ASCA National Model

A Framework for School Counseling Programs

THIRD EDITION

ONE VISION ONE VOICE

C2 • A S C A N AT I O N A L M O D E L
ASCA National Model
A Framework for School Counseling Programs

THIRD EDITION

ONE VISION ONE VOICE

Citation Guide

When citing from this publication, use the following reference:

American School Counselor Association (2012). The ASCA

National Model: A Framework for School Counseling Programs,
Third Edition. Alexandria, VA: Author.

Copyright 2012 by the American School Counselor Association.

The American School Counselor Association (ASCA) supports school counselors’ efforts to
help students focus on academic, personal/social and career development so they achieve
success in school and are prepared to lead fulfilling lives as responsible members of society.
ASCA, which is the school counseling division of the American Counseling Association,
provides professional development, publications and other resources, research and advo-
cacy to professional school counselors around the globe. For more information, visit
www.schoolcounselor.org.

The ASCA National Model® and the ASCA National Model diagram are registered trade-
marks of the American School Counselor Association.

1101 King St., Suite 625, Alexandria, VA 22314

(703) 683-ASCA, (800) 306-4722, fax: (703) 683-1619

www.schoolcounselor.org
ISBN 978-1-929289-32-5
Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xii

I. The ASCA National Model Themes

Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Systemic Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

II. Foundation
Program Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Vision Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Program Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Student Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
ASCA Student Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Other Student Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Professional Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
ASCA School Counselor Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
ASCA Ethical Standards for School Counselors . . . . . . . . . . . . . . . . . . . . . . .30

A S C A N AT I O N A L M O D E L • iii
III. Management
Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
School Counselor Competencies Assessment . . . . . . . . . . . . . . . . . . . . . . . . .41
School Counseling Program Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Use-of-Time Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Annual Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Advisory Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Use of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
School Data Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Program Results Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Action Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Calendars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

IV. Delivery
Direct Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
School Counseling Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Individual Student Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Responsive Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Indirect Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Referrals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Consultation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

V. Accountability
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
School Data Profile Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Use-of-Time Analysis Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Program Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Analysis of the Curriculum Results Report . . . . . . . . . . . . . . . . . . . . . . . . . .103
Analysis of the Small-Group Results Report . . . . . . . . . . . . . . . . . . . . . . . . .103
Analysis of the Closing-the-Gap Results Report . . . . . . . . . . . . . . . . . . . . . .104
Sharing Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Evaluation and Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
School Counselor Competencies Assessment . . . . . . . . . . . . . . . . . . . . . . . .105
School Counseling Program Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
School Counselor Performance Appraisal . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Program Goal Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

iv • A S C A N AT I O N A L M O D E L
Where to Start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

Appendix
Changes in the Third Edition of the
ASCA National Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
Index of Special Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Use-of-Time Comparison for Delivery
of the School Counseling Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
Fundamental Questions and Principles from the
Theory Behind the ASCA National Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
Recognized ASCA Model Program (RAMP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147
School Counselor Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160

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The ASCA National Model diamond graphic is a registered trademark of the American School Counselor Association
and may not be reprinted or modified without permission.

vi • A S C A N AT I O N A L M O D E L
 Listen to a podcast with Norm Gysbers
about the history of school counseling.

Preface
EMBRACE THE PAST, WELCOME THE FUTURE:
A BRIEF HISTORY OF SCHOOL COUNSELING

By Norman C. Gysbers, Ph.D., Curators’ Professor, University of Missouri – Columbia

School counseling is 100-plus years old. It evolved shaped by various economic, social and
educational forces guided by the work of many individuals. The ASCA National Model,
first published in 2003 and now in its third edition, is a product of this evolution. By em-
bracing knowledge from the past, we can learn how school counseling evolved from a posi-
tion, to a service, to a program, the organizational concept embedded in the ASCA
National Model. By welcoming the future we can combine the insights gained from the
past with new knowledge, enabling us to continue to develop and fully implement compre-
hensive school counseling programs in every school district in the country.

School counseling as we know it today began as vocational guidance in the early 1900s. It
was established in schools as a position occupied by administrators and teachers. No orga-
nizational structure was provided other than a list of duties. In the 1920s school counseling
began to change, shaped by the mental hygiene, psychometric and child study movements.
As a result, a more clinically oriented approach to school counseling emerged. This sig-
naled a shift away from economic issues to psychological issues with an emphasis on coun-
seling for personal adjustment.

During the 1930s, discussion took place concerning the various personnel responsible for
school counseling, the duties they performed, and their selection and training. A major mile-
stone occurred with the creation of a new organizational structure called pupil personnel
services. Within that structure, the concept of guidance services emerged. The field of school
counseling had moved from a position with a list of duties to a position with a list of duties
organized by guidance services all under the overall structure of pupil personnel services.

A S C A N AT I O N A L M O D E L • vii
The 1940s and 1950s saw the expansion and extension of counseling in the schools. The
literature during years 1941–1945 focused on contributions to the war effort. After 1945,
attention returned to the need for counseling in the schools and on ways to improve the
services provided. The selection and training of school counselors also received attention
and support with the passage of the Vocational Education Act of 1946 and the National
Defense Education Act (NDEA) of 1958. In addition, the American School Counselor As-
sociation was established in 1952 as a division of the American Personnel and Guidance
Association. Now school counselors had a national organization and a voice in national af-
fairs.

A major issue being debated in the 1960s and 1970s concerned the nature of school coun-
seling. Was it more psychological in nature featuring counseling as a major intervention?
Was it more educational in nature featuring a broader array of interventions including
counseling but also information, assessment, placement and follow-up activities?
Although school counseling at the elementary level had been discussed previously, it wasn’t
until the 1960s that it became a reality. NDEA, amended in the 1960s, stimulated training
practices and procedures that set elementary school counseling apart from secondary
school counseling. The 1960s and 1970s also witnessed increasing concern about the serv-
ices model of school counseling. Calls for change came from a variety of sources ending up
in the beginning development of a comprehensive program approach to school counseling.

The concept of a program for school counseling began to take form in the 1960s and
1970s and then became a major way to organize and manage school counseling in the
schools in the 1980s, 1990s and into the 21st century. During this time many states devel-
oped state models. Training programs to help personnel in school districts plan, design and
implement comprehensive school counseling programs also were initiated.

The role and functions of school counselors was of concern during the 1980s and 1990s.
Some writers advocated the role of human development specialist; others recommended the
role of change agent. Predominating roles were coordinating, counseling and consulting.
Tied to the role and function issue was the issue of terminology. Is it guidance, guidance
and counseling or school counseling?

Although progress was made in developing, implementing and evaluating comprehensive

school counseling programs in the first decade of the 21st century, discussion continued
about program purposes and the work of school counselors. Should the focus be educa-
tional (academic), vocational (career) or personal/social (mental health)? Some writers fo-
cused on academic achievement and career but not personal/social or mental health. Other
writers urged the opposite with mental health issues needing more attention. Still other
writers urged the adoption of a holistic approach emphasizing attention to all three areas.

