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This curriculum consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school’s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in K-12 classroom and group activities. (ASCA, n.d.).

Reference

American School Counseling Association (n.d.). ASCA National Model: Delivery. Retrieved from  https://www.schoolcounselor.org/school-counselors/asca-national-model/delivery

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Indirect student services are provided to students by the school counselor to assist them further with their needs. Indirect student services includes; referrals for additional assistance, consultation, and collaboration with parents, teachers, other educators, and community organizations.

Reference

ASCA National Model: Delivery. (n.d.). Retrieved December 20, 2018, from https://www.schoolcounselor.org/school-counselors/asca-national-model/delivery

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Direct Student Services are direct services offered in- person through interactions between school counselors and middle school students in particular, (ASCA, n.d.).

Reference

American School Counseling Association. (n.d.). ASCA National Model: Delivery. Retrieved from https://www.schoolcounselor.org/school-counselors/asca-national-model/delivery

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Integrating School Counseling Core Curriculum into Academic Curriculum

Abstract:

Research indicates that the social and emotional well being of students impacts academic outcomes; however, due to a limited amount of class time, the counseling core curriculum that addresses these needs often takes a back seat to academic learning. This article proposes a paradigm shift where teachers and school counselors collaborate to integrate the counseling core curriculum into daily academic lessons. This results in meeting ASCA's academic, personal/social, and career student standards within the context of academic content. Implications are discussed, such as school counselors being seen as collaborators in increasing the academic outcomes for all students, and closing the achievement gap.

Reference
Kozlowski, K. A. (2013). Integrating School Counseling Core Curriculum into Academic Curriculum. Journal of School Counseling, 11(5). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1012286&site=eds-live&scope=site

Improving Middle School Student Engagement Through Career-Relevant Instruction in the Core Curriculum

Abstract

The authors assessed the effect of career-relevant instruction on school valuing and engagement of middle school students in a southern U.S. school district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a school-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of school engagement and school valuing. After controlling for previous school engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment schools reported significantly higher levels of school valuing than students in the control schools, and students reporting greater career-relevant instruction indicated significantly higher levels of school engagement and valuing.

Reference
ORTHNER, D. K. 1. orthner@unc. ed., JONES-SANPEI, H., AKOS, P., & ROSE, R. A. . (2013). Improving Middle School Student Engagement Through Career-Relevant Instruction in the Core Curriculum. Journal of Educational Research, 106(1), 27–38.
https://doiorg.ezp.waldenulibrary.org/10.1080/00220671.2012.658454

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Individual Student Planning
School counselors coordinate ongoing systemic activities designed to assist students in establishing personal goals and developing future plans (ASCA, n.d.).

Reference

American School Counseling Association. (n.d.). ASCA National Model: Delivery. Retrieved from https://www.schoolcounselor.org/school-counselors/asca-national-model/delivery

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for Middles School Students

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Brain Breaks and Icebreakers for Middle and High School

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Brain Breaks for Middle and High School Students (icebreakers;time fillers, too)

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Responsive services are the activities school counselors partake in, that is structured to meets the needs of the student (ASCA, n.d.)

Reference

ASCA National Model: Delivery. (n.d.). Retrieved December 19, 2018, from https://www.schoolcounselor.org/school-counselors/asca-national-model/delivery

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According to the American School Counselor Association (2012) counselor competencies, in regards to responsive services, school counselors should be able to :
- Provide responsive services
-  List and describe interventions used in responsive services, such as individual/ small-group counseling and crisis response
-  Understand appropriate individual and small-group counseling theories and techniques such as rational emotive behavior therapy, reality therapy, cognitive-behavioral therapy, Adlerian, solution-focused brief counseling, person-centered counseling and family systems
-  Demonstrate an ability to provide counseling for students during times of transition, separation, heightened stress and critical change
-  Understand what defines a crisis, the appropriate response and a variety of intervention strategies to meet the needs of the individual, group or school community before, during and after crisis response
-  Provide team leadership to the school and community in a crisis
-  Involve appropriate school and community professionals as well as the family in a crisis situation
-  Understand the nature of academic, career and personal/social counseling in schools and the similarities and differences among school counseling and other types of counseling, such as mental health, marriage and family and substance abuse counseling, within a continuum of care
-  Understand the role of the school counselor and the school counseling program in the school crisis plan

Reference

American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

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This webinar is provided by the American School Counselor Association and talks about a component of the delivery system of the national model, responsive services.

