Professional School Counselor Portfolio (PSCP)

Brief Reflection Form

Standard 10-Curriculum (Needs growth)
Competencies Addressed:
1. Write classroom lessons including objectives, learning activities, and discussion
questions.
2. Utilize various methods of evaluating what students have learned in classroom lessons.
3. Demonstrate competency in conducting classroom and other large group activities,
utilizing an effective lesson plan design, engaging students in the learning process, and
employing age appropriate classroom management strategies.
4. Design a classroom unit of developmentally appropriate learning experiences.
5. Demonstrate knowledge in writing standards and benchmarks for curriculum.
Date Created: _________________________
Student Name: Kimberly Abram-Bryant

Reviewers Initials: _____________

Reflection Papers must be typed and 2-3 pages in length following the four domain headings
below:
1. Describe the context in which these artifacts were collected and identify the
standard and competency(s) the artifact represents.
The artifact presented is an interview paper written during GEDU 527 Developmental
Assessment and School Counseling Core Curriculum. Compentecies represented are 3,
Demonstrate competency in conducting classroom and other large group activities, utilizing an
effective lesson plan design, engaging students in the learning process, and employing age
appropriate classroom management strategies. & 5, Demonstrate knowledge in writing standards
and benchmarks for curriculum.
2. What do they demonstrate to you about your learning and mastery of the
competencies which fall under this standard? I must admit the artifact provided gave
me a foundation to the understanding the process of selecting and creating curriculum for

a counseling program. My pervious experiences in writing lesson plans was limited to

small group and individualized planning. Large group activities forced me to adopt
classroom management skills to ensure that all student were receiving the information.

3. What do these items of evidence tell you about your overall progress toward your
personal goals and your growth as a professional school counselor?
The artifact shows evidence to how the process works to assist the counselor in evaluating what
curriculum is most effective. It was interesting to hear the counselors talk about what trends and
what worked in the past. Now, schools are attending to different student needs and must bring
awareness to the larger student body. However, it has proven to be difficult to adopt and
implement new curriculum with the growing demands counselors face.
For an example, after one of the lessons I observed, I spoke with a veteran counselor who
explained how 10 years ago for counselors to give guidance lessons on suicide or self-harm.
However, increasing incidences warrant for a larger group lesson to help students refrain, while
at the same time become aware of the signs of someone who may be at-risk. Ive learned that I
need to have a good understanding of behaviors so that curriculum design helps reduce barriers
and risk factors for the student.
4. What are your plans for additional growth or improvement in this area?
I feel the best way for me to gain additional growth is to immerse myself in activities that expose
me to curriculum developments and implementation. In the meantime, I figure it is wise to
continue observations and assessments. To consult more with counselors. Especially, since we
are winding down the school year and are in anticipation of transitioning students. I hope to
advance my understating from foundational to at least sprouting.

Artifact Standard 10

Counselor Roles in Curriculum Review Cycle

GEDU 527: Development Assessment and Guidance Curriculum in the Schools
Kimberly Abram-Bryant
Buena Vista University

My interview was conducted at Taft Middle School with counselors Alice and Rick. The
counseling program is operating under the ASCA model and they are participating in the
Transforming Schools initiative. The counselors are active at the district level and continue to
run and comprehensive program at the school level.
During my discussion with the counselors, they provided me with the District System
Focused Action Plan for Ensuring College and Career Success for Every Student Initiative. This
is their primary focus. The strategic action plan outlines the stakeholders, the potential
collaboration, contact type, and responsibilities. Furthermore, the necessary data support is
identified to ensure the program is equitable and effective with all students. Alongside the strong
college and career planning program, the counselors are entrenched in the process of student
academic achievement. This wide spectrum of duties include intervention planning, identifying
learning barriers, collaborating with AEA staff, data collection, attendance monitoring, and
scheduling and grade level transitions.
Although Taft has identified content within the ASCA model, they are without research
based core curriculum. Instead they adapted their program to the ASCA Mindset and Behavior
Standard. The priority standards are placed into three categories; learning strategies, selfmanagement, and social skills. The table below shows two standards.
Learning Strategies

Self-Management

Social Skills

Demonstrate critical-thinking

Demonstrate self-discipline

Use effective oral and written

skills to make informed

and self-control

communication

Use time management,

Demonstrate ability to work

Create positive and

organizational and study

independently

supportive relationships

decisions.