During this same decade discussion about program purposes and school counselors’ roles
continued with some writers emphasizing an advocacy change agent focus. Others talked
about the need to emphasize collaboration. Still others recommended school counselors do
more indirect work and less direct work with students. Finally there was a movement for
school counselors to become more data-oriented, using data to identify school concerns
and student needs.

viii • A S C A N AT I O N A L M O D E L
The development and implementation of school counseling programs across the country
grew in the first decade of the 21st century. This growth was stimulated by the publication
of the ASCA National Model in 2003 and its adoption by many states and school districts.
A second edition was published in 2005.

As the second decade of the 21st century began, an ongoing issue for school counseling
was accountability. Although this has been part of professional discussion since the 1920s,
and much work was done over the ensuing years, there is a renewed sense of urgency today
concerning accountability. The literature makes it clear that evaluation is here to stay and
needs to be designed and carried out to not only demonstrate effectiveness but also to im-
prove the work of school counselors.

What will the next 100 years be like? No one knows for sure, but if the next 100 years are
like the first 100 years, school counseling will continue to evolve. The forces that shaped
school counseling so far will continue to do so, and discussion about purposes and organi-
zation will continue. So, while no one knows what the future holds, current literature sug-
gests that at least for the near future students and their parents in school districts across the
country will continue to benefit from having fully implemented school counseling pro-
grams. Embrace the past, welcome the future.

This article was adapted from material in Gysbers, N. C. (2010), Remembering the Past, Shaping the Future: A History
of School Counseling. Alexandria, VA: American School Counselor Association.

A S C A N AT I O N A L M O D E L • ix
Introduction
This third edition of “The ASCA National Model: A Framework for School Counseling
Programs” is a logical progression in the journey of the school counseling profession. As
Norm Gysbers describes, the history of school counseling has been fraught with many
twists and turns, leaving a trail littered with artifacts of each change of direction. As a re-
sult, the role of school counselors and school counseling had not been clearly understood
among school staff, administrators, parents and even among school counselors themselves.
Consequently, school counseling differed enormously from state to state, district to district
and even school to school. The effectiveness of school counseling also was inconsistent.

In 2001, ASCA initiated efforts to reconcile all the developments in the profession during
the previous 100 years. A group of theorists, practitioners and other school counseling ex-
perts was convened to help the profession progress along its path. The group agreed that a
model was needed to help all school counselors become valuable contributors to the ac-
complishment of their school mission.

Two years later, in 2003, the first edition of the ASCA National Model was published to
serve several purposes.
■ The ASCA National Model helped move school counseling from a responsive service
provided for some students to a program for every student. School counseling programs
don’t address just the highest or lowest performing students or those experiencing a
crisis or other need at a given time. The ASCA National Model reinforced the idea that
school counselors help every student improve academic achievement, navigate personal
and social development and plan for successful careers after graduation.
■ The ASCA National Model provided uniformity to standardize school counseling
programs across the country. Although flexibility is built in to allow school counselors
to customize the program to meet the individual needs of their students, the ASCA
National Model provides a framework of components that all school counseling
programs should exhibit.

x• A S C A N AT I O N A L M O D E L
■ The ASCA National Model helped to re-establish school counseling as a crucial
educational function that is integral to academic achievement and overall student success.
The objective of school counseling is to help students overcome barriers to learning.

The ASCA National Model also required school counselors to think in terms of new para-
digms. School counseling programs need to be comprehensive in scope, results-oriented in
design and developmental in nature. The transition from service to program necessitated
that school counselors become leaders to manage the program. To do this, school coun-
selors could no longer operate in isolation. They need to collaborate with other school
staff, parents, community resources and students. Because school counseling cuts across all
curricular areas, school counselors often are the only adults who have a big picture of the
students; therefore school counselors need to advocate for their students to allow students
to become successful. That advocacy and other work of school counselors should lead to
changes in the school culture to create the optimal environment for learning.

Since the ASCA National Model was first introduced, ASCA staff has received thousands
of comments, many suggesting changes that could clarify some confusion in language and
help it become easier to read and implement. Staff compiled the changes into a revised
draft, which was sent to an advisory committee of practicing school counselors and profes-
sors of school counseling, including Trish Hatch and Judy Bowers, authors of the original
ASCA National Model. Comments from the advisory committee were incorporated into a
revised draft, which was posted for public comment. Changes suggested through the public
comments were used to develop this third edition.

Some of the major changes from the previous edition include expanded sections about the
four themes of leadership, advocacy, collaboration and systemic change. There also are spe-
cial topics that discuss various components of the ASCA National Model in greater detail.
Most importantly, much of the language has been clarified, and in some cases, sections have
been moved, to make the ASCA National Model easier to read, understand and implement.
A full explanation of the changes is presented as Appendix A. In addition, the digital edition
and app have created opportunities for interactive tools that will make implementation eas-
ier and in real time, no matter where programs, interactions and activities occur – at your
desk, in the hallway, out in the school or even at district or community events.

Shortly after ASCA introduced the ASCA National Model, ASCA initiated the Recognized
ASCA Model Program (RAMP) designation, which highlights school counseling programs
that have demonstrated advanced implementation of comprehensive, results-based, devel-
opmental programs. School counselors at schools that have received the RAMP designation
say the designation not only was a great honor but the process helped them improve their
program even more.

The school counseling profession has made tremendous strides since the ASCA National
Model was first introduced. This third edition and subsequent editions are intended to
carry school counselors and school counseling farther along their journey and ever closer
to their goal of helping every student succeed.

Kwok-Sze Wong, Ed.D., ASCA Executive Director

A S C A N AT I O N A L M O D E L • xi
 Download an expanded version of the
executive summary to share with stakeholders.

Executive Summary
School counselors design and deliver comprehensive school counseling programs that pro-
mote student achievement. These programs are comprehensive in scope, preventive in de-
sign and developmental in nature. “The ASCA National Model: A Framework for School
Counseling Programs” outlines the components of a comprehensive school counseling pro-
gram. The ASCA National Model brings school counselors together with one vision and
one voice, which creates unity and focus toward improving student achievement.

A comprehensive school counseling program is an integral component of the school’s aca-

demic mission. Comprehensive school counseling programs, driven by student data and
based on standards in academic, career and personal/social development, promote and en-
hance the learning process for all students. The ASCA National Model:
■ ensures equitable access to a rigorous education for all students
■ identifies the knowledge and skills all students will acquire as a result of the K-12
comprehensive school counseling program
■ is delivered to all students in a systematic fashion
■ is based on data-driven decision making
■ is provided by a state-credentialed school counselor

Effective school counseling programs are a collaborative effort between the school coun-
selor, parents and other educators to create an environment that promotes student achieve-
ment. Staff and school counselors value and respond to the diversity and individual
differences in our societies and communities. Comprehensive school counseling programs
ensure equitable access to opportunities and rigorous curriculum for all students to partici-
pate fully in the educational process.

