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Spring, 2013 Syllabus
COUN 635-79 School Counseling – online
January 7, 2013 – May 3, 2013
Dr. Laura Gaudet, Professor & Department Chair
Department of Counseling, Psychology, and Social Work
Chadron State College
1000 Main St.
Chadron, NE 69337
Staff Information:
Email
Work Phone
Office
Location
Office Hours
lgaudet@csc.edu
308-432-6332 (Office),
308-432-6330 (School of Education, Human Performance,
Counseling, Psychology and Social Work), 1-800-CHADRON (Switchboard)
Miller 223, Department of Counseling, Psychology & Social
Work
Online 24/7
Monday 10-11am, Tuesday 10-11am, Wednesday 2-3pm, Thursday 1011am, and Friday 10-11am (Virtual).
Description:
COUN 635 School Counseling - Introduces topics to prepare potential school counselors to function
effectively at the elementary or secondary level. The American School Counseling National
Comprehensive Model as applied to school counseling is addressed.
Requirement: None
Topics include, but are not limited to: school law, program development and evaluation, consultation,
appraisal, and ethics
Credit Hours: 3
Required Textbook: School Counseling for the Twenty-first Century. (5th ed.)-- Baker, S. B. & Gerler,
E. R. Upper Saddle River, NJ: Merrill: Prentice Hall, 2008, ISBN 0-13-189037-9
Required: Access to a computer with Internet connection to SAKAI course. It is important to have a
back-up plan in case your computer or Internet connection fails during this course. Computer labs are
located all over campus. If you do not have your own personal computer, find the CSC computer lab that
is closest to you. Missed assignments or missed class/Internet participation will not be excused due
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to computer or Internet problems.
Course Objectives/Student Learning Outcomes: At the end of this course you should be able
to:

Demonstrate knowledge of human growth and development; social and cultural foundations;
helping relationships; groups and group procedures; career and lifestyle development; appraisal;
research and program evaluation; and professionalism.

Describe the problems for school counselors in the areas of mixed allegiances, competing
professional loyalties, and non-counseling functions.

Explain the difference between intervention and prevention programs as a function of an
exemplary school-counseling program.

Discuss the development of school counseling as a profession.

Describe the basic ingredients of information dissemination and processing.

Explain the basic competencies of counselor-initiated referrals and referrals to other
professionals.

Describe the basic ingredients of consultation in school counseling settings.

Explain the importance of school counseling as curriculum programming to meet the need of
children and adolescents.

Discuss the importance of using a developmental perspective when counseling children and
adolescents in school settings.

Give examples of direct and indirect school counseling programs.

Describe the functions of a balanced school-counseling program.

Explain the importance of a balanced school-counseling program.

Explain the legacy of school counselors in the areas of equal opportunity and cultural diversity.

Describe the legal and ethical responsibilities of school counselors.

Give examples of the demand for school counseling accountability in school settings.

Describe the school counselor’s basic assessment competencies.

List and discuss the basic ingredients of school counseling transition enhancement at the K-12
setting (school-to-school; school-to-work; and home-to-school).

Interpret and apply an understanding of the theory and application of developmental
guidance and counseling programs.

Use group dynamics and techniques to conduct classroom instruction and small group counseling
sessions.

Identify and apply best standards of practice in research and evaluation of counseling
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programs.

