Tillman Hall, Clemson University, Clemson, South Carolina
The Clemson University School Counseling Positive Impact Award (PI Award) seeks to recognize school counselors who make a difference in their schools and who collect and disseminate data to demonstrate their effectiveness. Our students learn about the importance of accountability and we like to be able to show them examples of school counselors using data effectively.
Pending available funding, two award recipients will be selected each year. The recipients will receive a plaque and a $250 gift card for their school counseling program. Recipients will be invited to attend the spring school counseling program graduation breakfast, where they will be recognized and congratulated by current program faculty and new graduates.
During the 2014-15 academic year, Clemson University’s School Counseling Program will award one recipient.
Applications may be submitted from individual school counselors or from a group of school counselors, but the lead applicant must:
November 1: Initial Application Materials due
April 15: Summary Materials due
April 30: Award Recipients announced
Early May: Recognition breakfast
Applicants must follow the PI Award Application Guidelines and use the PI Award Initial Application. The PI Award Permission to Disseminate form must be signed and submitted with the summary materials.
Contact Dr. Amy Milsom, School Counseling Program Coordinator
Alumni recipient Carrie McCain from Hughes Academy, and Site Supervisor (also Clemson alumni) recipient Claire Barnett from Blythe Academy, both in the Greenville County School District. Alumni recipient Carrie McCain from Hughes Academy, and Site Supervisor (also Clemson alumni) recipient Claire Barnett from Blythe Academy, both in the Greenville County School District.
Chart of Hughes Academy project data Carrie McCain led a mentoring program at Hughes Academy, coordinating mentoring activities for 78 students who were matched with adult mentors. By comparing data from the 2012-13 academic year to data from the 2013-14 academic year for all 78 participating students, they found that the program helped decrease disciplinary referrals (from 1.7 per student down to 1.2 per student) as well as improve academic performance (more classes passed), as demonstrated in the graph pictured here. Please read the Hughes Academy project summary for more details.
Claire Barnett led a Soaring to Success study skills group at Blythe Academy for 5 students, meeting weekly for 45 minutes during the first semester and bi-weekly after that. She incorporated creative approaches to teach the students organizational skills, test-taking skills, and general study skills. Data she gathered revealed improvements in MAP reading and math test scores (see table below) as well as varying improvements in course grades. Please read the Blythe Academy project summary for more details.
Table of data from Blythe Academy project
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