School counselors focus their skills, time and energy on direct and indirect services to stu-
dents. To achieve maximum program effectiveness, the American School Counselor Associ-
ation recommends a school counselor to student ratio of 1:250 and that school counselors
spend 80 percent or more of their time in direct and indirect services to students. School
counselors participate as members of the educational team and use the skills of leadership,

xii • A S C A N AT I O N A L M O D E L
advocacy and collaboration to promote systemic change as appropriate. The framework of
a comprehensive school counseling program consists of four components: foundation,
management, delivery and accountability.

FOUNDATION

School counselors create comprehensive school counseling programs that focus on student
outcomes, teach student competencies and are delivered with identified professional com-
petencies.

Program Focus: To establish program focus, school counselors identify personal beliefs
that address how all students benefit from the school counseling program. Building on
these beliefs, school counselors create a vision statement defining what the future will look
like in terms of student outcomes. In addition, school counselors create a mission statement
aligned with their school’s mission and develop program goals defining how the vision and
mission will be measured.

Student Competencies: Enhancing the learning process for all students, the ASCA Stu-
dent Standards guide the development of effective school counseling programs around
three domains: academic, career and personal/social development. School counselors also
consider how other student standards important to state and district initiatives complement
and inform their school counseling program.

Professional Competencies: The ASCA School Counselor Competencies outline the

knowledge, attitudes and skills that ensure school counselors are equipped to meet the rig-
orous demands of the profession. The ASCA Ethical Standards for School Counselors spec-
ify the principles of ethical behavior necessary to maintain the highest standard of integrity,
leadership and professionalism. They guide school counselors’ decision-making and help to
standardize professional practice to protect both students and school counselors.

MANAGEMENT

School counselors incorporate organizational assessments and tools that are concrete,
clearly delineated and reflective of the school’s needs. Assessments and tools include:
■ School counselor competency and school counseling program assessments to self-
evaluate areas of strength and improvement for individual skills and program activities
■ Use-of-time assessment to determine the amount of time spent toward the
recommended 80 percent or more of the school counselor’s time to direct and indirect
services with students
■ Annual agreements developed with and approved by administrators at the beginning
of the school year addressing how the school counseling program is organized and what
goals will be accomplished
■ Advisory councils made up of students, parents, teachers, school counselors,
administrators and community members to review and make recommendations about
school counseling program activities and results

A S C A N AT I O N A L M O D E L • xiii
■ Use of data to measure the results of the program as well as to promote systemic
change within the school system so every student graduates college- and career-ready
■ Curriculum, small-group and closing-the-gap action plans including developmental,
prevention and intervention activities and services that measure the desired student
competencies and the impact on achievement, behavior and attendance
■ Annual and weekly calendars to keep students, parents, teachers and administrators
informed and to encourage active participation in the school counseling program

DELIVERY

School counselors provide services to students, parents, school staff and the community in
the following areas:

Direct Student Services

Direct services are in-person interactions between school counselors and students and in-
clude the following:
■ School counseling core curriculum: This curriculum consists of structured lessons
designed to help students attain the desired competencies and to provide all students
with the knowledge, attitudes and skills appropriate for their developmental level. The
school counseling core curriculum is delivered throughout the school’s overall
curriculum and is systematically presented by school counselors in collaboration with
other professional educators in K-12 classroom and group activities.
■ Individual student planning: School counselors coordinate ongoing systemic activities
designed to assist students in establishing personal goals and developing future plans.
■ Responsive services: Responsive services are activities designed to meet students’
immediate needs and concerns. Responsive services may include counseling in individual
or small-group settings or crisis response.

Indirect Student Services

Indirect services are provided on behalf of students as a result of the school counselors’ in-
teractions with others including referrals for additional assistance, consultation and collab-
oration with parents, teachers, other educators and community organizations.

ACCOUNTABILITY

To demonstrate the effectiveness of the school counseling program in measurable terms,

school counselors analyze school and school counseling program data to determine how
students are different as a result of the school counseling program. School counselors use
data to show the impact of the school counseling program on student achievement, atten-
dance and behavior and analyze school counseling program assessments to guide future ac-
tion and improve future results for all students. The performance of the school counselor is
evaluated on basic standards of practice expected of school counselors implementing a
comprehensive school counseling program.

xiv • A S C A N AT I O N A L M O D E L
The ASCA National
Model Themes

ASCA incorporates the four themes of leadership, advocacy, collaboration and systemic
change as part of the framework of the ASCA National Model (The Education Trust,
1997). In the ASCA National Model graphic, the four themes are repeated around the
frame to indicate the importance of school counselors’ work within these areas (see page
vi). School counselors play a significant part in improving student achievement and are
uniquely positioned to be student and systems advocates. Through application of leader-
ship, advocacy and collaboration skills as a part of a comprehensive school counseling pro-
gram, school counselors promote student achievement and systemic change that ensures
equity and access to rigorous education for every student and leads to closing achievement,
opportunity and attainment gaps (Dahir & Stone, 2009; Martin & House, 2002).

LEADERSHIP

From providing leadership for the development of a comprehensive school counseling pro-
gram to solving problems with school and community groups that promote student
achievement, school counselors are called to be leaders in a variety of ways.

School counseling leadership:

■ supports academic achievement and student development
■ advances effective delivery of the comprehensive school counseling program
■ promotes professional identity
■ overcomes challenges of role inconsistency (Shillingford & Lambie, 2010)

Leadership is an essential skill for school counselors as they develop and manage a compre-
hensive school counseling program. As the other themes of advocacy, collaboration and
systemic change require leadership to some degree, leadership may be the foundation of the
other essential skills needed for program implementation (Mason & McMahon, 2009).

Leadership has been defined in many ways, such as:

Leadership is a process whereby an individual influences a group of individuals to

achieve a common goal (Northouse, 2007).

and

A S C A N AT I O N A L M O D E L •1
 The essence of leadership is not commanding, but teaching. It is opening people’s eyes
and minds. It is teaching them new ways to see the world and pointing them to new
goals. It is giving them the motivation and discipline to achieve those goals. And it is
teaching them to share their own knowledge and teach others. (Tichy, 2004)

Regardless of what definition of leadership is used, the design, development and implemen-
tation of a comprehensive school counseling program aligned with the ASCA National
Model requires school counselors to understand and utilize leadership skills. School coun-
selors can implement a program addressing the academic, career and personal/social needs
of all students through the use of leadership practices (Mason, 2010).

