AAQEP Accreditation 2022
Standard 1 Aspect E
Standard 1e: Evidence shows that, by the time of program completion, candidates exhibit knowledge, skills, and abilities of professional counselors appropriate to school counseling, including: Creation and development of positive learning and work environments
Data Sources & Analysis
Data Source 1
COUN 249 Case Study Assignment:
As part of COUN 249: Field Practice, candidates complete a case study of one student in which they detail the counseling
and/or intervention provided for a student at risk of school failure. Students will
bring at least one student case or intervention used at their site to discuss during
each class. They are required to submit one case study write-up.
Perspective Captured from Data Source: Faculty
Rationale for using Data Source:
To examine our progress in preparing candidates to create and develop positive learning
and work environments, we selected the case study write-up as a data source because
this assignment includes students’ reflections on the positive impact that they have
contributed to both at individual and systemic levels while serving their clients
as a school counselor within K-12 settings. Candidates create goals and interventions
that are inclusive of creating a positive learning with the K12 pupils and positive
working environment with those who they collaborated with on the case. Goals and interventions
should consider K12 pupils’ and other professionals’ inputs and rapport should be
established with K12 pupils and other professionals. Respect for K12 pupils, parents,
and school personnel should be seen in the report and objective perspectives based
on data should be used.
Candidates are assessed on their ability to use the American School Counselor Association's (ASCA) Mindset and Behavior Standards and their counseling skills/knowledge to create a positive learning and working environment.
ACSA Mindset and Behavior Standards:
- Category 1: Mindset Standards – Includes standards related to the psycho-social attitudes or beliefs students have about themselves in relation to academic work. These make up the students’ belief system as exhibited in behaviors.
- Category 2: Behavior Standards – These standards include behaviors commonly associated
with being a successful student. These behaviors are visible, outward signs that a
student is engaged and putting forth effort to learn. The behaviors are grouped into
three subcategories.
- a. Learning Strategies: Processes and tactics students employ to aid in the cognitive work of thinking, remembering or learning.
- b. Self-management Skills: Continued focus on a goal despite obstacles (grit or persistence) and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures (delayed gratification, self-discipline, self-control).
- c. Social Skills: Acceptable behaviors that improve social interactions, such as those between peers or between students and adults.
Definition of Success:
Our goal is to see candidates applying counseling skills, knowledge, and standards
set forth by ASCA to increase their ability to work well with others (students, parents,
teachers, other professionals etc.) and to create a positive learning and working
environment for K12 pupils and personnel. We also hope to see candidates working
collaboratively with other professionals to ensure the success of the K12 pupils.
Displays of Analyzed Data:
Fifteen Case Study reports were randomly selected from 2019, 2020, and 2021 were evaluated.
Following is the overview of students’ application of knowledge and skills in the
area of creating positive learning and working environment:
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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In goal and expected outcome, focused on relationships for better learning environment: 1. “One of Aiden’s goals is to remain on task during independent activities. Another goal is to help Aiden build healthier relationships and understand the difference between a good friend and a bad friend.” 2. “The expected outcome is that Aiden will not be getting in trouble in class and on the yard anymore. As well as him being able to work independently without redirection. We expect him to be able to choose better friends and to understand the difference between a good friend and a friend that is using him. Also, we want him to be able to understand redirection.” In intervention, focused on how others impact the individual student (systemic view): “Family genogram was used to understand his relationships at home. He explained to me how the dynamics at home are with both parents and found patterns. Friend genogram was used to understand his relationships with his friends at school. He was able to explain that he only had a couple of friends but that the other students he hangs out with sometimes get him in trouble, so he tries to stay away.” Rapport/advocacy is important in creating a positive learning environment: “I learned that there are many different resources at schools to help students be successful. Counseling has so many different aspects to help students whether its, social, behavioral, or career based. Also, identifying future goals can assist in motivating students to behave better and work harder. I learned that building rapport and a strong relationship with students goes a long way in encouraging them to stay motivated and achieve their goals. I learned that even small accomplishments can be a large victory for students. I learned that advocating for students is very important.” |
