Results Based Project
Practicum II
Kristen Kennedy
Process Data/ Hours Summary
Semester II Total Direct Service Hours = 67 hours & 15 minutes
Semester II Total Indirect Hours= 77
Semester II Total Hours= 144 Hours & 15 Minutes
Practicum I & II Total Direct Hours=147 Hours & 30 Minutes
Practicum I & II Total Indirect Hours= 189 Hours & 20 Minutes
Practicum I & II Cumulative Hours= 336 Hours & 50 Minutes
40 % of 300 Hours= At Least 120 Direct Hours
60% of 300 Hours= At Least 180 Indirect Hours
With Certification in the Primary Setting, I attest that I have logged at least 300
hours at Mill Creek Elementary under the Supervision of Jeanine RiggertMilke. At least 120 Hours (40% of 300) were spent in direct student contact
whereas at least 180 hours (60% of 300) were spent in indirect services.
Individual Sessions With D--For this project I met with an individual
student for six weeks to work on behavior
management skills.
I collected Perceptual Data from both the
student and his mother as well as his
teacher.
I collected Results Based Data from the
student’s teacher.
Student Information
D--- is a second grade student who was referred
to the counselor for help with behavior problems.
D--- frequently has difficulty concentrating on
work and causes disruptions daily.
At the time D--- was referred for services, his
assigned classroom seat was the safety seat.
D--- frequently “pouts” when he does not get his
way or when he does not want to do his work.
When pouting, D--- does not make eye-contact,
is completely non-verbal, and non-responsive.
Perceptual Data
Perceptual data was generated from pre
and post tests focusing on behavior given
to both D---’s teacher and his mother.
D--- was rated on a scale from 1-3 on
behavior management skills.
D---, D---’s teacher, and his mother also
provided perceptual data on counselor
effectiveness at the end of the six weeks.
Results Based Data
Results based data was gathered from the
teacher.
Twice a week the teacher filled out a behavior
quick check form for the student.
The student was rated on a scale of 1-3, 1=
Some of the time, 2= Most of the time, & 3= All
of the time on specified areas of concern with
classroom behaviors.
The checklist was filled out at the end of the
morning and again at the end of the afternoon.
The teacher also tracked D---’s safety seat visits
during the six weeks of counseling.
Individual Session Breakdown
At the beginning of each session D--- and I went
over his behavior quick check for the day.
We discussed strategies for improvement and
self-management.
We took a solution-focused approach and
started each session with D--- telling me one
good thing that he was able to do in class that
day.
We discussed issues as needed and role-played
classroom scenarios and scenarios at home
where I would present a challenge and he would
have to problem solve to find a solution.
Perceptual Data
Parent Perceptual Data
1= Sometimes
2= Most of the time
3= All of the time
3.5
3
Ratings
2.5
2
Pre-Test
1.5
Post Test
1
1= Sometimes
0.5
2= Most of the time
3= All of the time
0
Question 1
Question 2
Question 3
Question 4
Behavior Questions
1. At home my child has difficulty following directions
2. At home my child has difficulty managing his/ her behavior
3. At home my child is disrespectful
4. At home my child is unable to finish his/ her homework
Perceptual Teacher Data
Perceptual Teacher Data
1= Sometimes
2= Most of the time
3= All of the time
3.5
3
Rating
2.5
2
Pre-Test
1.5
Post-Test
1
0.5
0
Question 1
Question 2
Question 3
Question 4
Student Behavior Questionaire
1. My student can sit at his/ her desk appropriately
2. My student can do his/ her work quietly
3. My student can follow the directions I give him/ her
4. My student seems comfortable in my classroom
Results Based Teacher Data
Results Based Teacher Data Mornings
1= Sometimes
2= Most of the time
3= All of the time
6
Weeks
5
Question 4
4
Question 3
3
Question 2
Question 1
2
1
0
0.5
1
1.5
2
2.5
3
3.5
Ratings
1. This morning my student was able to sit quietly in his/ her chair and not cause
disruptions
2. This morning my student was able to finish his/ her work
3. This morning my student was able to follow directions
4. This morning my student seemed comfortable in my classroom
Things to Consider
* It is important to note, during week 5,
D---’s mother went to jail.
• D--- was not informed as to where his
mother was, all he knew was that she left
and he couldn’t call her.
• D--- described feeling sad and confused
and a little bit distracted.
Considerations Continued
* One might note D---’s morning during week
five was a bit of a set-back.
* It is important to look at all of the data!
* After meeting with the counselor and
discussing his feelings about the situation
at home, and discussing strategies for
improvement for the rest of the afternoon,
he was able to adjust and make the
necessary improvements!
Results Based Teacher Data
Results Based Teacher Data Afternoons
1= Sometimes
2= Most of the time
3= All of the time
6
Weeks
5
Question 4
4
Question 3
3
Question 2
Question 1
2
1
0
1
2
3
4
Ratings
1.
This afternoon my student was able to sit quietly in his/ her chair and not cause disruptions
2.
This afternoon my student was able to finish all of his/ her work
3.
This afternoon my student was able to follow directions
4.
This afternoon my student seemed comfortable in my classroom
Safety Seat Visits/ Results Based
Safety Seat Visits
3.5
Number of Visits
3
2.5
2
Safety Seat Visits
1.5
1
0.5
0
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Counselor Effectiveness
Teacher Data
I feel my student has benefited from meetings
with the school counselor. YES NO
2. I feel my student’s counselor has provided
adequate strategies to help him/ her manage
his/ her behavior. YES NO
3. I feel my student can do well in his/ her
classroom as a result of meeting with the
school counselor. YES NO
4. I feel my student can be successful in school
as a result of meeting with his/ her counselor.
YES NO
1.
Additional Comments- “I have seen a huge
improvement in D---’s attitude.”
Counselor Effectiveness
Parent Data
I feel my child has benefited from meetings with the
school counselor. YES NO
2. I feel my child’s counselor has provided adequate
strategies to help him/ her manage his/ her behavior.
YES NO
3. I feel my child can do well in his/ her classroom as a
result of meeting with the school counselor. YES NO
4. I feel my child can be successful in school as a result
of meeting with his/ her counselor.
YES NO
1.
Additional Comments- “I would like to know strategies to help D--- be more
motivated at home to do his homework.”
Counselor Effectiveness
Student Data
1.
2.
3.
4.
5.
I feel I have benefited from meetings with the school
counselor. YES NO
I feel my counselor has provided adequate strategies
to help me manage my behavior. YES NO
I feel I can do well in my classroom as a result of
meeting with the school counselor. YES NO
I feel I can be successful in school as a result of
meeting with my counselor. YES NO
I am able to take what I have learned and use it in the
classroom. YES NO
Additional Comments- “I like when we play games and I get to tell you
about my day. Thanks for helping me with my problems.”
Summary of Results
Overall, the six-weeks D--- and I shared
discussing strategies to help with behavior
issues at school provided positive results.
D--- made gains at home as seen in the parent
perceptual data as well as in the classroom as
seen in the teacher perceptual and results
based data.
Despite a few setbacks, D--- was able to carry
strategies discussed in counseling over into the
classroom with a few reminders.
D--- continues to meet with the counselor on an
as needed basis.
Suggestions for Future Practice
Remember to communicate often with
parents/ guardians about the process and
not only the product of counseling.
Share data/ charts with students so they
can see their growth & gain a sense of
accomplishment.
Celebrate Success!