Running head: ASCA PROJECT
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ASCA Project
Julia DiTomasso
Bridgewater State University, Spring 2014
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Table of Contents
I.
II.
III.
IV.
Background Information
Foundation
A. Program Focus
i. Beliefs
ii. Vision Statement
iii. Mission Statement
iv. Program Goals
B. Student Competencies
i. ASCA Student Standards
ii. Other Student Standards
C. Professional Competencies
i. ASCA School Counselor Competencies
ii. ASCA Ethical Standards for School Counselors
Management
A. Assessments
i. School Counselor Competencies
ii. School Counseling Program Assessment
iii. Use-of-Time Assessment
B. Tools
i. Annual Agreement
ii. Advisory Council
iii. Use of Data
iv. School Data Profile
v. Program Results Data
vi. Action Plans
vii. Lesson Plans
viii. Calendars
Delivery
A. Direct Student Services
i. School Counseling Core Curriculum
1. Instruction
2. Group Activities
ii. Individual Student Planning
1. Appraisal
2. Advisement
iii. Responsive Services
1. Counseling
a. Individual
b. Small Group
2. Crisis Response
B. Indirect Student Services
i. Referrals
ii. Consultation
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iii. Collaboration
Accountability
A. Data Analysis
i. School Data Profile Analysis
ii. Use-of-time Analysis Assessment
B. Program Results
i. Analysis of the Curriculum Results Report
ii. Analysis of the Small-Group Results Report
iii. Analysis of the Closing-the-Gap Results Report
iv. Sharing Results
C. Evaluation and Improvement
i. School Counselor Competencies Assessment
ii. School Counseling Program Assessment
iii. School Counselor Performance Appraisal
iv. Program Goals Analysis
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Background Information
The town of Norwood was officially established in 1872; before this time Norwood was
part of Dedham, along with thirteen other Eastern Massachusetts towns. Norwood was inhabited
by Native Americans until 1678, when it was first settled by Ezra Morse. Most of the colonists
who settled in Norwood were farmers. A key moment in Norwood history was the American
Revolution. Captain Aaron Guild was ploughing fields when he first learned of the conflict
occurring at Lexington; upon this news he left his plow and oxen and began the trek to
Lexington, and arrived in time to fight in the battle. This act is commemorated in the town seal,
and is a point of pride for Norwood historians. Norwood saw a population boom amid the
industrial revolution, which prompted the creation of mills, businesses, and a railroad. Due to its
size, and distance from Dedham Center, Norwood was soon established as its own town.
In the 1950s, Route 1 began to develop into what is now known as the automile, which
changed the face of the town. In the 1980s, downtown Norwood began to suffer, with the
development of malls in nearby towns. The population decreased, and there was a notable
decrease in school-age children. This population decline lead to the closing of four elementary
schools and one middle school, none of which have reopened as schools. In the 1990s, more
housing was constructed, despite the population drop, and property value increased by ten times
its former value. Norwood has strong religious ties, with the majority of its population being
Catholic; however, there is an established temple for those of the Jewish faith.
Norwood is a fairly sizeable town with a population of 28,271 residents, and an area of
10.48 square miles. It has fifteen houses of worship, and is located about fourteen miles from
Boston. Norwood is also home to a municipal airport, and has a commuter line into Boston.
There are eight schools in Norwood, including a High School, a middle school, five elementary
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schools, and a technical school. The medium income is about $72,000, and the demographics
are about 90% white, 5% Asian, and 2% African American. Norwood has seen a huge shift
since it was first settled, and has gone from a primarily agricultural town to a highly populated
town, along Route 1, and dense with store fronts. The town has seen economic hardship,
particularly post- World War One, and has also seen economic booms. At one time, most people
were employed within the town, but now many people work outside the town borders. Like any
town, Norwood is constantly growing, shifting, and trying to meet the needs of its citizens 
Foundation
The foundations of a school counseling program are essentially the basis on which the school
counseling program is built. It determines what impact the school counseling program has on
students. School counselors focus on the academic, career, and personal/social need of the
students. Creating a foundation for the school counseling program helps meet those needs.
There are three sections within the foundation of a school counseling program which are:
program focus, student competencies, and professional competencies
Program Focus
The program focus relies heavily on beliefs. Each school counselor has different beliefs about
students, families, and teachers, and it is important that school counselors are open and honest
with each other, and share their beliefs. Together, school counselors can come up with the
beliefs of the school counseling program which addresses student’s abilities to succeed, the
school counselor’s role, and reasons why the school counseling program is an imperative part of
the school system to meet student’s needs.
