Collaboration and Consultation
Skills and Practices
(A) Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school;
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I completed an action research project at Centennial High School in which I examined the
effect of a peer group intervention on academic success 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 the possible benefits it could have for their student. I also sent a parental consent form home to be signed as further communication about the group. I was able to talk with the parent about their concerns for their student and what we could focus on to best support them. You can view the final research report, including the parental consent form, via the link to the left. |
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It has been a large part of my work at both of my internship sites to contact
parents and discuss issues or concerns we have about their student and learn about the parents own concerns. Specifically I met with our seniors who had failing grades in required courses for graduation. We discussed a plan for bringing those grades up and I proceeded to contact their parents to inform them of their student's academic progress and discuss the plans I devised with the student. I also listened to what has worked and not worked for the student at home so that with the parent we could devise a more full and effective intervention for the student. |
In working with students on IEP plans, I have been involved with
eligibility meetings. These meetings included the student, parents, teachers, case managers and counselors. In many cases the student is dealing with academic, social or emotional issues. In the case example in the link to the left, I worked with a student and their parent to address academic issues and determine the best course of action to make sure the student's needs were met. |
(B) Locates resources in the community that can be used in the school to improve student achievement and success;
At my high school internship site we had an on site mental health counselor from
the county. It was an amazing resource to be able to be working with a student who is need of personal counseling and be able to walk down the hall to introduce the student to the counselor right then and there. I used the referral form to the left to help the student get in contact with the appropriate mental health services they need. |
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. |
At my elementary school internship site, I worked with an organization called Shoes That Fit which
worked with schools to identify students in need of new shoes due to the students' shoes breaking down or they simply are growing out of them. I identified students in need by referring to our family assistance surveys completed by parents and connecting with teachers to identify students they observed as needing shoes. In total I was able to provide shoes for 67 of our students. The order form can be found via the link to the left. |
(C) Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development;
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At my high school internship site I worked with students
experiencing difficulties with academics or behavior management. Our school had a student intervention team that worked to create an action plan of interventions to help identified students. Part of my involvement in that team included a great amount of contact with the teachers of a student to identify classroom behaviors and to track the change in those behaviors across various interventions. Our action plan can be viewed in the link to the left. |
When working with students that face unique challenges and struggles it is
essential that all resources are considered so the student receives the most effective support. At Centennial High School I connected often with our on site mental health counselor to refer students in need of longer term mental health support. I would continue to check in with the student to assess their progress and ensure that they felt improvement in their situation. |
At Centennial High School we had access to various alternative schooling options
within the district for students in need of a smaller learning environment. I met with the alternative placement team composed of school counselors and educators from the various alternative schools to discuss the needs of the student and determine the best school fit. I also consulted with teachers to discuss the student success in their classes. The document to the left is an example of an alternative placement referral form used by the team. |
(D) Uses peer helping strategies in the school counseling program; and
I completed an action research project at Centennial High School in which I examined
the effect of a peer group intervention on academic success 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. You can view the final research report, including the parental consent form, via the link to the left. |
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In my elementary internship I formed several student Lunch Bunch peer groups.
In talking with the counselor and teachers, I identified students that could benefit from social skill building opportunities and formed grade level Lunch Bunch groups in order to provide such opportunities for learning. Peer-to-peer group relationships acted as the primary catalyst for change in student social behavior and helped to teach students appropriate and inappropriate behaviors in friendships. An agenda for a Lunch Bunch group can be found in the link to the left. |
(E) Uses referral procedures with helping agents in the community such as: mental health centers, businesses, and service groups; to secure assistance for students and their families.
We were fortunate enough to have access to on site mental health counseling
services for our students in need. I worked with several students in a state of crisis due to sudden changes in life circumstances such as a death of a loved one or students sharing about a prolonged emotional struggle they have been managing. In both cases I have referred my students to our on site counselor. The link to the left leads to our referral form for student mental health services. |
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My elementary school internship site served a very diverse student
population with unique needs. My supervising counselor maintained great connections with many individuals in the community and I worked with my counselor and the community resources to provide shoes and clothes for our students in need. I worked with a agency called Shoes That Fit to provide shoes for 67 of our students and I referred families to our district resource that provided clothing for our students and families. The two links to the left connect to the order form for Shoes That Fit and an informational tool for families seeking assistance from our Caring Closet resource. |