their peers see them as confident and knowledgeable. If I give ALL eleventh graders this quick google form survey they can let me know all the information in a confidential setting.

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Destination Success Pre-Group Interview - Google Forms

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Using the "TAP-In" process for pre-group screening interviews (Morganett, 1990) I will
TELL the whole eleventh grade about the group as described in publicity.
ASK the whole eleventh grade if they are interested and qualify for membership using the google survey.
PICK members based on the results of the survey and any requests in person or by email I will select a homogenous group of first generation students who want to work together to investigate their options for college and career success.
I will visit with students who are not selected but who might have wanted to participate explaining the reasoning and offering another form of guidance or program.

Missouri Professional School Counselors and Counselor Educators. (2015).

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Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

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Once the student members have been selected a letter of consent will be sent home along with an informational flyer with details of the ground rules of the group, work expectations, and anticipated results.

Missouri Professional School Counselors and Counselor Educators. (2015).

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At the first group session each student will be given a copy of the ground rules and we will discuss what each one means to the students, (looks like/sounds like) and then add any rules we come up with as a group. We will discuss how we need to keep each other accountable and honest. We all have a common goal and the best way to achieve it is by being positive and helpful with each other.

Missouri Professional School Counselors and Counselor Educators. (2015).

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Participant Guidelines_Ground Rules for Destination Success Group

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All members are first generation prospective college students in 11th grade who are wanting to explore their college and career options. They lack parental support and background knowledge and do not know where to begin their research. The group does not discriminate by race, gender, ethnicity, or socioeconomic status. A diverse group of students would be the most beneficial to contribute different opinions and influences. All participants must be willing to work with each other and be compatible.

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Pas, J. (2017). How to Work College. TEDx LindenwoodU.  https://www.youtube.com/watch?v=uN21vQ3LVwQ

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The optimal group size is eight students, however, if the screening process produces a slightly different group size it would work between six and ten students.

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Stage 1 - Getting acquainted/ setting norms/building trust. A great deal of the work in this small group is done individually and then shared with the rest of the group as no two people will have the exact same career and future preferences. Individuals will be asked not to share other members personal interests or choices outside the group. If a student's confidentiality is breached then it will need to be addressed immediately and the student breaching it can be warned that non-compliance with the rules can result in removal from the group.
Stage 2 - Performance of research and investigation in order to build a personal portfolio in a slideshow. Students might work together helping each other with ideas and options if they know what the other members' interests are. For example, suggesting a career they found on their search that they feel might interest another member more. Once I have given the students the week's assignment my role is that of an advisor or coach giving students ideas based on the information they give me.
Stage 3 - Ending the group with each student presenting their slideshow to the group and members encouraging each other to continue with their research and planning. Encourage members to stay in touch after the group has ended, keeping each other accountable, and informed on new discoveries they make in the college and career world. I will also check in with students once they have completed their post-assessment to ensure their individual goals have been reached and they feel more confident in their plans post high school graduation. I will remind members that even though the group is ending the confidentiality rule remains forever.

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First Session- The most important session to form the foundation of how the group will function for the remainder of the sessions. The group develops a mutual understanding of confidentiality, understands the group purpose and goals, establishes dialogue between members, and establishes the expectation of homework outside of the group setting if their slide for the week is not complete.
Middle Session - I must ensure the trust and safety of group members is maintained. Reminding members of the ground rules, checking in with their progress on their slideshow, and bringing together all the sessions work in one goal of college and career readiness.
Last Session - Group members can now present the skills they have learned over the course of the program and review confidentiality rules. A date is set four to six weeks from the last session as a post-group follow-up session.

Missouri Professional School Counselors and Counselor Educators. (2015).

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I believe this will be the most effective leadership style with a small group working on college and career guidance. I will be giving students information and tools to use and then letting them investigate themselves in their own way. It is not for me to tell them how to reach their personal goals as not two people will have the exact same goal. My job is to encourage the students to research colleges and careers to reach their full potential. They cannot do this if I am telling them what to think and do. If students have a vested interest in the outcome of the group they will put more personal effort into it.

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Members will have faith that the research and work they do will give them a brighter view of their future.

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Members will realize that they are not the only ones with no idea where to begin or how to navigate post high school graduation education and training.

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Members will learn a great deal about themselves and opportunities available to them post high school based on their interests and abilities.

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Members will inspire each other to research and work more on their future plans than if they were working alone.

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Members will both give and receive suggestions for college and career choices from fellow group members which will give them a wiser knowledge base to work with.

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When members present their slideshows with the results of their research they will receive feedback from other members and myself which will help them learn to listen and process educated advice from others.

(Yalom & Leszcz, 2005)

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

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Stats In Brief on First-Generation Students

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Stats In Brief on First-Generation Students

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Bass, B.M. (1985)

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The Texas Education Code requires school counselors to deliver guidance curriculum to help students develop their full educational potential, including the student's interests and career objectives. It also requires an individual planning system to guide a student as the student plans, monitors, and manages their educational and career development. The Destination Success small group program addresses all these legal requirements giving individual guidance within the group and support as they explore their college and career options.

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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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According to 19 Tex. Admin. Code  §239.15 (b) (4) The school counselor must know "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."
This proves that Destination Success: College, Careers, and Beyond small group is fulfilling a requirement of my position as school counselor.

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American School Counselor Association Ethical Standards for School Counselors (2016)

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American School Counselor Association Ethical Standards for School Counselors (2016)

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A.1.e.  "School Counselors .. are concerned with students’ academic, career and social/ emotional needs and encourage each student’s maximum development."
A.4.a.-d. " Identify gaps in college and career access and the implications of such data for addressing both intentional and unintentional biases related to college and career counseling. "
This is exactly what the Destination Success small group program addresses, the gaps where students need intensive assistance with college and career readiness due to lack of support from home. It is an ethical requirement to identify such students and work with them intensively to promote equality in post secondary education.

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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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Books available for students to check out of the school library relating to college and career readiness.

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Books available for students to check out of the school library relating to college and career readiness.