Ally Rogalski
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Competency AssessmentsUpdated: 12-12-25
"The Road to Wisdom" (.jpg) 3.08mb
Educators guide book (.jpg) 3.51mb
Courses TakenUpdated: 05-15-26
Attitudes and Beliefs Benchmark and Vignette (._A) 0.03mb
3 Benchmarks- Addiction and Adolescence, Trauma, Development, Development Analysis (._COUC502_Addiction_in_Adolescence_Trauma_development_Development_Analysis_Essays_complete) 0.03mb
Benchmarks- Research and Events Paper, Interview Paper (._A) 0.03mb
Benchmarks- Counseling Skills, SCS, Live Supervision (.A) 0.03mb
Benchmark- Professional Theoretical Approaches to School Counseling Paper (._Benchmark_Theoretical_Approach_to_Coun) 0.02mb
Benchmarks- Psychoeducational Groups, Critical Incident (._A) 0.03mb
Benchmarks- Qual/Quan Reporting Assignment, Research Proposal Assignment (._A) 0.02mb
Benchmarks- Career Self-Assessment, Career Development Program Proposal (._A) 0.06mb
Final Sims (.) 0.02mb
Comprehensive Child and Adolescent Counseling Benchmark (._COSC611_Final_Benchmark) 0.03mb
Exploring Reliability and Validity Benchmark (._A) 0.02mb
School Counseling Parent-teacher Presentation (._A) 18.70mb
Brochure and Data Presentation (._A) 0.00mb
Case Conceptualization and Final Pre AIA Benchmarks (._A_COSC692_Practicum_Benchmark_Case_Conceptualization_School_Counseling_Services_Treatment_Plan_Final_Pre_AIA_complete) 0.23mb
Case Conceptualization and Final AIA Benchmarks (._COSC693_Benchmark_Internship_Case_Conceptualization_School_Counseling_Services_Plan_Final_AIA_complete) 0.31mb
policies, programs, and/or services
that improve equity and opportunity
for diverse student academic, career,
and social/emotional development.Case Conceptualization and Final AIA: Internship 2 (._A) 0.08mb
Exceptionality Chart Assignment Benchmark (.docx) 0.13mb
Mental Status Exam, Intake, and Parent Consultation, and Case Conceptualization Benchmarks (._A) 0.28mb
Other COSC662 Benchmark. They both would not fit in one document due to size.Making a Referral (._A) 0.01mb
The making a referral link is at the end of the powerpoint has to be on a separate entry because of its size.Advisory Council Powerpoint (._A) 5.44mb
Suicide Risk Assessment Verbatim and Quiz (._A) 0.18mb
Exam HistoryUpdated: 05-17-26
Goals (Personal & Professional)Updated: 12-12-25
For my professional goals, I would love to end up in the Catholic school I did my first internship at and obtain my LPC during my time there. I have a school counselor who has their LPC who said they would be willing to supervise me as I walk through that.
InternshipsUpdated: 05-07-26
When I first started my internships, the first first two were in a high school setting. I thought I would be strictly a high school counselor because of the type of experience I had in that time. You relate to the students, you understand what they are going through and can help them go through challenges you have learned from, from your own experience. I thought that it would be hard to reach elementary children, because they might not be old enough to understand the help I am trying to give them. But when I got into the elementary setting for my last internship everything changed. Every student was diverse and completely different in their own way, needing counseling delivered to them in a different way. I fell in love with it. Every my classroom lessons with the special needs classes felt so rewarding seeing the excitement they got from the lessons and the information they gathered. Having experiences in all ages opened my eyes and I feel that it should always be a requirement for school counseling students. When it came to approaches to learning, I truly feel that you adapt as you go and notice body language. Being able to notice how students are receiving your counseling and adjust in a moment is a true strength of an elementary counselor. I taught 8 different small groups and taught each of them completely different based on what the students needed. All of my lessons have been adapted in some way because of the diversity of the students that are in the sessions. Some students had trouble regulating to the point of not being able to complete activities, so I would adjust my lesson or aid them in the process. Just because a student needs modifications or accommodations does not mean he should be exiled from my classes. I have so enjoyed the diversity that follows with each age group and have learned so much that I feel confident for the next chapter waiting for me ahead.