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RAMP Component Webinar- Section 10- Small Group Responsive Services

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In a middle school setting, school counselors can work with students individually or in a group setting to address the concerns and needs of each student. For-example, if there is an ongoing conflict with a group of students (drama, rumors, and/or fighting, the counselor may decide have a group session with the students to resolve the situation.

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Achieving Success through School Counseling in Middle Schools

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Achieving Success through School Counseling in Middle Schools

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Summary

This article seeks to determine the impact school counseling can have on middle school students academic, personally, and social success. The authors of this study used both quantitative and qualitative data to assess this. Results from the study displayed that students grade point averages increased, as well as their personal-social success.

Reference

Rose, J., & Steen, S. (2014). The achieving success everyday group counseling model: fostering resiliency in middle school students. Professional School Counseling, (1), 28. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.408784075&site=eds-live&scope=site

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Example: How School counseling core curriculum can be utilized to create a safe school environment

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Example: How School counseling core curriculum can be utilized to create a safe school environment

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When school counselors are visible , it shows they're availability and concern. In order for a school to stay safe school counselors along with others in the school should remain visible to ensure each student is safe.

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Strengthening Links between the Levels: School Counselor Collaboration for Successful Student Transitions

Abstract:
This exploratory study focused on the inter-collaboration activities among 112 elementary, middle, and high school counselors that facilitate students' transitions. Results indicated significant differences in several of the current collaboration activities of the varying levels of school counselors; however, there were no differences found in the school counselors' beliefs about collaboration activities. Implications for student transition-related collaborative activities among school counselors are presented and implications for future research are considered.

Reference

Dixon, A. L., DeVoss, J. A., & Davis, E. S. (2008). Strengthening Links between the Levels: School Counselor Collaboration for Successful Student Transitions. Journal of School Counseling, 6(21). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ894792&site=eds-live&scope=site

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Maintaining a safe environment: Free from Threatening words & actions

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Maintaining a safe environment: Free from Threatening words & actions

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I found this article to be interesting considering the vulnerability of middle schoolers.  They are easy to get upset which possibly could lead to violence.  This article promotes a safe environment for middle schoolers.  There are two things educators can do to create a safe environment.  Learn more about the development level of a middle school students and create an effective safe school plan.  Policies and procedures are part of the curriculum that should be provided to create a safe and inviting school environment. (Lorain, 2008).
Reference
Lorain, Peter. (2008). Maintaining a safe environment: Free from threatening words & actions. Retrieved from http://www.nea.org/tools/maintaining-a-safe-environment.html#C

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This video was done by this young lady who is interested in beginning a career as a middle school counselor.  She discussed the development of her students as well as the curriculum and lesson plans that should be used as a middle school counselor.
Reference
Joseph, Sarah. [YouTube]. (2016). Middle School Counselors.

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This video was made to ensure school counselors are equipped to develop a comprehensive school counseling program. The video discussed how a group of individuals came together for a personal project to develop a curriculum in South Dakota. The group used the framework of the
ASCA National Model to create the program.
Reference
Barahori, G. [YouTube]. (2016). SD Comprehensive School Counseling Program

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SD Comprehensive School Counseling Program Model Overview

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Overview:
IV-B-1. Implements the school counseling core curriculum n IV-B-1a. Identifies appropriate curriculum aligned to ASCA Student Standards n IV-B-1b. Develops and presents a developmental school counseling core curriculum addressing all students’ needs based on student data n IV-B-1c. Demonstrates classroom management and instructional skills n IV-B-1d. Develops materials and instructional strategies to meet student needs and school goals n IV-B-1e. Encourages staff involvement to ensure the effective implementation of the school counseling core curriculum n IV-B-1f. Knows, understands and uses a variety of technology in the delivery of school counseling core curriculum activities n IV-B-1g. Understands multicultural and pluralistic trends when developing and choosing school counseling core curriculum n IV-B-1h. Understands and is able to build effective, high-quality peer helper programs

This section of ASCA School Counselors Competencies is imperative since it's used as a guide to assist school counselors in developing their curriculum.

