My engagement in projects like the behavior change initiative during my studies provided me with a foundational understanding of the meticulous implementation of interventions and the careful analysis of their impacts over time. This approach is crucial in school counseling, where the effectiveness of interventions must be evaluated through rigorous, data-driven methods to ensure they meet the diverse needs of students effectively.

In my coursework, notably in COUN 770, the "770 Program Evaluation Presentation" was instrumental in reinforcing the value of employing data to drive counseling strategies. The presentation highlighted successful examples from the Hudson School District and Hmong College Preparatory Academy, which utilize comprehensive assessment strategies to inform their counseling practices. These strategies encompass professional credentialing, college/career readiness initiatives, SEL implementations, and behavioral interventions like PBIS, all tailored to meet the specific needs of their student populations.

Throughout my practicum and internship experiences, I applied these principles by utilizing academic and behavioral data to guide the counseling services offered. This involved detailed analysis of academic reports and assessment forms to pinpoint students in need of additional support and to develop tailored interventions that address both academic and social-emotional challenges. At each educational level—from elementary to high school—I leveraged specific data points such as behavioral ODRs, attendance records, and grade reports to identify students who could benefit from targeted support, ensuring that interventions were responsive and effective.

This proactive, data-driven approach has not only enhanced the effectiveness of the interventions I deploy but has also fostered an educational environment that is adaptive and responsive to student needs. By continuously analyzing the outcomes and refining the strategies, I contribute to systemic improvements in school counseling programs, advocating for changes that enhance student learning and well-being across all school levels. This commitment to systemic change underscores my role in shaping a future where school counseling programs are both evidence-based and inclusively designed to support every student's success.

In my research project titled "Correlation Between ACT Scores and College Readiness at Hmong College Prep Academy" I delved into the correlation between ACT scores and college readiness at Hmong College Prep Academy. This investigation allowed me to critically assess the effectiveness of standardized tests in predicting academic success and provided a platform to explore alternative measures of student performance.

The primary focus of this project was to determine whether ACT scores are a reliable predictor of students' GPA and class rank within the academy. By analyzing preexisting data, including ACT scores, GPAs, and class ranks, I applied statistical techniques to uncover the relationship between these variables. The findings indicated a lack of significant correlation between ACT scores and both GPA and class rank, suggesting that these scores might not effectively reflect the academic capabilities of students at Hmong College Prep Academy.

This project underscored the importance of utilizing a broad range of data to evaluate student outcomes and the effectiveness of counseling programs. It challenged the traditional reliance on standardized tests in college admissions and highlighted the need for more comprehensive assessment methods that consider diverse student backgrounds and experiences.

Reflecting on this experience, I recognize the critical role that school counselors play in advocating for equitable educational practices. My involvement in this research equipped me with the skills to critically analyze data and use it to inform counseling practices and policies. This ability to leverage data enhances my capacity to advocate for systemic changes that support all students, particularly those from underrepresented groups. It also reinforces the importance of ongoing professional development in understanding and implementing evidence-based practices in school counseling.

This project not only enriched my analytical skills but also reinforced my commitment to using data-driven insights to enhance the support provided to students. It exemplifies my capability as a school counselor to employ data effectively to assess and improve the outcomes of our counseling programs, ensuring that they meet the diverse needs of our student population.

Throughout my academic and professional journey in school counseling, I have consistently prioritized ongoing professional development as a cornerstone of my practice. This commitment is rooted in the understanding that continuous learning is not only an ethical responsibility but also essential for staying informed about the latest research and practices in the field.

In Counseling 610, I was encouraged to join professional organizations such as the Wisconsin School Counselor Association (WSCA) and the American School Counselor Association (ASCA). Membership in these organizations has provided me with access to a wealth of resources, including webinars, conferences, and panels that cover a wide range of topics from ethical dilemmas to the latest counseling techniques. These opportunities have been invaluable in enhancing my knowledge and skills, particularly in areas such as legal and ethical considerations in school settings.

During my practicum, I engaged deeply with ASCA's professional development materials, focusing on topics relevant to my day-to-day responsibilities and the specific needs of my students, such as supporting LGBTQ+ students effectively. This was complemented by participation in state-specific development opportunities that align closely with local legislation and provide insights from the collective experiences of other counselors.

My internship experiences across various school levels reinforced the importance of applying what I learned through these professional development activities. I implemented strategies and interventions informed by my continuous learning, which included engaging with scholarly articles, specialty courses offered by ASCA University, and recommended readings that expanded my understanding of complex counseling scenarios.

This robust approach to professional development has enabled me to not only respond adeptly to the challenges I face in practice but also to advocate for systemic changes that improve the effectiveness of school counseling programs. By continually refining my skills and expanding my knowledge base, I ensure that my practice is grounded in the most current and effective strategies, thereby enhancing the educational outcomes and well-being of all students under my care. This dedication to professional growth and systemic improvement illustrates my commitment to excellence and advocacy in the field of school counseling.