skills

Taft Middle School counselors incorporate the PARRT (Participation, Active Listening,
Respect, Responsibility, & Trustworthiness) and Second Step curriculum to address social,
emotional, and behavior of the student body. The PARRT curriculum was a district project that
involved teachers, administration, and other district staff as writers and researchers. The team
created a PARRT lesson for elementary, middle, and high school. Initially, PARRT lessons are
instructed in the classroom by a teacher absent of the counselor. PARRT is supported by the
school staff and administration. PARRT expectations are posted throughout the building.
Therefore, students receive consistent reminders of the behaviors that are most appropriate in
school.
Counselors are a vital support role to implementing PARRT and Second Step. They are
called to re-teach lessons to students who show difficulty demonstrating PARRT attributes.
Students are usually identified through the behavior management data base that records all
behavioral referrals and disciplinary actions. The re-teaching method my take place in one-onone or in a group setting.
The Taft Counselors agreed that accountability is rooted in data. They continued to
explain that data is how a counselor knows what students are accomplishing and their needs. For
those reason, the counselors are interested in the data that shows what efforts were successful or
not. This is revealed through behavior management data base, classroom attendance, test scores,
and teacher referrals.
At this point in time, the school counselors so not have access to fund for books. Taft
counselors were unaware of any future curriculum purchases.

It can be concluded that school counselors are not as involved in the curriculum cycle as other
district staff. However, elementary counselors are utilize curriculum more than other grade
levels.

Professional School Counselor Portfolio (PSCP)

Brief Reflection Form
Standard 11- Learning Theory

Competencies Addressed:
1. Identify and consult with teachers about how to create a positive learning environment
utilizing such factors as effective classroom management strategies, building a sense of
community in the classroom, and cooperative learning experiences.
2. Identify and consult with teachers regarding teaching strategies designed to motivate
students using small group learning activities, experiential learning activities, student
mentoring programs, and shared decision-making opportunities.
3. Demonstrate knowledge of child and adolescent development and identify
developmentally appropriate teaching and learning strategies.
Date Created: _________________________
Student Name: Kimberly Abram-Bryant

Reviewers Initials: _____________

Reflection Papers must be typed and 2-3 pages in length following the four domain headings
below:
3. Describe the context in which these artifacts were collected and identify the standard
and competency(s) the artifact represents.
The artifact offered for this standard is a research paper written in GEDU 529. The paper
presents evidence for supporting project based learning in schools. The competency is
demonstrating in #1; Identify and consult with teachers about how to create a positive
learning environment utilizing such factors as effective classroom management strategies,
building a sense of community in the classroom, and cooperative learning experiences.

4. What do they demonstrate to you about your learning and mastery of the
competencies which fall under this standard?

The paper addresses using theory to support positive learning environments for students.
The paper states the case for project based learning. The paper opens up with the
discussion of student learning fatigue. Students feeling as if they are unable to use their
talents and skills to learn in the classroom. Knowing that our students are diverse and
their learning styles are just as vast, I can only assume that one way of delivery will not
do the engage all students.
I noticed when looking over the competencies I notice that not only should the lesson be
developmentally appropriate, they should be motivating for student.
5. What do these items of evidence tell you about your overall progress toward your
personal goals and your growth as a professional school counselor?
The paper opens the doors to the conversation of articulating assumptions about
perspectives regarding the development of the student. Using key theoretical perspectives
gives support to new curriculum structures in programming.
Last year, the CRCSD was rewarded grant funds to develop two magnet schools. Both
schools were tradition schools with at least 70% or higher free & reduce lunch rates.
Absenteeism and behavior was a main factor for students missing instruction. The
schools appeared to have some stark commonalties. In search of ways to create a better
learning environment, the district identified new strategies, consulted with team of lead
teachers to help redefine their program. I know the new approached cause some grief
among staff and some requested to be moved. Unfortunately, change is harder for some
than others. Other the other hand, the two schools have seen remarkable changes. I hope
to be involved in a project like this one in the future.
6. What are your plans for additional growth or improvement in this area?
Im not sure how to really go about this one. During the practicum, conversations about
theory and methodologies were not widely discussed. Mostly, I would consider the
theories when working with small groups or one on one with a student. Applying the
theory to practical real world setting is possibly the best way for me improve in this area.
Perhaps a cumulative file audit of a student would be a good idea to help me ask
questions that provoke exploration of the theories applied to school counseling.
Artifact Standard

