According to ASCA (2019), the use of the program assessment is to analyze what is working within the program and which areas need some adjustments for students. Drawing from this, a school counselor evaluates each section to ensure the proper markers that a student should be hitting.

The purpose of the program assessment is to continue growth in the school counseling program and always work towards bettering the students (ASCA, 2019).

The reason that knowing how to interpret these reports is so important is that it assists the school counselor in determining ultimate changes within the plans on how students are learning and growing (ASCA, 2019). Reviewing the data collected helps school counselors become better familiar with how to improve activities based on the verified information provided (ASCA, 2019).

In what ways did the selected Mindsets and Behaviors match the lesson topic? List one additional Mindsets and Behaviors that you would have selected for the lesson and why.

The way that selected Mindsets and Behaviors matched the lesson topic because this topic is about the students learning about themselves and developing into who they are. They out Mindset M1, which depicts that this will help the student find their whole self and overall mental, social/emotional well-being (Sanders, 2024). Another additional one I would have selected would have been M2- self-confidence in the ability to succeed (Sanders, 2024). I would have chosen this one to include because it describes how students will grow into a mentality that they "can do "their "academic endeavors and relates to their emotional development.

In what ways do the ASCA Student Standards Pre- and Post-Assessment Items align and not align with the Mindsets and Behaviors and topic?

The topic again is social-emotional learning skills, and the mindset was M1- Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being (Sanders, 2024).

The ones that align with it are: 1-I think it's important to understand my feelings in difficult situations. This relates because the student needs to acknowledge their feelings in situations with others. 2-I am good at naming my feelings under challenging conditions. This one also refers to the fact that the student will be able to know their feelings in difficult situations. 4-I know the different feelings that affect my behavior in difficult situations. This one also relates because they know that various scenarios can bring up emotions different from others now. 5-I can tell when my feelings are going to affect my behavior. This relates because it shows that the student is developing self-awareness and how they become proactive if they know when their emotions are occurring. 6-I know how to calm down when I am overwhelmed with my feelings. This relates because it shows an encompassing emotional development and learning of coping strategies.

The ones that do not align with either the topic of mindset are: 3-I don't get in trouble for how I display my feelings under challenging situations. I feel this is negative talk and does not acknowledge the purpose of discovering oneself.

Did the lesson content/materials match the selected Mindsets and Behaviors skill? Why or why not?

The materials included a laptop, a feelings wheel, and a notebook. I feel these are adequate to reach the goal of becoming more of their wholesome self and relating to the topic. The content describes that the school counselor will use the feelings wheel with the students to see how they will affect their behavior. Again, this addresses the selected mindset and topic because it shows them their emotions.

Timing can be important for delivering lessons and holding small group sessions. Yet, timing can also be limited for school counselors when it comes to working with students. Based on your opinion, how do you think that timing may have impacted the results of the lesson?

I feel that timing can impact the results if students think this may be too short. If students want to express themselves more or go into more detail, time could hinder them. Or a student may not have fully finished the lesson and not comprehended everything intended for them to learn. These could all have influenced timing.

School counselors often share lesson plans amongst each other when they might experience similar student challenges or topics. But schools, populations, cultures, developmental levels, and school counselors are now would you modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset?

I would modify this to tailor it to the LGBTQIA+ community. I would have an interactive section where they felt comfortable talking with each other about different scenarios. When sharing, others can feel less alone or get ideas on how others have coped in difficult situations.

My personal philosophy of school counseling, which includes my vision statement, is " Within this school's counseling department, students will achieve their highest recognition of standards based upon their mindset towards academic, career, and emotional development through their behavior, supported by this school counselor. Brought forth by empowering strong minds to create a sense of cohesiveness and inclusion within the student population and beyond."

The lesson plan I chose was on students' ability to self-reflect on their academic success toward increasing attendance. The goal of this lesson plan is to increase attendance to make their academics more successful and look in the direction of their future. To obtain this, they plan on creating goals based on what works for each individual. This might be challenging for my population of students if I am working with the LGBTQIA+ community. I say this because it focuses on attendance, and if attendance is low, we have to identify first why and then motivators to get them in school. They may be getting bullied at school, but they need to figure out how they can work past this and continue their education to success. I think the challenging part will be finding motivators for them to want to attend school again.

Sanders, K. (2024). High School Lesson Plan and Results Report [Class handout]. Walden University. https://waldenu.instructure.com/courses/119879/pages/week-5-learning-resources?module_item_id=4505922