Research and Evaluation
Skills and Practices
(A) Applies relevant research findings to inform the practice of school counseling;
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As part of my internship experience at Centennial High School I completed an action
research project focused on supporting the academic achievement and peer connections for freshman male students new to the Centennial school district. Through the literature review on the difficulties faced by students transitioning to high school, it was clear that there are many extenuating factors that put this particular population at risk for academic struggles and future problems. Considering the base of knowledge on the topic, I created a small peer-group intervention for students identified as at risk. You can find the accompanying research paper through the link to the left. |
In conjunction with my elementary school internship site I participated in a First Step training
that informed teachers and counselors about a classroom based intervention for students with behavioral issues in class. The intervention focused on giving students positive feedback for positive behavior and employing the classroom community as a support structure for the focus student. I was able to take away the knowledge from that training and it helped inform my own classroom guidance teaching methods. |
(B) Develops measurable outcomes for school counseling programs, activities, interventions, and experiences; and
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For our foundations of school counseling course, two colleagues
and I developed this comprehensive guidance counseling program that focused on three school goals based on a school wide needs assessment. Using state testing data and school wide surveys from all teachers, students and parents, we defined measurable goals for growth from pre intervention to post intervention in academic achievement, students' feelings of connection to the school, and student and parent preparation for post-secondary planning. Our project can be viewed using the link to the left. |
In my work with the elementary students at Metzger Elementary school, I have created many behavior plans for students. These behavior plans including the one in the link to the left
focus on having the student reach a certain behavior goal such as getting 80% of their points for a period of time in order to earn a reward. With each plan the student is clear on how many points they need to earn a reward and they know exactly what earns them a point and what does not. |
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At Centennial High School where I did my internship, the
professional learning community (PLC) of the counseling department developed PLC goals for the year. The department set a goal that 6% more freshman will finish the year with 6 credits than the year before and that all freshman will finish the year on track to graduate. I was involved in helping to work with the freshman students to ensure those goals were met. |
(C) Analyzes and uses data to enhance school counseling programs.
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As part of my internship experience at Centennial High School I completed an action
research project focused on supporting the academic achievement and peer connections for freshman male students new to the Centennial school district. Through the literature review on the difficulties faced by students transitioning to high school, it was clear that there are many extenuating factors that put this particular population at risk for academic struggles and future problems. Considering the base of knowledge on the topic, I created a small peer-group intervention for students identified as at risk. You can find the accompanying research paper through the link to the left. |
Academic reports have been an essential tool for analyzing data and determining what students I
need to check in with and what resources I can use to help students stay on track to graduate. The link to the left shows an example of a ninth grade failing list after the first semester of the year. I used this list to inform me of which freshman had failed a core class and I was able to begin developing a plan with the student to retake the class or go for credit recovery early. This also helped to inform the counseling department regarding their PLC goals. |
Metzger Elementary school tracks student referral data using the SWIS program as referenced
in the link to the left. This data allows us to look at individual student referrals to determine an increase or decrease in behaviors. It has also allowed us to examine school wide referral data to ensure the rate of referrals for various student groups are representative of the school population as a whole and make sure no group is over represented. |