Comprehensive School Counseling
Based on the ASCA National Model®
Reflections on What It Means
to Be Standards-Based
By Dr. Karl Squier
This article explores what it means for comprehensive school counseling
programs to be standards-based using the multiple types of standards embedded in
the ASCA National Model® (ASCA 2005). It then focuses on counseling
standards for students—what students are expected to know and be able to do as a
result of the counseling program. How K-12 school counselors make the
standards meaningful to their practice and to student success is also discussed.
A profession is characterized in part by standards that articulate a vision of excellence, define the
highest levels of achievement and specify appropriate behaviors. The ASCA National Model
(ASCA, 2005) provides multiple types of standards for the school counseling profession.
This article examines five types of standards embedded in the ASCA Model: a) student
standards, b) counseling program standards, c) professional school counselor standards, 4)
ethical standards and 5) position statements. Collectively, these define the criteria for outcomes
to be achieved by the school counseling profession.
First, the article will explore the purpose of standards (what they do and why they are important),
advocate for a simple language set for standards-talk (the key terms used to discuss what it
means to be standards-based), and suggest how ASCA’s primary sets of standards inform the
school counseling profession. Next, it will focus on student standards and how to make them
challenging, relevant to future success in education and work, and meaningful to students’
personal/social development.
What Standards Do and Mean
The 20th century ended with educational models that were largely designed for the beginning of
that century. Knowledge, skills and organizational requirements changed radically over the
decades and there was a national consensus that educational institutions were failing to prepare
students for future success or to be contributing members of society. The standards movement
evolved to redefine these requirements in 21st century terms.
Current standards, therefore, redefine what is required to function and succeed in a rapidly
changing world. From the perspective of the school counseling profession, comprehensive
school counseling programs help students prepare for their future by acquiring relevant
knowledge, developing appropriate skills and embracing those attitudes and behaviors that lead
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What It Means to Be Standards-Based
to success. It is a primary function of educational systems and counseling programs to ensure
that students are prepared to successfully pursue the pathways they choose in life.
Standards provide a mechanism to define excellence and assess the extent to which students are
achieving it by assigning value to performance—the ability to demonstrate that students are
progressing toward or achieving the standards. Competencies indicate each student’s progress
toward standards. The highest values are assigned to the highest levels of achievement. To be
standards-based means that the school counseling profession is focused on students achieving
specific results and demonstrating (providing compelling evidence) that progress is being made
toward the standards and/or that the standards have been met.
Multiple Types of Standards
A standard is an end-result—an outcome to be achieved by a specified point in time. For
example, ASCA student standards identify end-results for the PreK-12 learning continuum that
students are expected to achieve by the time they graduate.
Five types of standards are embedded in the ASCA National Model® (ASCA, 2005). For the
school counseling profession to be standards-based means that end results, or outcomes, have
been identified in these five areas that are critical to the success of the profession.
 Student standards. These were originally published as the ASCA National Standards in 1997
and articulate what students should know and be able to do as a result of participating in the
counseling program. (p. 102) Revisions to the standards are currently under review.
 Program standards. The ASCA National Model defines the four basic components of
comprehensive school counseling programs (delivery system, management system,
foundation accountability,) and articulates expectations for program quality.
 Professional standards. These define what is expected of professional K-12 school counselors
in terms of their role, accountabilities, and competencies. (p. 62)
 Ethical standards. These provide expectations for principled behavior by school counselors
and in school counseling programs. (p. 142)
 Position statements. These provide ASCA’s position on critical issues that impact the
successful delivery of school counseling programs and the counselors’ ability to contribute to
student success and school reform in meaningful ways.
Collectively, these provide the normative language that defines what the profession is trying to
accomplish and what it expects of itself and all its participants. There are other sets of standards
that K-12 school counselors can use to inform their programs and practice (e.g., National Career
Development Standards, CACREP, 21st Century Learning Skills, SCANS).
Although all ASCA standards and these others are vital to a healthy profession and deserve equal
treatment, this article will focus only on K-12 school counseling student standards—the endresults or outcomes students are expected to achieve through participation in the counseling
program by the time they graduate.
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What It Means to Be Standards-Based
A Simple Language Set for Standards
A standard can be defined in many ways and by using a variety of terms, the meanings of which
often overlap. Words like standard, result, goal, objective, benchmark, competency, assessment
and indicator are used to define program and organizational excellence, and what students should
know and be able to do as a result of the counseling program.