Describe and apply principles, practices, ethical and legal issues involved in school counseling.
Course Requirements/Methods of Instruction
1. Quizzes – Units 1, 2, 3, 4 (Graded Exam 1) Units 5, 6, 7, 8 (Graded Exam #2) Units 9, 10, 11,
12 (Grade Exam # 3); and Units 13, 14, 15, 16, 17 (Graded Exam #4) for a total of 17. The quizzes must
be completed by their due dates and can be taken only 1 time. They are not for mastery. The quizzes are
30% of your final overall grade. You cannot enter a quiz or exam, exit it, and reenter.
2. Video/Forum/Discussion Board Assignments – There are nine (9) video/discussion board
assignments. Each video/discussion board is worth 100 points for a total of 900 points. Due dates for both
your minimum word count POST (500-300 words) and minimum word count RESPONSE (min. 150
words) for each video/discussion board assignment are located in the SCHEDULE OF ASSIGNMENTS
table. Video/Discussion Assignments (Post & Reply) are 20% of your overall final grade. The
video/discussion assignments are located in the following Unit folders: Unit 1, 3, 6, 8, 11, 13, 14, 15 &
16.
Your word length and WORD COUNT for both your POST AND RESPONSE are required (Word count
= ). To determine your word count, compose your response and reply in WORD, go to TOOLS, then
click on WORD COUNT. (Record your word count at the bottom of your paper before you post it).
3. Essay/Journal Questions - Essay Questions are located in Units 2, 4, 5, 7, 9, 10, 12, & 17. The
essay/journal questions (answer all questions) must be completed by their due dates and can be
completed only 1 time. The essay questions are 20% of your final overall grade. Each essay question
assignment is worth 100 points for a total of 800 points. Due date for your assignment
(600 min. words) for each essay question assignment is located in the SCHEDULE OF ASSIGNMENTS
table. Assignments are to be submitted to the Digital Drop Box. Assignments sent by e-mail will not be
graded.
4. Exams – There are four (4) Exams. Each test/exam is open book, open note and individual effort, and
TIMED (25 questions and 2 and 1/2 hours). Each is worth 100 points for a total of 400 points. Your final
graded exam grade is 30% of your final overall final grade. The Exams are located in Units 4, 8, 12 & 17.
Students cannot enter an Exam, exit it and reenter; they will be locked out.
Students who did not completed an exam during the Exam availability period, did not contact the
instructor ahead of time, and want to have the test reopened for them will receive 10% reduction in grade
if they contact the instructor within 1 week of the test period and if the test has not been released to
students. Students who missed a grade exam and contact the instructor > 1 week after the test availability
period will not have the test reopened for them. Their grade for that exam will be 0%.
5. Data-Driven Assessment in School Counseling Paper (20%) – See the State of Nebraska, Department
of Education School Counseling Assignment handout located in Sakai Assignments and at the end of this
Syllabus. Due in Week 14. See Assignments for specific due date.
Units
COUN 635 –79- COURSE SCHEDULE
Spring, 2013
Assignment
Due Dates
Week 1 – Week of
1. Quiz Unit 1
1. Video/Discussion Board #1 Post
due Jan. 9th, Reply due Jan. 10th.
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January 7th
Unit 1: Chapter 1 - The
School Counseling
Profession.
Week 2 – Week of
January 14th
Unit 2: Chapter 2 School Counseling and
the Challenge of History
Week 3 – Week of
January 21st
Unit 3: Chapter 3 - A
Comprehensive Model
for Professional School
Counseling: A
Balanced Approach.
Week 4 – Week of
January 28th
Unit 4: Chapter 4 Accountability
in School Counseling.
2. Video/Discussion
#1 (100pts) – Post
and Reply
2. Quiz Unit 1 Due Jan. 12th
1. Quiz Unit 2
1. Quiz Unit 2 - due Jan. 16th
2. Essay/Journal Questions
(post only) (100pts)
2. Essay/Journal Questions - Unit
2 - due Jan. 18th
1.Quiz Unit 3
1. Quiz Unit 3 - Due Jan. 23rd
2.Video/Discussion
Board # 2 - (Post min.
300 words; Reply min.
150 words)
2. Discussion Board #2 - Unit 2 –
Post due Jan. 25th; Reply due Jan.
26th.
1. Quiz Unit 4
1. Quiz Unit 4 - Due Jan. 29th.
2. Essay/Journal
Questions Unit 4
2. Essay/Journal Questions - Unit 4 Due Jan. 30th.
3. Reading Assignment:
Data-Driven Assessment
in School Counseling
(paper draft due in Week
12 – Unit 12)
3. Exam #1 - Units 1-4 - Available Jan.
31st to Feb. 2nd
