(9) Student Assessment: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to understand the principles and purposes of assessment, and the collection and use of data. Candidates:
Here is a great PDF and the associated link I found at schoolcounselor.org and referred during my internship: http://www.schoolcounselor.org/files/ElemLevelData.pdf
Here is a great PDF and the associated link I found at schoolcounselor.org and referred during my internship: http://www.schoolcounselor.org/files/ElemLevelData.pdf
(a) Regularly monitor student progress and communicate the purposes, design, and results of assessments to various audiences.
At both of my internship sites I used a variety of methods to monitor student progress and communicate their progress.
At both of my internship sites I used a variety of methods to monitor student progress and communicate their progress.
- Check in/Check out
- Pulling academic progress from the school site and then meeting with teachers and families to discuss obstacles and progress
- Creating contracts and establishing rewards for positive progress. Rewards ranged from playing basketball with me, to playing learning games on my phone, hot cocoa at our next check in, or pizza at lunch.
- Pulling students progress reports and assignments from teachers online grade books and working with students to prioritize work in a way that would make it manageable for them to succeed.
- Was trained on how to administer and administered OAKS testing and Easy CBM testing as well, to gather data on students academic propensities.
(b) Use, analyze, manage and present data from school-based information (e.g. standardized testing, grades, enrollment, attendance, retention, placement), surveys, interview, focus groups and needs assessments to improve student outcomes.
The data gathered from the OAKS testing, Easy CBM's and other assessments are used to determine student progress, identify those that are Talented and Gifted (TAG) so additional supports can be implemented to support them and they can be placed in classed that will challenge them, identify those students that need additional supports to meet grade level expectations, and to help determine whether or not those students that appear to be in need of IEP's qualify for IEP's or 504 plans.
Attendance data is used to help identify those students families with whom the truancy officer needs to meet and for counselors and administration to determine if they are in need of additional community supports like bus passes to help them get to school.
As part of the Comprehensive Guidance Plan created by my group in the Foundations of School Counseling course we used school wide assessments, surveys, and focus groups to determine what area our Comprehensive Guidance Plan should focus on to best benefit the school.
In the course of my Action Research project I utilized pre and post survey's to assess whether or not my proposed intervention had worked to effect an increase in self-esteem for those girls participating in the group. The survey I used is included in the document box below.
The data gathered from the OAKS testing, Easy CBM's and other assessments are used to determine student progress, identify those that are Talented and Gifted (TAG) so additional supports can be implemented to support them and they can be placed in classed that will challenge them, identify those students that need additional supports to meet grade level expectations, and to help determine whether or not those students that appear to be in need of IEP's qualify for IEP's or 504 plans.
Attendance data is used to help identify those students families with whom the truancy officer needs to meet and for counselors and administration to determine if they are in need of additional community supports like bus passes to help them get to school.
As part of the Comprehensive Guidance Plan created by my group in the Foundations of School Counseling course we used school wide assessments, surveys, and focus groups to determine what area our Comprehensive Guidance Plan should focus on to best benefit the school.
In the course of my Action Research project I utilized pre and post survey's to assess whether or not my proposed intervention had worked to effect an increase in self-esteem for those girls participating in the group. The survey I used is included in the document box below.