UNDERSTANDING THE ASCA NATIONAL
MODEL AND DESIGNING A
COMPREHENSIVE SCHOOL COUNSELING
PROGRAM
SUSAN IRELAND, M.ED.
PK YONGE DRS
JANUARY 14,2014
PER THE THIRD EDITION (2012) OF THE ASCA
NATIONAL MODEL, THE SCHOOL COUNSELING
PROGRAM MUST ANSWER THIS QUESTION:
“How are students different as a
result of the school counseling
program?”
WHEN DESIGNING AND IMPLEMENTING A COMPREHENSIVE
SCHOOL COUNSELING PROGRAM BE SURE TO UNDERSTAND
AND INCORPORATE STATE STANDARDS.
Florida’ s School Counseling Framework
2010
Florida Department of Education
Division of Public Schools
Bureau of Exceptional Education and Student
Services
www.fldoe.org/ese/pdf/FinalCounselFramework2
010.pdf
FROM PAGE 2 OF FLORIDA’S SCHOOL
COUNSELING FRAMEWORK:
“We continue to promote the conceptual shift
from guidance to school counseling. Preferred terms
include “school counselor” instead of “guidance
counselor” as the certified professional who uses
counseling, coordinating, consulting, curriculum
developing and delivery skills to implement the
program. The program that defines the activities and
program evaluation methods is called a
comprehensive school counseling program.”
• School Counselors design and deliver
comprehensive school counseling programs that
promote student achievement.
• These programs are comprehensive in scope,
preventative in design and developmental in
nature.
• School counseling programs should be an integral
part of students’ daily educational environment,
and school counselors should be partners in student
achievement
NEFEC COMPREHENSIVE SCHOOL
COUNSELING PROGRAM
• Newly minted
• Currently in draft form
• Based on the 2012 ASCA National Model and 2010
Florida’s School Counseling Framework
• Will be available on NEFEC’s website:
www.nefec.org this spring
• Use it as a template and customize to meet the
unique needs of your district
ASCA NATIONAL MODEL
4 THEMES
Through the application of the 4 themes,
counselors promote achievement and access to
rigorous education that leads to closing achievement,
opportunity and attainment gaps.
Leadership ~ Advocacy ~ Collaboration ~ Systemic Change
THERE ARE 4 COMPONENTS OF THE MODEL
1. FOUNDATION
• Vision and mission statements defined to establish
program focus
• Goal Setting
• Student competencies developed around the 3
domains: academic, career and personal/social
development*
• Professional competencies outline the knowledge,
skills and attitudes required, based on ASCA Ethical
Standards for School Counselors
SAMPLE VISION STATEMENT
The Comprehensive School Counseling Program
will provide opportunities to assist all students as they
develop the competencies needed for academic
and personal development, positive mental health,
and effective life skills, resulting in career and college
readiness for each student.
SAMPLE MISSION STATEMENTS
• District: “Collaborating to meet the needs of each
child”
• Counseling program: “Collaborating to meet the
unique needs of each student through a culturally
sensitive developmental counseling model. By
means of coordinating, counseling and consulting
and through the use of data driven activities,
students will be assisted in reaching their highest
potential”
STUDENT COMPETENCIES
• Crux of the school counseling program
• Identifies the specific attitudes, knowledge and skills
that students should demonstrate as a result of
program participation
• Select Student Standards/Competencies/Indicators
from “ASCA National Standards for Students” or
“Florida’s school Counseling Framework”
• Student Competency examples: 1. Develop the skills
and attitudes for improving effectiveness as a learner. 2.
Develop skills to locate, evaluate, and interpret career
information. 3. Demonstrate positive interpersonal and
communication skills.
ASCA NATIONAL MODEL SCHOOL
COUNSELING PROGRAM SMART GOALS
WORKSHEET
Specific Issue
What is the specific
issue based on our
school’s data?
Grade 10 FCAT scores level 3 +:
2011 63%
2012 66%
2013 76%
Attainable
2015 80%
What outcome would
stretch us but is still
attainable?
Time Bound
When will our goal
be accomplished?
2015
Measurable
How will we measure
the effectiveness of
our interventions?
2015 Florida Comprehensive Assessment,
State Report of School Results
Results-Oriented
Is the goal reported in
results-oriented data ______________________________________________________________
(process, perception , Goal Statement:
outcome)?