Beliefs
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Beliefs drive behaviors, so it is important that school counselors have a clear understanding of
what their own beliefs are. School counselors can collaborate to develop beliefs for the school
counseling program, and set achievement standards for students, and demonstrate how school
counseling is an effective tool in education. Norwood High School Beliefs are as follows:
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Every child can learn.
Academics is the primary focus of education. In addition to Academics, Athletics and
Activities are essential for a complete education.
Each child is unique and has special abilities and interests that must be recognized,
encouraged, and developed.
The home, school, and community are responsible for the education of all children.
Teachers must engage every student in learning.
Students are responsible for their own learning and for their personal conduct.
Parents are responsible for setting values and expectations that support the learning
process.
Lifelong learning is essential for productive and responsible participation in a diverse
and changing world.
Teachers have the right to teach and students have the right to learn in a safe and
nurturing environment.
A community thrives when individuals contribute to the well- being of others.
Integrity, respect, and cooperation are essential in building trusting relationships.
Our community is strengthened and enriched through diversity.
(student handbook)
Vision Statement
A vision statement focuses on what the school hopes for n the future. A school counseling
program’s vision statement would include what they want to see in the future in regards to
student achievement.
Norwood High School Vision Statement
Norwood High School is a partnership of students, parents, guardians, staff, and
community. Our mission is to encourage students to become independent thinkers who
value learning and pursue excellence in the four A's: Academics, Arts, Athletics, and
Activities. We provide a safe and supportive environment where students learn to respect
themselves, their community, and the diverse world in which we live.
Mission Statements
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The mission statement is meant to add direction towards reaching the vision. The district’s
mission statement must align within the state’s mission statement, the school’s mission statement
must align with the district’s and the counseling department’s mission must align with the
school’s.
Department of Secondary and Elementary Education Mission
The mission of the Massachusetts Board of Elementary and Secondary Education is to
strengthen the Commonwealth's public education system so that every student is prepared
to succeed in postsecondary education, compete in the global economy, and understand
the rights and responsibilities of American citizens, and in so doing, to close all
proficiency gaps.
Norwood District Mission
The mission of the Norwood Public Schools is to seek academic excellence for all
children in an environment which is safe, nurturing, and supportive, to inspire in them an
enduring love for learning, and prepare them to contribute as citizens of a diverse
community.
Norwood High school Mission
Norwood High School is a partnership of students, parents, guardians, staff, and
community. Our mission is to encourage students to become independent thinkers who
value learning and pursue excellence in the four A's: Academics, Arts, Athletics, and
Activities. We provide a safe and supportive environment where students learn to respect
themselves, their community, and the diverse world in which we live.
Norwood High School Guidance Mission
The mission of the Norwood High School Guidance Department is to provide
comprehensive services that encourage academic and social-emotional growth in all
students. Services are delivered through individual guidance meetings and classroom
lessons that help meet the diverse interests and needs of our student population. The
Guidance Department encourages all students' participation in the four A's: Academics,
Athletics, Arts and Activities.
The Norwood district mission and the Department of Education missions link because the district
mission explains how they will meet the state mission, for instance in preparing students for a
global economy, the Norwood district mission states they will contribute as citizens to a diverse
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community, and that they will attempt to inspire students with a love of learning. The high
school mission links to the districts mission by explaining how students will be inspired and
contribute to the community – and emphasizes academics, athletics, arts and activities. The
guidance mission links to the school mission again, by encompassing the “four As”. They align
with the ASCA model, first because each mission statement links to the next. The guidance
mission mentions two of the three domains that school counselors aim to provide their students
(career, social emotional, academic).
Program Goals
The program goals address how the mission statements will be accomplished, and aid in the
development of curricula. Program goals address specific student outcomes; for instance,
attendance, school safety, or achievement, through any of the three domains.
Prepare all students to be college or career ready
1. Literacy: Improve reading, writing, comprehension, and global competency skills for all
students.
2. S.T.E.A.M: Strengthen science, technology, engineering, art & math instruction at all
levels
3. Differentiated Instruction: Strengthen ways to meet all student’s academic needs
Technology Integration
1. Prepare for PARCC
2. Initiate system wide technology curriculum committee
3. Implement a new three year technology plan with an emphasis on teacher training
Social/Emotional Needs of Students:
Enhance and maintain program initiatives fostering healthy choices around drugs, bullying,
sports, exercise, and extracurricular activities.