The word “standard” is used to convey a meaning that takes many words to describe. It is
important, therefore, to clearly define the primary terms used in the standards’ language set so
the multi-dimensional meaning attached to the word standard is easy to grasp and apply,
particularly at the school level.
This article uses the following terms in its primary language set for school counseling student
standards:
 Standard—An end result to be achieved within a specified timeframe. For a school
counseling program to be standards-based means that end results have been identified in
three developmental domains: academic, career and personal/social. Students are expected to
meet the standards (achieve the end result) by the time they graduate. Use of the term
standard is restricted to an end-result. It is not used to define progress along the PreK-12
learning continuum.
 Competency—A measurable result that determines progress toward the standards at
specified time intervals along the K-12 learning continuum. The term competency is used to
delineate all criteria that define at what point students should be at specified intervals on their
way to achieving the end result.
 Compelling Evidence—A measurable demonstration of products produced and the critical
processes which students learn and apply. Compelling evidence needs to be generated to
demonstrate progress toward or achievement of the competencies and standards.
 Proficiency—A function of measuring progress that places individuals on a spectrum of “no
progress” to “achieving or exceeding the expected result.” The term answers the question: To
what extent is the competency or standard achieved?
 Individual Learning Plans (ILP)—A process through which students plan for their
academic, career and personal/social success by understanding requirements, developing
options, making decisions, establishing goals, implementing their plans, monitoring their
progress, self-reflecting on their accomplishments and challenges, and producing compelling
evidence that demonstrates what they know and can do as a result of the counseling program.
Planning to achieve the ASCA student standards is part of the ILP program.
The proposed simple language set allows counseling professionals to specify the end results
students are expected to achieve, the criteria that will determine their progress within specified
timeframes, a way to determine their level of proficiency and a planning process that focuses
students on achieving the ASCA and other sets of standards.
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Focus on ASCA Student Standards and Competencies
Counseling standards and competencies are established because counseling professionals
recognize them as critical to student development and future success. Students have a better
chance of success when they acquire the defined knowledge, develop the skills and embrace the
attitudes/behaviors provided through the school counseling program. The challenge for school
counselors is how to establish a standards-based environment that enables students to achieve
these end results and graduate from high school fully prepared to successfully pursue postsecondary opportunities.
Focusing on the three domains provides a powerful metaphor for that intersection where the
world of school, world of work and the personal/social world all intersect in a student’s emerging
biography. One of the defining characteristics of K-12 school counselors is that they are present
at that intersection at formative moments of a student’s development. It is the ability to address
these three domains in an integrated fashion that enables counselors to make a significant
difference in students’ lives.
Student standards are articulated as statements (e.g., nine ASCA student standards) that focus
attention on key areas of student development. These statements, in and of themselves however,
are not measurable. For example, the language of ASCA Academic Standard C: “Understand the
relationship of academics to the world of work, and to life at home and in the community.” does
not give enough information to make it measurable. For this, or any standard, to become
measurable, it must be contextualized, linked to authentic contexts where it means something to
counselors and students and is relevant to success in the post-secondary world. Competency
statements provide the authentic contexts that contextualize standards’ statements.
If the standard specifies the end result students are expected to achieve, then a way is needed to
assess their progress toward the result and a way to determine when the result has been
successfully achieved. In other words, concrete evidence needs to be produced that demonstrates
student progress toward or achievement of the result. Examples of this evidence of progress and
achievement are articulated in competency statements.
Competencies are statements that describe requirements or conditions that must be met for a
student to be deemed “proficient”. The following definition is provided by Johnson, Johnson &
Downs (2006):
Competencies consist of developed proficiencies that are observable, transferable
from a learning situation to a real-life situation, and directly aligned to a guidance
goal….Student support professionals, students, parents, and staff use
competencies as indicators to measure whether students are moving toward the
stated goals (p. 21).
Standards provide the end-results for students in the K-12 learning continuum. A competency
clarifies the intent of the standard in measurable terms and provides more precise examples of
evidence and proficiency that can be used to assess student progress at critical milestones along
the continuum.