Reference
American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

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Teacher Perspectives on Career-Relevant Curriculum in Middle School.

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Teacher Perspectives on Career-Relevant Curriculum in Middle School.

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Abstract:
Relevant, challenging, integrative, and exploratory all describe the curriculum desirable in middle school (National Middle School Association, 2010). Career-relevant curriculum is one prominent strategy used since the 1970s to achieve these goals. Systematic, integrated, and contemporary efforts at career education often engage core teachers who plan and deliver the curriculum. For this study, a measure was created to assess teacher perspectives of career education efforts in middle school. A two-factor structure (career integration and future orientation) was demonstrated in exploratory and confirmatory factor analysis of the survey. Results from 291 middle school teachers reveal the potential of career education infusion into the core curriculum, with nominal but statistically significant differences in gender, subject matter, and socioeconomic status of the school. Implications for middle school educators are provided.

Reference
Akos, P., Charles, P., Orthner, D., & Cooley, V. (2011). Teacher Perspectives on Career-Relevant Curriculum in Middle School. Research in Middle Level Education Online, 34(5), 1–9. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=66084815&site=eds-live&scope=site

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The counselor's role in ensuring school safety.

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The counselor's role in ensuring school safety.

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Abstract:
The article discusses the significant role of school counselors in ensuring school safety in an inclusive and resilient environment in the U.S. One key way for counselors to foster a culture of safety is tackled which is by making themselves a familiar face and ready resource for students, parents and school staff. Mark Lepore, a professor and counselor at Clarion University in Pennsylvania, notes the key role played by counselors in making connections and building rapport with students.

Reference
Bray, B. bbray@counseling. or. (2016). The counselor’s role in ensuring school safety. Counseling Today, 59(3), 28–35. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117957506&site=eds-live&scope=site

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A demonstration of responsive services through small group counseling.

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One component of responsive services involves crisis intervention. A school counselor must know what a crisis looks like, be aware of what to do in the event of a crisis situation, and be able to provide crisis interventions to the students in need. School counselors must also collaborate with other key stakeholders in the school, for-example the principal, in order to create an effective crisis plan.

Example

If a school shooting happens at a middle school, the school counselor must be able to respond in a professional manner that will keep the students safe and calm. The school counselor would follow the crisis plan made up by themselves and a administrator. After the crisis, the school counselor would provide individual and/or group counseling for those students affected by the school shooting, as well as interventions for the crisis. With the school counselors help, the school will be able to return back to its normal learning environment in no time.

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How Do School Counselors Feel About Collaboration

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How Do School Counselors Feel About Collaboration

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Summary

This study seeks to determine the perception of school counselors in regards to collaboration. The study included 268 K-12 school counselors, from a southeastern state. Each school counselor had to complete a survey that included three sections. The first section asked about the level of collaboration at their schools. The second section was a short demographic survey. The last section measured attitudes about collaboration in a school setting. Results from this study showed that school counselors collaborated quite often with different stakeholders in the school and found collaboration imperative for success in a school counseling program.

Reference

Gibbons, M. M., Diambra, J. F., & Buchanan, D. K. (2010). School Counselor Perceptions and Attitudes about Collaboration. Journal of School Counseling, 8(34). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ914263&site=eds-live&scope=site

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The Role of a School Counselor in Crisis Intervention 

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The Role of a School Counselor in Crisis Intervention 

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Summary

This article seeks to explain the role of a school counselor in crisis intervention and planning. The study takes place in Eastern Kentucky and involves school counselors taking a survey about their role in crisis intervention. Results from the study showed that school counselors are aware of their roles in crisis interventions but not all school counselors are important parts of it. The study also found that crisis interventions are necessary in schools and that school counselors need adequate training in crisis response.

Reference

Francisco, R.-M., & Fasko, D., Jr. (1999). Crisis Intervention: The Role of the School Counselor. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED434300&site=eds-live&scope=site

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What's Involved in Indirect Student Services?

