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The participates of this group are all label "at-risk" and have of history of having issues with behavior, grades, attendance, and lack post-high school preparation.

Due to the blend of personalities and backgrounds of the students, these dynamics will be upheld to ensure a safe learning environment.

Stage 1  the main focus in building commodity among this group will be to set the group mentality to be focus on team. One team, One goal. We are in this to better ourselves and we will hold ourselves and others accountable. Each member will find a partner and they will be "accountable buddies" throughout the program. The leader of the program will stress the importance of respecting each persons' view and voice. Confidentiality will be discussed as a large group and then, discussed in small groups. The main qualities of this conversation will be focused on trust, respect among participates, and how the program will not be effective if these characteristics are not upheld.

Stage 2  in order to maintain the trust and respect aspect, each lesson that is conduct will provide the opportunity for team-building and small group conversations. Each lesson will provide the opportunity for each participate to gain knowledge of post high school habits, personal goals, plans, information, pathways, mentorship and possible opportunities for scholarships and internships.

Stage 3 for the conclusion of the program, students will be broken up into groups and share the knowledge and experiences they have acquired through the program. They will share their plans after graduation and sign their name, career/college plan and graduation year to a program banner solidifying the cohesiveness of the group. Members will begin group mentoring sessions twice a week monthly with assigned counselor and personal-choice college or career advisor to continue to monitor student progress.

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Blended Academy's enrollment  for sophomores through seniors typically averages between 60-70 each year.

Students who show interest voluntarily would need to attend a program orientation meeting with a parent that is held during the first parental meeting each semester. Students would need to fill out a program survey to gauge the type of post-high school interest for each student. These surveys must be signed by legal guardian and participate acknowledging the guidelines and expectations of the program.

The students would then be assigned a counselor for the duration of the program. A meeting would then be conducted with a small group of students or individually, depending on the availability of the student, with the assigned counselor, volunteered teachers and possible potential college advisors or work-force representatives.

A small group screening would then occur questioning the student preparation, plans, and motives for life after high school. The group or individual would be able to answer and ask questions if needed.

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In order to advertise this program, the plan would consist of advertisement through the school website. Information of the program would as well be posted on this site as it is accessible for students and parents.

https://www.sfdr-cisd.org/high-school/blended-academy/

In addition, the school will advertise though orientations when students receive their schedule. Due to the constant influx of students each semester, students will be informed by their respective counselor.

Along with these advertisements,  Flyers, advertisement during school announcements, and  teachers involved with the program.

Every advertisement would lead to Mr. Menchaca, lead counselor of the program.

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During this program, several of Yalom's Therapeutic Factors could be exercised.

One will be the "Instillation of Hope."  Participates in this group have had the unfortunate experience of suffering academically, socially and finically throughout their time at school. This program will provide the members with hope and motivate them to turn things around in their academic and personal life. By exposing college opportunities, career opportunities and the commodity of the group will push students to achieve success.

Another therapeutic factor will be "Universality." The participates in this group all have struggle in academics and personal life experiences. I do believe that the common struggles within this group will unite and establish a team aspect that will benefit the program's unity.

Another therapeutic factor will be  "Corrective Recapitulation of Primary Family Group." The participates in this group will have the opportunity and knowledge to create their own legacy and break out of their family poverty history. Students will learn how to successfully manage and be prepared for college and the workforce. They may in well be in the first in their families to graduate, attend college and have a successful career.

The last therapeutic factor will be the " Development of Socializing Techniques." During this program students will have the opportunity to share, discuss, and communicate with members as well as professionals.  At-risk students tend to struggle with communicative skills and social situations due to the lack of confidence in a school environment due to their history of academic and social struggles. This program would help develop their social skills.

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This group counseling program is designed for at-risk high school students to gain knowledge and awareness of being prepared for post-high school success in college and future careers!

The main intention of this group is to provide and promote opportunities for college and careers for a population of at-risk campus that typically struggles with a high dropout rate and low-social economic backgrounds. The program is driven to enable students to prepare and have control of their future regardless of their situation.

The formation of this program was created through the conduction of a needs assessment on  campus, it was evident that a solution was needed to address the campus' high dropout rate and low career/college preparation percentage.

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The following rules will be followed by each participate in the program in the following document.

The main theme of these rules will be respect for each other, respecting confidentiality as well as respecting the actions and emotions of each participate.

Participates will require to be academically eligible as well as maintain a 90% attendance rate per six weeks.

Additional rules as well as norms and procedures will be presented during first initial group meetings.

For any more questions, please contact Blended Academy Counseling Department. (830)-778-4680

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The following American School Counseling Association Mindset standards will be reached by students who participate in this program:

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.

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The Association for Specialist in Group Work: Best Practice Guidelines  A.4. explains the fact that group workers through research are require to meet a community-based need.

In this guideline, it is the counselor's ethical duty to address this need through a needs assessment as well as have an effective and efficient way to monitor and ensure the participates success.

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The Texas Administrative Code reveals the requirements needed for certified professional school counselor.

Standard 1 of section 239.25 states the certified school counselor understands the roles and responsibilities of a comprehensive school program that highlights  the importance of incorporating college, career and postsecondary options and readiness.

Standard 2 of section 239.25 states the certified school counselor must assist in setting and achieving set goals. These goals may be academic, social, career, and personal.

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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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This program would benefit best from a Transformational leadership style. The main focus is showing students with a low academic and economic background the opportunities that are available by graduating high school as well as being prepared for college or future careers.

The best aspect of this type of leadership quality is that is strives for the commitment to achieve each personal goal as well as motivate each group member to be the best they can be. This would continue to establish the one team, one goal mentality that would increase group trust and commodity.

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During the program orientation meeting of the interested participates, the importance and knowledge of confidentiality and how confidentiality between students will be implemented within the program.

During this discussion a consent form will be given for students and parents to acknowledge and acted upon if a situation were to occur.

This consent from would be available on the school site, where program information would be displayed.

https://www.sfdr-cisd.org/high-school/blended-academy/

Consent forms would be available during student orientations with counselor, due to the continuing enrollment of students at at-risk campus. As well as forms would be available with flyers and teachers involved with program.

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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.

Thomas, R. V., & Pender, D. A. (2007). Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions. Retrieved November 1, 2020, from Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions

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

19. Tex. Admin. Code Section 239.15