In assessment, consulted with other professionals/teachers & counselors: I have consulted with Aiden’s teacher about his behavior and his needs. I have informed them of Aiden’s concerns at home and how that may be a reason why he is also taken advantage of at school by his peers. We came up with a plan to focus primarily on helping him build healthy relationships and to encourage him to find better friends. I have reviewed Aiden’s IEP report together with his teacher and school counselor” Intervention focused on individual level and systemic level: “In order to help Aiden, achieve these goals, I will focus on individual counseling and consultation with teachers and administration. I feel that consistent individual counseling will help remind Aiden understand his goals and have a clear understanding of why choosing better friends is important. I will consult with teacher and administration to find strategies to help him with staying on task.” |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Intervention focused on motivation to create positive learning: “With the WDEP worksheet activity I expect to increase William’s motivation. Furthermore, I expect william to analyze the position he is in right now based on the poor decisions he has made.” Learned rapport is important. |
Student worked with other school staff and parent: “I have already talked with two of the teachers William disclosed being intimidated in talking to regarding his grades. I briefed the teachers on what I have been working with William, and encouraged them to be more approachable with William.” Considered systemic view: Not pull student out during course he’s failing. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Increase focus: The goals for this student’s intervention will help with the student’s anxious feelings of learning something new and help her stay focus and ask questions in school with the support of her father, teachers, and myself. Strength based interventions: Using Solution Focused interventions, “Kym will be able to recognize and acknowledge what is already working for her. She is developing her self-recognition of her strengths which increases her self-esteem and in turn, improves forward movement to problem solve herself.” Important to know individual students as they are to come with appropriate intervention and not assume that the issues they are encountering at home is the main reason for academic failure. “After working with Kym, I realized how her way of being helped me grow in not assuming that her home problems were affecting as everyone thought they were. That I have to take the time to know the student and realize sometimes problems at home are not the mail issues to a child’s education.” |
Student worked with other school staff and parent: “To assess the problem, I have consulted the father, her 5th grade teacher, school secretary, and the principal. These people have worked with Kym for a longer period than I have and brought insight to what can be the cause of her not understanding and performing at grade level. I have reviewed Kym’s school records and noticed a pattern in grade changes every school year.” “I feel the support of the teachers, father, school personnel, the principal, and myself created a bigger support system and gave her the strength to feel she can do better and feel supported.”
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| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Improve self-talk/positive thinking: “Student will improve her ability to defuse (or unhook) from thoughts contributing to feelings of worthlessness to reduce impairments in the classroom including difficulty focusing or reported fear of underperformance.” Normalize experiences for teenager. “I also openly discussed with RM that we may feel like we’re doing really well with a new skill and managing emotional difficulties, but that difficult weeks are always a normal part of this process. I hoped to normalize that learning a skill like this is not going to mean it works perfectly every time going forward.” |
Collaboration and referrals: “Another intervention provided was a referral to an outside mental health provider to support RM’s wellness through therapy, as well as a psychiatrist so RM and her family could explore medication support. I intend to collaborate with these providers, with appropriate releases in place, and expect this should also improve outcomes.”
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| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Goal to connect/sense of belonging with school: “The ultimate goal for E. is to increase her connection to Scandinavian Middle School. This would include E. having a mentor at school, getting her involved in clubs or sports, and creating multiple friendships. Outside of increasing her connection, some of the goals include raising E.’s grades and increasing her attendance rate at school. In order to achieve these goals, E. would probably need tutoring in order to help her catch up with her schooling from missing school.” Create safe haven at school: “After working with E., I was able to realize that it is important to make school feel like a safe haven for students. There are other students in similar situations as E. who do not feel comfortable at school or home, but I believe that increasing their involvement with school and finding ways to make school interesting for them would at least give these students something to look forward to during their week. While it may not necessarily help with E.’s home life, it can give her the opportunity to have a sustainable support system outside of her home.” |
Collaboration and referrals: “As for expected outcomes, I would expect E. to also meet with her counselor and possibly the school social worker as well. I believe getting E. involved with one of the school social worker’s group counseling sessions would greatly benefit her. With the group sessions, she can meet others who possibly have similar backgrounds so she can not feel as alone with her current situation.” |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Goal is to help improve learning environment online: “D.B. will gain a better understanding of the online database and understand how to navigate through his classes and homework assignments. This will then help him complete his homework assignments to get better grades in his class.”