After examining effective leadership, Bolman and Deal (2008) identified four leadership sit-
uations or contexts: structural, human resource, political and symbolic. When the leader-
ship contexts are applied to comprehensive school counseling programs, school counselors
can demonstrate specific activities that demonstrate each of these contexts of leadership
through implementation of a comprehensive school counseling program.

The following chart shows examples of how activities within the ASCA National Model
promote effective leadership as presented through the lens of four leadership contexts and
research in school counseling leadership activities (Dollarhide, 2003).

Leadership Context School Counseling

(Bolman & Deal, Leadership Activities Leadership Components of the
1997/2008) (Dollarhide, 2003) ASCA National Model
Structural leadership: 1. Build the foundation 1. Define program focus, select
Leadership in the of an effective school appropriate student competencies,
building of viable counseling program. and adhere to professional
organizations 2. Attain technical competencies.
mastery of counseling 2. Analyze results of school counselor
and education. competency assessment to inform
3. Design strategies for areas of growth for professional
growth of the school development.
counseling program. 3. Analyze results of school counseling
4. Implement an program assessment and design
effective school strategies to continue to improve the
counseling program. comprehensive school counseling
program.
4. Analyze program results. (curriculum,
small-group and closing-the-gap
results reports), and consider
implications about program
effectiveness.

2• A S C A N AT I O N A L M O D E L
Leadership Context School Counseling
(Bolman & Deal, Leadership Activities Leadership Components of the
1997/2008) (Dollarhide, 2003) ASCA National Model
Human resource 1. Believe in people. 1. Discuss and define beliefs about the
leadership: 2. Communicate that ability of all students to achieve,
Leadership via belief. including how, with parents, staff
empowerment and 3. Be visible and and community support.
inspiration of accessible. 2. Publicize vision statement focusing on
followers 4. Empower others. the preferred future where school
counseling goals and strategies are
being successfully achieved. Publicize
mission statement providing the focus
and direction to reach the vision.
Publicize program goals defining how
the mission and vision will be
accomplished.
3. Publicize annual and weekly
calendars with detailed information
about school counseling core
curriculum, individual student
planning, responsive services and
collaboration with parents, staff and
community.
4. Provide instruction to students to
ensure development of competencies
promoting the knowledge, attitudes
and skills needed for student
achievement, success and
development.

Political leadership: 1. Understand the 1. Present annual agreement to

Leadership in the use distribution of power principal each year, including a formal
of interpersonal and within the building discussion of the alignment of school
organizational power and district. and school counseling program
2. Build linkages with mission and goals and detailing
important specific school counselor
stakeholders (e.g., responsibilities.
parents, 2. Participate on school and district
administrators, committees to advocate for student
teachers, board programs and resources. Establish
members). advisory council including
3. Use persuasion and representatives of key stakeholders
negotiation. selected to review and advise on the
implementation of the school
counseling program. Team and
partner with staff, parents, businesses
and community organizations to
support student achievement for all
students.
3. Advocate for student support, equity
and access to a rigorous education
with education stakeholders.

A S C A N AT I O N A L M O D E L •3
 Leadership Context School Counseling
(Bolman & Deal, Leadership Activities Leadership Components of the
1997/2008) (Dollarhide, 2003) ASCA National Model
Symbolic leadership: 1. Use symbols and 1. Present school profile data and
Leadership via the metaphors to gain program results data (process,
interpretation and attention of perception and outcome) to promote
re-interpretation of followers. awareness of student needs and
the meaning of 2. Frame experience in program outcomes.
change meaningful ways for 2. Organize program lessons and
followers. activities aligned with student needs,
3. Discover and and promote student achievement
communicate a for all students.
vision. 3. Publicize vision statement focusing on
4. Maintain a the preferred future where school
relationship with the counseling goals and strategies are
community you being successfully achieved.
represent (e.g., 4. Provide direct services to all students;
students, parents, collaborate and communicate with
school colleagues). parents, teachers, administrators and
5. Model health on all staff to promote a positive school
levels to inspire climate and student achievement.
others. 5. Follow ASCA Ethical Standards for
6. Lead by example. School Counselors to demonstrate
high standards of integrity, leadership
and professionalism.
6. Regularly evaluate the school
counseling program to determine its
effectiveness and to identify areas of
strength and areas for growth.

ADVOCACY

As educational leaders, school counselors are ideally situated to serve as advocates for
every student in meeting high academic, career and personal/social standards. Advocating
for the academic achievement of every student is a key role of school counselors and places
them at the forefront of efforts to promote school reform.

To promote student achievement, school counselors advocate for students’ academic, ca-
reer and personal/social development needs and work to ensure these needs are addressed
throughout the K-12 school experience. School counselors believe, support and promote
every student’s opportunity to achieve success in school.

The following table shows how school counselors demonstrate advocacy through specific
topics from the ASCA National Model. Using the American Counseling Association’s
Advocacy Competencies (2003) as a conceptualization of advocacy, the topics of the ASCA
National Model are provided as examples of how school counselors can advocate for stu-
dents, from the micro-level to the macro-level, through the school counseling program.

4• A S C A N AT I O N A L M O D E L
 ACA Advocacy Advocacy Components of the
Competencies ASCA National Model
Acting With Students Direct Student Services
Student Empowerment – 1. School counseling core curriculum
Efforts that facilitate the ■ Instruction
identification of external ■ Group activities
barriers and development of 2. Individual student planning
self-advocacy skills, ■ Appraisal
strategies and resources in ■ Advisement
response to those barriers. 3. Responsive services
■ Counseling (individual/small group)
■ Crisis response

Acting on Behalf Indirect Student Services

of Students and Program Management

Micro-level Student Advocacy – ■ Referrals

Assessing the need for direct ■ Consultation
intervention within the ■ Collaboration
system on behalf of the ■ School data profile
student, identifying allies ■ Closing-the-gap and small-group action
and carrying out a plan of plans
action
D R I V E N

School/Community ■ Advisory council

Collaboration – Actions ■ Program goals
where the school counselor ■ Curriculum action plan
and community collaborate
to address a problem and
D A T A

devise an advocacy plan

Systems Advocacy – ■ Consultation

Identifying systemic ■ Collaboration
problem, gaining ■ Annual agreement
information and insight ■ School data profile analysis
from those who are most ■ Needs assessments
affected and implementing ■ Action plans
advocacy at a systems level ■ Results reports analysis
■ Program assessment analysis
■ Program goal analysis

A S C A N AT I O N A L M O D E L •5
 ACA Advocacy Advocacy Components of the
Competencies ASCA National Model
Acting on Behalf Indirect Student Services
of Students and Program Management

Macro- Public Information – ■ Collaboration with community groups

level Collaboration between ■ Beliefs
school counselor and ■ Vision statement
community in efforts to ■ Mission statement
alert the public to macro- ■ Advisory council
level issues regarding ■ Results reports
human dignity ■ School committees
■ Sharing results

Social/Political Advocacy – ■ District committees

Recognizing when student ■ Board presentations
problems must be addressed ■ Involvement with state and national
at a policy or legislative professional associations
level and advocating for ■ Legislative interactions
change within those areas

Adapted from Lewis, Arnold, House Adapted from Ratts, DeKruyf, & Chen-Hayes (2007)
& Toporek (2003) and Toporek,
Lewis & Crethar, (2009)

COLLABORATION

School counselors work with stakeholders, both inside and outside the school, as a part of
the comprehensive school counseling program. Through school, family and community
collaboration, school counselors can access a vast array of support for student achievement
and development that cannot be achieved by an individual, or school, alone.