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Competencies can be organized in intervals (e.g., by level, grade) and can be distributed along a
learning continuum based on rigor. For example, a standard (end result) can have multiple
competencies that require a demonstration of proficiency by the end of a specific timeframe
(e.g., middle school) or the end of a specific grade (e.g., grade 10) or the end of a specific
learning activity (e.g., college and career exploration). Since competencies provide the level of
specificity that is measurable, they must be developmentally appropriate and scaffold across the
K-12 learning continuum.
A results-based approach “is designed to guarantee that all students acquire the
competencies to become successful in school and to make a successful transition
from school to higher education, to employment or to a combination of higher
education and work…. The question to answer is: ‘How are students different as a
result of the guidance program?’” (Johnson & Johnson, 2003, p. 181)
Standards (end results) are not measurable unless they are contextualized in competencies.
Competency statements (those lists of proficiencies attached to a standards statement) only
become meaningful when they are contextualized in terms of what is delivered to students,
primarily through the counseling curriculum but also through a variety of real life experiences.
Simply generating a list of standard statements and a long list of associated competency
statements are meaningless unless they are applied to specific learning opportunities delivered to
students.
Rigorous and measurable student standards/competencies are critical to the school counseling
profession. In terms of the proposed language set, school counseling standards for K-12 students
provide us with the following:
 Clearly-articulated end results, or outcomes, that students are expected to achieve in three
developmental domains (standards).
 Concrete examples of ways that students can demonstrate their progress toward standards at
specified times along the K-12 learning continuum (competencies).
 A performance-based assessment process for students to demonstrate what they know and
can do as a result of the counseling program. Student artifacts undergo a rigorous selection
process to be included in the demonstration.
 A way to determine where a student is located on a continuum from “no progress” to
“achieves or exceeds the expected result.”
 An opportunity for students to plan for their future academic, career and personal/social
success.
In short, this language set defines results students are expected to achieve across and by the end
of the K-12 learning continuum. It requires students to not only acquire knowledge and develop
skills, but to become proficient in applying them to real-life contexts. It requires students to
demonstrate their proficiency in measurable ways. It provides counselors with a way to
determine student progress toward the ASCA standards.
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The ability to clearly define concrete results that are observable and measurable is critical to the
successful implementation of comprehensive school counseling programs. The language set is
important, but as noted above, a list of standards and competency statements on their own cannot
ensure the successful implementation of a comprehensive school counseling program. These
statements require a rigorous and documented counseling curriculum in addition to a wide-range
of counseling, family and community interventions.
Student Standards and the School Counseling Curriculum
The student standards are directly linked to two sub-components of the ASCA Model’s Delivery
System: a) counseling curriculum and b) individual student planning (the two are hereafter
referred to as counseling curriculum). A quality counseling curriculum:
 Consists of planned interventions (as opposed to responsive service). Curriculum activities
are planned learning experiences in which students and counselors interact to achieve
specific results (learning outcomes).
 Is organized in a scope and sequence (delivery schedule).
 Contains clearly-defined results—outcomes students are expected to achieve.
 Is aligned with (helps students achieve) the ASCA and other relevant standards.
 Is an integrated set of activities that engages students and personalizes their learning
experiences.
 Contains opportunities for students to learn content: knowledge to be acquired, skills to be
developed, and attitudes/behaviors to embrace.
 Provides students with opportunities to apply and practice what they are learning in authentic
contexts.
 Contains opportunities for students to demonstrate what they know and can do as a result of
participating in the activity.
 Is capable of generating data on strident progress toward the stated outcomes in the
curriculum and toward ASCA standards.
 Is (or will be) documented.
The counseling curriculum requires clearly articulated standards and competencies that define
what students are expected to achieve. They are based on knowledge and skill requirements for
future success. The statement(s) used to articulate the standards focus on critical aspects of
student development counseling professionals want to impact. For example, Academic Standard
B focuses on an end result students are expected to achieve: “Complete school with the academic
preparation essential to choose from a wide range of substantial post-secondary options,
including college.” (p 102) This standard statement focuses attention on the need for students to
complete school having explored substantial options for their future and made informed
decisions about life after high school.
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Competencies associated with this standard provide examples of what students should know and
be able to do at specified time intervals in relation to their academic preparation. Counseling
curriculum activities, organized in a developmentally appropriate scope and sequence, must be
aligned with relevant standards and competency statements. The purpose of aligning the
curriculum activities with the standards and competencies is to ensure that students are provided
with opportunities to achieve them.