By the end of 2015 grade 10 L3+ FCAT scores = or
>80%.
2. MANAGEMENT
Assessment Tools:
• School Counselor Competencies
• School Counseling Program Assessment
• Use of time Assessment
SCHOOL COUNSELOR COMPETENCIES
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School counselors should possess the knowledge, abilities, skills and attitudes necessary to plan,
organize, implement and evaluate a comprehensive, developmental, results-based school counseling
program that aligns with the ASCA National Model.
I-A: Knowledge
ASCA’s position statement, The Professional School Counselor and School Counseling Preparation
Programs, states that school counselors should articulate and demonstrate an understanding of:
__ I-A-1.
The organizational structure and governance of the American educational system
as well as cultural, political and social influences on current educational practices
__ I-A-2.
The organizational structure and qualities of an effective school counseling program
that aligns with the ASCA National Model
__ I-A-3.
Impediments to student learning and use of advocacy and data-driven school
counseling practices to act effectively in closing the achievement/opportunity gap
__ I-A-4.
Leadership principles and theories
__ I-A-5.
Individual counseling, group counseling and classroom guidance programs
ensuring equitable access to resources that promote academic achievement; personal, social and
emotional development; and career development including the identification of appropriate postsecondary education for every student
__ I-A-6.
Collaborations with stakeholders such as parents and guardians, teachers,
administrators and community leaders to create learning environments that promote educational
equity and success for every student
__ I-A-7.
Legal, ethical and professional issues in pre-K–12 schools
__ I-A-8.
Developmental theory, learning theories, social justice theory, multiculturalism,
counseling theories and career counseling theories
__ I-A-9.
The continuum of mental health services, including prevention and intervention
strategies to enhance student success
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I-B: Abilities and Skills
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
__ I-B-1. Plans, organizes, implements and evaluates a school counseling program aligning with the ASCA National Model
__ I-B-1a. Creates a vision statement examining the professional and personal competencies and qualities a school counselor
should possess
__ I-B-1b. Describes the rationale for a comprehensive school counseling program
__ I-B-1c. Articulates the school counseling themes of advocacy, leadership, collaboration and systemic change, which are
critical to a successful school counseling program.
__ I-B-1d. Describes, defines and identifies the qualities of an effective school counseling program
__ I-B-1e. Describes the benefits of a comprehensive school counseling program for all stakeholders, including students,
parents, teachers, administrators, school boards, department of education, school counselors, counselor educators,
community stakeholders and business leaders
__ I-B-1f. Describes the history of school counseling to create a context for the current state of the profession and
comprehensive school counseling programs
__ I-B-1g. Uses technology effectively and efficiently to plan, organize, implement and evaluate the comprehensive school
counseling program
__ I-B-1h. Demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and
evaluating the comprehensive school counseling program
__ I-B-2. Serves as a leader in the school and community to promote and support student success
__ I-B-2a. Understands and defines leadership and its role in comprehensive school counseling programs
__ I-B-2b. Identifies and applies a model of leadership to a comprehensive school counseling program
__ I-B-2c. Identifies and demonstrates professional and personal qualities and skills of effective leaders
__ I-B-2d. Identifies and applies components of the ASCA National Model requiring leadership, such as an advisory council,
management system and accountability
__ I-B-2e. Creates a plan to challenge the non-counseling tasks that are assigned to school counselors
__ I-B-3. Advocates for student success
__ I-B-3a. Understands and defines advocacy and its role in comprehensive school counseling programs
__ I-B-3b. Identifies and demonstrates benefits of advocacy with school and community stakeholders
__ I-B-3c. Describes school counselor advocacy competencies, which include dispositions, knowledge and skills
__ I-B-3d. Reviews advocacy models and develops a personal advocacy plan
__ I-B-3e. Understands the process for development of policy and procedures at the building, district, state and national
levels
MANAGEMENT
TOOLS
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Annual agreement (with administration)
Advisory council
Use of Data, Program results data
School Data Profile
Small Group and Closing the Gap Action Plans
Lesson Plans
Calendar
ACTION PLAN TEMPLATE
CLOSING THE GAP ACTION PLAN
School Name
Goal:
Target Group:
Data to Identify Students
School Counselor(s)
Year:
ASCA Domain,
Standard and
Student
Competency
Type of
Activities to be
Delivered in
What Manner?