4. Exam #1 - Units 1-4
Week 5 – Week of Feb.
4th
Unit 5: Chapter 5 Legal and Ethical
Responsibilities
in School Counseling.
Week 6 – Week of Feb.
11th
Unit 6:Chapter 6 Advocacy in School
Counseling
Week 7 – Week of Feb.
18th
Unit 7: Chapter 7 -
1. Quiz Unit 5.
1. Quiz Unit 5 - Due Feb. 6th
2.Essay/Journal Questions Unit 5 (500-300 words)
2. Essay/Journal Questions- Unit 5
– Post due Feb. 8th
1. Quiz Unit 6
1. Quiz Unit 6 - Due Feb. 13th.
2. Video/Discussion #3 - Unit
6 (Post (500-300 words) &
Reply (150 words)
2. Video/Discussion #3 - Unit 6 Post due Feb. 15th; Reply due Feb.
16th.
1. Quiz Unit 7
1. Quiz Unit 7 - Due Feb. 20th
2. Essay/Journal Questions -
2. Essay/Journal Questions – Unit 7
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Leadership and
Collaboration in School
Counseling
Unit 7
– Post Due Feb. 22nd
Week 8 – Week of Feb.
25th
1. Quiz Unit 8
1. Quiz Unit 8 - Due Feb. 26th.
2. Discussion Board # 4 Unit 8
2. Discussion Board #4 - Unit 8 Post due Feb. 27th; Reply due Feb.
28th.
Unit 8: Chapter 8
Prevention
Programming in School
Counseling: Serving All
Students Proactively.
3. Exam #2 - Units 5-8
3. Exam #2 - Units 5-8 – March 1st to
March 3rd
Week 9 – Week of March 1. Quiz Unit 9
4th
2. Essay/Journal Question
Unit 9: Chapter 9 Unit 9 (Post only)
Individual and Group
Counseling:
Responding to Selected
Needs in Schools.
1. Quiz Unit 9 – Due March 6th
Week 10 – Week of
March 11th
1. Quiz Unit 10
1. Quiz Unit 10 – Due March 13th.
2. Essay/Journal Questions –
Unit 10. Post only 500-300
words.
2. Essay/Journal
Entry – Unit 10. Post March 15th.
1. Quiz Unit 11
1. Quiz Unit 11 - Due March 20th.
2. Video/Discussion Board #5
- Unit 11
2. Video/Discussion Board #5 – Post
due March 22nd; Reply due March
23rd.
1. Quiz Unit 12
1. Quiz – Unit 12 – Due March 26th
2. Essay/Journal EntryUnit 12. Post only (500-300
words)
2. Essay/Journal Entry Unit 12 –
Post due March 27th.
Unit 10: Chapter 10 Referral and
Coordination in School
Counseling
Week 11 – Week of
March 18th
Unit 11: Chapter 11 School Counselor
Consulting: A Bridge
Between Prevention and
Intervention.
Week 12 – Week of
March 25th
Unit 12: Chapter 12 Assessment in School
Counseling.
3. Exam #3 - Units 9-12.
Week 13 – Week of April 1. Quiz Unit 13.
1st
2. Video/Discussion Board #6
Unit 13: Chapter 13 -
2. Essay/Journal Question Unit 9
Post due March 8th
3. Exam #3 - Units 9-12.
Available March 28th to March
30th.
1. Quiz Unit 13 – Due April 3rd.
2. Video/Discussion Board #6 - Post
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Inventing a School
Counseling Program
Online.
- Unit 13 (Post & Reply)
due April 5th; Reply due April 6th.
Week 14 – Week of April 1. Quiz Unit 14
8th
2. Video/Discussion Board #7
Unit 14: Chapter 14 - Unit 14 (Post & Reply)
Beyond the Training
3. Final Paper: School
Program: A School
Counseling Competencies
Counseling Career.
and Indictors (Assignment
due Week 14)
1. Quiz Unit 14 - Due April 10th.
Week 15 – Week of April 1. Quiz Unit 15
15th
2. Video/Discussion Board #8
Unit 15: Appendix C - Unit 15 (Post & Reply)
Key Components of the
National Standards for
School Counseling
Programs.
1. Quiz Unit 15 - Due April 17th.
Week 16 – Week of April 1. Quiz Unit 16.
22nd
2. Video/Discussion Board #9
Unit 16: Appendix F - Unit 16 (Post & Reply)
ACA Code of Ethics.
1. Quiz Unit 16 – due April 24th
Week 17 – Week of April 1. Quiz Unit 17.
29th
2. Essay/Journal Question Unit 17: Appendix G Unit 17.
Ethical Standards for
School Counselors.
3. Graded Exam # 4 (Units
13-17)
1. Quiz Unit 17 – Due April 29th.
2. Video/Discussion Board #7 - Unit
14 Post due April 11th; Reply due April
12th.
3. Final Paper: School
Counseling Competencies and
Indictors (Assignment due Week
14) – Due April 14th
2. Video/Discussion Board #8 - Unit
15 Post due April 19th; Reply due
April 20th.
2. Video/Discussion Board # 9 Unit 16 – Post due April 26th; Reply
due April 27th.
2. Essay/Journal Question - Unit 17
- due April 30th.
3. Graded Exam # 4, Units 13-17,
Available April 30th to May 2nd.
Grading Policy
1. Attendance & Active Participation.
2. Quizzes (17)
3. Video/Forum/Discussion Board Assignments (9)
4. Essay/Journal Questions (8)
5. Exams (4)
6. School Counseling Competencies and Indicators Paper (1) (see Assignment Folder)
Grading Rubric – All Online Classes
Exams/Tests = 30%
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Quizzes = 20%
Video Forum/Discussions = 15%
Essay/Journal Questions = 15%