Maximize parent and community relationships to support student learning
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1. Strengthen and expand methods for informing and communicating with parents about
student schedules, attendance, and grades.
2. Develop programming to welcome new students and their families to Norwood schools
and neighborhoods.
3. Publicize school events to a variety of media outlets
4. Update community groups on NPS strategic plan
5. Initiate business partnerships, community internships, and service opportunities
Student Competencies
Using the ASCA student standards, student competencies are meant to improve the learning
process for students.
ASCA Student Standards
The ASCA student standards pin point the knowledge and skills that students should have due to
the school counseling program. School counselors use the ASCA standards to help assess a
student’s group, develop activities and strategies, and create a comprehensive program to help
students do their best. The three broad parts of the student standards are academic, career, and
personal/social development. School specific standards are what help build lessons, and
activities within the school counseling program
Professional Competencies
Professional competencies include the knowledge and skills that school counselors require to
meet the demands of the profession. Within professional competencies, school counselors
adhere to the ASCA ethical standards in order to maintain professional integrity. See appendix
here.
ASCA School Counselor Competencies
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School counselor competencies make sure that the school counselors are equipped with the skills
they need for developing and implementing school counseling programs. These competencies
include knowledge, foundations, management, delivery, and accountability. School Counseling
ASCA Ethical Standards for School Counselors
Ethics include norms, standards, customs, and practice that guide school counselors. ASCA
Ethical Standards include the behavior that is necessary for the counselor to follow. In following
these standards, the counselor ensures that he/she is maintaining high integrity, professionalism,
and leadership. It ensures that fair practice is conducted when counselors face a dilemma, and in
everyday decision making. See appendix here.
Management
The management part of the ASCA national model provides assessment tools, which are meant
to manage a school counseling program. These tools help school counselors evaluate, develop
and implement their counseling program based on their student’s needs.
Assessments
Assessments include the school counselor competencies assessment, the program assessment,
and the use of time assessment.
School Counselor Competencies
The competencies assessment helps school counselors do a self-assessment, pertaining to their
knowledge, attitudes, and skills that are necessary for the school counselor to be effective. The
school counselor competencies can be found in the appendices.
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According to the ASCA National Model, the competencies can be used to inform school
counselors, administrators, and school counselor education programs. It helps school counselors
self-asses their own competencies and create an appropriate professional development plan.
School counselor competencies assessment can help school administrators select competent
school counselors, and develop a quality school counselor performance evaluation. Lastly, it can
help school counselor education programs develop benchmarks for school counseling students
graduate with the skills and knowledge necessary for creating comprehensive school counseling
programs (2012).
School Counseling Program Assessment
The school counseling program assessment is to evaluate the school counseling program
compared to ASCA. Findings help school counselors identify the strengths and the weaknesses
of the program.
The assessment is first developed when a counseling program is being designed. It is
reviewed and updated at least once a year to determine the progress of the program
(ASCA,2012). See appendices for example assessment.
Use-of-Time Assessment
The use-of-time assessment helps the school counselor determine how much time they spend on
each part of the ASCA model. School counselors should be spending most of their time in
delivery services. School counselors should complete a use of time assessment twice a year.
It is suggested that school counselors spend about 80% of their time in direct and indirect
student services. The rest of the school counselor’s time should be spent on program
management and school support services; however, it is important to allocate time based on the
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student’s needs. The ASCA national model includes a list of activities that are appropriate for
the school counselor to do during a work day (see appendices). Norwood High School school
counselors participate in many of these appropriate activities, and according to Kristen
Mcdonnell (personal communication, March 28th), she spends about 60% of her day in direct
student services alone.
Tools
Within the management of a school counseling program there a tools that can be helpful to assess
and evaluate the program. These tools include annual agreements, advisory councils, the use of
data, a school data profile, program results data, action plans, lesson plans, and calendars.
Annual Agreement
An annual agreement helps to organize and determine the focus of the school counseling
program. They are developed by school counselors and the administrator in charge of the school
counseling program. These agreements can help the administrator understand what a
comprehensive school counseling program should look like.
According to the ASCA National Model (2012), it is recommended that an agreement is
created and signed by the school counselor and a supervisor in the beginning of the school year.
It should provide rationale ofr the school counselor’s use of time based on data, and should
reflect the programs missions and goals. It should also list the counselor’s specific
responsibilities within the school counseling program, and lastly, it should identify areas of
professional development.