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What's Involved in Indirect Student Services?

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According to the American School Counselor Association (2012) counselor competencies, indirect student services includes:
o Referrals:
- Understands how to make referrals to appropriate professionals when necessary
-  Compiles referral resources to utilize with students, staff and families to effectively address issues
-  Develops a list of community agencies and service providers for student referrals
o Consultation
-  Shares strategies that support student achievement with parents, teachers, other educators and community organizations
-  Applies appropriate counseling approaches to promoting change among consultees within a consultation approach
- Works with education stakeholders to better understand student needs and to identify strategies that promote student achievement
o Collaboration
-  Partners with parents, teachers, administrators and education stakeholders for student achievement and success
-  Conducts in-service training or workshops for other stakeholders to share school counseling expertise
-   Understands and knows how to provide supervision for school counseling interns consistent with the principles of the ASCA National Model

Reference

American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

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In a middle school setting, a school counselor may meet with a student whom shows signs of distraction and depression. After meeting with the student during their gym class, for a brief counseling session, the school counselor notices that the student seems to hurt themselves and shows signs of extreme depression. The school counselor may decide to refer the student to a mental health professional in order to help address these concerns and meet the needs of the students. The school counselor would contact the parent to let them know of their concerns and give them information about a local mental health professional that could help the student.

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Example

In a middle school setting, a school counselor may collaborate with a teacher to help them with behavior management in the classroom. The school counselor may give the teacher strategies to help decrease the problem behaviors in the classroom and/or give a lesson to the class, with the teachers permission, about appropriate classroom behavior.

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Summary

This article discusses consultation engagement between school counselors. The study included 1704 members of the American School Counselor Association that were currently employed as school counselors. Of these participants, 1440 reported that they engaged in consultation while 264 reported that they did not. The participants were asked to complete a survey that explored the practices of school counselors. The results from this study showed that majority of school counselors engage in indirect student services (Mason, Moe, & Perera-Diltz, 2011). The study also revealed who school counselors are most likely to consult with. The first being teachers, then parents, next principals, then mental health professionals, and finally principals.

Reference

Perera-Diltz, D. M., Moe, J. L., & Mason, K. L. (2011). An Exploratory Study in School Counselor Consultation Engagement. Journal of School Counseling, 9(13). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ933179&site=eds-live&scope=site

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Direct Student Services: School Safe Environment for Middle Schoolers

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Direct Student Services: School Safe Environment for Middle Schoolers

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Anger Management Counseling Group - Steam Stoppers

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Direct Student Services:           Safe School Environment for Middle Schoolers 

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Direct Student Services:           Safe School Environment for Middle Schoolers 

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Creating a Calm Corner In Your Counseling Office

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A Calm corner is great additions to a school counselor's office. They give student's a safe space and provide an opportunity to practice calming strategies.

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The video represented gives an animated overview of the National Model (ASCA, 2012) to explain the process of the school counseling services delivered to students in relations to what a tree need to grow.

Reference
Skaczowski, J. (2017). ASCA National Model 2. Retrieved from
https://www.youtube.com/watch?v=f_XVWqCdP1k

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Direct Student Services:     Safe School Environment for Middle School Students    YouTube Video

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Direct Student Services:     Safe School Environment for Middle School Students    YouTube Video

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This video demonstrates the quick actions that are being taught to our middle school students, administration, and community when intruders or homegrown deviants come in to cause harm to our children (Dollarhide & Saginak 2017).

References

WETV Waltham. (2014). ALICE training. Retrieved from https://www.youtube.com/watch?v=CqkUw9egsWc

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Direct Student Services:          For middle school students and their opportunity to succeed academically 

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Direct Student Services:          For middle school students and their opportunity to succeed academically 

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School Counseling Needs Assessment Free Download

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Download a free school counseling needs assessment to get the ball rolling on your curriculum map for classroom guidance lessons!

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For middle school students and their opportunity to succeed academically

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Use this reward chart to help your child achieve goals.

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For middle school students and their opportunity to succeed academically

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Middle School Study Skills Flipbook and Activities

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Help your middle schoolers start the year strong with better study skills. Topics covered include time management, organization, good habits, study skills and hacks, and learning styles. In addition, there are five interactive activities for the students to complete.