School Counseling Competencies and Indicators Paper = 20%
I. Video Forum/Discussion (15%, Submit to Forum/Discussion Board; Posts & Reply) - Grading Rubric.
100% - Full discussion on Post (min. 500-300 words); Reply min. min. 150 words); Thorough discussion
of issue or question; Post and Reply completed by required due dates (min. number of words). Excellent
writing mechanics (complete sentences, correct spelling, and grammar/punctuation).
90% - Post complete/Reply incomplete (completed by due date) OR Post incomplete/Reply complete
(completed by due date) (min. number of words); discussion is not thorough. Good writing mechanics
(complete sentences, correct spelling, and grammar/punctuation).
80% - Post & Reply - discussion (Post or Reply is less than min. word count); OR Post OR Reply is not
thorough; discussion does not address all questions or issues; OR Post or Reply is late (less than 1
week). Good writing mechanics (complete sentences, correct spelling, and grammar/punctuation).
70% - Post & Reply - Discussion on Post AND Reply is not thorough and discussion does not address all
questions or issues. Work is less than 1 week late. Fair writing mechanics (complete sentences, correct
spelling, and grammar/punctuation).
60% - Post & Reply - Discussion on Post AND Reply is not thorough and discussion does not address all
questions or issues. Work is less than 1 week late. Poor writing mechanics (complete sentences, correct
spelling, and grammar/punctuation).
0% - No Post or No Reply (late more than 1 week). Work more than one week late will not be accepted
for a grade.
II. Essay/Journal Questions (15%; Post only required)
100% = Full discussion on all essay questions (min. word count 500-300 for all essays); Thorough
discussion. Excellent writing mechanics (complete sentences, correct spelling, and grammar/punctuation).
90% = Discussion on all essay questions OR discussion on some essay questions (min. word count 500300 words) is not thorough. Good writing mechanics (complete sentences, correct spelling, and
grammar/punctuation).
80% = Discussion < min. wd. count of 500-300 words OR discussion is not thorough OR discussion does
not address all essay questions. Discussion is late < less than 1 week. Good writing mechanics (complete
sentences, correct spelling, and grammar/punctuation).
70% = Discussion on essay questions < min. wd. count. Discussion is not thorough; discussion does not
address all questions or issues. Work < 1 week late. Fair writing mechanics (complete sentences, correct
spelling, and grammar/punctuation).
60% = Discussion on essay questions < min. wd. count. Discussion is not thorough; discussion does not
address all questions or issues. Work < 1 week late. Poor writing mechanics (complete sentences, correct
spelling, and grammar/punctuation).
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0% = Essay questions are late more than 1 week. Work more than one week late will not be accepted for
a grade.
III. Quizzes – Grading Rubric (20%, Assignment completed only one time)
5/5 = 100%
4/5 = 80% 3/5 = 60%
2/5 = 40% 1/5 = 20%
Note: Quizzes that only have 4 questions will be scored in a similar way (4/4 = 100%, ¾ = 75%, 2/4 =
50%, and ¼ = 25%).
IV. Graded Tests/Exams (30% of final grade; completed only one time).
1. All tests will cover 4 or 5 chapters.
2. The final test grade for the course (30% of the final overall grade), will be determined by adding all
tests scores and dividing by the total number of tests.
3. Request for make-up exams/tests or quizzes: Make-up tests/exams or quizzes taken after the required
exam dates = Reduction of -10% for every week test is taken after required test dates (i.e., 1 week = -10%
more than 1 week = make-up test cannot be taken).
4. Make up tests (Graded Exams taken outside of the required testing period), without penalty, may
only be taken if students notify the instructor before the test due date.
* Students who do not contact the instructor during the test availability dates, for test modification, will
be penalized according to the grading rubric.
Final Grades
90 – 100 points A
80 – 89 points B
70 – 79 points C
60 – 69 points D
Below 59 points F
The Visionary Leader Model, Education Unit Conceptual
Framework
This course supports the conceptual framework, Developing as Visionary Leader for
Lifelong Learning, through the following components:
Component
Activity
Thinking Skills - Critical analyses of class discussions of concepts and current research.
