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Program Assessment:

As defined by the ASCA, program assessment in the school counseling role is used to determine the effectiveness of activities supporting students. Assessment uses accountability measures to determine reflect the effectiveness of student's suppport in their academic, career, and social/emotional development. The assessment tools currently in use are not standardized and should be approached with caution during utilization. Assessments are regularly used to measure and guide the school counselors progress towards the design and delivery of a comprehensive school counseling program, as well as the use of student data to assess the student impact of the program.

Annual Results Reports:

Annual Results Reports can be further broken down into two types, Classroom and group Mindsets & Behaviors Results Report, and Colsing-the-gap Results Reports. Each of these reports serve the role to determine the extent of change in student learning and outcomes, a well as the promotion of program improvement and systemic change. These reports hold value in the assessment of program effectiveness and serve as a guide to inform decisions related to program improvement.

School Counselor Assessment and Appraisal:

School Counselor Assessment and Appraisal includes several levels. The process includes self-assessment, formal appraisal of performance by a qualified administrator, and individual reflection of the data. The Assessment and Appraisal of School Counselors are used to compose an appropriate professional development plan, guide the recruitment and selection of competent school counselors, and establish benchmarks for ensuring student school counselors graduate with the necessities for the development of comprehensive school counseling plans.

*All above information obtained from the below reference source.

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

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Selected Lesson Plan and Result Report Level:

The selected ASCA Lesson plan is for the Middle School Level, specifically targeting 8th grade students. The lesson plans to hone in on social emotional learning skills to reduce the number of disciplinary referrals related to emotional regulation by 10%.

Mindsets and/or Behaviors for selected lesson topic:

The Mindsets and Behaviors for the Social Emotional Learning Plan targets a belief in the development of whole self, including a healthy balance of mental, social/emotional, and physical well-being through the use and development of vocabulary and language skills as well as coping skills for different emotions in different situations.

I would also add the mindsets & behaviors statement of a belief in the normalcy of one's feelings and the variance of feelings among self and peers.

These statements match with the lesson goal of development of healthy emotional expression and the projected decrease in referrals for behavioral outburts.

How does the ASCA Student Standards Pre- and Post-Assessment Align with the topic Mindsets and/or Behaviors:

The pre-assessment reveals that most of the 8th grade students are not sure of their feelings in difficult situations. Upon review of the post assessment most of the students felt more confident in their ability to undrstand their feelings in difficult situations, they also expressed changes in their ability to identify when their feelings are going to affect their behavior. These changes align with the ASCA assessment with topic mindsets and/or behaviors by helping students be able to identify their feelings and the impact that those feelings will have on their behaviors. In return helping to decrease the anticipated number of students referred for behavioral outbursts.

Does the Lesson content and/or materials match selected Mindsets and/or Behaviors skill:

The lesson content and materials match the mindsets and behaviors skills by teaching the different feelings and emotions and how they affect behaviors in differing environments.

How did timing impact the results of the lesson:

Timing may have impacted the results of the lesson by limiting the depth of the lesson. Students may not be able to ask questions or fully understand the lesson due to the limited time allowed. The counselor should make it known that students can approach them at any time with questions or concerns about the lesson.

How to modify the lesson plan to align with personal creativity and knowledge of ASCA National Model:

Personally, I would modify the lesson to include a more hands on approach rather than a written journal. I feel students learn and retain information better in scenarios that are memorable. In an educational setting, there are several written assignments, and taking a silly, play-like approach will set the lesson apart from a normal day-to-day lesson.

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Personal School Counseling Philosophy:

As a school counselor I believe it is important to give every student the opportunity to learn. My core beliefs include equality, honesty, and openness. It is important to me that all students are given a fair and equal opportunity to access education. I also believe that students deserve a safe place where they feel comfortable expressing themselves and their needs in whatever way works best for them. I also strongly believe that every student is unique and possesses their own individual strengths.

Vision Statement:

I hope to create an environment for students to thrive and find their passions to help create the path for success in their lives. Every student can succeed and become productive members of society given the opportunity and the means.

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Skilled and Comfortable Competencies

Using the Likert Scale, I am most comfortable and skilled in the Mindsets and  Direct and Indirect Student Services competencies. I feel this way because I hold strong the belief that all students can learn and succeed. I also believe that all students should have an individual, in this case school counselor, that helps them to promote each students individual goals in the academic, career, and social aspects of their lives. Working as a Behavioral Health Assessment Specialist in the Emergency Room, I learned how to remain calm under pressure and in situations of individual crisis. People of all ages felt comfortable with me and trusted me to help them get better when they were at what felt like the lowest points in their lives. This experience has given me confidence that I can find a way to help everyone to reach their goals and support them through various means.

Areas for Improvement

I feel that I definitely will need to improve in my planning and assessment skills as I often have the tendency to wing situations, and definitely could benefit from some improved time management skills.

Plan for Improvement

My plan for improvement is to use my experiences and observations to help compose a more appropriate self-schedule. I also plan to use the criticism from those around me to help drive improvements to my individual skills and professional role. I plan to use each students individual needs to help form the most affective plan and resources for each day.

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ASCA Lesson: Overcoming Obstacles: Middle School implementation

The goal of this lesson plan is to educate students in the Middle School curriculum different ways of achieving success across different settings throughout their lives. This lesson plan includes five different modules as well as two separate beginning modules to introduce and identify themselves as well as their classmates and produce the rapor to build confidence and respect for themselves and their peers.

Each module is broken into several smaller subsection lessons created to identify and focus on various ASCA mindset & behavior standards.

The modules include two beginning pre-modules,

1) Getting Started; which contains 4 lessons, &

2) Confidence Building; which contains 6 lessons.

Eight content modules,

Module 1: Communication Skills; with 5 lessons,

Module 2: Decision Making Skills; with 5 lessons,

Module 3: Setting and Achieving Goals; with 4 lessons,

Module 4: Managing Personal Resources; with 5 lessons,

Module 5: Studying Effectively; with 7 lessons,

Module 6: Problem Solving; with 4 lessons,

Module 7: Resolving Conflicts; with 6 lessons, &

Module 8: Looking to the Future; with 5 lessons.

The plan also includes a post-module, titled Service Learning; with 9 lessons.

This lesson plan contains several smaller lessons which will unify themselves at its conclusion allowing students to form behaviors and patterns that will begin to set students up for future success.

At the middle school level, this plan may be difficult to integrate due to its lengthy nature. Many students at this level do not yet possess the ability to focus on one subject for longer periods of time. This can therefore impede the overall success of the lesson plan.