Fieldwork Summary

AREA I. CORE KNOWLEDGE BASE AND FOUNDATIONS

STD.17 Foundations of the School Counseling Profession

• Collaborated with school counseling team to implement multi-tier systems of support prevention programs and targeted interventions.
• Participated in district-wide training on trauma-informed practices and Positive Behavior Interventions and Supports (PBIS) to implement culturally and developmentally appropriate practices in schools.
• Developed mission, vision, and beliefs for school counseling program that align to the ASCA National Standards and Competencies for professional school counselors.
• Utilized the ASCA Mindsets and Behaviors to develop appropriate core counseling and small group counseling curriculum to promote students' academic, social, emotional, and career development.

STD.18 Professionalism, Ethics, and Mandates

• Maintained ASCA and CASC professional organization memberships.
• Participated in numerous professional development opportunities to stay up to date with current trends in education and the school counseling profession.
• Abided by the ASCA Ethical Standards for school counselors and the ACA Codes of Ethics for counselors.
• Discussed principles of confidentiality with K-12th students, families, and school staff.
• Utilized ASCA National Model resources and templates when developing and implementing core curriculum lessons, small-group counseling, and data analysis.

AREA II. ACADEMIC/CAREER DOMAINS OF SCHOOL COUNSELING AND GUIDANCE

STD.19 Academic Development

• Developed and implemented core curriculum lessons and small-group counseling curriculum to support K-12th grade students understand and analyze their grades and test scores, and improve their study skills.
• Participated in SST, CSAT, and other team support meetings to identify students with academic and/or social-emotional needs, implement interventions, and monitor progress.
• Analyzed data to identify achievement gaps and developed recommendations to support these groups.
• Supported 3th-12th grade students in creating academic SMART goals and monitored their progress regularly.
• Reviewed high school graduation requirements and A-G eligibility with students.
• Collaborated with teachers and families to develop plans to support students' achievement.
• Coordinated referrals to extracurricular academic supports such as tutorials, peer-tutoring and out-of-school resources to support students' achievement.
• Supported 12th grade students during the college application process by coordinating and facilitating afternoon workshops on UC, CSU, Common, and Coalition applications.

STD.20 Career Development

• Facilitated core curriculum lessons with 9th grade students to support them identify their strengths, interests and potential career pathways.
• Supported school counseling team in the coordination of careers on wheels and career day for K-5th students.
• Utilized Naviance, California Career Zones, and the U.S. Bureau of Labour and Statistics to support 9th-12th grade students identify career clusters and detailed information about careers they were interested about.

AREA III. PERSONAL/SOCIAL DOMAIN OF SCHOOL COUNSELING AND GUIDANCE

STD.21 Personal and Social Development

• Utilized narrative therapy, solution-focused therapy, and play therapy techniques when working with K-12th students in individual and group counseling sessions.
• Assisted students experiencing anxiety and panic attacks in utilizing mindfulness techniques such as controlled breathing, grounding, and progressive relaxation.
• Facilitated core counseling curriculum lessons for K-12th students on the topics of bullying prevention, suicide prevention, emotional regulation, coping skills, healthy relationships, diversity and inclusion, and problem-solving skills.
• Facilitated tier 1 activities during Red Ribbon Week to raise awareness about the impact of alcohol, tobacco, and other drugs amongst 6th-8th grade students.
• Facilitated peer mediations with K-12th grade students utilizing restorative justice practices to foster positive relationships, empathy, and conflict resolution skills.
• Supported K-12th students to identify SMART goals to improve their academic, personal, social, and career development.

AREA IV. THEMES OF SCHOOL COUNSELOR PREPARATION

STD.22 Leadership

• Developed various student and family engagement activities during National School Counseling Week to facilitate discussions about how the school counseling team can improve their services.
• Collaborated with school counseling team to facilitate presentation to staff about our program goals and outcomes.
• Presented poster on data-driven practices and core curriculum at the 2018 CASC Conference.
• Shared flashlight presentations with supervisor and school staff to showcase student outcomes following counseling interventions.
• Initiated discussions with staff about achievement and opportunity gaps to create a call to action in removing barriers to learning for all students.
• Participated in LCAP community stakeholders meetings to advocate for the developing of goals that promote student achievement and healthy social-emotional development.

STD.23 Advocacy

• Collaborated with school counseling and administration team to facilitate in-service training for teachers in trauma informed practices.
• Disaggregated and analyzed school-wide data to identify achievement gaps and areas of need, and shared findings with school staff.
• Assisted first-generation and low income students in the college application process and FAFSA/CADAA form submissions.
• Supported Spanish speaking families understand the college admission process and other postsecondary options for their students.
• Served as a board chair member at the Center of Excellence in School Counseling and Leadership conference committee to plan the III Annual Supporting Access to Higher Education for Immigrant & Undocumented Students conference.