Human Relations and Diversity - Study of individual differences among students; sharing of
personal information as needed; discussion of student dysfunctions and family dynamics as
appropriate.
Assessment – On-going evaluation through short quizzes and brief writing assignments; discussion of the
use of assessment with the counseling setting.
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Communication - Cooperative learning groups; discussion of appropriate interventions and prevention
strategies with problem students; case studies.
Methodology/Technology - Assessment techniques; principles of consultation; development of guidance
programs; basic and intermediate counseling skills.
Professionalism - Discussions related to ethical and legal responsibilities pertaining to consultation and
program development
STUDENT WORK RESPONSIBILITY
1. Late Work Policy - For 16 week Semesters: 1 week = reduction in 1 point (i.e., 4/5 would equal 3/5
points or 9/10 would equal 8/10). Work that is more than 1 week late will receive no credit (i.e., 0/5
points or 0/10). For Summer Sessions: work that is 1-2 days late will have 1 grade reduction; work that is
3 or more days late will not be accepted. Assignments will not be accepted by e-mail.
2. Attendance Policy - Attendance is the same as participation and is expected every day there is an
assignment requiring a Discussion Board posting, mastery exam or graded exam assignment. Students
should expect to participate in this online class 5-6 times per week. Watch the DUE DATES for each
assignment! Students with conflicts or concerns about any posted due dates, should contact the instructor
ahead of time to determine if the online schedule can be modified for their needs.
Students, who fail to do this, will not have the testing or assignment schedule modified for them. Students
who are inactive in the e-SAKAI course (as determined by e-User Activity) for 5 or more days in a row
(for 4 week compressed time courses) or are inactive in the class for 9 or more days in a row (for 16-week
classes) will have their final grade for the course lowered by one full letter grade at the end of the
semester. Students who are inactive for an additional period of course time (see above) will have their
overall final course grade (additionally) lowered to reflect their course inactivity.
3. Test Security - Do NOT e-mail other students about a quiz or exam question, concern or problem while
the exam is ongoing. Do NOT e-mail other students about the quiz or exam after the exam is over. This is
a violation of test security. Please e-mail the instructor if you have a question or concern; do not discuss
your concern with other students. Please see your syllabus about this problem.
4. Student Work Policy
a.
It is the student’s responsibility to submit their work in the format required by the class (Word) or
another method (cut and paste; rich text format, etc.).
b.
It is the student’s responsibility to check their Online Grade Book and determine whether
assignments have been graded by the instructor. Students should also check to see if messages have been
left for them by the instructor in the online grade window.
c.
It is the student’s responsibility to contact the instructor in a timely manner to determine if work is
not acceptable and if it can still be turned in for a grade. (See the Late Work Policy and your Student
Grade Book).
d.
As your course is a three credit course, it is the student’s responsibility to spend at least 3 hours per
week in the online e-college course with additional time off-line in the textbook (2-3 hours per credit
hour).
5. Plagiarism - Any attempt to copy or represent someone else’s work as your own will result in
automatic failure of the discussion (0%). Plagiarism is cheating and will automatically result in a 0% for
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the forum, quiz, exam or assignment, a second case of plagiarism will result in automatic failure of the
class.
According to http://telecollege.dcccd.edu/library/Module4/M4-VII/plagar.htm Plagiarism occurs when
one steals or uses the ideas or writings of another and presents these writings or ideas as his or her own.
Stephen Wilhoit’s article titled "Helping Students Avoid Plagiarism" in College Teaching (Fall 1994,
pages161-164) lists the following types of plagiarism:
 "Buying a paper for a research service or term paper mill.

