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Program Assessment: To assess the effectiveness of the school counseling program for students while supporting them and meeting their needs.

Annual Result Reports: To assess behavior data and creating SMART goals to decrease unwanted behaviors.

School Counselor Assessment and Appraisal: To assess school counselor's effectiveness, performance, and ongoing professional growth.

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Level: High School, Single Class

Grade: 10th Grade (35 students)

Lesson Plan: Social Emotional Learning

Objective: Explain to students that we want everyone to be able to describe different feelings that they may have in difficult situations, how they can affect our behaviors, and some healthy ways to address our feelings.

Time: 30 minutes

Results: 50 disciplinary referrals per week before/after lesson.

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M1: Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being.

B-SMS 1: Responsibility of self and actions

Why B-SMS 1? Teaching students to pause and think before acting on their feelings/emotions could decrease the number of disciplinary referrals. Teaching them to be responsible for themselves and actions by pausing and thinking before they act.

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1. I think it’s important to understand my feelings in difficult situations.
2. I am good at naming my feelings in difficult situations.
3. I don’t usually get in trouble for how I display my feelings in difficult
situations.
4. I know the different feelings that affect my behavior in difficult
situations.
5. I can tell when my feelings are going to affect my behavior.
6. I know how to calm down when I am overwhelmed with my feeling

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Align: The questions align with M1 by gaining an understand on the students awareness of their social and emotional skills and how they can affect them.

Not Align: The questions do not align because it does not highlight development of whole self but primarily focuses on feelings and how your feelings can affect you as a way to decrease disciplinary referrals.

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The materials and content of the lesson matches with the Mindset and Behaviors statement that I created by ensuring students' take their time to pause and understand their feelings before acting on them. While also understanding, that their feelings are valid but their reaction based upon their feelings could negatively impact their outcome resulting in a consequence for their behavior(s).

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Time: 30 minutes

Impact: Thirty minutes is good timing for a single session, however the concept of teaching students to balance their social and emotional responses can not be taught over a single session. If the lesson was spread over 2-3 sessions for 15 minutes at a time, it would give students more time to obtain the information. I also believe that there would be a decrease in disciplinary referrals this way.

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I would modify this lesson plan by making it more interactive. As a teenager I often became bored with lessons and do not remember any lessons provided by my school counselors. To make the activity more interactive, we will start with a icebreaker called "Like Me". In this activity you stand up when you agree with a statement. In this I will go over feelings and have students stand to show them that at times we all feel the same/similar ways about various topics. For example, I would say stand if anyone has ever made you angry and continue from there. Using an icebreaker could allow the students to feel more comfortable in the lesson.

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American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

American School Counselor Association. (2023b). The school counselor and school counseling programsLinks to an external site.. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-School-Counseling Program

Cleveland, R. E., & Sink, C. A. (2018). Student happiness, school climate, and school improvement plans: Implications for school counseling practiceLinks to an external site.. Professional School Counseling, 21(1), 1–10.

Young, A., & Kaffenberger, C. (2018). School counseling professional development: Assessing the use of data to inform school counseling services.Links to an external site. Professional School Counseling, 19(1), 46–56.

Handout: High School Lesson Plan and Results Report

Walden University (Producer). (2019a). Ariel Harrison: Accountability [Video file]. Baltimore, MD: Author.

Mason, E. C. M., Land, C., Brodie, I., Collins, K., Pennington, C., Sands, K., & Sierra, M. (2018). Data and research that matter: Mentoring school counselors to publish action research.Links to an external site. Professional School Counselor, 20(1), 184–193.

American School Counselor Association (ASCA). (n.d.). Templates and resources.Links to an external site. Retrieved January 22, 2022, from https://www.schoolcounselor.org/About-School-Counseling/ASCA-National-Model-for-School-Counseling-Programs/Templates-Resources

Project Implicit. (n.d.). Take a test.Links to an external site. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html

https://www.canva.com/design/DAGLozN3kUI/szNBPcnqmNLZmhloaJTMJw/edit

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Colorful Creative Project Research Infographic

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Grade: 10th Grade (Lesson 3)

Time: 45-50 minutes

Objectives:

1. The student will identify 5 safe and healthy (or unsafe and unhealthy) choices in high school and list at least two factors that influence his/her decision to make healthy (or unhealthy) choices.

2. The student will view and evaluate a presentation on healthy choices and write three related questions or thoughts he/she would like to further explore.

3. The student will view and evaluate a presentation on the dangers of risky behavior and write three related questions to explore.

4. The student will participate in and evaluate a presentation from an emergency response agency and write three related thoughts to explore.

5. The student will participate in the planning of and/or involvement in a wellness fair.

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Vision Statement

As a school counselor, we believe in all of our students successes and achievements while providing them with the necessary resources to meet their needs. We work hard to accommodate our students wants, while ensuring that they feel safe and protected while in school.

Core Beliefs

My core belief on student's ability to achieve is that all students are capable of learning and achieving whatever goal they have set for themselves no matter their cognitive, physical, and social/emotional level. I believe in this because as a Special Education Pre-K teacher who works in a certified developmental day inclusive setting I have seen students with differing cognitive and physical abilities retain the information that I taught them and access toys and playground structures in similar manners through trial and error with determination. While each student learns at their own pace and in their own way, when you provide students with the necessary tools to succeed they can achieve whatever they set their mind too.

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Manage: School Counselor Competency Assessment