These opportunities are delivered through the counseling curriculum—an integrated set of
planned interventions with students that enable them to acquire knowledge, develop skills and
embrace attitudes/behaviors that lead to success. Assessment processes and instruments to
determine student progress toward stated results are defined for each curriculum activity. It is
important to note that students also work toward many of the defined competencies outside of
the planned counseling program. The counseling curriculum is viewed as the primary delivery
system for standards-based activities because it is a defined set of core activities that is delivered
to all students (scope and sequence) and is most capable of uniform assessment of student
progress toward standards.
Essential Components of Counseling Curriculum Activities
Curriculum Activities Deliver Content
The counseling curriculum delivers content: relevant knowledge, appropriate skills and
attitudes/behaviors that lead to success. The content is organized in terms of curriculum activities
that are delivered in a variety of ways (e.g., whole class, small group). The content is aligned
with the ASCA student standards to ensure that multiple opportunities are provided for students
to progress toward and achieve the counseling standards.
A counseling curriculum consists of a comprehensive set of activities organized in a scope and
sequence that is rigorous and developmentally appropriate. The curriculum activities are
documented. (p 40) To ensure the quality and consistency of the counseling curriculum, each
activity must contain the following:
Activities Provide Opportunities to Learn, Apply and Demonstrate
The counseling curriculum delivered to students can be viewed as opportunities that are provided
in a standards-based learning environment.
 Opportunities to Learn and Apply. The counseling curriculum delivers content which
focuses on relevant knowledge, appropriate skills and attitudes/behaviors that lead to success.
To ensure that students achieve the competencies and standards, they must be provided with
rigorous and meaningful opportunities to acquire relevant knowledge and practice applying it
to real-life situations (skill development). Standards-based curriculum requires that in every
activity students are informed about which standards the activity will help them achieve and
how their progress will be assessed. Counselors do not have to deliver every curriculum
activity. They are encouraged to collaborate with teachers to co-deliver activities based on
common competencies that are relevant to the course requirements and the counseling
program, and to infuse some of the counseling competencies into the regular curriculum.
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 Opportunities to Demonstrate Progress and Proficiency. It is not enough to simply
deliver the content. Student progress toward the counseling standards must be assessed.
Focusing on performance-based assessments (e.g., portfolios), students are asked to provide
compelling evidence that they are making progress toward or have achieved the standards
and competencies within the specified timeframes.
Since the expectation is that students will demonstrate what they know and can do as a result
of the counseling program, counseling professionals are responsible for not only providing
opportunities for students to learn, but also providing meaningful opportunities for them to
demonstrate what they have learned.
Students provide evidence through demonstrations of processes they have learned (e.g., how
to explore and prepare for college and/or careers, how to study better, how to reduce test
anxiety, how to resolve conflicts) and products they have produced (e.g., reports, journals,
individual learning plans, portfolio entries, presentations). When counselors assess the
evidence that students produce, students are placed on a continuum of “no progress” to
“achieving or exceeding the expected result” to determine their proficiency. Proficiency
levels are assigned at the competency level.
 Opportunities to Benefit from Assessment Results. Assessments are embedded in all
counseling curriculum activities. They are tied directly to the expected results for the activity
which are in turn aligned with the ASCA standards. The primary beneficiaries of assessment
results at the curriculum activity level are students (who use it to reflect on their individual
learning plan and make adjustments, if needed) and counselors and teachers (who use it to
reflect on their practice and improve it as needed).
Activities Contain Measurable Results Statements
A “results statement" specifies measurable outcomes that are expected for a particular learning
experience. It is used synonymously with the terms “goal” and “learning objective.” The word
“results” is preferred over “goal” and/or “objective” because it enables more clearly defined
outcomes in terms of observable processes students learn and products they produce. A results
statement is aligned with the ASCA National Standards, that is, it is designed to help students
achieve the standards.
The results statement must be measurable in terms of processes students learn (e.g., scientific
method) and products they produce (e.g., portfolio). Primary areas of focus include knowledge
acquisition, skill development and attitudes/behaviors. For each result students are expected to
achieve, they must be provided with opportunities to demonstrate what they know and can do as
a result of their participation in the activity. Specific measures and indicators of successful
completion are provided for each results statement.