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Chapter 12 : School Counselors as Consultants

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Collaboration in the middle school
YouTube Video

The video is a wonderful example of how collaboration works within a community and the success of the students can really be seen due to efforts being put into their lives and their futures; while the parents assist by allowing the students to participate in safe environments as they stay involved with the school counselor and the progress of their child.

Reference
Spokane Public Schools. (2017). Hillyard Youth Collaborative creates student success. Retrieved from https://www.youtube.com/watch?v=xD9XyZaMgw8

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Hillyard Youth Collaborative creates student success

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Direct Student Services Peer Reviewed Journal Article that can be used for middle school students 

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Direct Student Services Peer Reviewed Journal Article that can be used for middle school students 

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References
Cade, R., Nelson, K., & Oliver, M. (2007). Therapeutic Letter Writing from School Counselors to Students, Parents, and Teachers. Professional School Counseling. 10(5), p510-515, 6.

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

They help to  offer emotional support to the student and to put a nail in the students positive change that has transpired over the course of the counseling. It confirms that change is possible, but writing these letters do not come without precautions that must be considered; like the tone of the letter, or that any written communication such as the and that the letter is kept for years and has an impact that is lasting, and that their communication is clear and understandable. Letters to teachers and parents can also serve as an effective tool in a school counselor's effort to collaborate (ASCA, 2012) and develop close ties.

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Peer-Reviewed Journal Article

This article discusses how a great deal of students suffer from mental health issues that causes the student to suffer in their school work and they turn to the school for help. This article describes how school counselors can address the mental health issues by providing direct services, accessing community resources, and working with school staff and community service stakeholders (ASCA, 2012).

Reference
Kaffenberger, C., & O'Rorke-Trigiani, J. (2018). Addressing Student Mental Health Needs by Providing Direct and Indirect Services and Building Alliances in the Community. SAGE journals. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/2156759X1201600505

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Middle School Students

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The transition to middle school can be tough enough without having to also juggle ADHD. Learn how to teach your child to make to-do lists, be courteous in conve

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Abstract
This article discusses the impact and importance of parents' roles in helping adolescents make career choices and build career development.

References

Young, R. A. (1994). Helping adolescents with career development: The active role of parents. Career Development Quarterly, 42(3), 195. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9410252330&site=ehost-live&scope=site

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Abstract
An investigation was done by The Flow of Progress Model for middle school teachers reflecting on the pre-planning, interactive planning, and post-planning stages on working with students with learning disabilities who are placed in general education classes (Vaughn & Schumm, 1994).

References
Vaughn, S., & Schumm, J. S. (1994). Middle school teachers’ planning for students with learning disabilities. Remedial and Special Education, 15(3), 152–161. https://doi-org.ezp.waldenulibrary.org/10.1177/074193259401500303

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Individual Student Planning on Middle School Level (from Missouri schools)

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Individual Student Planning on Middle School Level (from Missouri schools)

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Link to middle school rubric https://dese.mo.gov/sites/default/files/cnsl-isp-process-ms.pdf

References
Retrieved on December 23, 2019 from https://dese.mo.gov/sites/default/files/cnsl-isp-process-ms.pdf

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Measuring progress in individual counseling is challenging. I don't think there is much argument there. Long rating scales and lengthy observations are not viable or scalable solutions.

Couldn't measuring progress in individual counseling be easier? I think so.

You have to do a little borrowing from your school buddies. Teachers backwards plan lessons. SpEd teachers break big objectives into small goals. Writing teachers use rubrics. Speech therapists use tallies. The data diva, Trish Hatch, gives us a template for entry/exit tickets.

Break It Down

Whether your student has an IEP or not, there is a lot to learn from how special education staff measure progress.

Often in counseling, you start with a big goal. Big goals aren't friendly though. How would you measure this goal?

Student will improve their conflict resolution skills.

No wonder it's difficult to say the student is making progress with this goal.

You have to break it down. For this example, I would break it down into many smaller skills. You may want the student to:

identify feelings,

generate solutions to a problem,

use I-Messages to communicate

independently use a 6-step process to resolve conflicts,

use the process in other settings, and

believe they can resolve conflicts on their own.

