Bobbi Carroll
Future School Counselor
LATEST PROJECTS
Project | 01
Project | 01 Emily Breaks Free Classroom Guidance Lesson
My first culminating project for EDCE 698 is the “Emily Breaks Free” Classroom Guidance Lesson completed at Burbank Elementary School. My site supervisor requested that I use the bibliotherapy book, Emily Breaks Free to create and implement a guidance lesson with the second grade classes. Program effectiveness was determined through the use of pre-test/post-test measures. The objective of the lesson was for students to use oral communication skills to inform, persuade, advocate, and respond in situations of bullying to effectively end it.
This assignment embodied many of the ACA standards we are expected to meet during our internship. I was able to display evidence of understanding counseling and educational constructs, dispositions, and diverse perspectives within a classroom environment (ADV-A2 D.1). Each second grade class is extremely different with a wide range of presenting developmental levels. I also shows competency in my ability to apply content areas and curriculum goals to classroom guidance to promote student success (ADV-B5 D.2). Second graders can be a rather chatty group, the post-test scores alone are indicative of my ability to demonstrate classroom management procedures and foster a positive classroom climate (ADV-B6). I was able to show knowledge of developing measurable outcomes for school counseling programming by using pre-test/post-test measures to determine student knowledge on the lesson objective (ADV-B9 J.2). I also used the collected data to improve and enhance the Emily Breaks Free Classroom Guidance Lesson (ADV- B9 J.3).
Project | 02
Project | 02 Red Ribbon Week
My second culminating project for EDCE 699 was the Red Ribbon Week Event planning and implementation at Burbank Elementary School (ADV-B8 P.1). The Red Ribbon Week program is a nationwide school awareness campaign to increase school awareness on drugs and related crime. Planning and implementation of the event included: a letter home to parents, spirit week days, daily morning announcements, decorations, email to core teachers, classroom pledge presentations, guidance lessons, and the Burbank Bulldog Pledge Wall. Program effectiveness will be determined by student willingness to complete the Red Ribbon Pledge, as well as a meeting with my site supervisor to determine program effectiveness and enhancements.
This project also required competency of many important ACA standards. I displayed an ability to apply and adhere to ethical and legal standards with sensitivity to human needs by creating a letter to go home with students (ADV-C11 B.1; ADV-A1 P.2). I also integrated speaking, writing, and listening skills to effectively communicate with parents, teachers, students, and staff (ADV-B3). As a new counselor I found it imperative to let parents know that we planned to discuss the very sensitive topic of drugs in a developmentally appropriate manner for their child. In the creation and evaluation of this program, I displayed an ability to accept constructive feedback from my supervisor and seek help when needed (ADV-B6 D.5. H.4, N.5; ADV-C14). I also expressed an ability to advocate for school programs and services that enhance the positive school climate in a culturally equitable way (ADV-C12 F.3). The decorations, letters home, and social media posts also allowed me to engage with parents, guardians, and families to promote student success (ADV-C12 F.4).
Project | 03
Project | 03 Kindness Classroom Guidance Series
My third culminating project for EDCE 699 was the Kindness Classroom Guidance Series for Ms. Tsosie’s third grade class. The purpose of this project was to use a specific classroom issue to design and implement a guidance lesson series. This series was completed over 4 weeks with approximately 1 week between each session. The Kindness Classroom Guidance Series was comprised of three sessions: Sneetches & Empathy, Have You Filled a Bucket Today and Kindness, and Bystander v. Upstander designations. The assignment culminated in the reflection of the process and how I could or would change it to enhance intervention effectiveness.
Just like the projects before, this assignment provided many opportunities to display competence on ACA standards. I was able to demonstrate the ability to apply content areas and curriculum goals to provide classroom guidance to improve student success (ADV-B5 D.2). This class was unruly to say the least, so this series allowed me to really hone my classroom management skills (ADV-B6). I was also able to assess barriers for learning that were impeding student success (ADV-B7 H.5). Bullying can be pervasive, the connection is drawn between bullying, depression, and negative side effects. Next, I chose activities and lesson plans that would be effective for many different types of learners (ADV-B4 L.3). In the first lesson we watched a video, completed a discussion, and applied the new knowledge. In the second lesson, we read a book, completed a worksheet, and then applied the new knowledge. The last lesson required the students to watch a video and complete a more artsy assignment. I worked very closely with both my site supervisor, as well as collaborated with the classroom teacher to provide her students with an individualized series that would assist them with their problems (B4 N.2, N.3, N.4). Lastly, I showed reflective practices in completing the final paper and reflection piece (ADV-D3).
Project | 04
Project | 04 Grade Transition Assistance Program
My first culminating projects for Syms Middle School and my fourth total culminating project is the Grad Transition Assistance Program. In this program I coordinated a comprehensive, school-wide project to aid in the upcoming grade transitions by demonstrating an understanding of counseling and educational construct and practices in working with diverse individuals, groups, and classrooms (ADV-A2 D.1, D.3). I worked with 8th grade students on co-leading the Movin’ on Up Parent Transition Workshop, Academies of Hampton Application Student Workshops, individual high school scheduling, and small group high school scheduling. The Movin’ on Up Parent Transition Workshop allowed me to engage parents, guardians, and families to promote the academic, career, and personal/social development of students (ADV-C12 F.4, ADV-B8 P.1). Through the parent workshop I was able to collaborate with parents and families while making use of the peer programs and community services available to student populations by inviting TRIO, Girls Club, and the Hampton City School Academies to do demonstrations (ADV-B4 N.2, N.3, N.4; ADV-A1 P.2).