Resources
Needed
Process Data
(Projected
number of
students
affected)
Perception Data
(Type of surveys
to be used)
Outcome
Data
(Achieve
ment,
attendanc
e and/or
behavior
data to be
collected)
Project
Start/Project
End
SAMPLE CALENDAR
High School Counseling Department Calendar 2012-13 August
• Register new students
• Prepare for student’s return
• Establish high school counseling calendar
• Adjust student schedules
• Write parent newsletter
• In-service for any doctoral students and interns
• New student orientation
• Preplanning
• Attend grade level team meetings, weekly *
• Responsive Services, daily*
• Student Services Meetings, Bi-weekly*
• Last date for schedule changes Aug.31st
• Assist with virtual school enrollment
3. DELIVERY
DIRECT STUDENT SERVICES
• School Counseling Core Curriculum;
comprehensive, written instructional program,
preventative, developmental
• Individual Student Planning; appraisal, advisement
to establish goals and plans
• Responsive Services; meeting students immediate
needs, crisis intervention
DELIVERY
INDIRECT STUDENT SERVICES
• Referrals; directs students and families to school and
community resources
• Consultation; share strategies with parents, other
educators and organizations to promote
academic, career and personal development
• Collaboration; teaming, committee work,
workshops
4. ACCOUNTABILITY
DATA ANALYSIS
• School Data Profile Analysis; strengths, concerns,
achievement gaps, attendance issues?
• Use of Time Analysis; at least 80% of a counselors
time should be spent on direct and indirect student
services. Less that 20% on management and fair
share responsibilities.
ACTIVITIES FOR SCHOOL COUNSELORS
Appropriate
• Individual student academic
planning
• Interpreting cognitive, aptitude
and achievement tests
• Providing counseling to students
who are tardy or absent
• Providing counseling to students
who have disciplinary problems
• Providing counseling to students
as to appropriate school dress
• Collaborating with teachers to
present school counseling core
curriculum lessons
• Analyzing grade point averages
in relationship to achievement
Inappropriate
• Coordinating paperwork and
data entry for new students
• Coordinating cognitive
aptitude and achievement
testing program
• Signing excuses for students
who are tardy or absent
• Performing disciplinary actions
• Sending students home who
are not appropriately dressed
• Teaching classes when
teachers are absent
• Computing grade point
averages
ACTIVITIES FOR SCHOOL COUNSELORS
Appropriate
Inappropriate
• Interpreting students records
• Providing teachers with
suggestions for effective classroom
management
• Ensuring student records are
maintained per state and federal
regulations
• Helping the principal identify and
resolve student issues, needs and
problems
• Providing individual and small
group counseling
• Advocating for students at IEP
meetings, and student study teams
• Analyzing disaggregated data
• Maintaining students
records
• Supervising classrooms or
common areas
• Keeping clerical records
• Assisting with duties in the
principal’s office
• Providing therapy or longterm counseling to address
psychology disorders
• Coordinating IEP’s or
student study teams
• Serving as a data entry clerk
ACCOUNTABILITY
Now More than ever
school counselor are
expected to demonstrate
the effectiveness of their
programs in measurable
terms.
ACCOUNTABILITY
DATA ANALYSIS & PROGRAM RESULTS
• School Data Profile Analysis
• Use of time Analysis
• Curriculum results analysis; program carried out, all
students served, effectiveness
• Small group results analysis; appropriate goals, goals
met
• Closing the gap results analysis; look at process,
perception outcome data
WITHOUT DATA YOU CAN ONLY HOPE
THAT YOUR PROGRAM IS EFFECTIVE
Having a data driven school counseling
program means that at each state of program
delivery and assessment, data is used to inform
decisions. Data identifies the population in need of
intervention. Data drives decisions about goals of the
intervention…. Systemic change does not occur with
out collecting and examining data to understand the
cause of the issue or the gap.
3 TYPES OF DATA
• Process, ex: # of participants, # of times intervention
took place, evidence that the event occurred
• Perception, ex: Asks what participants know or can
do, collected through surveys, that measure
attainment of competencies, attitudes, beliefs and
perceived gains in knowledge
• Outcome, ex: reports the extent to which the
program had a positive impact on students’ ability
to use their knowledge, attitudes and skills to
improve achievement, attendance, behavior.
