Assessment
Skills and Practices
(A) Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities;
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During my graduate studies, I had the opportunity to participate in a grant
funded program called Transition Plan-to-Action (TPAT). 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. Using person-centered planning, we explored with our student what their strengths are, what goals they had and how they thought their strengths fit into those goals. We also looked at what doesn't work for student in a possible job. You can see our team activity log in the link to the left. |
I have worked with many students on 504 or IEP plans and helped
to manage those plans. In both cases it has been essential to assess the whole student and not just their particular eligibility. I have shared here an example of an IEP meeting in which I worked with a student to assess their needs and unique circumstances surrounding their situation. |
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During my Career and Lifestyle Planning class I completed a project that examined a student's personality traits and career interests. I utilized various quantitative assessment tools including the Strong Interest Inventory and the NEO PI-R. I also used qualitative assessment techniques including a career style interview and a family career tree. Combining all assessments allowed me to develop a comprehensive and holistic view of the student and their career interests. The link to the left connects to the final project report.
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(B) Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development;
As part of my action research project examining the connection that transferring freshman have to their new school community and how that effects academic
success, I utilized various assessment tools. I used GPA and attendance data, obtained from the school records software and a self-created community connection survey. The survey and research results can be found in the link to left. |
In order to gain a more comprehensive view of student needs, I have collaborated
with teachers to hear their insight about a student. Some times though the messages from teachers has been varied and it has been necessary to observe classroom behavior myself. I found and utilized the Woodcock-Johnson Classroom Observation form (link on the left) to gain an objective view of a student's behavior. |
Through my graduate program of study I completed a course on behavioral
instrument appraisal. I reviewed three behavioral instruments: Reynolds Adolescent Depression Scale, Adolescent Anger Rating Scale, and the Suicidal Ideation Questionnaire. The final paper can be found in the link to the left. |
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During my Career and Lifestyle Planning class I completed a project that examined a student's personality traits and career interests. I utilized various quantitative assessment tools including the Strong Interest Inventory and the NEO PI-R. I also used qualitative assessment techniques including a career style interview and a family career tree. Combining all assessments allowed me to develop a comprehensive and holistic view of the student and their career interests. The link to the left connects to the final project report.
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(C) Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs;
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At my high school internship site we used a student intervention team
(SIT) to follow students at risk of falling behind, missing school or had behavioral/disciplinary issues. I worked closely with a student involved in the SIT team that we were concerned about. We used the team to regularly track interventions we used with the student, the effectiveness of those interventions, and what the next steps would be. An example of notes from the team meeting about this student can be found through the link to the left. |
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In conjunction with my internship experience at Centennial High School I completed an
action research project which focused on supporting the academic achievement and peer connections for freshman male students new to the Centennial school district. My research design utilized a small group intervention for identified students. I looked at various data sources including student GPA, attendance and connection to their community as determined by a short survey administered before and after the intervention to identify intervention outcomes. The results of the pre and post group data helped determine how effective the group was for the students and helped to identify changes for future research. You can find the accompanying research paper through the link to the left. |
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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. As part of our school needs assessment, we utilized state academic achievement data and survey data from all stakeholders of the school community. We used this data to guide our school wide interventions and determine the efficacy of those interventions. The entirety of our project can be found in the link to the left. |
(D) Makes appropriate referrals to school and/or community resources; and
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In my high school internship site, I worked with many students who
were dealt a sudden and often tragic event in their life or were dealing long lasting emotional difficulties. I worked with these students to ensure they had the necessary supports in their life to help them through. While I helped to facilitate conversations with their teachers, I also referred students to important mental health counseling available at the school. Here is a link to the referral form I used to help students receive mental health counseling. |
The Schools Uniting Communities (SUN) program was new
to my high school internship site and I utilized it often to refer students to the excellent activities and academic support programming that was available. Here is the registration form I used with a listing of the available programs for students. |
I have been active in supporting and helping to run the child heroes program of the metro
toy drive. I help to manage six child heroes that work within the community to promote the toy drive and collect toys to give to families in need during the holiday season. Part of our work has been to seek families in need and offer this wonderful resource to them. |
(E) Assesses barriers that impede students’ academic, career, and personal and social development.
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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. |
My work with students at my high school internship site include individual counseling on academic success and struggles. Some students struggle with managing time in class and in studying outside of class. I work with them to
create a study plan for utilizing study hall time to their fullest advantage. Here is an example of a study hall study schedule that they could use to manage time and remain on task. |
I have worked with many students on 504 or IEP plans and helped
to manage those plans. In both cases it has been essential to assess the whole student and not just their particular eligibility. I have shared here an example of an IEP meeting in which I worked with a student to assess their needs and unique barriers surrounding their situation. |