Comments...

1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

I was very interested in learning how to be a career developer and a support for students and I came to realization how detailed and important this role is for a school counselor.  I did not realize the involvement it took or the resources to be used.  The articles were very helpful and the Zunker book is something I now wish I had a hard copy to keep in my resources.

2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

This is something that is a conscious effort and in the forefront of my mind with planning and organizing.

3. What outcomes did you not achieve? What prevented you from achieving them?

I am interested in the other grades since we did talk and read about them yet I was more focused on the subject matter more directly with elementary.  This is something I will seek out with my district, such as examples of activities.

4. Were you successful in completing the course assignments? If not, what prevented or discouraged you?

I did not have any issues with completing the assignments but since this is my third class I have realized that the fourth week is the hardest for me to be motivated to complete. 

5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes?

I really have enjoyed the online component and I was hoping we would use each other’s blog more often.  I am a computer geek and I like knowing that they are good resources.

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Professional Brochure

Professional Brochure

School Improvement Goal

Connecting with children is the most important goal when looking at pathways to school improvement. The most effective teachers are effective by the connections they have made with their students.  This can be done through creating a strong connection by developing a school family.  The school family gives the children a sense of belonging, it encourages impulse control and teaches self-regulation, and reduces stress while creating an atmosphere of caring (Bailey, 2000). When a true connection with a child is made this allows the barriers hindering their success to dissipate. Counselors are held accountable and should focus on achievement, collaboration, data, issues and how to remove barriers hindering student success (Dahir & Stone, 2003). Removing the barriers that hinder their success allows the growth to occur and for each child to become individually successful.

References

Bailey, Becky (2000). Conscious Discipline. Oviedo, Florida: Loving Guidance, Inc.

Dahir, C., & Stone, C. (2003). Accountability: A M.E.A.S.U.R.E. of the impact school counselors have on student achievement. Professional School Counseling, 6, 214–221.

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Catie Bushman

Lamar University

Professional School Counseling Program

Masters Degree

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Special Program and Special Populations in National Schools

Program Name	Definition	Population	School Counseling Implications
IDEA	The Individuals with Disabilities Education Act (IDEA) is a federal law that appropriates partial funding and governs how states services and school districts provide: early intervention, special education and related services.	Children with disabilities (birth-2) and their families receive early intervention services. Children and youth (ages 3-21) receive special education and related services. http://idea.ed.gov/	To ensure the Individual Education Plans (IEP) are meet and the children are placed in a least restrictive environment and to provide counseling services.
504	Section 504 is a civil rights statute that prohibits disability discrimination by any program or activity that receives federal funds.	Serves all individuals with disabilities, not just school-aged children. http://ritter.tea.state.tx.us/special.ed/sec504/	The counselor must understand and know how to recognize discrimination the counselor will coordinate the development, maintenance, and implementation of the 504 plans.
Gifted	Gifted students are identified to have the potential to achieve beyond what is expected of their same-age peers.	“Identified students based on evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.(Title IX, Part A, Section 9101(22), p. 544)” http://www.nagc.org/index.aspx?id=99	Assisting in the identification, advocating for the inclusion, providing individual and group counseling, recommending material and resources  and work in collaboration  to maximize opportunities for students.
Migrant Workers	Migrant workers move from one region to region to find employment based on crops.	Children whose parents are migrant workers.  http://www.answers.com/topic/migrant-worker	To provide family support and child support at home and in the classroom.  To ensure the student’s needs are meet and all assessment concerns are monitored.  To also provide counseling if needed.
Emotional Disturbance	An emotional disturbance (ED) is characterized by emotional characteristics, to a marked degree that adversely affects a child's educational performance.	Children who have been diagnosed with ED. http://specialchildren.about.com/od/mentalhealthissues/a/ED.htm	To facilitate planning, coordinate response to and advocate for the emotional needs of these children.
Sensory processing disorder (SPD)	SPD is a neurological disorder causing difficulties with taking in, processing and responding to sensory information.	Children who have been identified with SPD. http://www.spdfoundation.net/index.html	To facilitate planning, coordinate support to and advocate for the needs of these children.

Roles of the Professional School Counselor

     School counseling is an encompassing role with many perspectives, assumptions and responsibilities.  School counselors must abide by the professional school counseling ethics and standards and address the needs of all students through a comprehensive school counseling program.  This program will address academic, career, and personal/social development (ASCA 2003).  

     American School Counselor Association. (2003). American School Counselor association national model: A framework for school counseling programs. Alexandria, VA: Author

Please click on the following link to view my paper; Reflections of Week 1 Field Experience.

ASCA

The ASCA model is a framework and includes four cohesive components; Foundation, Delivery System, Management System and Accountability.  The ASCA model also incorporates four encompassing themes of the components; advocacy, leadership, collaboration and systemic change (2003).   The frame work of the ASCA model is the foundation for everything we do.

Below is a snap shot from the School Counselor web site http://www.schoolcounselor.org/content.asp?contentid=127

ASCA's Vision The American School Counselor Association (ASCA) is the foundation that expands the image and influence of professional school counselors through advocacy, leadership, collaboration and systemic change. ASCA empowers professional school counselors with the knowledge, skills, linkages and resources to promote student success in the school, the home, the community and the world. ASCA's Mission The mission of ASCA is to represent professional school counselors and to promote professionalism and ethical practices. ASCA's Goals and Objectives Professional development opportunities in areas of critical need are made available to all professional school counselors.   Timely, relevant information exists to enhance professional school counselors' level of skill and professionalism.  Legislative policy exists that supports professional school counselors and child advocacy.  ASCA initiates and supports relevant research and evaluation in school counseling.  Professional and ethical standards articulate the code of conduct and professional behavior for professional school counselors.  Strategic partnerships with stakeholders exist to benefit professional school counselors and their students.  Leaders at local, state and national levels champion and lead change initiatives. ASCA maintains an organizational structure and administrative functions that facilitate the accomplishment of the goals and objectives.

     American School Counselor Association. (2003). American School Counselor association national model: A framework for school counseling programs. Alexandria, VA: Author