Collected from multiple sources
SMALL GROUP RESULTS REPORT
School Name
Group Name:
Goal:
Year:
Target Group:
Data to Identify Students:
School
Counselor(s)
ASCA Domain,
Standard and
Student
Outline of Group Sessions
Competency
to be Delivered
Outcome Data
(Achievement,
Process Data Perception
attendance
(Number of Data (Data
and/or
Resources
students
from surveys behavior data
Needed
affected)
used)
collected)
Implications
SAMPLE RESULTS REPORT
CAREER EXPLORATION AND PLANNING
• Target group: sophomores (class of 2014)
• Competencies: 3.1 Develop self knowledge through experience and
exploration. 4.2 Develop skills to locate, evaluate and interpret career
information
• Resources needed: Laptop computers to access Choices career program
• Process data: 120 sophomores, 90 minute in each of the 5 sections of English.
• Perception Data: A needs assessment was given to 260 PKY HS students. 90%
of the students reported that the following competencies must be priorities in
the counseling program: 1. Opportunity to explore career choices 2.
Assistance in finding a career that suits personality, abilities and interests.
• Outcome Data: Per their reflections, 98% of the students were to name a
career that appealed to them. Per observation 100% used the internet to
complete a career interest inventory and access career information.
CHOICES CAREER EXPLORATORY
WORKSHOP LESSON PLAN
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Begin by logging on to www.flvc.org > Degrees and Careers > Career planning >Explore Careers > Fl.
Choices > Sign in if you know your portfolio name or Create a new portfolio. Read the hints and
directions on the screen as you create your portfolio. Once you have created the portfolio, select
Choices Planner, then Interest Profiler.
INTEREST PROFILER - This is the main activity. You will be expected to indicate whether you like or dislike
about 120 career related tasks. This inventory works best if you do not select “not sure” too many times.
You will end up with a list of careers related to your interests. You need to find a few jobs on your list
appealing enough to research further. Simply click on the job title to research it. You will find a
thorough job description, information on working conditions, salary, skills and education needed,
employment outlook and additional information. Research at least 3 jobs.
You will find the following activities under the heading “WORK”. Explore a minimum of two of these
activities:
• CAREER FINDER – Allows you to find careers based on a number of characteristics. Career finder
works best when you do not select all characteristics. Select only the most important ones. You will
end up with a list of careers that match your most important characteristics.
• VALUES SORTER – Allows you to rank work related values. The end result is a short list of your most
critical values.
• MORE… - Don’t overlook this section. Many of you may need to use the following in the near future:
• ALPHBETICAL LIST of careers
• GOLD STAR CAREERS – good salary, good growth.
• RESUME BUILDER – Helps you build a professional looking resume step by step. Tells you what to
include. Suggests how to handle a lack of experience or education. Suggests what type of
interests and activities should be included
• JOB INTERVIEW PRACTICE – sample interview questions
If time remains, review the ‘LEARN” section of Choices (info on colleges, majors and scholarships). Use
SCHOOL FINDER to find colleges that match your criteria.
Process writing assignment, write about 1 page on the following: Reflect on the 3 careers you
researched. Then write about the following: Which career appeals to you most and why? Has this
activity changed your thoughts regarding career choice and future employment? If so, how? Write
briefly about the two most interesting things you learned today.
SAMPLE RESULTS REPORT
POST HIGH SCHOOL PLANNING
• Target Group: Senior Students
• Standard: Students will acquire the academic preparation
necessary to choose from a wide variety of educational,
training, and employment options upon completion of
secondary school
• Sessions/activities: 2 individual conferences, 2 classroom
lessons, 2 evening programs, 2 senior newsletters
• Process data: 116 seniors (class of 2013)
• Perception Data: A needs assessment was given to 260 PKY
HS students. 90% of the students reported that the following
competencies must be priorities in the counseling program: 1.
Getting info about ed options after HS 2. Getting financial info
to prepare for college 3. Help applying to college
• Outcome data: 44% of class accepted at and indicated they
would attend 4 year college/university, 49% accepted at and
indicated they would attend 2 year college or state college.