Prompt #2:
As school counselors, it is important that we do not impose our own biases. But, it is just important that we are well-versed in what our students believe in and how that effects their psychosocial functioning. To be able to empathize and understand where the student is coming from when they sy they do not have any spiritual belief and also when they say they do are very important to our flow of our sessions. In my time at my elementary placement, I ran into this many times. During my small group sessions I have had children shout out that they saw me at church and had to be ready to respond appropriately. I have also had students come to me asking me my advice on how to help them share the gospel with their friend that really needs it. It is hard to answer these questions in a non-biased way, but the professionality that is required to handle those hard conversations tactfully is crucial. Being a woman of strong faith, I feel that I can show God's love through my love for my students and my actions toward others, even when I cannot directly speak about my biases in school.
Prompt #3:
The students family and community are what make the school. So if we do not include them and support them to the best of our ability, we are missing out on the most rewarding part of our career. I have watched parents decorate and throw a parade for my students who were leaving for the state championship for football, I have also watched parents jump on board so fast to advocate for my apparent need for additional classroom lessons and group sessions. To incorporate, collaborate, and integrate the parents and community into what we are doing as a school for their children turns working as one person into working as a united tam toward the same goal for the same love of their children.
Prompt #4:
My placements have strengthened my grit and my ability to be stern when I need to be. Before and even at the beginning of my placements, I would talk to the students with little authority because I felt they might not respect me if I was stern. But it was the exact opposite. When I put my foot down and demanded excellence form my students, they achieved far more than when I tried to keep everyone in their comfort zones. I expect excellence and discipline from myself in every area because I value myself, so why shouldn't I expect the same of the children I am called to look after and foster success from?
Through my experience this far, I have learned when the appropriate time is to refer matter out into another professionals hands. I have realized that you truly have many hands in the same pot, each incorporating their own expertise to the same end goal. to try to do everything myself and not collaborate and refer or bring other hands in to handle situations when the time calls for it would be doing a disservice to the students and families. It takes pressure off of you are the sole person to fix problems as well. There is a team to support for a reason. Collaborating with the teachers and staff and even referring out when needed has been the biggest blessing to not only me but the student's in the end.260507015709_Rogalski._A._COSC694_FES_updated.docx (._A) 0.04mb
Licenses & CertificationsUpdated: 05-13-26
260513113541_Rogalski_A._Psychological_First_Aid_PFA_Online_Certificate.pdf (._Psychological_First_Aid_PFA_Online_Certificate) 0.55mb
My BioUpdated: 12-12-25
In my experience so far, I have enjoyed focusing on sports psychology and eligibility with the athletes I have been working with in my internship, and I look forward to hopefully being about to find a career that has that as well. I will be graduating in the spring of 2026 and am excited for where the Lord leads me.
ProjectsUpdated: 05-07-26
260507120726_Rogalski._A._COSC694_Culminating_Group_Presentation.pptx (._A) 14.54mb
260507120031_Rogalski._A._Culminating_Project_Internship_1.pdf (._A) 2.91mb
260507115049_Rogalski._A._Practicum_Culm_project.pdf (._A) 0.46mb
Reflective JournalUpdated: 05-17-26
Resume & CVUpdated: 12-12-25
The Road to Wisdom book
Has helped me calm my mind and grow in wisdom and closer to the Lord
"The Road to Wisdom" (.jpg) 3.08mb
Competencies and artifacts
From several books I received from counselor and administrator conferences I got to attend in Pittsburgh Pennsylvania, to the Central Catholic pendant I received upon the completion of my internship there, to the book, "Master Your Emotions," which is a psychological book I studied while furthering my education, to my many trainings and gadgets I have obtained thus far in my schooling to help me maintain and grow my knowledge, I have been given countless opportunities to grow in this field. There is no "one artifact" that encompasses all of the knowledge gained in this experience so far, but I am attaching a few of those listed above to give visuals of some of the most influential pieces on my journey so far.
