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The Wildcat Experience group will be developed and implemented based on students who are at-risk and struggling with credit deficiencies at the high school campus.  It will focus on freshmen to seniors from the ages of 14 to 18 years of age.  The Wildcat experience group was established based on a survey that was sent home to faculty members, families, and the community at the end of the spring semester.  In order to determine if the student was at-risk of dropping out of school, the section included gathering information pertaining to their academic assessments, pregnant or a parent, participation in an alternative education program, expelled, on parole or probation, PEIMS coding of previously dropping out, status of being an Emergent Bilingual, and homeless or in the care of CPS (TEC §29.081, Compensatory and Accelerated Instruction).  In addition, data included current grades, graduation pathways, and attendance.  The purpose of the group is to be an intervention for students who are struggling with credit deficiencies.  The Wildcat Experience group will cover topic areas such as goal setting, coping skills, time management, organizational skills, and growth mindset to address credit deficiency issues.

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At the end of the Wildcat Experience group sessions, the students will be able to:

1.) Identify their struggles connected with credit deficiencies.

2.) Identify and apply 1-3 different strategies to assist with their credit deficiencies.

3.) Understand their credit deficiencies and personal foundation pathways for success.

According to the ASCA Mindsets and Behaviors, there are several standards that mirror the three main student goals.

Mindset Standards

M4: Self-confidence and ability to succeed

M5: Belief in using abilities to be successful

M6: Understanding the importance of postsecondary education

Behavior Standards

B-LS3: Time management and organizational skills

B-LS4: Self-motivation and direction

B-LS7: Long and short-term academic goals

B-SMS1: Responsibility for self and actions

B-SMS2: Self-discipline and control

B-SMS7: Coping skills

B-SMS6: Identify barriers

B-SS3: Positive relationships for success

B-SS5: Ethical decision-making and social responsibility

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandra, VA: Author

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The Wildcat Experience Group will be announced in various ways. It will depend on if the students are identified to participate in the group since it will be a closed group.

1. We will put out flyers in the counseling office and the front office for the students to take if they have been identified as part of the group. Also, the flyer will be attached to the Weekly Wildcat email that goes out each week from the central administration office to faculty and family members.

2. We will make sure that the flyer information is put out on all our Temple ISD social media outlets including Facebook, Twitter, and Schoology.

3. Announcements will be made over our intercom system regarding the upcoming sessions. The announcement will include brief information regarding a Lunch and Learn for students to come by and learn more about the sessions.

4. After identifying the students who will be considered for the group sessions, we will have a parent night inviting the families to come and learn more about the Wildcat Experience Group.

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Group participants will be identified based upon their student status and credit deficiencies. The Wildcat Experience group will be developed and implemented based on students who are at-risk and struggling with credit deficiencies at the high school campus.  It will focus on freshmen to seniors from the ages of 14 to 18 years of age.  The Wildcat experience group was established based on a survey that was sent home to faculty members, families, and the community at the end of the spring semester.  In order to determine if the student was at-risk of dropping out of school, the section included gathering information pertaining to their academic assessments, pregnant or a parent, participation in an alternative education program, expelled, on parole or probation, PEIMS coding of previously dropping out, status of being an Emergent Bilingual, and homeless or in the care of CPS (TEC §29.081, Compensatory and Accelerated Instruction).  In addition, data included current grades, graduation pathways, and attendance.  The purpose of the group is to be an intervention for students who are struggling with credit deficiencies.  The Wildcat Experience group will cover topic areas such as goal setting, coping skills, time management, organizational skills, and growth mindset to address credit deficiency issues.

Texas Education Code Section 29.081 - Compensatory, Intensive, and Accelerated Instruction. (n.d.). Texas.public.law. https://texas.public.law/statutes/tex._educ._code_section_29.081

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Informed consent will need to take place for the closed Wildcat Experience Group. The students will need to bring the parental consent form with them before attending the sessions. The consent form will need to be worded in a way that explains the group sessions, the times and days, as well as the local school policies and state-governed laws regarding confidentiality and certain ethical standards. Please see the attached consent form.

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The guidelines and ground rules for the Wildcat Experience Group will follow:

1. Respect each other's feelings and beliefs. Everyone is entitled to their own way of thinking. We are not here to judge one another.

2. Respect each other's stories and understand the importance of confidentiality. Everything discussed in the group sessions will remain in the room.

3. Always listen with an open heart to others. Please do not disrespect the time of the other students. Do not interrupt while others are speaking.

4. Do not talk and be disruptive while others are speaking or presenting. Be courteous and patient. Do not talk out of turn.

5. No cell phones will be allowed during the sessions. Please keep all electronics away and in your backpack.

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Stage 1:

Building relationships and trust will take place in the beginning by participating in an icebreaker activity. All participants will be part of the group guidelines and making of the rules. They will have the opportunity to introduce themselves to the other group members and explain their opinions on confidentiality. The counselor will explain the importance of confidentiality and the required parental consent. The norms and ethical standards will be explained as well.

Stage 2:

The group members will stay engaged with the sessions by participating in the many lessons over the three months. Each lesson is geared towards the next topic of focus on the ultimate outcome of making sure the students can stay on track with their high school credits. I will check in with the group members and measure their progress by seeing the work they finish to reach their goal of success in getting back on track with their classes. Also, I will have weekly check-in meetings with them.

Stage 3:

The group closure will consist of each member creating goals for themselves. Also, they will participate in a post-assessment survey to show where they gauge themselves after learning different skills to utilize in getting back on track with their credit deficiencies. In addition, weekly check-in meetings will continue to take place, and hopefully a gradual release to every four-week check-ins.

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In order to be successful, the Wildcat Experience Group will need a Participative Leadership style. The Wildcat Experience group consists of high school-aged students. These students need to have a voice in the matter and opportunities to speak up and be accountable. In a Participative Leadership style, the leader or counselor facilitates the group but ultimately has the final say when a decision needs to be made. Although this group consists of young teens, they still need the guidance of an educator for final decision-making. The group members will be involved with learning about self-confidence, growth mindset, self-esteem, coping skills, time management, and goal setting.

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In the Wildcat Experience group sessions, there are several of Yalom's factors that could be present.

1. Universality - members demonstrating that they are not alone in their misery or problems.

2. Direct Advice - members receiving and giving suggestions for strategies for handling problems

3. Interpersonal learning - members receiving feedback from others and experimenting new ways of relating

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

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Texas Education Code TEC § 33.005

In this section, it states that school counselors shall incorporate guidance curriculum, responsive services, individual planning, and provide system support to all stakeholders involved, especially the student population. This allows school counselors the legal support to conduct group counseling for the betterment of the students and campus.

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Texas Education Code TEC § 33.006

In this section, it states the responsibilities of a school counselor. In the subsection e, it states that school counselors must follow the 80/20 rule in that they are required by law to spend 80% of their time doing school counselor duties. Again, this clearly shows the legal support needed to conduct group counseling for the betterment of the students and campus.