CURRENT DATA BASED PROJECT
• I am examining post HS educational enrollment for
1st generation students. If there enrollment differs
from the rest of their cohort, additional interventions
will be put in place.
• So far I found (108 members, class of 2014) 70 not 1st
gen, 22 are 1st gen, 4 are unsure and 12 (mostly
dual enrolled) did not respond.
ASCA Competencies to be addressed:
A:B1 Improve Learning
A:B2 Plan to achieve goals
SOME COMMON CORE INSTRUCTIONAL
SHIFTS
ELA:
• Balancing informational and literary text. At lease
50% must be informational
• Staircase of complexity: each grade requires a
step of growth on staircase, scaffolding required
• Text based answers: Students must make
evidentiary arguments in conversation and writing
• Writing from sources: Writing must emphasize
evidence, rather than personal narrative
• Academic vocabulary: Focuses on strategically
pivotal and commonly found words, rather than
esoteric literary terms.
SOME COMMON CORE INSTRUCTIONAL
SHIFTS
MATH:
• Focus: Standards prioritized, students reach strong
foundational knowledge & are able to transfer skills across
concepts and grades
• Fluency: Speed and accuracy w/ simple calculations,
memorization, so they are better able to understand and to
manipulate more complex concepts
• Deep Understanding: Develop deep understanding by
applying concepts to new situations as well as by writing and
speaking about understanding.
• Applications: Apply concepts to real world situations. Teachers
in areas outside of math, ensure that students are using math.
• Dual Intensity: Students are practicing and understanding
with intensity.
POSSIBLE CCSS ACTION STEPS FOR
SCHOOL COUNSELORS
• Help gather and analyze data related to standardized test
scores, state assessments, grades, and number of Tier 2 and 3
interventions
• Help identify students with literacy needs and help match to
interventions
• Integrate strategies for addressing literacy instruction
standards into Comprehensive School Counseling Plan.
• Review course offerings, sequencing policies to ensure that all
students have access to higher-level math courses
• Gather info on the # of students on target to be college
career ready per SAT/ACT scores
• Set expectations for professional development in CSCP
• Use data to identify student needs and monitor progress
• Signal a College –Going Culture
FOR CURRICULUM INSPIRATION
CHECK OUT OK. UCANGO2 RESOURCES
Their Workbook Covers five main areas of
college planning:
• Why Go To College?
• What Do I Want To Be?
• How Do I Get There?
• Where Do I Go?
• How Do I Pay For It?
• www.ucango2.org/counselors/counselor_resources.
htm
RAMP
The Recognized ASCA Model Program (RAMP) recognizes exemplary
school counseling programs that follow the ASCA National Model.
You are RAMP-ready if: YOUR PROGRAM:
• Has measurable goals that tie into the school’s goals
• Has administrator support
• Has an advisory council dedicated solely to the school counseling program that includes
all the stakeholders
• Has annual and weekly calendars that reflect the suggested use of school counselor time
SCHOOL COUNSELORS:
• Create a yearly classroom guidance action plan and regularly deliver classroom
guidance lessons tied into program goals
• Regularly deliver small-group lessons based on students’ and the school’s specific needs
• Regularly collect process, perception and results data on all areas of the program
• Analyze and evaluate the data to guide the program
• Identify achievement and learning gaps and develop interventions to address the gaps
• Regularly evaluate and reflect on the program and how leadership, advocacy and
collaboration efforts have an impact on systemic change in your school and district
REFER TO THE RAMP SCORING RUBRIC BEFORE STARTING THIS PROCESS
S IS FOR SCHOOL COUNSELOR
(ASCA AND THE AMA RECOMMENDS A 1:250 RATIO)
RESOURCES
• The American School Counseling Association, (2012) The ASCA
National Model: A Framework for School Counseling Programs,
Third Edition. Alexandria, VA.
• Florida Department of Education, (2010) Florida School
Counseling Framework, State of Florida
• American School Counselor Association (2004). ASCA National
Standards for Students. Alexandria, VA: Author.
• Joint Action Brief by Achieve, College Summit, NASSP,NAESP,
Implementing the Common core State Standards, The Role of
the School Counselor
• Oklahoma College Assistance Program, (2009-2012) UCanGo2
A division of the Oklahoma State Regents for Higher Education