Project-Based Learning a New Option

We have all heard it or said it ourselves, School is boring. This quote rings throughout
many generations of students. In the article, A qualitative study using project-based learning in a
mainstream middle school, (Wurdinger et al) recalls a survey conducted by Wolk (2001) that ask
students to name the number one word that best describes school. The most popular word used
was, boring. The study goes further by asking students to use one word that best describes what
they liked most about school. That word was, nothing. Some would argue that the study is
outdated and cite the new offerings through recent education reform. Although this may be a
validate observation, we cannot ignore the most significant indicator of student dissatisfaction,
drop-out.
Motivating students to learn has become a schools greatest hurdle. Schools are searching
for more innovative and engaging curriculum to appeal to the diverse classroom. The traditional
model of teaching has less appealing to students. The newest alternative to the traditional
classroom learning is project-based learning. Project-based learning is a teaching method that
taps into students interest because it allows them to create projects that result in meaningful
learning experiences (2007). The benefits of project-based learning are many; it is active, it is
interesting and relevant; it allows for autonomy and self-directed learning; it increases
communication skills; and it enhances motivations to learn (2007). The increase interest in
project-based and its benefits to students, motivated The Cedar Rapids School District.
In 2014, the Cedar Rapids School Community School District piloted their first project
based-learning program called, BIG. 11th and 10th graders enrolled in BIG have the opportunity to
expand their learning outside the classroom. The program focuses on the concepts of learner codesigned coursework; a demonstrated ability in both common content standards and 21st century

skills; the development of skills necessary to work in diverse situations and relationships; design
thinking to better understand how content, problems, and solutions are related; and community
connection via resume-building projects and experiences ( CRCSD).
This new concept gathered many skeptics. Teachers, administrators, and parents who
favor the traditional model spoke confidently against the program. Critics accused the school
district of watering down learning process and playing the role of a scapegoat for struggling
learners. This criticism could be fuller from the truth.
Integrating this new learning experience into a traditional setting proved to be a
challenge, the program managed to produce positive outcomes. 95% of BIG students maintained
a passing grade in all subjects and completed their planned project (CRCSD). Another strong
indicator of success is the increase student engagement, improved attendance, and increase in
math and reading proficiency scores. This methodology became infectious and spread throughout
the district. Near the end of 2014 school year, Roosevelt Middle School believed this was a
model worth implementing within their school.
Roosevelt piloted the Options program at the beginning of the 2014-2015 school year.
The program houses 78 students in eighth grade. Three teachers are responsible for teaching all
subject areas as well as providing guidance during the project phase. Students that make up the
enrollment have an array of needs that can be meet in the program; behavior modification and
learning accommodations.
Option students do not interact with students attending the traditional general education
program at Roosevelt. Three classrooms for the entire program prohibits students from having to
switch classrooms for subject changes. Students work collaboratively and independently on

lessons and projects. Option students have access to school counselors and all other supports
available to the general student population.
Measurements of success is collected through; Iowa Assessment scores, ACT engage
scores, behavioral office referrals, and attendance data. At the completion of the program
students and their parents will complete a survey to indicate student engagement and program
effectiveness.
Identifying the Problem
The Roosevelt Middle School Options (RMS Options) program offers an exciting
learning experience for all the students. As a pilot program, unintentional mistakes and rewards
can to be anticipated. An increase in student engagement, enhanced teacher-student relationships,
and a decrease in student behavioral referrals were all intentional goals of the program.
Unfortunately, the Option Program neglected to place its attention on what happens after the
success stories.
More than half of the students in RMS Options will transition to high school in the fall of
2015-2016 school year. The majority of the students will filter in to Jefferson High School.
Jeffersons student population is 1,464 and with only 29 students are enrolled in Options. To
make matters more difficult, the Options program at Jefferson High School model is unlike the
Options at Roosevelt Middle School.
Jefferson High School Options (JHS Options) program can be considered as an
underground secret. Students who are considered for the program are must meet one specific
requirement, 80% or above math assessment score. When asked about the requirements,
Jeffersons Facilitator Michael Panoch revealed to me the intent of the program. He explained
that original program designed for students who were gifted in math and science (2015). Many of