Advisory Council
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An advisory council are a group of stakeholders who review and advise on the implementation of
the school counseling program.
The advisory council should assist school counselors by, advising them on program
goals, reviewing program results, make recommendations for the school counseling program,
advocate and engage in public relations for the program, and advocate for funding and resources
(ASCA National Model, 2012).
While it is unclear if Norwood High school has an advisory council for the school
counseling department, the town does have a school committee, who meet regularly and discuss
all of the schools issues, and strengths. If Norwood were to create an advisory council it would
need to have goals and objectives, which council members can provide feedback on, and revise.
Norwood would also need representation, meaning, a variety of groups who participate, and who
accurately reflect the town’s values, concenrs and interests, as well as the diversity of the town.
The council could include parents, teachers, school board members, community members, and
school counselors. The council would need to be an appropriate size (between eight and ten
members), appropriate candidates, a chairperson, terms of membership, an agenda and minutes,
and multiple meetings (ASCA,2012).
Use of Data
A comprehensive school counseling program is based on the students’ needs determined by
school data.
School Data Profile
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The school data profile helps school counselors to organize data. Disaggregated data are needed
to determine if achievement gaps exist in the school. Some types of data that school counselors
can use are as follow: achievement data, behavioral data, short term, and long term data.
Achievement data measures students academic progress, and includes, retention rates,
graduate rates, drop out rates, standardized test scores, grand-point averages, achievement levels
in reading & math, and completion of specific academic programs. Behavioral data measures
disciplinary aspects most related to academic achievement. These include suspension rates, drug
&alcohol use, discipline referrals, attendance rates, course enrollment patterns, post secondary
education attendance, parent or guardian involvement, extracurricular acticities, homework
completion. Shor term data measures short term impact jof changes in knowledge in skills,
whereas long term is a year to year impact.
Norwood High School scored relatively poorly on standardized testing as compared to
other school districts, and to the Norwood school district’s goal. About 80% of students
graduating highschool go on to continue their education. Norwood has relatively low attrition
rates, but is highest in students who are English Language Learners, or are of Asian descent.
Most of the student population graduates, and has a plan for post graduation; overall, the greatest
achievement gap can be seen for the English Language Learners at Norwood High School. See
appendices, for more of Norwood’s report card.
Program Results Data
School counselors also use data to show where the school counseling program has made an
impact for students. Counselors collect and analyze process, perception, and outcome data.
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Process data shows what was implemented, and who it was geared to. The data describes
the way activities are conducted and how the student are affected by the activity. Perception data
is what an individual believes they know and can do. This data is collected through surveys like
pre and post test, needs assessments, program evaluation surveys or feedback surveys. Feedback
surveys measure self-reports of attainment of competencies, a change in attitutdes, or perceived
gain in knowledge. Outcome data provides school counselors with the information to see what
time of impact the program has had on the students. The three types of outcome data are
achievement, attendance, and behavioral (ASCA,2012).
Action Plans
Action plans state how the school counselor plans to attain desired results. Action plans are
implemented within the school counseling curriculum, small groups, and closing the gap
activities.
Action plans include goals, the competencies that are consistent with the school goals,
description of the activity to be delivered, a timeline, who is responsible for each activity,
methods of evaluating the success of the activity, and the expected results for students. Action
plans can be delivered in a curriculum as seen with Norwoods, bullying curriculum. It can also
be implemented in a small group, which is meant to be a short term intervention. Closing the
gap action plans are meant to address discrepancies that exist between student groups. These
activities can change yearly depending on student needs (ASCA,2012).
Lesson Plans
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When developing a lesson plan, school counselors must develop what will be delivered, how it
will be delivered, and to whom. School counselors must also consider how student learning and
the attainment of the desired competencies will be evaluated.
Calendars
School counselors will publish calendars of school counseling events to inform students, parents,
teachers, and administrators of what, where, and when school counseling activities will be held.
Calendars can also help school counselors develop a school counseling program that provides
services and activities for all students in the school. See appendices for calendar.
Delivery
Delivery focuses on how school counselors implement the school counseling program to reach
students. Within delivery there are direct and indirect student services. About 80% of a school
counselor’s time should be spent in direct and indirect student services.
Direct Student Services
Direct student services are face to face interactions between counselors and students. Direct
student services consist of the school counseling core curriculum, individual student planning,
and responsive services.