Educators guide book (.jpg) 3.51mb
COSC500 - Gate 2 - Orientation to School Counseling
NO Benchmarks for this course
COSC 501- Professional, Ethical, and Legal Issues in School Counseling
AIA Standards - Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.
Attitudes and Beliefs Benchmark and Vignette (._A) 0.03mb
COUC 502 -- Human Growth and Development
AIA-Advocates for the learning and academic experiences necessary to promote the academic, career, and social/emotional development of students.
3 Benchmarks- Addiction and Adolescence, Trauma, Development, Development Analysis (._COUC502_Addiction_in_Adolescence_Trauma_development_Development_Analysis_Essays_complete) 0.03mb
COUC504 -- Multicultural Counseling
AIA-Develops measurable outcomes for school counseling programs, activities, interventions, and experiences.
Benchmarks- Research and Events Paper, Interview Paper (._A) 0.03mb
COSC505 -- Counseling Techniques
AIA- Analyzes and uses data (and relevant technology) to enhance school counseling programs.
Benchmarks- Counseling Skills, SCS, Live Supervision (.A) 0.03mb
COSC510- School Counseling Theories
AIA- Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.
Benchmark- Professional Theoretical Approaches to School Counseling Paper (._Benchmark_Theoretical_Approach_to_Coun) 0.02mb
COSC512 -- Structured Groups
AIA- Evaluates and suggests programming changes that improve service delivery.
Benchmarks- Psychoeducational Groups, Critical Incident (._A) 0.03mb
COUC515 - Research and Program Evaluation
AIA -Applies relevant research findings to inform the practice of school counseling.
Benchmarks- Qual/Quan Reporting Assignment, Research Proposal Assignment (._A) 0.02mb
COUC522 -- Career Development and Counseling
AIA -Intern discusses research findings related to program outcomes. Intern shares technology relevant to school counseling programming and student learning.
Benchmarks- Career Self-Assessment, Career Development Program Proposal (._A) 0.06mb
COSC604 -- Foundations of Education
AIA-Analyzes and uses data (and relevant technology) to enhance school counseling programs.
Final Sims (.) 0.02mb
COSC611 -- Child and Adolescent Counseling in the Schools
AIA-Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs
Comprehensive Child and Adolescent Counseling Benchmark (._COSC611_Final_Benchmark) 0.03mb
COSC622 Educational Assessment and Intervention
AIA -Intern evaluates assessment techniques/strategies and suggests improved culturally sensitive assessments for academic, career, and/or social/emotional development/programming.
Exploring Reliability and Validity Benchmark (._A) 0.02mb
COSC660 -- Principles of School Counseling
AIA-Intern is aware of and adheres to ethical standards regarding parent/guardian rights and confidentiality
School Counseling Parent-teacher Presentation (._A) 18.70mb
COSC661 -- School Counseling Program Development & Evaluation
AIA-Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling.
Brochure and Data Presentation (._A) 0.00mb
COSC692 -- Practicum
AIA-Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.
Case Conceptualization and Final Pre AIA Benchmarks (._A_COSC692_Practicum_Benchmark_Case_Conceptualization_School_Counseling_Services_Treatment_Plan_Final_Pre_AIA_complete) 0.23mb
COSC693 -- Internship 1
AIA -Intern works with others within and outside of the school community to influence policy, enhance services, and promote a developmentally appropriate, comprehensive school counseling program.
Case Conceptualization and Final AIA Benchmarks (._COSC693_Benchmark_Internship_Case_Conceptualization_School_Counseling_Services_Plan_Final_AIA_complete) 0.31mb
COSC694 -- Internship 2
AIA- Evaluates and suggests changes to policies, programs, and/or services
that improve equity and opportunity
for diverse student academic, career,
and social/emotional development.