Turning in another student's work without that student's knowledge.

Turning in a paper a peer has written for the student.

Copying a paper from a source text without proper acknowledgment.

Copying materials from a source text, supplying proper documentation, but leaving
out quotation marks.

Paraphrasing materials from a source text without appropriate documentation."

Turning in a paper from a "free term paper" website.
Test Security - Do NOT discuss the quizzes or graded exam questions. This is unethical behavior and
a violation of test security. If you have questions or concerns about any quizzes or test items, e-mail or
call me. I will respond to all questions after the quiz or graded exam is over.
6. Attendance – Attendance is the same as participation and is expected every day there is an assignment
due. Students who are absent in the class or inactive in the SAKAI course, will be in danger of having
their final grade for the course lowered by one full letter grade at the end of the semester. Students who
have multiple problems with inactivity may have their final grade lowered two or more letter grades.
Please watch your attendance in this class! Students with emergencies (death of a relative; hospital visit),
during any posted due dates, should contact the instructor immediately. In the case of emergencies, this
contact must be made before assignments are due!
7. E-college Civility – Civility is expected and required in all class discussion formats – discussions in
class, discussions with the instructor and other students, e-mails to other student or e-mails to the
instructor. Students with concerns about the class or assignment schedule should contact the instructor
personally at the instructor’s e-mail address, office, or phone number. If you have a question about a test
item, please send me an e-mail or call me about the test question. I will respond to your question after the
exam is over for the class.
CHADRON STATE COLLEGE - IMPORTANT
INFORMATION
A. Student or Teacher Candidate Behavior:
Academic Honesty – Students and teacher candidates are expected to conduct themselves in conformance
with the highest standards in regard to academic honesty. Violations of college, state, or federal standards
with regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students and
teacher candidates violating such standards will be subject to discipline, as per campus policies articulated
in the Student Handbook. Please request a copy of the Student Handbook from the Dean of Students
(Crites 6280).
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Attendance Policy – The College assumes that students and teacher candidates will seek to profit from the
institutional program and will recognize the importance of attending every class meeting of the course for
which credit is expected. Responsibility for notifying faculty of absences and for arranging potential
make-up rests with the candidate.
Civility – Civil behavior enhances the academic setting and is expected at all times. The academic
environment welcomes a difference of opinion, discourse, and debate within a civil environment.
PLEASE show civility, PROFESSIONALISM, and e-courtesy in ALL DISCUSSION BOARD
ASSIGNMENTS – POSTING AND RESPONSES.
B. Nondiscrimination Policy/Equal Educational and Employment Policy:
Chadron State College is committed to an affirmative action program to encourage admission of minority
and female students and to provide procedures which will assure equal treatment of all students. The
College is committed to creating an environment for all students that is consistent with nondiscriminatory
policy. To that end, it is the policy of Chadron State College to administer its academic employment
programs and related supporting services in a manner which does not discriminate on the basis of gender,
race, color, national origin, age, religion, disability, or marital status. Student requests for reasonable
accommodations based upon documented disabilities should be presented within the first two weeks of
the semester or within two weeks of the diagnosis, to the Disabilities Counselor (432-6461, Crites 338).
C. Diversity:
Chadron State College aspires to create a safe and diversity sensitive learning environment that respects
the rights, dignity, and welfare of students, faculty, and staff. Diversity includes the fair representation of
all groups of individuals, the inclusion of minority perspectives and voices, and appreciation of different
cultural and socioeconomic group practices. We aspire to foster and maintain an atmosphere that is free
from discrimination, harassment, exploitation, or intimidation. Courses will strive to provide opportunity
for all students to discuss issues of diversity including, but not limited to, ethnicity, gender, disability, and
sexual orientation.
D. Intellectual Real Estate/Copyright Notice:
Reproduction of copyrighted material is governed by Copyright Law of the United States (Title 17,
United States Code). Under conditions of this law, students may copy materials for research or
scholarship purposes as long as the copyright holder is cited. In teaching situations, parts of copyrighted
material may be used under the ‘fair use’ guidelines, but only once, and the copyright holder must be
cited. Unauthorized use may be liable for copyright infringement.
E. Use of Technology:
Students are encouraged to use the technical resources provided in Chadron State College facilities to
support, enhance, and expand their learning activities. Chadron State College recognizes that learning is a
unique human endeavor best achieved through the interactions of instructors and students. Technology is
best used when it supports and enhances teacher – student as well as student – student interactions.
In addition to the Chadron State College (CSC) policies described above, this course, like other courses in
the Counseling program, requires that students maintain absolute confidentiality regarding all personal
material revealed in class. Any breach of confidentiality will be considered a serious ethical and academic
violation.
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COUN 635 – School Counseling
School Counseling Competencies and Indicators Assignment
(Worth 20% of your course grade)
School Counseling Competencies and Indicators Assignment
1. Go to the State of Nebraska, Department of Education, School Counseling
website. Review and become familiar with the information found there:
http://www.education.ne.gov/CARED/NEModel/index.html
Introduction
Foundations:
Beliefs and Philosophy
Mission Statement
Standards
Delivery System:
School Guidance Curriculum
Individual Student Planning
Responsive Services
System Support
Management System:
Agreements
Advisory Council
Use of Data
Action Plans
Use of Time Calendar
Accountability:
Results Reports
School Counselor Performance Standards
The Program Audit
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2. Go to and Review: The Nebraska School Counseling Model
Website: http://www.education.ne.gov/CARED/NEModel/index.html
Click on the website; review each section of the ASCA model.
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3. Go to “Local/State/National Standards Criteria.” Review and become
familiar with the competencies and indicators criteria:
Website: http://www.education.ne.gov/CARED/NEModel/standards.html