School counselors collaborate in many ways. Within the school, school counselors build ef-
fective teams by encouraging collaboration among students, teachers, administrators and
school staff to work toward the common goals of equity, access and academic success for
every student. Outside of school, school counselors create effective working relationships
with parents, community members and community agencies, tapping into resources that
may not be available at the school. By understanding and appreciating the contributions
made by others in educating all children, school counselors build a sense of community,
which serves as a platform to create an environment encouraging success for every student.

Lawson (2003) identified 10 varieties of collaboration, six of which relate specifically to

the role of the school counselor.

■ Interprofessional collaboration: includes school counselors, teachers, administrators,

social workers, psychologists, nurses and other helping professionals who comprise
sustainable teams.

6• A S C A N AT I O N A L M O D E L
■ Youth-centered collaboration: viewing youth as experts and partners who share
responsibility and accountability for results.

■ Parent-centered collaboration: viewing parents as experts and partners, sharing

accountability for results and whose engagement and well-being influence and determine
their children’s well-being.

■ Family-centered collaboration: viewing family systems as partners sharing accountability

for results and whose engagement influences and determines the well-being of children,
parents and grandparents as well as the future of the family.

■ Intra-organizational collaboration: includes people in the same organization, such as

collaboration among school professionals, secretaries, custodians, cafeteria workers, bus
drivers and community leaders, who may serve on site-based teams.

■ Inter-organizational collaboration: includes groups of organizations such as community

agencies, faith-based organizations, social service agencies and health clinics.

■ Community collaboration: secures the engagement, mutual accountability and co-

production capacities of all of the legitimate stakeholders in a workable geographic area.

The relationship among collaborators is a critical element for effective collaboration. A col-
laborative report on school principal/school counselor relationship identified characteristics
of an effective relationship, and these characteristics can be applied to any collaborative re-
lationship. The following table shows components of the ASCA National Model that pro-
mote relationships for effective collaboration.

Characteristics of Effective Collaborative Components of the

Relationships ASCA National Model
Open communication providing multiple ■ Advisory council
opportunities for input to decision making ■ Use of data
■ Needs assessments

Opportunities to share ideas on teaching, ■ Teaming and partnering

learning and schoolwide educational ■ School/district committees
initiatives

Sharing information about needs within the ■ School data profile analysis
school and the community ■ Sharing program results

School counselor participation on school ■ Teaming and partnering

leadership teams ■ School/district committees

Joint responsibility in the development of ■ Program goals

goals and metrics indicating success ■ Annual agreement
■ Action plans
■ Results reports

A S C A N AT I O N A L M O D E L •7
 Characteristics of Effective Collaborative Components of the
Relationships ASCA National Model
Joint responsibility in the development of ■ Program goals
goals and metrics indicating success ■ Annual agreement
■ Action plans
■ Results reports

A shared vision of what is meant by student ■ Beliefs

success ■ Vision statement
■ Mission statement
■ Program goals

Shared decision making on initiatives ■ Program goals

affecting student success ■ Annual agreement

A collective commitment to equity and op- ■ Beliefs

portunity ■ Vision statement
■ Mission statement
■ Program goals
■ Closing-the-gap results reports
■ Leadership
■ Advocacy
■ Systemic Change

Adapted from Finding a Way: Practical Examples of How an Effective Principal-Counselor Relationship Can Lead to
Success for All Students (2009).

SYSTEMIC CHANGE

Schools are a system, just like a family is a system. When an event occurs that makes an
impact on one member of the family or part of the system, it affects other, if not all other,
parts of the system. Comprehensive school counseling programs are an important part of
the school’s system, and through careful, data-driven implementation, an ASCA National
Model program can have a positive impact on many other parts of the school’s system that
lead to student achievement and overall success.

With the expectation to serve the needs of every student, school counselors are uniquely
positioned to identify systemic barriers to student achievement. School counselors have ac-
cess to schoolwide achievement, attendance and behavioral data that not only informs the
school counseling program but often underscores the need to identify and remove barriers
that prevent all students from achieving college and career readiness. School counselors use
these data to support leadership, advocacy and collaboration designed to create systemic
change.

Systemic barriers may exist on any level, ranging from state or federal law, to district poli-
cies, to school and classroom procedures. These barriers are often identified after a review
of data reveals gaps between student groups in achievement, opportunities and attainment.
Through implementation of a comprehensive school counseling program, school coun-
selors work proactively with students, parents, teachers, administrators and the community

8• A S C A N AT I O N A L M O D E L
to remove systemic barriers to learning and to promote systemic change that will create a
learning environment where all students succeed.

Systemic change does not occur overnight. But one small change can lead to another, which
can lead to even larger and more impactful changes in the future. The following describes
six stages of systemic change based on experiences in systemic change from across the
United States and at all levels of education (Anderson, 1994).

Maintenance of the old system: Educators focus on maintaining the system as originally
designed. They do not recognize that the system is fundamentally out of sync with the con-
ditions of today’s world. New knowledge about teaching, learning and organizational
structures has not been incorporated into the present structure.

Awareness: Multiple stakeholders become aware that the current system is not working as
well as it should, but they are unclear about what is needed instead.

Exploration: Educators and policymakers study and visit places that are trying new ap-
proaches. They try new ways of teaching and managing, generally in low-risk situations.

Transition: The scales tip toward the new system; a critical number of opinion leaders and
groups commit themselves to the new system and take more risks to make changes in cru-
cial places.

Emergence of new infrastructure: Some elements of the system are operated in keeping
with the desired new system. These new ways are generally accepted.

Predominance of the new system: The more powerful elements of the system operate as
defined by the new system. Key leaders begin envisioning even better systems.

Systemic change occurs when inequitable policies, procedures and attitudes are changed,
promoting equity and access to educational opportunities for all students. Such change
happens through the sustained involvement of all critical players in the school setting, in-
cluding and often led by school counselors. Leadership, advocacy and collaboration are
key strategies that are needed to create systemic change.