Case Conceptualization and Final AIA: Internship 2 (._A) 0.08mb
COSC521- Foundations of Exceptionality
AIA-Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.
Exceptionality Chart Assignment Benchmark (.docx) 0.13mb
COSC612 -- Advanced School Counseling Interventions
AIA-Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations
Mental Status Exam, Intake, and Parent Consultation, and Case Conceptualization Benchmarks (._A) 0.28mb
COSC662 -- School Counselors as Leaders: Consultation, Collaboration, and Integration
AIA-Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.Other COSC662 Benchmark. They both would not fit in one document due to size.
Making a Referral (._A) 0.01mb
COSC662 -- School Counselors as Leaders: Consultation, Collaboration, and Integration
AIA-Applies relevant research findings to inform the practice of school counselingThe making a referral link is at the end of the powerpoint has to be on a separate entry because of its size.
Advisory Council Powerpoint (._A) 5.44mb
COSC665 -- Crisis Counseling in Schools
AIA-Demonstrates the ability to use procedures for assessing and managing suicide risk
Suicide Risk Assessment Verbatim and Quiz (._A) 0.18mb
Goals
My personal goals are to have a large family grounded on the principles of faith and love. I would love to get involved in basketball coaching of some capacity and get my children involved in sports early on as well. I want to continue to grow my magnet and baking businesses and my knowledge of how to run a successful business. For my professional goals, I would love to end up in the Catholic school I did my first internship at and obtain my LPC during my time there. I have a school counselor who has their LPC who said they would be willing to supervise me as I walk through that.
Field Experience Summary
Prompt #1: When I first started my internships, the first first two were in a high school setting. I thought I would be strictly a high school counselor because of the type of experience I had in that time. You relate to the students, you understand what they are going through and can help them go through challenges you have learned from, from your own experience. I thought that it would be hard to reach elementary children, because they might not be old enough to understand the help I am trying to give them. But when I got into the elementary setting for my last internship everything changed. Every student was diverse and completely different in their own way, needing counseling delivered to them in a different way. I fell in love with it. Every my classroom lessons with the special needs classes felt so rewarding seeing the excitement they got from the lessons and the information they gathered. Having experiences in all ages opened my eyes and I feel that it should always be a requirement for school counseling students. When it came to approaches to learning, I truly feel that you adapt as you go and notice body language. Being able to notice how students are receiving your counseling and adjust in a moment is a true strength of an elementary counselor. I taught 8 different small groups and taught each of them completely different based on what the students needed. All of my lessons have been adapted in some way because of the diversity of the students that are in the sessions. Some students had trouble regulating to the point of not being able to complete activities, so I would adjust my lesson or aid them in the process. Just because a student needs modifications or accommodations does not mean he should be exiled from my classes. I have so enjoyed the diversity that follows with each age group and have learned so much that I feel confident for the next chapter waiting for me ahead.
Prompt #2:
As school counselors, it is important that we do not impose our own biases. But, it is just important that we are well-versed in what our students believe in and how that effects their psychosocial functioning. To be able to empathize and understand where the student is coming from when they sy they do not have any spiritual belief and also when they say they do are very important to our flow of our sessions. In my time at my elementary placement, I ran into this many times. During my small group sessions I have had children shout out that they saw me at church and had to be ready to respond appropriately. I have also had students come to me asking me my advice on how to help them share the gospel with their friend that really needs it. It is hard to answer these questions in a non-biased way, but the professionality that is required to handle those hard conversations tactfully is crucial. Being a woman of strong faith, I feel that I can show God's love through my love for my students and my actions toward others, even when I cannot directly speak about my biases in school.
Prompt #3:
The students family and community are what make the school. So if we do not include them and support them to the best of our ability, we are missing out on the most rewarding part of our career. I have watched parents decorate and throw a parade for my students who were leaving for the state championship for football, I have also watched parents jump on board so fast to advocate for my apparent need for additional classroom lessons and group sessions. To incorporate, collaborate, and integrate the parents and community into what we are doing as a school for their children turns working as one person into working as a united tam toward the same goal for the same love of their children.