Multidisciplinary Services
Multidisciplinary services are services that are complex and can be categorized within multiple
types of delivery services. The transition program that Norwood High School has implemented is
multidimensional, as it encompasses various aspects of delivery. Within the transition program,
the collaborative dependent model is implemented, and is system focused consultation (Erford,
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2011). Within this model, Norwood High School counselors go to the middle school to discuss
9th grade courses, schedules, afterschool activities, and other matters that involve the high school.
During this information session, 8th grade students are able to ask questions. In this process the
middle and high school counselors work together to implement a transition plan, but it is the
students responsibility to apply the knowledge that they learn. This example of counselor
collaboration is executed through instruction. Another aspect of this collaboration is seen in the
“A Day in the Life of a Freshman” program. Here students from the local public, and private
middle schools visit the high school, and report back to their middle school team.
Collaboration within the transition program is key, and runs throughout every aspect.
Without the collaboration of the middle and high schools, the transition program would not be
successful. The program 8th grade step up day, is when students are able to go to the high school
for a few hours. While they are at the high school they have a school tour, and a panel
discussion with graduating seniors. This type of instructional delivery is important, because it is
the students who are acting as the role models. This program allows the seniors to take on
leadership roles, and learn how to advise younger students. In allowing students to be on the
discussion panel, school counselors and other administrators are empowering them to be leaders,
and advocates for younger students. Leadership skills provide a basis for advocacy skills
(Erford, 2011), which is very important for graduating seniors to develop and hone. During this
day the eighth grade students also meet their mentors and advisors. The mentors are older
students, who again get to practice their leadership skills, and become imperative members of the
school (McDonnell, Personal Communication, March 28). Having both a peer mentor, and a
faculty advisor helps ease the transition, and allows for the freshmen students to have multiple
resources they can go to for advice.
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There are also some instructional activities that take place for high school transitioning.
There is a 9th grade orientation, and a Ninth grade parent night at the high school. This helps
empower parents so that they know what is expected, and how they can best help their children.
They help the parents interpret information and learn about the new unfamiliar school their child
will be attending (Erford, 2011).
The transitioning program extends to transitioning out of high school as well. The junior
parent/student night is an event where the guidance department invites representatives from a
two year school, a four year state school, and a 4 year private school to discuss the college
application process. This event is both instruction, and appraisal, because the counselors are
organizing an event where students are able to learn about different colleges, and which is the
best fit. Similar to the 9th grade parent night, this event helps inform parents and students, and
utilizes the collaborative dependent model (Erford). The guidance department also hosts a senior
parent night where college and financial aid is discussed.
In school, school counselors hold a college application workshop every week after school
throughout the fall. This is held in small group, and promotes educational planning. Freshmen
attend mini-seminars where they are introduced to Naviance, and can begin exploring career and
education options. Also, 10th grade students attend workshops in small groups, where they begin
college and career planning. Students fill out personality profiles and career interest profiles,
which are reviewed by the counselor. The counselor and student then meet to discuss the results.
Juniors attend small group workshops and learn how to write resumes, and begin searching for
colleges. All of this promotes school transitions, and college and career planning. Education
and career planning for students begins form, and specify in adolescence. Students during this
age may be implementing possible career choices (or learning what they do not want to do), so it
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is imperative that school counselors provide students with different opportunities to explore and
learn about what is available (Erford, 2011).
School Counseling Core Curriculum
The school counseling core curriculum is a planned and comprehensive program. It is meant to
be preventative, and should be on par with the student’s developmental level. The core
curriculum is delivered to each student by school counselors and other educators. It is meant to
promote the student competencies, and is delivered through instruction or group activities.
Instruction
Instruction is usually delivered to large groups of students, frequently in a classroom or assembly
setting. School counselors can co-teach or aid the teacher in administering the school counseling
curriculum.
Norwood High School developed a bullying and cyber bullying curriculum to ebb the
amount bullying incidents seen throughout the school day. Since this was implemented in 2011,
the school has seen a drastic drop in bullying, and it has become less of an issue (Mcdonnell,
personal communication on March 28, 2014). The bullying curriculum is implemented in the
high school and in earlier grades. It is a systemic program, where students receive multiple
lessons throughout their education.
This curriculum is implemented through classroom instruction, to all students in their
freshmen year. Students attend a freshmen seminar class throughout the fall as part of the
transition process. Two of the class lessons are focused on bullying and cyber bullying. During
these classes students watch a DVD entitled “I was cyber bullied”, and engage in open
discussions about bullying. Information about bullying is also disseminated during these classes.