For the statement to be measurable, students need to do something that demonstrates what they
know and can do. They need to be able to demonstrate how they are applying what they have
learned in a variety of contexts. It is not enough to simply transfer information into a student’s
head. Counseling activities need to help students apply what they are learning, to do something
with the information they are receiving and demonstrate what they have learned.
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A meaningful results statement is rigorous, that is, it challenges students to acquire knowledge,
develop skills and embrace the attitudes/behaviors that build character and lead to success.
Activities Have Embedded Assessments
The results students are expected to achieve must be articulated with clarity and communicated
to them along with the ways in which they will be assessed. A results statement should not be
written without specifying what will be expected of students, how they will demonstrate what
they know and can do as a result of their learning, and the instruments that will be used to assess
progress or the successful completion of the activity. Curriculum activities should also contain
data reporting tools so that the impact of delivering the counseling curriculum can be evaluated.
Demonstrating that ASCA Student Standards have been Achieved
This article recognizes that school counseling standards and competencies for students are a vital
component of school counseling programs. Student standards identify the end results they are
expected to achieve. The competencies provide examples of what they should know and be able
to do at specified times. The counseling curriculum has been identified as the primary delivery
system for helping students achieve the standards. What then does it mean to say that a student
has achieved the nine ASCA standards?
Assessments embedded in curriculum activities help provide immediate feedback to students that
help them understand how they are progressing and identify actions they can take to improve.
These activity-specific assessments cannot, by themselves, determine when a student has
achieved any of ASCA’s nine standards. The results of embedded assessment are only a timestamped snapshot of some point along the K-12 learning continuum that leads to graduation. Nor
can the results simply be aggregated to give us a full demonstration of student proficiency in
terms of achieving the end-results.
Common tasks that all students complete are needed. The tasks must allow students to generate
compelling evidence that demonstrates their progress toward the counseling standards. Three
common tasks are recommended:
 An academic plan that demonstrates they are aware of the graduation requirements and the
academic requirements for pursuing post-secondary opportunities.
 A personal plan that demonstrates the ability to plan for one’s future (determining interest
and aptitudes, exploring options and requirements, establishing goals and action steps,
implementing plans and monitoring progress, self-reflecting on progress and challenges).
Goals are established in three developmental domains: academic, career and personal/social.
 Portfolio artifacts that demonstrate proficiency in ASCA’s competencies.
The three common tasks can be used to determine whether a student has achieved the ASCA
student standards. Students work on them all along the learning continuum and culminate in a
final demonstration of proficiency. Achieving the ASCA standards means that a student has:
 Acquired relevant knowledge.
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 Developed appropriate skills (the ability to do).
 Adopted appropriate attitudes and behaviors.
 Applied and transferred knowledge, skills and attitudes in meaningful ways to real-life
contexts.
 Produced compelling evidence of progress and achievement.
Data to be Generated
Results data answers the question: What difference did this make in a student’s life and capacity
to succeed? This is the most important type of data as it addresses student progress toward
ASCA standards over time and across many learning opportunities. Results data focuses on
student work/performance that demonstrates proficiency and achievement of standards. Rigorous
criteria can be used to determine the quality of student work. For example, rubrics or acceptance
criteria can be applied to portfolio artifacts (e.g., student’s description and results of exploring
post-secondary college and career opportunities, resume, written reflections) to determine the
level of proficiency and whether the standards have been achieved. A required list of artifacts,
locally defined, can be used to define what students need to demonstrate that the ASCA student
standards have been achieved.
Perception data provides valuable insights regarding how the counseling program and focus on
achieving standards is perceived by students, counselors, teachers, parents and other involved in
the program. To the extent that perception is reality, it is important to know what people feel
about the program and how it is affecting them.
Process data provides information about the school counseling program. It is important
information in terms of showing multiple opportunities to learn, apply and demonstrate and the
level of participation by key constituencies within the school community. For example, the
number of students that complete their individual learning plans and that successfully complete
portfolio artifact requirements provides process data. Such data is critical to demonstrate that all
students are provided equal access and opportunity to participate in the counseling program.
Translating This Article into Practice
This article calls for a simple language set for ASCA standards-talk and identifies the counseling
curriculum as the primary delivery system for results-based and standards-based activities. What
then are the implications of this article for ASCA, professional school counselors and for student
engagement?