STD.24 Learning, Achievement, and Instruction

• Utilized effective classroom management techniques such as explicit teaching of expectations, circulating the class while facilitating the lesson, providing positive affirmations when students display appropriate behaviors, and utilize token systems to reinforce students positive behaviors.
• Developed core curriculum lessons that are engaging and culturally and developmentally appropriate to the grade level and specific needs of students.
• Utilized a variety of engagement strategies such as think-pair-share, popcorn reading, choral reading, and guided notes to increase student participation in lessons.
• Used differentiated instruction to support visual, auditory and kinesthetic learners.
• Encouraged students to share their learning with peers and family members to reinforce their knowledge and skills.

AREA V. FUNCTIONS OF SCHOOL COUNSELORS

STD.25 Individual Counseling

• Built rapport and trust with students by utilizing active listening skills, compassion, and empathy.
• Counseled students utilizing strength-based and solution focused approaches.
• Used specific therapeutic techniques such as miracle question and externalization to help students identify steps towards solving their problems.
• Empowered students to tap into their skills and strengths to become self-advocates.
• Utilized socio-ecological model technique with students to identify support systems and strengths in the various settings they participate in.
• Co-developed counseling goals with students to promote healthy choices and provide a sense of agency.
• Reviewed CUM files and other information systems to guide counseling approaches when working with students.
• Collaborated with families and referred them to outside resources as appropriate.

STD.26 Group Counseling and Facilitation

• Developed, implemented, and evaluated 8-week small group counseling curriculum with 7th grade students on the topics of communication skills, studying skills, time management, problem solving, coping skills, and SMART goal setting.
• Implemented 8-week small group counseling curriculum with 9th grade students utilizing the Why Try evidence-based program with the focus of increasing academic motivation and achievement.
• Implemented two small counseling groups with K and 1st grade students with the goal of enhancing social skills and safe behaviors in the classroom.
• Implemented two closing the gap small counseling groups with 4th and 5th grade students on the topics of growth mindset, coping skills, and study skills to promote students' success.

STD.27 Collaboration, Coordination, and Team Building

• Participated in regular consultation conversations with school counseling team, administrators, teachers, and families to promote student success.
• Collaborated with 9th-12th grade ELA teachers to coordinate implementation of core curriculum lessons in their classrooms.
• Consulted with school social worker, school psychologist, and case manager when supporting students with IEPs.
• Attended all-staff meetings, morning meetings, and calendar meetings to promote collaboration among school staff.
• Participated in regular CSAT and SST meetings to collaborate with school stakeholders in identifying students with academic and social-emotional needs that need additional supports and interventions, and monitoring students' progress.
• Attended several 504, IEP, and SARB meetings.

AREA VI. ORGANIZATIONAL SYSTEMS, MANAGEMENT AND ACCOUNTABILITY

STD.28 Organizational Systems and Program Development

• Interviewed several certificated and classified school staff members to build positive relationships and understand school climate and culture.
• Attended school board meetings and other leadership meetings such as dialogue with the principal and ELAC.
• Facilitated conversations with school counseling team about MTSS and data-driven interventions.
• Implemented aspects of the ASCA National Model at various school sites.
• Developed socio-ecological models for schools to understand the different aspects impacting students and families.

STD.29 Prevention Education and Training

• Facilitated suicide prevention and early warning signs core curriculum lessons for 6th grade students.
• Facilitated and evaluated core curriculum lessons on bullying prevention for 3th-5th grade students.
• Implemented school-wide activities to prevent substance abuse and violence amongst middle school students.
• Implemented PeaceKeeper program, a leadership opportunity for 4th and 5th grade students that serve as peer mediators during unstructured time (recess and lunch).
• Engaged school counseling team in conversations about developing a comprehensive school crisis plan.
• Correlated CHKS and CA School Dashboard data to analyze school climate and possible areas of growth.

STD.30 Research, Program Evaluation and Technology

• Utilized various student information systems such as PowerSchool, Aeries, Synergy, Canvas, Naviance, and BeyondSST to access and maintain student information.
• Utilized Google Drive and Microsoft Onedrive to collaborate and share information with school counseling team and other school staff.
• Reviewed different sources of school data such as EdData, DataQuest, CA School Dashboard, and CHKS.
• Utilized Google Forms to gather needs assessment data and develop a student referral system.
• Collected and analyzed pre-post test data to assess students' attitudes, knowledge and skills before and after core curriculum lessons and small-group counseling, and to evaluate the school counseling program impact.
• Created PowerPoint and Google Slides presentations to facilitate lessons and in-service training.