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The skills that are covered during the bullying curriculum include respect, responsibility,
empathy, tolerance, understanding, and self-reflection. All these skills fall under the academic,
career, and personal/social pillars, which are the skills that school counselors aim to instill in all
their students (ASCA national model). To support this curriculum the guidance department uses
materials form MARC trainings, Blake works (words can Work-True Stories about Bullying),
The Anti-Defamation League, and Northeastern University’s Mentors in Violence Prevention
Program. Using these resources is another way that school counselors collaborate with other
institutions within the community to provide services that the students need.
School counselors also organize assemblies for student’s school wide. The most recent
assembly being “The Secret Life of the Massachusetts Teenager”.
Group Activities
Group activities are planned by the school counselor that take place outside of the classroom.
Group activities are meant to promote academic, career, or personal social development.
Activities can include team building/leadership workshops, or college and career fairs.
Norwood High School hosts college fairs with over 200 college representatives who can
answer questions and provide information. Again this promotes career and education planning in
the school. School counselors have the ability to connect students with opportunities to learn
about and prepare for their future goals (Erford, 2011).
According to developmental theory, adolescence enter the crisis of identity versus role
confusion. During this time, adolescents begin to form a new sense of identity, which includes
goals, beliefs, values, and a purpose in life. Adolescents need to have opportunities to explore
different options, and try to take on new roles and responsibilities (Erford, 2011) Through the
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development of specific clubs, students are able to develop a group of friends, and behave in a
socially responsible way. These clubs are not directly run by the school counselor; however,
they promote the personal/social, career, and academic pillars on which the school counseling
core curriculum is based. The G.S.A. or Gay Straight Alliance is a growth-centered club, which
focuses on personal and social development (Erford, 2011). Students are able to explore their
feelings about homosexuality, and it works as social support for students who may feel
ostracized.
Students Against Destructive Decisions (SADD) is another club that is available to
students at Norwood High School. SADD is a peer leadership organization, and is focused on
preventing destructive decision making, particularly underage drinking, drug use, and violence.
Norwood High School SADD provides students with effective prevention and intervention tools
to deal with these issues. Members participate in many activities, and have acted as role models
in the D.A.R.E. program, the Norwood Recreational Department, and religious organizations.
This also teaches students leadership and advocacy skills, so they can gain independence and
important skills needed for after graduation (Erford, 2011).
The National Honors Society is another club at Norwood High school that promotes the
goals of the school counseling pillars of academic, career, and personal/social. The purpose of
the national honors society is to create an excitement for learning, to promote community service
and leadership, and to develop individual character (Norwood Student Handbook). While this is
very competitive, students who belong to the national honors society participate in peer tutoring,
and other outreach programs, promoting leadership and advocacy.
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The student council is another involved organization at Norwood High School promoting
values school counselors wish to promote. The club listens to student concerns and works to
advocate for themselves, and their peers as a whole. Student’s also have the opportunity to
interact with administration. Students in the student council participate in community service,
and fund raisers throughout the year. These students are learning how to advocate for their
peers, and the club collaborates with outside organizations in the community to promote service
activities, like the local nursing home, where students are able to volunteer.
Individual Student Planning
Individual student planning is the implementation of activities meant to help the student develop
personal goals, and future plans. School counselors use strategies like appraisal and advisement
when working with students individually.
Appraisal
School counselors help students analyze and evaluate their own abilities. They also discuss a
student’s interests, and skills. School counselors often use tests and other data as a basis for
developing plans.
Within appraisal, school counselors review students grades, PSAT, SAT, and ACT scores to
help determine long term plans for students. In doing this school counselors are also collecting
and analyzing data. This type of data is called achievement data, and can be used in part to
determine if an achievement gap exists. It is the school counselor’s role to achieve equity for all
students (Erford, 2011).
School counselors also host college fairs, so students can learn about their options, and ask
questions about different schools. This helps students decide what type of college they would be
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interested in attending. School counselors also review student’s personality profiles and career
interest inventories to help students explore careers that might interest them.
Advisement
Based on academic, career, and personal/social data that has been collected, school counselors
help students develop future plans and decisions.
Norwood High school meets with 10th grade students to discuss their career interest
inventories and their personality profiles. Students begin to solidify interests and explore career
ideas in early, mid, and late adolescence (Erford, 2011), so it is imperative that school counselors
provide them with as many resources as possible to guide students through this process. In the
student’s junior year the school counselors hold one to one college and career planning meetings.