Examples of systemic change that promote equitable treatment of all students include
changes in policies, procedures and attitudes that:
■ Remove barriers to access to rigorous courses and learning paths for college and career
readiness for all students
■ Increase access to educational opportunities
■ Create clear guidelines for addressing inappropriate behavior such as bullying and
harassment
■ Increase awareness of school safety issues
■ Promote knowledge and skills for working in a diverse and multicultural work setting
■ Address over- or underrepresentation of specific groups in programs such as special
education, honors, Advanced Placement and International Baccalaureate
■ Model inclusive language

A S C A N AT I O N A L M O D E L •9
■ Create an environment that encourages any student or group to feel comfortable to
come forward with problems (ASCA, 2006)

Success resulting from systemic change can be measured by the closing of achievement,
opportunity and attainment gaps. Examples of success in changes for all student groups
such as:
■ Increased promotion and graduation rates
■ Decreased discipline or suspension rates
■ Increased attendance at school
■ Increased attendance in educational opportunities
■ Increased numbers of students completing high school college and career ready

School counseling programs can create change. School counseling programs that promote
data-driven change designed to meet the needs of students can be the initiator of systemic
change that has a positive impact on all students in the school – and the academic out-
comes of all students in the school.

10 • A S C A N AT I O N A L M O D E L
 MODEL THEMES Leadership

LEADERSHIP

By Anita Young, Ph.D., Assistant Professor, Johns Hopkins University

Now more than ever before, school counselors have the opportunity – and the responsibil-
ity – to assume leadership roles in their schools that positively affect student outcomes.
Once thought to be the job of administrators, advancing academic achievement, reducing
barriers to learning and creating equitable learning environments are central priorities for
school counselors. As one of the four major ASCA National Model themes, leadership en-
hances school counselors’ ability to implement and sustain data-driven comprehensive
school counseling programs and is an essential element of all four components of the
ASCA National Model.

School counselor leaders are culturally responsive change agents who integrate instruc-
tional and school counseling best practices to initiate, develop and implement equitable
services and programs for all students. They are skilled at counseling, advocating, teaming
and collaborating and using data to promote student success. School counselor leaders are
also able to construct meaning from their personal and professional experiences to bring
about substantive change for all students. Whether at the elementary, middle or high school
level, all school counselors have the ability lead. While there are many leadership character-
istics and practices, utilizing effective school counselor leadership requires:
■ visionary thinking
■ challenging inequities
■ shared decision making
■ collaborative processing
■ modeling excellence
■ a courageous stance

Leadership and foundation: The first order of business for school counselor leaders is to
create a school counseling vision and mission aligned with the school’s vision and mission,
which grounds the development of a data-driven comprehensive school counseling pro-

A S C A N AT I O N A L M O D E L • 11
gram and underscores the impact of leadership. An effective school counselor leader drives
discussions about high expectations for all students, assumes responsibility to facilitate
professional development activities pertaining to beliefs about student learning and ensures
the student standards are used as a measure to assess students’ progress. Leading the vision
also necessitates the ability to articulate the school counseling vision and mission and influ-
ence others to develop compelling program goals.

Leadership and management: The assessments and tools of the management component
help school counselor leaders create equitable services for all students. Leadership within
the management component is demonstrated by training colleagues to collect, organize and
target data that will lead to meaningful data analysis of program outcomes desired in the
accountability component. These data may lead to rethinking current processes to mobilize
more efficient services needed for students and to advocate for system change.

School counselor leaders are effective managers of resources and programs. Leadership ca-
pacity is demonstrated within the management component by accepting ownership of
school counseling programs, encouraging others to lead and sharing resources. School
counselor leaders understand the big picture of organizational processes and value collabo-
rative outcomes. Espousing leadership means giving voice to the benefits of school counsel-
ing interventions and ensuring the need for school counselor presence on leadership teams
is clearly articulated. For example, a school counselor leader might assume responsibility
for the development of the program calendar, create the annual agreement, organize and
facilitate advisory council meetings, develop action plans or simply ensure there is repre-
sentation on the school improvement plan, faculty advisory committee and parent-teacher-
student association.

Leadership and delivery: Effective school counselors are skilled at delivering direct aca-
demic, career and personal/social services to students including curriculum, providing indi-
vidual student planning and responsive services. Effective school counselor leaders ensure
the core school counseling curriculum is data-driven and are champions in articulating out-
comes to stakeholders.

School counselor leaders have a profound impact on systemic change through indirect serv-
ices to students such as collaborating and consulting with stakeholders. The magnitude of
school counselor engagement and commitment to lead is often exhibited through a willing-
ness to collaborate with others. The process of identifying program goals, improving learn-
ing and meeting the needs of all students can occur through collaborative dialogue with
parents and guardians, administrators, teachers and community members. School coun-
selor leadership means forming relationships and acquiring mutual respect for stakeholder
opinions to support all students’ academic success. The presence of collaborative processes,
partnerships and practices can also contribute to sustained learning outcomes that help stu-
dents achieve at higher levels.

School counselor leaders use data to determine how to maximize the amount of time spent
in direct and indirect student services to produce the greatest impact on student achieve-
ment and success, thus keeping program management tasks and unrelated responsibilities

12 • A S C A N AT I O N A L M O D E L
at minimum. Examples of school counselors building leadership capacity that promotes
direct and indirect services are listed but not limited to the suggestions below:
■ develop programs promoting college, career and citizenship readiness
■ evaluate existing preventive counseling services
■ use data as a guide to tell the story about student needs
■ inspire and motivate others to lead data-driven responsive services
■ launch a schoolwide crisis response plan
■ multitask and create multiple opportunities to execute the mission
■ initiate collaborative business and community partnerships

Leadership and accountability: The accountability component links curriculum, small-

group and closing-the-gap results to systemic change for all students. School counselor
leaders can use the results analyses to demonstrate the effectiveness of school counseling
program interventions and to guide program improvement. Additionally, school counselor
leaders can use the school counselor performance appraisal template to inform supervisors
of an evaluative tool appropriate for school counselors. Critical to an accountable school
counselor leader is the ability to chart the direction for continuous personal and profes-
sional improvement. Reflective statements a school counselor leader might contemplate
are:
■ Persuasive strategies that I use to gain buy-in are….
■ I respond to social justice inequities by …..
■ My vision for the school counseling program is ....
■ I consider myself a leader because …..
■ I consistently use and analyze data to….
■ When I encounter barriers that might impede student success, I ….
■ I am proficient in the use of data and share my expertise by ….

In summary, the acceptance and demonstration of effective leadership practices can con-
tribute to a school counselor’s self-efficacy and professional identity. School counselor lead-
ership is visible at all levels, and its transformative power cannot be underestimated.