Prompt #4:
My placements have strengthened my grit and my ability to be stern when I need to be. Before and even at the beginning of my placements, I would talk to the students with little authority because I felt they might not respect me if I was stern. But it was the exact opposite. When I put my foot down and demanded excellence form my students, they achieved far more than when I tried to keep everyone in their comfort zones. I expect excellence and discipline from myself in every area because I value myself, so why shouldn't I expect the same of the children I am called to look after and foster success from?
Through my experience this far, I have learned when the appropriate time is to refer matter out into another professionals hands. I have realized that you truly have many hands in the same pot, each incorporating their own expertise to the same end goal. to try to do everything myself and not collaborate and refer or bring other hands in to handle situations when the time calls for it would be doing a disservice to the students and families. It takes pressure off of you are the sole person to fix problems as well. There is a team to support for a reason. Collaborating with the teachers and staff and even referring out when needed has been the biggest blessing to not only me but the student's in the end.
260507015709_Rogalski._A._COSC694_FES_updated.docx (._A) 0.04mb
Psychological First Aid Training
260513113541_Rogalski_A._Psychological_First_Aid_PFA_Online_Certificate.pdf (._Psychological_First_Aid_PFA_Online_Certificate) 0.55mb
My bio
My name is Ally Rogalski. I am a school counseling master's student and am looking to counsel at a high school level. I am from Pennsylvania and plan to stay in this state for my professional career. I am family-focused and have a very strong faith as a non-denominational Christian. In my experience so far, I have enjoyed focusing on sports psychology and eligibility with the athletes I have been working with in my internship, and I look forward to hopefully being about to find a career that has that as well. I will be graduating in the spring of 2026 and am excited for where the Lord leads me.
Internship 2 Culminating Project : Classroom Guidance Lesson Unit OR Small Group Program
I chose to do a small group for this project because of the result of the needs assessment. This small group program was based on building healthy friendships. The students of the second grade were struggling with peer relations, so a 6 session small group with this topic really helped. Every week, I read a story about a character who exhibited a different type of demeanor and character each time. We had comprehension questions relating to the story that helped us understand why we should or should not be friends with someone like said character in the story. This helped them be able to learn how to pick the right people to build healthy friendships with. Then we always ended with an activity that they all did together to help them form friendships in real life during the group.
260507120726_Rogalski._A._COSC694_Culminating_Group_Presentation.pptx (._A) 14.54mb
Internship 1 Culminating Project 2: Classroom Guidance Lesson Unit
This classroom unit was about Mindset versus environment. After conducting a needs assessment, it was noted that because of the school I was interning at, many students felt that they had an unfair disadvantage compared to other students. The program I did this classroom unit in especially, was a program called the McDowell program. These students were students who did not make it into the actual school, but were given a chance to be at the school and experience the environment with a less demanding schedule. Although a great opportunity, these students felt like they would never be the normal students and also came from different socioeconomic statuses, so I wanted to show them they could do anything they set their mind to despite the environment (the hand they were dealt). We talked about what is more important to success, your given environment, or your mindset. It ultimately made them strive to push themselves to create a better environment for themselves now, and in the future.
260507120031_Rogalski._A._Culminating_Project_Internship_1.pdf (._A) 2.91mb
Practicum Culminating Project: Six Session Small Group
For my practicum, I was in a small Charter School setting with students who did not get dealt the best hand. As I conducted my needs assessment for my small group, it was very apparent these students did not have confidence in themselves to do anything they wanted in their lives. We decided a group on Action/ Confidence building would be the best topic. My group talked about students establishing goals for their futures and then identifying roadblocks and barriers that may be in the way of their success. The whole theme of the small group was "You Are What You Do." Not what you have been given, but you create your future through the action you take. Through this small group, confidence levels increased levels I never expected to reach, and two students created their own clothing brands. It was very heart-warming.
260507115049_Rogalski._A._Practicum_Culm_project.pdf (._A) 0.46mb 
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