While I was at my internship 1, I noticed that we would not provide guidance lessons for special education. I asked my site supervisor if it would be okay if I went in and gave lessons to the kids, and she agreed. For the state of South Carolina, we teach second steps and other general lessons when asked to. I have attached a letter of reference from my site supervisor, Jodi Stepp. I have known her since 2021 and have established a relationship with her. She has shown me the ins and outs of being a school counselor, mother, wife, and much more. I am thankful for the wisdom and knowledge she has passed on to me. I will continue my learning experience with my next site supervisor and into my career.

Intern independently applies self-evaluation and reflection to improve counseling skills.

Evaluates and suggests programming changes that improve service delivery.

Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.

Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.

Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d)
ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.

Demonstrates the ability to use procedures for assessing and managing suicide risk.

Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate.

In practicum, I did a small group for 4th graders at Pine Street Elementary on Academy Success. The small group’s focus was on the test taking strategies, focusing, self-advocacy, and organization skills to help students become academically successful.

Diversity & Advocacy

Intern cultivates cultural sensitivity in others.

Evaluates and suggests changes to policies, programs, and/or services that improve equity and opportunity for diverse student academic, career and personal/social development.

Actively seeks out and develops opportunities to engage stakeholders in student development.

Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.

Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.

Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

In Intership 1, my site supervisor and I would meet on Tuesday and create a weekly schedule. When there was schedule 504, we would reach out to the guardian a day before through email or phone call. My site supervisor did not work on Monday.

CACREP
(G.3.a.; G.3.h.; G.3.n.)
CAEP
(A.1.1a, b, c, d, e, f)
ASCA
(B-PA 1, B-PA 2, B-
PA 3, B-PA 4, B-PA 5,
B-PA 6, B-PA 7, B-PA
8, B-PA 9)
VDOE
(2; 3; 8a,b;
6a-c; 7; 8a,b; 10)
CEFS PLO
(4)
MCCE
(3.A; 3.B)

ISTE
(7a; 7b; 7c)

Intern evaluates assessment techniques/strategies and suggests improved culturally sensitive assessments for academic, career, and/or personal/social development/programming.

Identifies new referral resources.

Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.

Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development.

Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

Makes appropriate referrals to school and/or community resources.

Assesses barriers that impede students’ academic, career, and personal/social development.

In 622: Assessment and Evaluation I was asked to review the information and ZB in a PowerPoint and answer the question.

• What assessments were used on ZB?
• What key information did you glean from the assessments?
• What services are in place, and do you feel they will be beneficial?
• Is there any additional information that you wish you had?
• Are there follow up assessments or information that you plan on collecting?
• Thinking of your services, what can you as a school counselor do for this student?

CACREP
(F.1.k.; F.8.c.; F.8.d;
F.8.e.; G.3.b.)
CAEP
(A.1.1a,b,c,e)
ASCA
(M-7, B-SS 1, B-PA 3,
B-PA 4, B-PA 5)
VDOE
(8a,b; 10)

CEFS PLO
(5)
MCCE
(5.A-D)
ISTE
(7a; 7b; 7c)

Intern suggests new technologies, research, and/or data sources for analysis to improve school counseling practices/services that result in positive learning outcomes.

Applies relevant research findings to inform the practice of school counseling.

Develops measurable outcomes for school counseling programs, activities, interventions, and experiences.

Analyzes and uses data (and relevant technology) to enhance school counseling programs.

I expand my site supervisory knowledge on Wechsler as well as using Google Forms to collect data.

Intern evaluates existing programs/services/strategies making suggestions that result in improved differential instruction, student achievement, and/or postsecondary opportunities/options.

Conducts programs designed to enhance student academic development.

Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.

Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement, (e.g., making use of supportive technologies).

In 661 School Counseling Program Development and Evaluation, I had to announce data to stakeholders that will demonstrate the impact of the school counselor on closing achievement and opportunity gaps in the school system and is an excellent advocacy tool for the school counseling profession.

CACREP

( F.1.b.; F.1.c.; F.1.m.; G.1.d.; G.2.b.; G.2.k.; G.3.l.)

CAEP

(A.1.1d,f) ASCA (M-5, M-6, B-SS 4, B-SS 5, B-SS 6, B-PA 1, B-PA 5, B-PA 8)

VDOE

(1; 7b,c)

CEFS PLO

(1; 3)

MCCE

(4.A-E)

ISTE

(2c; 4a-d)

Intern collaborates and consults in a professional manner with stakeholders within and outside of the school community to improve policy/practices that promote student success and holistic development.

Intern creates/implements peer helping program aimed at improving student development/well-being.

Intern is aware of and adheres to ethical standards regarding parent/guardian rights and confidentiality.

Intern is aware of and adheres to ethical standards when collaborating, consulting, and making referrals.

Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

Locates resources in the community that can be used in the school to improve student achievement and success.

Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development.

Uses peer helping strategies in the school counseling program.

Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

In class 661 I worked on resource guide because school counselors work closely with students, families, and schools to advocate for their students’ needs. It is important that school counselors have knowledge about local community resources, and that they establish collaborative working relationships with them. By doing so, school counselors can connect students and their families to resources in the community to ensure their needs are met.

CACREP

(F.1.k.; G.2.d.; G.2.f.; G.2.j.; G.2.l.)

CAEP

(A.1.1a,b,c,d,e,f)

ASCA

(M-5, M-6, B-PF 2, B-PF 7, B-SS 6)

VDOE

(1; 7a-d; 9a-c; 10)

CEFS PLO

(5; 7)

MCEE

(1.C; 4.A-E)

ISTE

(2a-c)

Intern works with others within and outside of the school community to influence policy, enhance services, and promote a developmentally appropriate, comprehensive school counseling program.

Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

Plans and presents schoolcounseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

In 661, I created a guidance curriculum is generally a preventative method of program delivery that is standards-based and related to student health and well-being. A primary role of a school counselor is to deliver classroom guidance lessons. This means you must be familiar with the 3
developmental domains: academic, career and social-emotional as well as classroom management strategies to effectively deliver the lesson.

For this Discussion, I review the Read items titled: "The Ethics of Prayer in Counseling", and "Spirituality: Implications for Professional School Counselors' Ethical Practice". These items are located in this module's Learn section in (501).My discussion thread should address the following questions based on the reading:

• What stands out to you as you read the articles?
• What are your views on introducing religious/spiritual beliefs or practices to the counseling relationship? Why?

At my internship 1, District Seven created a time on task that measured the amount of time a student is on task from twenty to thirty minutes. The time on task serves as data on the student to get further information and possible diagnoses.

The purpose of the Self-Reflection Evaluation Plan Paper Assignment is for me to be able to objectively look at the feedback provided and make a plan for improving upon your skills(505).

I uploaded a permission slip to record a minor, which informs the guardian and the school of the recording.

Below, I have attached my twenty-minute video with a student that I recorded for practicum. Here, you can see that I am sitting up in the chair. We were told to wear blue on that Friday due to a pep rally. I considered myself a staff member and participated in the school event, but I did not go to the pep rally.