A S C A N AT I O N A L M O D E L • 13
 MODEL THEMES Advocacy and Social Justice

ADVOCACY AND SOCIAL JUSTICE

By Trish Hatch, Ph.D., Associate Professor of Counseling and School Psychology,

San Diego State University

School counselors implementing the ASCA National Model work toward socially just out-
comes by acting on the themes of the ASCA National Model as leaders, advocates, collabo-
rators and systemic change agents. They ensure equity and access for all students to reach
their full potential in K-12 schools and beyond. The ASCA Ethical Standards for School
Counselors call on school counselors to advocate for, lead and create equity-based school
counseling programs that help close achievement, opportunity and attainment gaps. These
gaps deny students access and opportunities to pursue career and college goals. Ethical
school counselors are advocates ensuring access to rigorous college- and career-readiness
curriculum and have high expectations for every student. As motivated agents of change,
they utilize data to prevent and remove environmental and institutional barriers that deny
students high-level academic, career and college access and personal/social opportunities.

School counselors are advocates for socially just outcomes when they:
■ Actively seek to expand their cultural competence and commitment to social justice
advocacy, knowledge and skills
■ Develop their cultural proficiency as educational leaders who acknowledge how
prejudice, power and various forms of oppression affect students
■ Disaggregate attendance, behavior, grades, course-taking patterns and other types of
achievement data with a special focus on diverse populations
■ Address inequitable policies, procedures or instructional conditions that may impede the
academic achievement, college access, career readiness or personal/social development of
students
■ Contribute to creating systemic change and necessary educational reform that promotes
equitable access to rigorous educational opportunities, family engagement and school
and community relationships.

Through the foundation of the ASCA National Model, socially just school counseling pro-
grams include advocacy for equity and access for all students to achieve at high levels

14 • A S C A N AT I O N A L M O D E L
through their mission and vision statements. School counselors disaggregate academic and
behavioral data to uncover any discrepancies and then set program goals to close achieve-
ment, opportunity and attainment gaps with data-driven interventions. Program goals in-
clude delivering the school counseling core curriculum to every student with particular
attention to ensuring competency attainment for underrepresented, underserved and under-
performing students.

Through the delivery system, socially just school counseling programs include a focus on
equity, not equality. In addition to ensuring each student receives the school counseling
core curriculum, special consideration is given to students who may benefit from additional
curriculum, group or individual counseling to master student competencies. Other equity-
focused curriculum delivery examples include scheduling additional college nights for first-
generation college-going families, ensuring translation for bilingual students, providing
information on LGBTQ-friendly campuses and featuring diverse alumni to answer career
and college access questions. Individual student planning includes an annual guaranteed
time to support the students’ and parents’ understanding of the full magnitude of their edu-
cational choices, future opportunities, access to rigorous academics and learning paths for
career and college.

Through program management, socially just school counseling programs include action
plans that help close achievement, opportunity and attainment gaps. School counselors use
data to determine which students require academic or behavioral interventions and ensure
interventions for high-needs students and underrepresented groups. They manage their
time by limiting non-school-counseling activities; they ensure the annual agreement with
their administrator includes calendared activities for interventions and regular professional
development to improve their cultural proficiency. School counselors ensure there is cultur-
ally diverse representation on the advisory council and advocate for funding to support ac-
cess to necessary resources such as technology for students who can’t afford computers and
multiple-language documents for bilingual students and families.

Through accountability, socially just school counseling programs demonstrate results in

closing achievement, opportunity and attainment gaps through closing-the-gap results re-
ports and program improvement decisions. School counselors self-evaluate their perform-
ance in light of how equitable their professional practices have been. They celebrate success
for all, not for few. They advocate for the system to change in response to student needs,
rather than assuming students will change or limit their goals and dreams. When analyzing
data, school counselors may realize the “intervention” students need is not a small group
or individual counseling but rather the school counselor’s advocacy to change an existing
educational policy, procedure or practice that may be contributing to student inequities and
denying students access to opportunities. These system change issues include addressing the
following concerns:
■ Disproportionate discipline rates for boys, students of color, students with disabilities
■ Low percentages of poor/working class students taking college placement exams
■ Students assigned lunch and recess detention for lack of homework completion
■ Disproportionate numbers of students of color or males suspended or expelled
■ High numbers of bilingual students scoring low on state exams

A S C A N AT I O N A L M O D E L • 15
■ Boys of color overrepresented in special education
■ Underrepresentation of students of color in advanced courses
■ Race/ethnicity, social class, ability/disability and gender gaps in students graduating
college-eligible
■ Lack of multiple measures or school counselor voice in student course placement
decisions
■ Limited Advanced Placement, International Baccalaureate and honors course availability
and course prerequisite barriers
■ Lack of bilingual college and career preparation materials
■ Retention policies that offer little remediation or support opportunities
■ Summer school availability only for those who can fund it themselves
■ Attendance policies that assign an “F” to students with 10 or more absences (without
remedial opportunities)

Socially just interventions for system change can have a greater impact on students than in-
dividual or group counseling alone. By using data to tell their story, school counselors can
speak to the current condition, provide students examples and advocate for programs, poli-
cies and practices promoting achievement and success for all students.

To effectively partner in student achievement, school counselors must possess the knowl-
edge, attitudes and skills to demonstrate leadership in diverse schools. School counselors
must use culturally proficient skills to challenge the status quo and existing belief systems
and discuss challenging issues of equity and access with school stakeholders. This may re-
quire recruiting like-minded professionals to create data teams that commit to reviewing
disaggregated data and school policies regularly. School counselors as advocates use their
voice to address institutional oppressions and systems that have historically disenfranchised
certain students. Every interaction is an equity-focused change agent opportunity.

16 • A S C A N AT I O N A L M O D E L
 MODEL THEMES Collaboration

COLLABORATION

By Patti Kinney, Associate Director, Middle Level Services, National Association

of Secondary School Principals

Probably few jobs in education have evolved as much in terms of duties and responsibilities
as that of the school counselor. In the past, school counselors, especially in upper grade lev-
els, have often been relegated to “administrivia” duties, responsible for record keeping, re-
port writing, test administration, scheduling and other “duties as assigned.” In today’s
world, it’s critical that schools look beyond these tasks, take advantage of a school coun-
selor’s expertise and work collaboratively to build a school culture that promotes the suc-
cess of each student served by the school.

Although the school principal may serve as the head of the school and ultimately be re-
sponsible for student success, the school counselor plays a critical role in making student
success a reality. Principals need school counselors’ perspective and leadership in working
together on behalf of the students in the school. Teachers need school counselors’ skills and
specific knowledge to work effectively with students, especially ones with special needs
such as learning disabilities, family issues, emotional and social difficulties and/or health
problems. School counselors must be the ever-present voice to ensure student needs are rec-
ognized and the staff knows how to access additional help or resources when needed.