Essential Learning/Goals/Standards have been written for the K-12 school counseling program
Essential Learning/Goals/Standards reflect national, state, and local criteria
Identifies a framework for organization of school counseling program lessons and activities
Identifies the developmental structure for K-12 program and what is to be measured
Competencies
Competencies are knowledge, attitudes, or skills that are observable and can be transferred from
a learning situation to a real life situation and can have measurable results. Competencies are
directly related to the Essential Learning/Goals/Standards in the school counseling program.
Competencies/Indicators Criteria:




Competencies directly relate to the 3 domains of academic, career, and personal/social
development
Developmentally appropriate student competencies are specified for each grade level
Competency selection is based on data and are measurable or observable
Competencies are a direct link in the relationship between the school counseling mission, the
school districts educational mission and expected students results
Adapted from the ASCA National Model & the Nebraska School Counseling Guide
Tools for Local/State/National Standards
1. Nebraska Career Development Curriculum Chart (PDF) or (Word)
2. Nebraska Academic Curriculum Chart (PDF) or (Word)
3. Nebraska Personal/Social Curriculum Chart (PDF) or (Word)
Download each of these Local/State/National Standards Curriculum Charts. You
will use this information to complete your assignment.
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4. State of Nebraska, School Counseling, Action Plan Criteria
Website: Delivery System, Action Plans,
http://www.education.ne.gov/CARED/NEModel/action_plans.html
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Determined by the school counseling team during a planning meeting
Aligned with the program's goals and competencies
Address all 3 domains: academic, career, and personal/social development
Plans include:
◦domain
◦standard and competency
◦description of lesson materials to be used
◦data/time to be completed
◦who is responsible for delivery
◦how it will be evaluated
◦expected result
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Action plans are completed in the spring for the next school year
Written action plans are on file with director of school counseling program
Tools for Action Plans
1. School Counseling Program Action Plan Form: (PDF) or (Word)
2. Action Plan for Closing the Gap/School Improvement Goals Form: (PDF) or (Word)
Download both of these Action Plan Forms (1) School Counseling Program
Action Plan Forum and (2) Action Plan for Closing the Gap/School Improvement
Goals Form). (Right click to download forms)
You will use these forms to complete your assignment.
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COUN 635 – School Counseling
School Counseling Competencies and Indicators Assignment
(Worth 20% of your course grade)
Instructions:
To successfully complete this School Counseling Competencies and Indicators Assignment, you
need to complete and submit the following materials (to the School Counseling Competencies
and Indicators Assignment Folder):
I.
Title Page
 Tile of paper (Title of this assignment)
 Your full name
 Number and name of this class
 My full name
 Semester and year of this class
 Double spaced, correct spelling, etc.
II. ASCA & NDE School Counseling Materials – Steps to complete this assignment:
A. National and NDE (NE, Department of Education) School Counseling
i.
Review the State of NE, Department of Education, School Counseling, Mission Statement Website:
http://www.education.ne.gov/CARED/NEModel/mission.html
ii.
Review the State of NE, Department of Education, School Counseling, Foundation, Competencies
and Indicators Statement website:
http://www.education.ne.gov/CARED/NEModel/standards.html
 Locate the three domains: Academic Development, Career Development and Personal Social
Development.
B. Select only one domain to address (Academic Development, Career Development OR Personal
Social Development)
i.
Review the example: ASCA National Standards Competencies and Indictors handout from
Ohio School Counseling Program Model). This Ohio School Counseling model only addresses
the first two standards of Academic Development and Career Development.
III. School Counseling Competencies and Indicators Assignment
A. Complete and submit the following materials for your final School Counseling
