There have been many significant historical events and trends that have shaped the current school counseling profession to include the development of students’ social-emotional, academic, and college and career readiness. For instance, Frank Parsons, credited with starting the vocational guidance movement, helped to identify the important need of providing services and support to students in order to move them towards readiness for the industrial workforce (Erford, 2015). This helped, among other things, to shape the role of the school counselor in providing career development for students.
Choose two events or trends that you believe to be the most significant in the development of the school counseling profession; and develop a referenced argument that supports your choices.
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RTI is a multi-tiered approach to provide interventions and monitor students progress in order to help students that are struggling learners (The National Center for Learning Disabilities, n.d.). School counselors can be on the team to provide intervention support and monitoring of students to support students’ academic success. Another current trend is Positive Behavioral Interventions & Supports (PBIS). PBIS is also a multi-tiered approach that is used to teach positive behavioral expectations within the school and classroom (U.S. Office of Special Education Programs, 2016). The primary level focuses on prevention by teaching positive behavior to all students in the form of curriculum (U.S. Office of Special Education Programs, 2016). While the secondary and tertiary levels are meant to provide interventions that reduce the occurrences, severity, and intensity of current problem behaviors (U.S. Office of Special Education Programs, 2016). School counselors could be put in the lead position to implement this into the school setting and supporting teachers with the implementation of the
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
I received the pleasure of interviewing two school counselors, Mrs. Jean Harmon and Mr. Devon Herrick. I was excited about interviewing school counselors within the Chicago land area. Despite many negativities spoken about the Chicago Public School (CPS) system, I desire to work within CPS. I’ve heard many pros and cons of working at a selective enrollment school, compared to a public charter school. By interviewing these two individuals, I assumed that I would get a snapshot of a potential work day for a school counselor. Mrs. Harmon is a school counselor at King College Preparatory high school. Mr. Herrick is a personal counselor at Urban Prep Charter Academy- Bronzeville campus. It was interesting in learning about the daily responsibilities,
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
In this case, teachers must employ other resources and feet collaboration from colleagues. This is where the RTI process comes into place. Messmer and Messmer, (2008) explained that the response to intervention serves as a vehicle to identify and serve students with learning difficulties. On the other hand, several steps should be followed to implement correctly RTI. In my opinion, my school possesses a fair understanding of the RTI process and manages the implementation of a consistent approach that positively affects the student.
...and/or gifted education”. (Yssel, 2014, p. 48). “It is imperative not to put enrichment on hold while an academic weakness is being remedied; both exceptionalities should be addressed at all times”. (Yssel, 2014, p. 49). Some Professionals have express their concern that social-emotional needs are not addressed in RTI models. Early intervention in all areas of need is critical to ensure that issues such as low
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
During the past three years of college, my interest in counseling has been affirmed through a variety of experiences. One important experience that influenced my decision to pursue a career as a school counselor was my involvement in my community service sorority, Chi Delta Alpha. Through Chi Delta Alpha, I volunteered on several occasions, among them I babysat children to provide parents with a night off; I was responsible for a group of elementary students as they experienced college classes and I painted a caboose for a local playground. A theme that has remained constant throughout all my different experiences is that making a difference in a person’s life is a rewarding experience, and I know that I desire a career that enables me to support high school students as they face difficult situations.
Individuals’ perceptions of their life/worth have the power to control the goals that they can carry out and meet. Every day we are learning new things and everyone has his/her own unique ways of learning. My strong desire to help students with their academic, personal, and social needs make me a strong candidate as a school counselor. While completing my undergraduate degree in Early Childhood Program Administration I learned a great deal about myself. I have a passion for learning and want to share and express that love for learning with students. I feel that the Master of School Counseling program provides a direct path to my career goals of helping students to comprehend subject matter while learning to love learning as I do. Not only will
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
PBIS: Positive Behavioral Interventions and Supports Christa Zangel Learning and Human Development for Diverse Learners Maureen Parkes December 9, 2015 According to the Office of Special Education Programs, Positive Behavioral Interventions and Supports, commonly known as PBIS, is implemented to “define, develop, implement, and evaluate a multi-tiered approach to technical assistance that improves the capacity of states, districts, and schools to establish, scale up and sustain the PBIS framework.” PBIS focuses on students with disabilities whose negative behavior is affecting themselves or others and strive to address current behaviors and problems in a positive manner to prevent further problems by implementing beneficial
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
The school counselor leads the organization and organizations tools of the program including calendars, assessments, and agreement. Advocating is used by the counselor’s regular evaluations of the program to ensure it is the best program possible and the it is helping the most students possible. For instance, an advisory council, which is made up of stakeholders, is used as a way to advocate for students through collaborating with the stakeholders to make decisions because all the different perspectives are combined to make one “voice”. Also, the advisory council is used in systematic change by data collection, measurement of the program to ensure that program is working. The program, counseling, and closing the gap measurements included developmental, prevention, and intervention services to measure student competences, achievement of students. Calendars are used to keep students, parents, and faculty informed of the counselor’s availabilities and it holds the counselor accountable of their