In each session, you may focus on a different small goal or combine small goals.

It is easier to show that a student can accomplish smaller goals (e.g., identify feelings, generate solutions) than that they improved their conflict resolution skills. But if they can do all those smaller skills, they are well on their way to the big goal.

How would you break down another big goal? Take a minute to think of one (e.g., improve impulse control or improve organization skills). How can you break that down into smaller goals that are measurable?

Backwards Planning

I know, I know. Planning?! Stay with me. Even if you aren't writing down a plan for sessions each week, you can still use this.

Lots of teachers backwards plan their lessons. They start with an objective.

Their next step isn't creating a lesson. It is creating an assessment that would show mastery of the objective. Something that the student does independently.

For example, say I'm still working with that student on conflict resolution. During this particular session, we are working on communicating a feeling using an I-Message. By the end of the session, the student should be able to respond to a scenario card using an I-Message independently.

Now when I think of planning my activities, I know that what we do has to prepare the student to be able to complete this activity/assessment.

Writing is a terribly challenging thing to measure compared to other skills. Teachers will often use rubrics to show student progress on writing skills.

While this would require some beforehand work, you could create rubrics based on social emotional learning standards or your counseling program or a student's goals.

Even better, you can also ask teachers or parents once a quarter to weigh in.

My favorite data diva, speech therapists, use tallies to measure student progress in sessions. They have goal sheets for their students. They track with tally marks when a students shows the skill.

These are perfect for measuring discrete skills. Say you are working on identifying emotions. Simple. Write down that goal. During a game focused on feelings identification, tally right and wrong responses. Students can even keep track themselves.

If you have already broken down your big goals to small goals, then add those small goals, have a column for each session, and tally away.

ASK Tickets

Oh, Trish Hatch, you brilliant woman. Have you read Using Data in School Counseling? Most of the book focuses on tier 1 counseling programs, but lots of her ideas can be translated to measuring progress in individual counseling.

Try using her idea of measuring attitudes, skills, and knowledge for your exit tickets.

Attitudes are what the student believes. Skills are what the student can do. Knowledge is what the student knows.

Exit tickets are a great addition to sessions. These are targeted short questions on slips of paper that the student answers at the end of the session.

It's a great way to focus them on their goal, show progress, and wrap up each session.

In the conflict resolution example, you could have a entry/exit ticket with the following:

: I think coming up with multiple solutions will help solve a problem. Agree/Disagree.

Skills: Come up with solutions to the following problem: Your friend is angry that you didn't play with her at recess.

Knowledge: How does brainstorming multiple solutions help solve a problem?

More Data Tracking Ideas to Explore

1. Goal Attainment Scaling

2. Goal Sheets

3. Rating Scales - DESSA, SSIS, Lagging Skills

4. Teacher & Parent Reports

How do you measure progress in individual counseling? Comment below. Share the wealth.

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Measuring Progress in Individual Counseling

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Measuring progress in individual counseling is challenging. There is a lack of resources, time, and reliable measures. We can borrow some ideas from our school buddies though. Entry/exit tickets, rubrics, backwards planning, small objectives, and chaining are simpler ways to show mastery.

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YouTube Video on Student Intervention Plans

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YouTube Video on Student Intervention Plans

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Overview of Behavior Intervention Plan (BIP).

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Behavior Intervention Plan: BIP Overview

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by Cathy Hogan

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SCHOOL COUNSELING CORE CURRICULUM (Group Leader)

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SCHOOL COUNSELING CORE CURRICULUM (Group Leader)

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by Courtney Brown

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by Janiah Farmer

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RESPONSIVE SERVICES AND INDIRECT STUDENT SERVICES

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RESPONSIVE SERVICES AND INDIRECT STUDENT SERVICES

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by Anshrea Crosby

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I am so thankful for this wonderful group of ladies that has went over and beyond to ensure our project would be exceptional. Thank you ladies for putting forth the effort and providing feedback to assist each other throughout this assignment. WE ROCK!!!

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YouTube Video on Individual Student Planning 

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YouTube Video on Individual Student Planning 