the students experienced boredom in traditional classrooms which then manifested through
behavioral referrals. Additionally, the students had another common thread. The majority of the
gifted math students faced learning barriers in other subject areas such as American History,
language arts, foreign languages, etc.
Far ahead of its popularity, Options at Jefferson created the alternative learning
opportunity offering smaller classroom sizes, project based-learning, and a team of assigned
teachers. Similar to RMS Options, JHS Options program teachers serve as the main contact by
implementing interventions and handling disciplinary problems within the program.
Administrators contact with students in the program is very minimal.
The program structure was designed for existing JHS students. Never had the
adminstrators considered the possibility of admitting students coming directly from middle
school. Therefore, the infrastructure for transitioning middle school students into the program
does not exist.
In the planning process of the RMS Options program, administrators and teacher focused
on program design and not high school transition planning. Curriculum, behavior expectations,
and assessments were established. With little understanding of the JHS Options program,
students of RMS Options were received the promise that they would enter into the high school
version of the program. When attempting to contact the high school to help facilitate that
process, RMS Option teachers were informed that their students were not the ideal candidates for
the JHS Options program. These two models were not designed to assimilate.
At this point, the only recourse is to create a transition plan for students who are entering
high school in the 2015-2016 school year. It is imperative RMS Options students enter high

school with supports that will ensure academic and personal success. The conversations are
currently taking place in both schools.
Literature Support
In the article, Freshman Transition for At-Risk Students living with Heart (2011),
Montgomery and Hirth discuss the importance of educational leaders to understand the need of
transition programs for at-risk students. For many of our middle school students, high school
transition is difficult. Navigating the building, deciphering the schedule, memorizing the
departments, and balancing new found freedoms with priorities are all new experiences the can
present conflict.
Programs that provide support to student during the critical transition to high school,
increase a students likelihood of graduating and offers them improves life and career
opportunities (246). In the efforts of identifying the elements of a successful program,
Montgomery and Hirth (2007) examine a freshmen transition program for at-risk students at a
large urban high school. The program titled HEART, which is an acronym for Helping Everyone
Aim for the RIGHT Target, used the framework study based upon the theory of Schlossbergs
transition theory (252). Although the theory is originally structure for high school to college
transition, the researchers felt it was adaptable to fit the middle to high school transition
program.
The mixed methods research collected quantitative data based on grade point average
(GPA) and the number of credits earned compared to those students not enrolled in the HEART
program (253). The qualitative data collection came from interviews with students participating
in the program. Interviews were conducted to gain the students perspective of what it was like to
go through the program.

The results of the HEART program proved to be successful. The findings indicated that
the HEART program had a significant impact on the GPA number of credits students earned by
the end of their freshmen year (255). It must be stated, that the data reported only represents one
year. However, it proves that freshmen in the HEART program were off to a better start than
those not participating.
Qualitative data produced compelling insights. These insights affirm that freshmen
transition programs should provide students with a sense of belonging, the ability to build
relationship with teachers and peers, and activities that build life-skills (259).
While the benefits of the program were noted, Montgomery and Hirth (2007) agree that
the overall effectiveness of a freshmen transition program needs to be a longitudinal study (261).
Results from that type of study will capture the correlation between the program and high school
graduation rates for the program.
Establishing a freshmen transition program will help ensure that students participating in
the RMS Options program enter high school with the necessary supports. There are a few
existing strategies currently utilized within the school. However, in order to make the program
best fit the RMS Options model, JHS will need to create a team specifically for the students.
Curriculum/Project/Data
Benefits of RMS Options program are student to student and student to staff
relationship building; monitoring of GPA and work completions, and autonomy. In order to
ensure freshmen success, we plan to develop a team of Intervention Specialist (IS) of selected
teachers who will meet with student in one-on-one and group sessions. During the session
students will receive consultation on their academic process, interactions in the classroom, and