Data driven: Questions to assess student progress. |
Collaboration: Teachers and counselors work with parents to help student navigate online class and come up with interventions -e.g. Put him in a cohort of 10 to attend online class on campus so there will be staff to help. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Goal - work with relational issues with other students: “Worked with student in order to increase integration with other students following from last semester. Encouraged student to join the basketball tournament team including 12 other peers.” |
Collaboration: “In my time I have had consultation first with other school personnel including the principle and academic counselor. In the first consultation I was able to learn about the students family dynamics and areas of need revolving around the student. I was able to learn the economic situation impacting the student and their repeated need for behavioral discipline while at school.” |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Goal:
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Collaboration: “To help with my assessment of Aiyana’s case, I consulted with her previous school psychologist/behavioral specialist who used to work with her, Teresa. We had a phone conversation about her experience with Aiyana and she gave me a better perspective of her as a student and as a person.” Also consulted with teachers.
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| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Focused on positive attitude and self-discipline:
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Collaborated with mother and teacher: “My Interventions had an affect on the whole child. The intent of consulting with all stakeholders was to gain data and make proper interventions in consideration to all domains of development. Behaviors improved, emotional stability improved, academic achievement increased, and the student is learning that he can learn and be successful and that his school team cares about him.” |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Focus on positive attitude, motivation, and self-direction:
Respecting pace of student: “After working with BM, I learned to respect her pace and progress.” |
Referral to social worker: “The counselor will refer the student to the school social worker for mental health services.” |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Recognized student’s strength in assessment.
Advocated for student |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
Helped student gather information about college and financial aid relevant to DREAMERs. Rapport with student is important. |
Contacted other counselors and personnel to get information on college and financial aid. “Before meeting with the student, I prepare myself and learn about FAFSA application and Dream act application and the difference between those two. I also learn the necessary requirements to complete the process.” Reaching out to other experts is needed. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Work on these to improve turning in homework: “Improve self-esteem and self-worth. Improvement on managing emotions. Using effective time management and organizational skills Continuing using techniques learned to pass her future classes.
Rapport. |
Allow student to decide what to work on and allow student to be vulnerable and be self. Rapport was important. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Managing emotions and time. Demonstrate the ability to balance school, home, and community activities. Be with student “in the present” and “where they are” --student driven |
Consulted with 504 coordinator and suggests teachers are involved in assisting student. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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“To prepare myself to work with MP I needed to learn how to collect data on her absences as well as communicate with the teachers about her participation. During the process, I learned how to have patience and realized how important building rapport with students is. After working with MP, I learned that doing check-ins and check-outs with students is not always enough and some students need more positive support than just 15 mins. Lastly, I became more aware of how important parent involvement and teacher collaboration is in order to support students who are not motivated.”
