InterpretingandExplainingResultstoStakeholders
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Grand Canyon University *
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620
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Arts Humanities
Date
Dec 6, 2023
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Interpreting and Explaining Results to Stakeholder
College of Humanities and Social Sciences, Grand Canyon University
PCN-620: Educational Tests and Measurements
Monica Buensuceso
November 29th, 2023
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Interpreting and Explaining Results to Stakeholder
Betty is a 10
th
grade student who has had some issues both academically and behaviorally
at school. Because of this, she receives interventions for these issues. Betty’s teachers have seen
that she shows behavior that would be considered avoidant, disruptive, impulsive, and even
argumentative at times. After taking the time to observe her in a classroom setting, I took the
time to create a point sheet that her teachers would be able to briefly fill out and chart her ability
to not only follow directions, but also to practice safe and respectful behaviors while she is in
their classes. After this has been set up with her teachers, I will need to set up a meeting with
Betty and her guardian. During this meeting, I will be going over with what Betty’s ideal
behaviors would include and what the teachers are hoping to see from her over period of
interventions. This meeting would also cover what kind of rewards would be in store for Becky
were she to consistently display these behavior and continue to grow positively in her behaviors.
As a school counselor, it is my duty to speak openly with Betty and her guardian and
communicate to them not only the best standards and practices that come with being a school
counselor, but also the fact that counselor must always use valid, reliable, and unbiased tests
(ASCA, 2016). As of now, Betty does not have any special services that she receives from the
school as it relates to any kind of physical or mental impairments. If her guardian decides that
she wants to pursue any kind of testing to determine a learning disorder, it is up to me to explain
what that would look like for Betty and how the process would go for her. I would do this while
explaining the data I had collected from both my personal observation as well as that collected
by her various teachers through the sheet mentioned above. It is important during this
explanation that I focus as much on facts on possible instead of personal opinions or any kinds of
emotions. This way, the information can be unbiased and purely focused on the growth of Betty
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both academically and socially. According to ASCA, school counselors “are called to encourage
a positive attitude toward learning and a pursuit of long-term success (ASCA, 2021). Every
single day Betty is making decisions that will not only affect her development but also her
progress amongst her fellow students. I would explain that as a counselor, I am here to help
identify potentially destructive behaviors so that we can find proper interventions and strategies
for overcoming these behaviors and finding positive growth.
Once I have discussed the collected data about Betty and her behavior, it will be time to
discuss the plan that has been created to help Betty rise both academic and socially within her
school and amongst her classmates. A valuable asset in the form of therapy for Betty would be
cognitive behavioral therapy. This type of therapy would be valuable for a student like Betty
because it works to “address thoughts and beliefs, challenge them in relation to desired
outcomes, and teach coping techniques for long-term control” (Bicer et. al, 2020). By using the
ideas behind cognitive behavioral therapy, I will present the point sheet intervention strategy that
the teachers have been using to chart Betty’s behavioral issues and when the behavior is positive.
This will help to challenge Betty’s current thoughts about her behavior and the habits she has
created. It will also reward her for positive behaviors and help to make those positive behaviors
the habits instead.
By focusing on just modifying her behavior instead of always punishing her for it, all
stakeholders involved in Betty’s growth and changes will be able to help her learn how to
demonstrate various ASCA Behavior Standards including the standards B-SMS 1 and B-SS 2 and
3. As ASCA says these are "responsibility for self" and "positive relationships with students and
adults to support success” (ASCA, 2021). The team will plan to meet once a month to discuss her
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behaviors, how the interventions are working, and what needs to be done to determine if a 504
would actually be needed or not.
One aspects of tracking and assessing the progress that a student makes that is easily
overlooked is how it can affect the school or classes as a whole, not just the student themselves.
This is why it is important for me to discuss with both Betty’s guardian and her teachers the way
the results of the interventions in place can be used to be able to advocate for “improved
programs and systemic change” (Hatch 2014). My school district has a multi-tiered systems of
support (MTSS) that is uses because there were issues of perceived unequal treatment of students
that were part of minority groups within the school. Trying to find a good balance of fairness and
Trackable growth with the behavioral interventions in place is still being worked out, data
learned from assessments shows positive changes within the school. In conclusion, Betty’s
interventions will make a big difference for her as long as she sticks with them, and the best way
to ensure she does this is making sure that there is data to back up that the positive changes so
that Betty can see how she needs to move forward in a positive light.
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References
American School Counselor Association. (2021). ASCA Student Standards; Mindsets and
Behaviors for Student Success. Alexandria, VA: Author.
American School Counselor Association. (2016). Ethical standards for school counselors.
https://schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-
Standards.pdf
Bicer, A., Perihan, C., & Lee, Y. (2020). A Meta-Analysis: The Effects of CBT as a Clinic- &
School-Based Treatment on Students' Mathematics Anxiety. International Electronic
Journal of Mathematics Education, 15(2).
Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs,
and the profession. SAGE Publications