Diversity and Advocacy
Skills and Practices
(A) Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development;
|
In fulfilling my multicultural competency graduate requirement, I was
given the option and seized the opportunity to travel to New York for a multicultural institute experience. Along with classmates and several other university groups, we visited various cultural hubs of New York and met with community leaders who shared their cultural heritage and what their experience has been growing up in a culturally diverse environment. These are my reflections on my experiences and my own cultural self awareness from that trip. |
In my work as a homework club site coordinator for Human Solutions, I worked with students and families living on low incomes. A primary part
of my work involved creating unique activities, organizing community family nights, and finding educationally enriching activities in the community for field trips. In each of these endeavors , I focused on providing over wise unavailable opportunities for the students who may not have the means to visit museums or other programming due to financial reasons. The links to the left show group activities I created, family nights I organized and field trips I set up. |
(B) Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students;
At centennial High School, I was able to work with the Teen Parenting teacher
and join their class to give a lesson on searching for the right college, resources for finding scholarships, and how to apply for financial aid. The purpose of the lesson was to ensure our teen parent students had the knowledge and resources to pursue a variety of post-secondary paths. The link to the left connects to a handout I created for the class highlighting helpful websites for researching schools and finding scholarships and financial aid. |
|
In both of my internship sites I have worked extensively with teachers and other staff to create appropriate and
individualized learning and behavior plans that best serve the needs of individual students I work with. It has been vital that all parties working with the student are committed to the plan so that there is consistency in student instruction. This is not always easy and I have worked with teachers and staff to build a true instructional team for students. Here is an example of how I have advocated for student learning. |
At my high school internship site we have access to multiple alternative
schools for our students in need of a different placement for various reasons. Due to extenuating circumstances student may benefit from a smaller learning environment or students may require an alternative placement due to an expulsion. Student placement is based on a decision made by the alternative placement committee that discusses cases and determines the best fit for the student's needs. The links to the left show the alternative placement referral form and a n actual case I used. |
(C) Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations; and
I completed an action research project at Centennial High School in which I examined the
effect of a peer group intervention for freshman students transitioning to the high school from another district. The purpose of the group was to create a supportive peer network for participants who may be forming peer connections and needing to feel connection to the school community. The group I ran consisted of seven freshman male students from a variety of ethnic backgrounds. You can view the final research report via the link to the left. |
|
For my foundations of school counseling course, I helped to create
a comprehensive guidance counseling program with two of my colleagues. We created a school based on the demographics of David Douglas High School and did a school wide needs assessment based on the school data. One of the needs we focused on was student connection to the school community. To address that need we developed the C.A.R.E.S. program, a school pride initiative to increase community connectivity. The entirety of our project can be found in the link to the left. |
|
At my elementary school internship site, we utilize the PBIS model to
support positive student behaviors. Students are given "Bee Tickets" as a reward for positive behavior. Students can use their tickets to purchase items from the student store, purchase a doughnut one day a month or purchase a lunch with the principal. In utilizing this system, I have worked with student to implement the incentives in their behavior plans and have worked with teachers to ensure that the distribution of rewards is equitable across the diverse populations of the school. |
The SUN program was brought to my high school internship site starting in
the 2013-2014 academic year. The program provided before and after school enrichment activities and academic support groups. I worked closely with the program coordinators to identify students who could benefit from the support and activities offered. |
(D) Engages parents, guardians, and families to promote the academic, career, and personal and social development of students.
|
I completed an action research project at Centennial High School in which I examined the
effect of a peer group intervention for freshman students transitioning to the high school from another district. The purpose of the group was to create a supportive peer network for participants who may be forming peer connections and needing to feel connection to the school community. In identifying students who could benefit from the group, I contacted parents to provide information about the group and sent a parental consent form home to be signed. You can view the final research report, including the parental consent form, via the link to the left. |
In my work as a homework club site coordinator for Human Solutions, I
worked with students and families living on low incomes. Homework club was held on site at the apartment complexes where students lived. In this setting, I embraced the unique opportunity to be able to visit parents and families and involve them in the homework club work and invite them to the monthly community nights we held. The links to the left show group activities I created, family nights I organized and field trips I set up. |
|
During my graduate studies, I had the opportunity to participate in a
grant funded program called Transition Plan-to-Action (TPAT). Using person-centered planning, the program aimed to support students in transitioning from the special education system to independent adult life where they can achieve their personal life goals. The student is the focus and leader of the meetings throughout the process while the student's parent is present and involved throughout as well. My self and the group worked with the parent to support the student fully in the various changes we helped the student make. You can see our team activity log in the link to the left. |