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Link to Full Dataset:
Google document links to Raw Data (Case Study Reports of Students)--5 reports randomly
selected from various courses for each year:
Interpretation of Data:
We have interpreted the data within a table-format to reflect clearly and comprehensively
on the themes that emerged from qualitative analysis of above data-set:
| Themes | Creation and development of positive learning environment theme: | Creation and development of positive working environment theme: |
|---|---|---|
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Counseling interns recognized the importance of building rapport with the students, understanding their needs and fears, and processing at a pace that the student could follow and understand. Once rapport is built, the interns are able to create a safe environment to explore the following to further create and develop a positive learning environment for students. The following are examples of what the majority of counseling interns did, using the ASCA mindset and behavior standards used to create a positive learning and working environment:
Positive Results of Interventions: The interns’ ability to create and develop a positive learning environment with the student and with others on the campus resulted in improvements in the students they serve. Only a few counseling interns didn’t see improvements in their students due to the pandemic and lack of contact with the student. |
Counseling interns recognized the importance of a positive working environment in assisting students. Most of the case studies reviewed showed counseling interns respected the expertise of teachers and other professionals and often consulted or collaborated with a team to ensure a positive learning environment for students. Counseling interns also supported teachers and other counselors by assisting with cases and providing ideas to help students improve. |
Data Source 2
COUN 249 Assignment Lesson Plan:
As part of COUN 249: Field Practice, candidates create a lesson plan based on the ASCA model and present it to the class.
The objective of this assignment is to develop, present, and evaluate a classroom
lesson on the school counseling core curriculum, including formative and summative
assessments. The lesson plan was just implemented in 2020, but we thought this would
be another good evaluation of candidates’ application of skills and knowledge since
they are applying skills at the group level, working with more than one student at
a time. Moreover, it demonstrates our efforts in enhancing students’ ability to create
positive learning environments through engaging in systemic efforts apart from individual-level
counseling efforts.
Perspective Captured from Data Source: Candidate
Rationale for using Data Source:
The COUN 249 lesson plan complemented the case study (individual intervention) because
it includes engaging in system-level efforts to promote positive change for a group
of students or staff (group intervention). We used the data source on lesson plans
to evaluate candidates’ ability to create and develop positive learning and work environments
including a lesson plan that candidates created for their site and to use the ASCA
Mindsets and Behavior Standards relevant to a positive learning and working environment.
Definition of Success for Each Element:
Our goal is to see the students provide materials and ideas that would engage the
audience, are relevant to the skills/age group, and are collaborative in nature to
ensure a positive learning and working environment.
Displays of Analyzed Data:
Using a thematic analysis, the following is a summary of how our candidates create
positive learning and working environments from the 15 lesson plans:
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Topic: Social Emotional Support Standard:
Engage with ice breaker. Provide coping skills and resources |
Hope to increase attendance Follow up based on those who didn’t do well on post-tests. |
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Topic: Career Standards: Career and delaying gratification. Provided information and looking at long term goals that relate to present actions. |
Follow up on those with questions and those who did not do well on post-test on information provided. |
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Standards: Believe in self and develop coping Topic: skills when faced with a problem. Goal: Learn about self care and ideas to self-care. |
After school Follow up: one on one check ins and see if workshop impacted students’ progress in grades and efforts. |
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ASCA Mindset & Behaviors (Domain/Standard)
Goal: Role of Counselor and when students could reach out for help. |
During elective |
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Topic: College and Postsecondary options Standards:
Engaging: Motivation Board Activity
Pre and Post-test |
I gathered the data from this lesson plan based on the various meetings I have attended with counselors, teachers, parents, students, the deputy principal, learning directors, and other administrators. I also gathered my data from conversations I have had with my site supervisor on what the needs are for their school site. Surveys sent to parents on child’s knowledge. |
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Topic: Stress and Anxiety Standards: Belief in development of the self Ice breaker Teach about bad and good stress and coping skills. |
Link to Full Dataset:
Case Study Reports of Students--5 reports randomly selected from 15 lesson plans from
various courses for 2020 and 2021.