overall experience within the school. The IS will collect GPA, homework completion,
behavioral, and attendance data.
Project-based learning will be emphasized in the group sessions. Option students will be
offered projects that can be completed within a semester or a year. The group will help student
maintain and acquire new skills that will help them cope with problems, behave appropriately,
demonstrate respect, and complete the year passing all classes.
In collaboration with the IS, counselors will take on a significant role. Counselors can
often help with problems beyond the scope of the teachers capabilities (2011). Counselors will
meet with the team of IS to discuss student and program data. This collaborative team will assess
the needs of the students and decide if addition intervention should be put in place.
Implications
The belief is that JHS Freshmen Transition Program will establish a team of supportive
teachers, counseling, and gain the backing of administration. The development of the program
will be strengthened through the collaborative work of the team, leading to positive outcomes.
Project-based group learning will make classroom learning more relevant and exciting.
Participating students will have a greater chance of gaining required credits as well as a
proficient GPA. Findings will confirm that students perceived the program an asset to their future
success at JHS.
I would like to incorporate a survey asking for perception data from parents. This may
give us more insight on how parents feel about their students transition. Also, it has the potential
to increase parent connectedness to the school.

The Freshman Transition Program will continue to review data and discuss the elements
of the program and their effectiveness. A students success is contingent upon on success
preparation, implementation, and evaluation of the team.

References
Wurdinger, S., Haar, J., Hugg, R., & Bezon, J. (2007). A qualitative study using project-based
learning in a maintstream middle school. Improving Schools, 10(2), 155-161.
Montgomery, G., & Hirth, M. (2011). Freshman Trabsition for At-Risk Students: Living With
Heart. NASSP Bullentin, 4(95), 245-265. Retrieved April 8, 2015, from http://bul.sagepub.com
State of the District Highlights Innovations. (2014, December 1). Retrieved April 25, 2015, from
http://www.cr.k12.ia.us

Professional School Counselor Portfolio (PSCP)

Brief Reflection Form
Standard 6-Assessment and Evaluation (challenge)

Competencies Addressed:
1. Demonstrate individual and group approaches to assessment and evaluation.
2. Demonstrate an understanding of the proper administration and uses of standardized
tests.
3. Apply knowledge of test administration, scoring, and measurement concerns.
4. Apply evaluation procedures for monitoring student achievement.
5. Apply assessment information in program design and program modifications to
address students needs.
6. Apply knowledge of legal and ethical issues related to assessment and student records.
Date Created: ______4/5/16___________________
Student Name: Kimberly Abram-Bryant

Reviewers Initials: _____________

Reflection Papers must be typed and 2-3 pages in length following the four domain headings
below:
5. Describe the context in which these artifacts were collected and identify the
standard and competency(s) the artifact represents.
The artifact identified for this standard is the At-Risk PowerPoint presentation for GEDU 527.
The presentation address competency 5, Apply assessment information in program design and
program modifications to address students needs.
2. What do they demonstrate to you about your learning and mastery of the competencies
which fall under this standard?
The artifact demonstrates my understanding of how to use assessments to address specific
student risk-factors and how employ core interventions at each tier level. The PowerPoint was
deigned to assist school staff in targeting most common barriers that impede student success.

Furthermore, resources and reporting methods were identified for the different tiers. The use of
assessments information gives evidence of need and success once intervention is put in place.
3. What do these items of evidence tell you about your overall progress toward your
personal goals and your growth as a professional school counselor?
My personal goal in this area is to be able to use assessment data more often and effectively.
Assessments can be used for a variety of reasons. It can monitor student behavior by way of
point sheet, academic achievement and proficiency areas, and well as give evidence for
modification needed for student to receive equitable instruction. The information presented in the
artifact was collect by way of assessment. Identifying the risk factors was through assessment of
the school and student data. In creating the specific core interventions, assessments are used to
determine if the intervention was successful or if the student was in need of a more intensive
intervention. Looking back at it, I wish the assessment data was included in the PowerPoint to
show what successful measure look like.
7. What are your plans for additional growth or improvement in this area?
I look forward to delving into to more complex assessment and evaluation opportunities. On a
smaller scale, I will continue to assist with interventions that involve daily assessments which
require teacher to record student performance on a point sheet. Performance measures vary from
classroom behavior, work completion, and level of engagement. At the end of the day, the
student reports to the office to record the points earn. When meeting the target, the student is
given a meaningful reward.
A more intensive level of assessment and scoring that would provide growth is the use of
assessments such as Iowa assessment data to determine learning trends and gaps. During a
learning support meeting, we used the assessment data to create interventions for groups of
students who were not proficient in math and reading. Once the intervention was employed, there
was another assessment given to measure the students gains. It will be interesting to see if our
target areas were met.