I worked with 7th grade students through classroom guidance on content areas, scheduling, and career assessment (ADV-B5 D.2), as well as assisting them in scheduling their electives for the 8th grade. This particular bunch of students was extremely rowdy and gave me an opportunity to hone by classroom management skills and procedures and opportunities for differentiated instruction depending upon attention span and academic ability (ADV-B6; B4 L.3). The career assessments used through Naviance and Family Connection were used to appropriately to assess and interpret student strengths and needs in a culturally sensitive manner to improve their learning experience the coming year (ADV-B7 H.1, H.2).
I worked with 6th grade students through classroom guidance by presenting important information regarding election options and learning styles. Students completed a Learning Styles Assessment through Naviance and Family Connections with their Chromebooks (ADV-B9 J.1) that allowed me to analyze assessment information in a manner that produces valid inferences about individual needs of the students (ADV- B7 H.3) and the electives where they would find success the following year.
Through all guidance lessons and presentations I developed measurable outcomes for activities and interventions using exit tickets (ADV-B9 J.2). Even completing the Movin’ on Up Parent Transition Workshop data allowed me to analyze and use data to enhance the school counseling program for the following year (ADV- B9 J.3). With 7th, 8th, and the Parent Transition Presentations, I was able to focus on enhancing student academic development to prepare them for post-secondary opportunities (ADV- B9 , L.1, L.2).
This project impacts student achievement in that it gives them valuable information and experience needed to make informed decisions regarding their schedules and post-secondary educational goals. While this program was extremely intensive and multifaceted, I believe it displayed my strong commitment to work ethic and bettering student opportunities and knowledge on transitioning to the next grade and beyond (ADV-D2).
Project | 05
Project | 05 SIPS Group Counseling Behavior Program
My second project for Syms Middle School and fifth cumulative project is the SIPS Group Counseling Behavior Program. Through this program I completed 6 small-group counseling sessions with SIPS (Suspension in Public Schools) students focusing on the six pillars of character: responsibility, trustworthiness, respect, fairness, caring, and citizenship. The purpose of the small-group counseling series is to demonstrate social maturity and behaviors appropriate to the school environment by decreasing behavioral log entries. This particular program idea had been knocked around by district and once I heard about it I jumped at the opportunity. I felt it would demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program (ADV- C11 B.2). School counselors should be assisting students with behavioral and emotional issues (ADV-A2 D.3, D.4)- right?
Through this program it allowed me to get in touch with some of the students who, while rarely in the traditional classroom environment, really needed the help. I was able to recognize my limitations with a few “frequent flyers” in the SIPS program by referring intensive cases to outside services through CSB, or NHREC Counseling Services and assessing barriers to learning (ADV-B6 D.5, H.4, N.5; ADV-C12 H.5). The students in this group were extremely diverse ranging in ethnicity, socioeconomic status, as well as emotional and intellectual ability (ADV-C12 F.1). The District Director of School Counseling and myself felt that this program would advocate for a program and service direly needed in our school that could assist in bettering the school climate in an equitable and culturally responsive manner (ADV-C12 F.3).
Lesson plans required integration of skills in speaking, writing, reading, and listening for effective communication and leadership within the small group, as well as student participation (ADV-B3). For each small group counseling session I used topic-driven personal assessments and exit tickets to determine whether the activities were effective and analyzed this data to enhance the program for future use (ADV-B9 J.3). Depending upon the students’ ability to participate or even understand the material, I used differentiated instructional techniques to make sure all participants were reached (ADV-B4 L.3). Reflective practices are evident through the attached document on how the program can be improved for future use at Syms, and other middle schools (ADV-C13).
This program tested my limits and required me to demonstrate skill in critical thinking, problem solving, and decision making, and interpersonal skills to keep confident leadership within the small-group (ADV-B10). It tested my confidence, and I feel as if I’m a better school counselor for this experience. However, my sense of social responsibility to believe that every student could be reached pushed me forward (ADV-D1) and pressed me to model integrity for students who may not have decent role models elsewhere (ADV-D4).
Project | 06
Project | 06 Syms Mentorship Program
My last and final cumulative project is the Syms Mentorship Program that collaborates with U.S. Langley Air Force Base Security Forces and local community members to coordinate and implement a youth mentorship program that will pair at-risk youth with one military personnel and one community member for additional guidance and support. The project relates to student academic achievement in that students who have a support system as more likely to thrive emotionally, academically, and behaviorally.
Since the program requires adults to work with children, we had to consider and apply ethical and legal standards with every choice that was made- background checks, an application process, and permission slips that had to be completed by the parents or guardians of the student (ADV-C11 B.1). There was the implied and constant demonstration of counseling, educational constructs, and dispositions in making sure this program would relate and be effective for a diverse group of students (ADV-A2 D.1). Not all at-risk youth look or act the same. When I got to Syms and realized the level of behavioral issues, I was surprised to learn there was no mentorship program available already. I felt it was important to advocate for this program, knowing the benefits students could find in their academic, career, and personal/social development (ADV-C12 F.2).
When coordinating the program, we used an interest survey as an assessment tool to make inferences about mentor and mentee compatibility (ADV-B7 H.3). Collaboration in this project was key. In working with the U.S.A.F. and community members to make use of peer programs and community resources to assist students in their academic, career, and personal/social growth (ADV-B4 N.2, N.3, N.4). Lastly, it required a high level of professionalism to work with so many pertinent community members in a collaborative manner (ADV-D5).
While this project began its planning in early February, collaboration with so many groups had made the process slow-coming. My current plan, as approved by my supervision site, is to continue to volunteer my time in the School Counseling Office and continue this project until the end of the school year. At the end of the school year, the project will be put in the hands of the co-leader of the program Tiara Lockett-Walcott who will continue the program through the 2018-2019 academic school year.