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Topic: Identity/LGBTQ awareness/acceptance. Standard: Mindset 3: Sense of belonging in the school environment
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Activity on how to support others. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
Building Rapport and Engaging: Uses ice breaker and engages audiences through different activities, using M&Ms, balloons, and worksheets. Goal to create positive learning environment: Improve students ability to focus and perform effectively in academic situations. Attendance: Improve student attendance by reducing suspension rates. Age appropriate: Defined Anger (feeling) vs Aggression (action) and use activity, “What bugs you.” |
Goal to create positive working environment: Improve student behavior in the classroom and outside the classroom setting. Promote kindness and inclusion. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Behavior standard: Demonstrate social maturity and behaviors appropriate to the situation and environment; Demonstrate personal safety skills Goals: Use healthy coping skills in place of self-harm and recognize triggers. Engaging: Use activities, group work, videos and worksheets. Age appropriate: Provided definitions, awareness, possible triggers, a list of coping skills |
Goal: Improve self-regulation in the classroom setting. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Objective: to understand social justice/diversity and other peers Engaging: interactive activity at beginning as ice breaker and polling to gage the audience. |
Objectives:
Collaborative: “At the end of the lesson, students will then reflect on how they will promote social justice in their everyday lives along with how they will embrace diversity. Students will then go back to their classes with their own reflections. They will also take an assessment on what they learned. The results from both the activity and assessment will also be shared with administrators and educators at the students school sites.” |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
Objectives:
Age appropriate: Time sheet template to map out the week and practice prioritizing, use baseline assessment |
The results and workshop activity will be shared with other counselors, teachers, and administrators. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Topic: High School Senior Meeting- Important Information and Deadlines. ASCA Mindsets & Behaviors (Domain/Standard): Domain: Career Development
Goal: information and deadlines pertinent to high school seniors (Financial aid/scholarship, testing requirements, transcripts, application deadlines). Engaging: Introduces counselors. Has “Open Floor for Questions” after each topic presentations to allow students to ask questions. Follow up included calling in students who still lack knowledge after post-test for individual sessions. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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ASCA Mindsets & Behaviors (Domain/Standard):
Goal: Understand stress and stress management skills. Engaging: Different modes (handout, video, discussions). Follow-Up: Counselor will follow up with students who show a need for emotional support due to stress. |
Outcome Data: By the end of this presentation, 90% of students who participated will have increased their understanding of stress and how to manage it. 90% of students will be able to identify common school stressors and how to cope with the stress. 90% of students will be able to identify healthy coping strategies with their peers. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Topic: Transfer after community college. Standards: Delaying immediate gratification Areas in improving learning environment: Allowing time for questions and clarifying; Engaging: Students do explorations on a computer with the help of counselor. |
Counselor is the point person for after the presentation to ensure continued support. |
| Creation and Development of Positive Learning Environment | Creation and Development of Positive Working Environment |
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Standards: Domain: Social/Emotional Standard:
Behavior:
Learning Objective(s) (aligns with competency):
Engaging: definitions; activity, using chat to share thoughts |
The counselor will follow up with more lessons on related topics such as social influence, identity, setting goals etc. and conduct interviews with classroom teachers to assess what issues seem to be a hindrance to academic achievement. |
Interpretation of Data:
As indicated by the analysis of 15 randomly selected lesson plans from several different
instructors, students have demonstrated knowledge and ability to practice counseling
skills to develop positive learning environments rooted in ASCA model’s positive mindsets.
The following table summarizes our interpretations of the lesson plans:
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Themes |
Creation and development of positive learning environment theme: Focusing on changing mindset and behaviors, students created lessons for a group of K12 pupils on emotional regulation, coping skills, career and college exploration, how to support themselves and others, and deal with everyday stressors. Graduate students created a positive learning environment by helping the K12 pupils to be self-aware and to self-regulate. In the lesson plans, they included ice-breakers and activities to help the students build rapport and learn to understand more about themselves and others. |
Creation and development of positive working environment theme: Although the lesson plans did not speak specifically to a positive working environment, some graduate students spoke of working collaboratively with teachers and administrators to collect data and meet student needs. Some spoke of doing the lessons during elective class or afterschool to cause the least disruption to their education. All of the lesson plans helped K12 pupils to self-regulate or cope and to be able to delay gratification, which will positively impact their interactions with others. |
Data Source 3
Counseling Disposition Assessment
Perspective Captured from Data Source: Site Supervisor
Rationale for using Data Source:
We have used COUN 249 Counseling Disposition Assessment, which is completed by internship site supervisors, to evaluate interns’ personal
dispositions that are linked with this standard’s focus on creating a positive learning
environment. Since school counselors’ personal development and professional dispositions
play a major role on their work ethics and ability to advance a positive change by
working with students at individual and systemic levels, this assessment serves as
an effective quantitative measure of students’ dispositions dedicated to creating
a positive learning environment. Also, the specific items selected for this data source
directly focus on students’ ability to foster positive collaborative relationships
and effective partnerships with teachers, students, families, and other stakeholders.