The student and counselor also discuss transition planning during this time. Frequently these
discussions are guided by the scores that the counselor has evaluated, and the information the
student has gathered from career fairs, and the small workshops that are held for students to
explore colleges and careers on Naviance.
Responsive Services
Responsive services are meant to address the student’s immediate needs. This is open to all
students and can be initiated by students, teachers, parents, or a school counselor.
Counseling
School counselors address issues in individual or small group settings to help students overcome
specific issues that may be effecting their success. Counseling is generally goal-focused, and
short term.
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The school counselors provide brief counseling interventions. According to Mcdonnell
(individual meeting, March 28), the school counselor spends about 60% of her time in brief
counseling working with college planning. Many students need help getting information
together, or want to briefly discuss a plan. The other 40% of the time is working with students
with high needs, and students at risk. Many of these students need extra encouragement or help
to get through the day. The school counselor will also serve as a mediator for students and
parents adjusting to the new school, or the accommodation plans. Norwood High School school
counselors are heavily involved in special education, and frequently discuss with parents and
students about available services to help them succeed.
Crisis Response
School counselors can offer support to students who are involved in an emergency situation.
Crisis response includes both intervention and a follow up meeting.
Norwood high school has a number of people on the crisis response team, and most utilizes
their school adjustment counselors. They also have a school psychologist and the school
counselors. Crisis response includes intervention and follow –up to the immediate needs of the
student and are designed to prevent the situation from becoming more severe. The Norwood
school district provides families with extensive phone numbers, and hot lines for parents to
reference and utilize. They include mental health professionals, emergency hot lines for suicide,
and other community organizations. Norwood also includes articles available to parents on how
to handle critical issues like eating disorders. The school counselor provides bullying
interventions, and collaborates with many out-placement institutions.
Indirect Student Services
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School counselors provide indirect services to help all students achieve. School counselors work
with many people to deliver indirect services. They may work with parents, teachers,
administrators, and others within the community. Indirect student services are delivered through
referrals, consultation, and collaboration.
Referrals
School counselors will direct students and parents to other resources to further help them.
Referrals may include tutors for academic support, college planning websites for career support,
or community agencies for personal/social support.
Norwood High school counselors can refer parents and students to other school resources, for
instance, the adjustment counselors, the resource officer, and the school psychologist. Norwood
guidance department uses Naviance for post –secondary planning. They offer literacy tutoring,
usually organized through in collaboration with the national honors society. Other recourses at
the school that offer help and extra activities for students are the library, the TV studio and the
computer lab. Norwood public schools has a formal alliance with community resources like the
town library, and is part of the first place for families program. This program is in part a
collaboration with neighboring towns, and it provides information about homework, safety, and
nutrition, and provides mental health resources, parenting resources, state and local resources,
and family awareness. School counselors have many options that they can refer parents and
students to, in order to provide them with the information that they need.
Consultation
School counselors work with parents, teachers, and community organizations to share strategies
that promotes student achievement.
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Norwood High School communicates effectively with the community through a media program
in the TV. studio. The counseling department has newsletters about upcoming events each
semester, and the website includes the calendar of events and activities offered at the school.
Parents and guardians are encouraged to attend planning nights and other events. This helps
students and parents gain knowledge and advocacy skills.
Collaboration
School counselors work with educators, parents, and community to support student achievement
and to advocate for access for all students.
NHS fosters alliances with other agencies and is part of families first in conjunction with
Walpole department of education. It is also part of Massachusetts department of training and the
Blue Hills Local Partnership. This partnership is the collaborative interdependent model. It
involves a diverse group of people to provide solutions to a particular problem (Erford, 228).
The guidance department collaborates a lot with the administration and the deans of the school
(Mcdonnell, personal interview, March 28). They also collaborate with the community, teachers,
and parents. Norwood has a coordinated family and community engagement grant, which
further enhances collaboration within the community. Students have opportunities to attend
college fairs, and meet people of various professions when they are trying to determine a
vocation. Collaboration is very important in the school counseling profession, and Norwood
High School recognizes this, and has tried to increase the amount of outside resources they can
provide for their students.
Accountability
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Within the accountability segment of the ASCA National Model, school counselors evaluate
their program to determine its effectiveness. School counselors must implement data-driven
school counseling programs using accountability strategies to monitor student achievement.
Accountability strategies are also used to evaluate and improve the school counseling program.
Accountability relies on data analysis, program results, and evaluation and improvement.
Data Analysis
Data analysis helps school counselors make decisions about the school counseling program.
School counselors review data to determine student needs and school and community trends.
