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Our group name that we will be working with is called "The Amigos." These 3rd grade students are identified as English Language Learners and are at risk or are failing classes. Many of these students are migrant students who come back and forth form Mexico with their families. Some students are in the Bilingual program and some are in the mainstream, Monolingual setting. This group has been created to support these students with social, cultural, and emotional skills, also while uplifting their backgrounds into the school environment. This group will also be supported in developing their speaking and literacy skills in a safe environment. When collaborating with ELL teachers, school counselors are in a unique position to build literacy skills among ELL students, while simultaneously focusing on life skill development (Cook, 2015).

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The standards and skills listed below will be goals we want our students to achieve:
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
M 3. Sense of belonging in the school environment.
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
B-SS 1. Use effective oral and written
communication skills and
listening skills.
B-SS 2. Create positive and supportive
relationships with other students.
B-LS 4. Apply self-motivation and self-direction to learning.
B-LS 8. Actively engage in challenging
coursework.
B-SMS 10. Demonstrate ability to manage
transitions and ability to adapt
to changing situations and
responsibilities.
(American School Counselor Association, 2014, p.2)

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Week to week updates for administration, teachers, and counselors, etc. will be done through a Weekly News Letter. This will be emailed every Monday and will be posted in the teachers lounge as well. This news letter will be about previous sessions and upcoming sessions for students. Information for parents will be through an online website called Class-Dojo. Parents/guardians will receive information through post and private messages there. They will also receive weekly letters that contain information about counseling sessions that have been done and future ones that are to come. Students will be communicated through Schoology. This is an online course that all students have access to. There, students will be able to see previous sessions, recordings, discussions, assignments, etc. There, private messages will also be sent for students.

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In order to pre-screen students, we will ensure that the students who fall into this counseling group are indeed ELL's who are new comers to the United States. We will use the following as a guide when speaking to those students about the group and sessions they will be in:
Tell student(s) what he or she will gain from being in the group
-Goals/outcomes.
-Meet new people and get to know others better.
-Work on individual as well as group goals.
-Learn new skills.
-Being in a group can be fun.
(Morganett, 1990).

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Parents/guardians must be contacted and provide written consent for students to attend the counseling group. Without that written and signed consent from the parents/guardians, students cannot participate in the counseling sessions. This is under the Ethical and Legal responsibilities of the school counselor. The school counselor will also ensure that the student(s) are aware of their confidentiality. In an age and language appropriate manner, the student(s) will be notified of the limits to their confidentiality and will let the student(s) know when sharing information with others.

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The Ground Rules for the Group will be as follows:
1. Be respectful. (Listen to others and treat others how you want to be treated).
2. Confidentiality. (We are a family and what is said here, shall we remain in our group).
3. Free choice. (You have a right to share or not share with the group. Do not feel pressured or obligated when sharing).
4. Have an open heart. (We are here to support one another. Be open to the experience and growth).
5. Have fun. (We will have activities that are engaging and fun. Be a good sport and enjoy).
6. Choose your language. (You are allowed to speak Spanish or English in our groups).

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Stage 1: We will begin by creating our group norms as a whole class. Students will ensure that their voice is heard when creating these norms. These norms will ensure that everyone in the group is heard and comfortable. We will also include roles and responsibilities during this time for group members. We will then discuss the importance of maintaining confidentiality within the group and why it is crucial to follow this rule. We will also establish trust in one another by completing some bonding/team activities. We will then discuss reasons when confidentiality has to be broken and come up with a mutual agreement for this process.
Stage 2: In keeping the students engaged in the group, we will create accountability checks in which each member will have to provide output on specific lessons or targeted discussions. There will be many activities and open discussions. The importance of confidentiality will be addressed throughout the lessons, as students will be encouraged to share openly. We will check in with our students on a one-on-one basis speaking to them in Spanish to ensure that they understand the open discussion on how they think the group is going.
Stage 3: In closing the group, we will ensure that students have an understanding that their target goal has been met and that they feel strong enough to attempt a small goal they have for themselves. This can include answering a question in their classroom, to holding a discussion with a friend during lunch time. We will celebrate the learning and allow peers to check-in with each other to determine growth and give encouragement. We will continue to remind students about the importance of confidentiality; especially since the session will be over. We will ensure the importance of this again and allow group members to share reasonings behind it. The school counselors will continue to follow up with the group members throughout the school year. The school counselors will also follow up with classroom teachers to see if there has been progress or any positive outcomes they have noticed from the session. The school counselor will continue to monitor the group and their grades.

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The leadership style we will use for this group will be the Transformational Leadership Theory. Through this theory, individuals are encouraged to do their best, are shown respect, are praised for their hard work, and are shown trust. This type of leadership promotes innovative ideas and allows for individuals to make their decisions with their own thought process (Erdel & Takkac, 2020). This group needs much positivity and support and this type of leadership will allow objectives to be achieved through motivation and understanding the better for the good of the group. Language barriers can be lifted and allow students to see that they are heard and are cared about.

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From Yalom (1995), such factors contribute to a healthy, small group environment. We will use the following factors from Yalom (1995), in our group.
-Direct Advice: group members will be given strategies and techniques to handle everyday problems, that may include language barriers.
-Universality: group members will learn that everyone deals with problems in their lives.
-Development of socializing techniques: group members will develop literacy skills in which they can use to express themselves fluently and without hesitation.

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Some ethical requirements we as school counselors will have to follow, according to (ACA, 2014), for our group are (B.1.c) Respect for Confidentiality. Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification (ACA, 2014). Another one would be (E.8.) Multicultural Issues/ Diversity in Assessment. Counselors select and use with caution assessment techniques normed on populations other than that of the client. Counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, language preference, religion, spirituality, sexual orientation, and socioeconomic status on test administration and interpretation, and they place test results in proper perspective with other relevant factors (ACA, 2014).

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American Counseling Association.
(2014). ACA code of ethics. Alexandria, VA: Author.

American School Counseling Association. (2014). ASCA mindsets and behaviors for student success: K-12 college-and career-readiness standards for every student. 1–4. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cook, A. L. (2015). Building  Connections to Literacy Learning          Among English Language Learners: Exploring the Role of School Counselors. Journal of School Counseling, 13(9), 1–33.

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

Texas Administrative Code § 239.15 (2001.). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

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

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A risk that may arise is that students may inform the counselor that they or their families are in the United States undocumented. Another risk that may arise because of this, is the fact that these students might not share any information for the risk of them or their families being caught and sent back to their native country. If these risks do arise, the school counselors will ensure a lesson of confidentiality within the group and the lessons. If the school counselor needs to speak to a parent, guardian, or administrator, they will speak first with the student and discuss the reasonings behind the need to inform another adult. The school counselors will also ensure to offer any services or resources those families may need. The Texas Administrative Code §239.15 states that:
(Standard 1, #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.
(Standard 2, #3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students needs.
(19 Tex. Admin. Code  §239.15)

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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.