Specific Elements of Data Source:
The following items from the Counselor Disposition Assessment Tool (completed by internship
site supervisor) are used as specific elements of this data source:
(a) Demonstrates the ability to work creatively and collaboratively with colleagues,
clients, families, and the community;
(b) Values clients as full partners in the counseling/educational process;
(c) Collaborates with community partners and agencies in all phases of intervention
when possible;
(d) Works well with others to develop opportunities for peer and student learning;
and
(e) Plans and collaborates to ensure that appropriate supports for smooth transitions
are in place.
Definition of Success for Each Element:
Site supervisors evaluate students on a 4-point likert scale (0 = Not Observed, 1
= Inadequate, 2 = Meet Expectations, 3 = Exceeds Expectations). Success for this data
source will be indicated by achieving an average of 2.0 or higher.
Items indicated as “Not Observed” were not included as part of the analysis.
Displays of Analyzed Data:
A total of 27 counselor dispositions were analyzed from Spring 2020 and Fall 2021,
when we began collecting these evaluations online, in contrast to previously collected
hard-copies, which we were not able to access for this report due to COVID-19 pandemic
safety protocols.
| Survey Item | Sample Size | Mean |
|---|---|---|
| Demonstrates the ability to work creatively and collaboratively with colleagues, clients, families, and the community | 24 | 2.71 |
| Values clients as full partners in the counseling/educational process | 27 | 2.85 |
| Collaborates with community partners and agencies in all phases of intervention when possible | 26 | 2.92 |
| Works well with others to develop opportunities for peer and student learning | 27 | 2.81 |
| Plans and collaborates to ensure that appropriate supports for smooth transitions are in place. | 26 | 2.85 |
Link to Full Dataset:
Interpretation of Data:
Means for five survey items from the site supervisor evaluation were calculated and
examined. The range of the means for these survey items was 2.85 to 2.92. All means
were above 2.0, indicating that site supervisors rated all students in the “meet expectations”
to “exceed expectations” range. This suggest that site supervisors generally perceived
students to exhibit the knowledge, skills, and abilities related to the creation and
development of positive learning and work environments.
Next Steps:
Looking across our findings from the three data sources--Case Study, Lesson Plan,
and Candidate Disposition tool, candidates have knowledge and are applying skills
to develop a safe and supportive learning environment for students by building rapport,
informing students of available resources, and providing students coping strategies
and ideas to combat issues or concerns which they encountered in K12 settings and
at home. Especially in the Case Study, we clearly see candidates’ desire to fully
understand K12 pupils and their needs before creating interventions to meet needs.
This empathy and respect for the pupils is the support and advocacy needed in a positive
learning and working environment. Candidates are also cognizant of the benefit of
collaboration and consultation with other school personnel. Their respect for other
experts will ensure that not only will the students have a positive learning and working
environment, but they are also role modeling to students and creating an environment
conducive to learning and working among the adults in the school community. In the
future, it is important to directly ask candidates to explain how their individual
or group level efforts lead to a systemic change and fostered a positive learning
environment for all students.
In order to address this, we will ensure that techniques to improve learning and working environment beyond counseling skills and group activities will be discussed in the internship course, Coun249, and other relevant courses (e.g., Coun242 Consultation). We will also include directions in the Case Study and Lesson Plans to discuss creating and developing a positive working and learning environment in their work by striving at systemic-level.