Implications for ASCA
Translating this article into practice means that ASCA, as an organization that represents
professional school counselors and defines standards of excellence for the profession, will
clearly-define its language set for standards-talk and promote it to its members. This will help
provide a common language for discussing this critical aspect of successful comprehensive
school counseling programs.
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The language of the student standards will identify those primary end-results, or outcomes, that
students are expected to achieve through their participation in the counseling program. The
competency statements that support each standard will be observable and measurable in terms of
products students produce and processes they learn and apply.
Standards and competencies will be contextualized in terms of the counseling curriculum and
other learning experiences through which students acquire knowledge, develop skills and
embrace attitudes/behaviors that lead to success.
A repository of curriculum activities that help students achieve the ASCA standards will be made
available. All activities will have embedded assessments and will meet the requirement for
promising and evidence–based practice. Rather than focusing counselors’ attention on a long list
of standard and competency statements, it focuses their attention on delivering rigorous and
substantive opportunities for students to learn, apply and demonstrate their proficiency.
Common tasks (e.g., individual student plans and portfolio artifacts) will be used to determine if
a student has achieved the ASCA standards and the level of proficiency.
ASCA will make the implementation of a standards-based counseling program a professional
development priority. This involves all five types of standards embedded in the ASCA Model.
Implications for Counselor Practice
This article also has implications for counselor practice. The success of a standards-based
program is primarily on the shoulders of counselors in schools. For standards and competencies
to be meaningful to students, they must also mean something to the counselors who are charged
with helping students achieve the standards. Counseling professionals must engage in a
conscious dialog about how to make standards relevant to students, provide them with multiple
learning opportunities and assess their progress and achievement. This requires substantive
professional development and meaningful collaborations with others in the school community,
especially teachers.
A standards-based program must be data-rich and data-driven. To achieve this, school counselors
need to focus on generating two types of data: a) assessing student progress toward ASCA
standards and b) assessing the impact of delivering the counseling program. ASCA provides the
criteria for accomplishing this in its five types of standards.
Professional school counselors need to also think about the impact of their efforts on school
reform by focusing on how they affect graduation rates, retention/dropout rates, number of postsecondary applications, attendance, school climate and student behavior (e.g., bullying,
suspensions)
Implications for Student Engagement
Lists of standards and competencies are useless unless they are contextualized in terms of student
learning, growth and development. In a standards-based school counseling program, students are
given multiple opportunities to learn the standards and competencies, why they are important to
future success and how their progress will be assessed. The standards are clearly linked to the
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What It Means to Be Standards-Based
curriculum content (knowledge, skills, attitudes/behaviors) when it is delivered. Students
understand how what they are learning helps them achieve the standards. The standards are made
relevant to what is emerging in student biographies as they emerge in social interaction. Students
are also given multiple opportunities to reflect on their progress toward standards and
opportunities to demonstrate (produce evidence) that they are achieving the competencies and
standards.
Conclusion
Standards are important because they point to what students should know and be able to do to
have fulfilling and productive lives. School counselors are advocates, coaches and guides who
help students achieve the ASCA standards. They help students grasp the importance of achieving
these standards to their future success.
Professional school counselors recognize that students who acquire the knowledge, develop the
skills and embrace the attitudes/behaviors delivered through the counseling program will have a
better chance of success than those who do not. The ASCA student standards are pathways to
success in the post-secondary world. It is the responsibility of professional school counselors to
help students focus on, progress toward, and achieve the ASCA student standards.
References
American School Counselor Association. (2005) T he ASCA national model: A framework for
school counseling programs (Second edition). Alexandria, VA: Author.
American School Counselor Association. (2008). Position statements. Retrieved from:
http://www.schoolcounselor.org
Campbell, C.A., & Dahir, C.A. (1997). Sharing the vision: The national standards for school
counseling programs. Alexandria VA: American School Counselor Association.
Johnson, S., & Johnson, C. D., & Downs, L. (2006). Building a results-based student support
program. Lahaska Press, Houghton Mifflin Company, Boston, MA.
Johnson, S., & Johnson, C. D., (February 2003). Results-based guidance: A systems approach to
student support programs. ASCA Professional School Counseling, 6:3, 180-184.
Contact Information
Dr. Karl Squier
karlsquier@cox.net
401-726-8954
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