School Data Profile Analysis
The school data profile analysis is a summary of the school’s achievement, attendance, behavior,
and safety record over multiple year. Analyazing the data profile can help school counselors
monitor student achievement, and recognize needs for systemic change. Through the data
profile, school counselors can also determine if there are any attainment gaps.
Use-of-time Analysis Assessment
School counselors analyze the use-of-time- assessment to determine where they are spending
most of their time, and if they need to change how they structure their use of time. The analysis
of this assessment informs many aspects of the program, like the curriculum, the calendars, the
annual agreement, small group- and closing the gap action plans.
Program Results
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Analyzing program results is at the center of having a data-driven school counseling program.
The analysis of the program results will lead to more focused programming, more effective
interventions, and a better, more responsive school counseling program.
Analysis of the Curriculum Results Report
Analysis of the curriculum results report will demonstrate how effective a program is, and the
effectiveness of classroom activities. It helps inform school counselors where improvements
need to be made.
The curriculum results report will make sure that the program was carried out as plan,
and that each student was served. It also ensures that appropriate materials were used. In helps
the documentation of the program’s data, and the effectiveness of the activities. It helps improve
the activity, and allows for the counselor to advocate for systemic change (ASCA,2012).
Analysis of the Small-Group Results Report
The analysis of the small group results report helps school counselors report the impact and
effectiveness of small group interventions.
Analysis of the Closing-the-Gap Results Report
Analyzing the closing the gap results report is very important for school counselors. This can
show the effectiveness of the programs activities, and can inform school counselors on how the
program can be improved.
Sharing Results
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When sharing data, the school counselor must remember who their audience is, and what
information they most want to point out. There are multiple ways of disseminating data,
including: web sites, handouts, presentation, and school/district data materials.
Norwood High School uses the web to disseminate much of its data. There are power
point presentations available, as well as the town’s report card. Strategic plans for the town, and
improvement plans are also made available to the public. The guidance department maintains a
newsletter for students and parents, and has a list of important events on their webpage.
Norwood also disseminates a lot of data and information through its school handbook.
Evaluation and Improvement
There are four components to evaluation and improvement: Self analysis of the school
counselor’s strengths, self-analysis of the school counseling program’s strengths, evaluation of
the school counselor’s performance, and a review of program goals.
School Counselor Competencies Assessment
School counselor competencies assessment are used to identify what will best help school
counselors with the skills to create and maintain a comprehensive school counseling program.
They can be used as a benchmark for training, or as part of a self-evaluation and a professional
development plan. It can also be used as a hiring tool.
School Counselor Performance Appraisal
A School Counselor Performance Appraisal is an evaluation of the school counselor’s
performance. It should be conducted once a year by an administrator. It is usually developed by
the school, district or state guidelines for school counselor evaluations.
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Program Goals Analysis
At the end of each school year the school counselor should review the goals that were developed
at the beginning of the school year. Reviewing this will help determine of goals were meant and
will help the development of future program goals.
School Counseling Program Assessment
The school counseling program assessment is meant to help guide future actions with the
program and to help improve future results for students. It is also used to identify gaps in the
program, and to help identify goals for the following year
SCA PROJECT
Grade
Level
Guidance
Lesson
Content
ASCA
Standard or
Competency
31
Curriculum and
Materials
Projected
Start/
Projected
End
Projected
Number of
Students
Impacted
(Topic Area)
Lesson will
be
presented
in which
class/
subject?
Evaluation Methods
How will the
results be measured?
Perception data:
Results D
(ASK examples)
9
Transitions
Academic
11th grade mentors
Social/emotional
White board/dry erase
markers
Counselor generated
powerpoint & hand
outs
1st & 2nd semester
grades
Spring
Semester
certain
aspects run
until the
end of the
year, others
are over the
course of
one class
meeting.
300 9th grade
students
English,
Small group
during study
hall.
Attitude:
Achievement
At the end of the school year
85% of students felt more
comfortable at school, had
joined a club, or become
friends with their mentor.
60% of studen
involved in clu
athletics, or a
After the lesson 70% of the
students understood the
importance of time
management, and planning a
head.
70% grade in
on long term
homework
assignments
50% of students believed they
learned new study skills that
helped them succeed.
Skills:
Identify interests & attend club
meetings.
Implemented time
management & study skills
Achievement
D & F grades
by 50%
Knowledge:
80% of students knew at least
2 study techniques
75% of students knew about
extra student resources they
could utilize
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