Competencies and Indicators assignment (along with your title page). Make sure you
follow the American Psychological Association (APA) Style Manual (http://apastyle.org)
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B.
Develop ALL the forms/materials (Competencies and Indicators; Closing the Gap, Action
Plan Worksheet, and School Counseling Action Plan) for the students at your school
and grade level. If you are not currently working in a school, you will have to be
creative in this assignment! All submitted materials should correlate with one another
and represent one specific group of students.
C. Final Assignment Materials (submit All the following materials):
Required: Title page; Not Required: Abstract; Reference Page.
1. ASCA National Standards Competencies and Indicators – Select only one domain
(Academic Development, Career Development OR Personal Social Development) (See
the example from Ohio School Counseling Program Model attachment). Complete ALL
three indicators for your selected domain (See the ASCA National Model attachment).
2. Closing the Gap, Action Plan Worksheet – Identify the group of students you developed
your Academic, Career OR Personal/Social Domain to assist (see #1). Make sure the
information on this worksheet addresses those specific students and that specific
domain (see #1). You should provide specific and extensive detail about each of these
worksheet sections (Students, Objectives, Activities, Measurement). A 1-2 sentence
response is not extensive enough for this worksheet!
3. State of NE, School Counseling Action Plan – Fill in All sections and identify the
following: grade level, domain standard and competency; description: Lesson and
Materials, etc.). Make sure the information on this action plan corresponds to the
specific domain you selected (see #1) and action plan worksheet you submitted.
4. State of NE, School Counseling Action Plan for Closing the Gap/School Improvement
Goals - Assume your School Counseling Action Plan has been operating in your school
for at least 6 months. Now, it is time to evaluate your Action Plan and determine which
interventions were successful, what resources were needed and which domains were
addressed (etc.). Fill in All sections and identify the following: Intention of intervention
and expected results; school counseling domain, standard and competency; activity
type, resources needed, etc.). Make sure all the information on this form corresponds to
the specific domain you selected (see #1), the action plan worksheet, and Closing the
Gap form you submitted.
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COUN 635 – School Counseling
School Counseling Competencies and Indicators Assignment
(Worth 20% of your course grade)
Grading Rubric
(Follow this format; include all sections; this is how you will be graded)
Grading Rubric & Weights (Worth 100% or 20% of final course grade)
A. Title Page
1. Title of paper (Title of assignment)
2. Your full name
3. Number and name of this class
4. My full name
5. Semester and year of this class
6. Double spaced, correct spelling, etc. See the APA Style Manual (Worth 10 points)
B. ASCA National Standards Competencies and Indicators (See the example from Ohio School
Counseling Program Model)
(Worth 20 points)
1. Addresses only one domain (Academic Development, Career Development OR
Personal/Social Development) and ALL three indicators (for that specific domain).
C. Closing the Gap, Action Plan Worksheet (Use the State of NE, Closing the Gap, Action Plan
Worksheet)
(Worth 20 points)
1. The form should correlates with the selected domain and indicators addressed in #1. The
form should be filled out in an extensive and complete manner!
D. State of NE, School Counseling Action Plan (Use the State of NE, Counseling Action Plan)
1. The form should correlate with the selected domain and indicators addressed in #1, as
well as the Closing the Gap, Action Plan Worksheet. The form should be filled out in an
extensive and complete manner!
(Worth 25 points)
E. State of NE, School Counseling Action Plan for Closing the Gap/School Improvement Goals
(Use the State of NE, Action Plan for Closing the Gap/School Improvement Goals form)
1. The form should correlate with the selected domain and indicators addressed in #1, as
well as the Closing the Gap, Action Plan Worksheet. The form should be filled out in an
extensive and complete manner!
(Worth 25 points)
Total: _________/100% (20% of course grade)