Additionally, the entire school community must work together to create schools that are
physically and emotionally safe for all. Teachers must feel safe to express opinions, take
initiative in solving problems and continually try to find more effective ways to help stu-
dents be successful. Parents must feel welcomed at the school and that their voice is valued.
Anonymity must be banished, and students must feel safe to question, explore and achieve.
Who better to help with this than the school counselor?

School counselors should ask themselves:

■ Are you collaborating with teachers to help improve student behavior?
■ Are you leading the way to find, create and implement anti-bullying and harassment
programs?

A S C A N AT I O N A L M O D E L • 17
■ Have you helped establish a conflict resolution curriculum? An advisory program?
■ Do you provide support to staff on working effectively with students with special needs?
■ Do you run small groups to help students cope with specific issues?

The list goes on and on. School counselors must take responsibility to let the school know
what they are capable of doing and work together to set these types of programs in place.
The success of students depends on it.

There should be no stronger student advocate than school counselors. They must be the
heart and soul of the school and lead the charge in creating a school culture that promotes
an equitable education for every student. Being able to access the data and look at it from a
larger viewpoint puts school counselors in an excellent position to help the school deter-
mine if its programs, practices and policies ensure social and programmatic equity for all.
School counselors can begin this examination by asking:
■ To what extent is the enrollment in courses or programs for gifted and talented, special
education, English language learners, etc. reflective of the school’s demographics?
■ Does the percentage of students achieving at a proficient or higher level of performance
reflect the demographics of the entire school?
■ Does the school’s recognition system value diversity, service and academic achievement?
■ Does the percentage of students receiving recognition reflect the demographics of the
student body?
■ Do the school’s discipline statistics reflect the demographics of the student body, or are
some subgroups over- or underrepresented?

Although the role of the school counselor may have changed over the years, one thing has
remained steady – the vast majority of school counselors are in their role because they care
for children. In today’s world, school counselors are in the perfect position to both support
and lead the collaboration needed to achieve student success and to ensure student needs
remain in the center of all decisions. They should serve as the school’s conscience by con-
tinually asking:
■ Is this good for kids?
■ Will this help our students succeed?
■ Are we doing this for students or for ourselves?

Sitting Bull, a wise Native American chief, understood the power of collaborating on be-
half of youth when he said, “We must put our minds together and see what life we can
make for our children.” Principals can’t do it alone, school counselors can’t, staff can’t,
parents can’t, community services can’t. It’s only by working together that a school com-
munity will make a better life for the students it serves.

18 • A S C A N AT I O N A L M O D E L
 MODEL THEMES Systemic Change

SYSTEMIC CHANGE

By Glenn Cook, Publisher, American School Board Journal, National School Boards
Association

We know the ingredients of successful schools: A strong instructional leader; a caring, com-
mitted, and knowledgeable staff; an engaged community; and high expectations for all stu-
dents. Thanks to a growing body of research, we also are learning more about what makes
an effective school board and how that results in high-achieving districts.

Not surprisingly, the use of data is important on both counts to create systemic change.

School counselors who are focused on systemic change know how individual students are
performing. They know, through data analysis and collaborative work with other facets of
the school leadership team, what is necessary to improve the achievement of individual stu-
dents.

For school boards, data serve as a leadership tool that helps its members answer larger,
broader questions. Board members don’t need to know specific test scores or instructional
needs of individual students. However, they must know the right questions to ask to ensure
all students have equal access to a rigorous curriculum and the support necessary to suc-
ceed.

Data-savvy school boards also know this fact: Comprehensive school counseling programs
that advocate for every student can prevent dropouts and maximize access to education op-
tions beyond high school. A 2011 Center for Public Education report notes that dropout
prevention programs work when school counselors “build sustained relationships with stu-
dents, closely monitor each student’s attendance and performance, intervene rapidly at the
first sign of trouble, help students and families overcome obstacles to educational success
and teach students how to solve problems.”

Like the ASCA National Model, the National School Boards Association’s Key Work of
School Boards provides a framework for local boards to effect systemic change, improve

A S C A N AT I O N A L M O D E L • 19
student achievement and engage their communities. Eight interrelated action areas help
focus the board’s work at the local level:

■ Vision: Statements identifying the school district’s future, intermediate and short-term
goals, associated objectives and supporting tasks. Developing a shared vision for student
achievement is the starting point for a school board and its community.
■ Standards: Statements that define and explain educational expectations for all grade
levels and that support the district’s vision statements. Standards form the foundation
for a school district’s learning system.
■ Assessment: Identified tools and processes that measure educational outcomes against
stated standards. A sound local assessment system incorporates multiple assessments,
alignment with academic standards, coordination with state assessment programs
and both “lagging” and “leading” indicators.
■ Accountability: Assigned responsibility for educational outcomes. A strong
accountability process focuses on improved student achievement as
measured by comprehensive data collection and analysis.
■ Alignment: Resource allocation, communication, planning and program
implementation all work together to support the district’s vision, goals and priorities.
■ Climate: The educational environment that creates the conditions for successful teaching
and learning.
■ Collaboration and community engagement: Established trust and confidence among
all educational stakeholders. Necessary partners for school districts include parents,
business and political leaders, media representatives and other citizens in the community.
■ Continuous improvement: Constantly seeking and planning new ways to improve the
system. Good data empower the board and staff to refine, strengthen, modify, correct
and/or eliminate existing programs and practices to get better results.

For more information, visit www.nsba.org/Board-Leadership/Governance/KeyWork.aspx

It is tempting, in a data-driven world, to ignore the outside forces – emotional, social,

physical and economic – that can become barriers to increased student achievement. That
is one reason school counseling is so important. Working together collaboratively, using
data mixed with common sense, is necessary to create systemic change and improve
achievement for all.

20 • A S C A N AT I O N A L M O D E L
 FOUNDATION
Foundation

Introduction
The school counseling program’s foundation serves as
the solid ground upon which the rest of the comprehen-
sive school counseling program is built. The decisions
made as the foundation is being developed or modified
become the “what” of the program. The “what” is de-
fined as the student knowledge, attitudes and skills that
are learned because of a school counseling program.
Designing a strong foundation requires a collaborative
Topics Include: effort with staff, parents/guardians and the community
to determine what every student will receive as a bene-
Program Focus fit of a school counseling program.
■ Beliefs
■ Vision Statement
The purpose of this component of the ASCA National
■ Mission Statement
Model is to establish the focus of the comprehensive
■ Program Goals
school counseling program based on the academic, ca-
Student Competencies reer and personal/social needs of the students in the
■ ASCA Student school. Elements of the foundation include three sec-
Standards tions:
■ Other Student ■ Program Focus

Standards ■ Student Competencies

■ Professional Competencies
Professional
Competencies
■ School Counselor

Professional PROGRAM FOCUS

Competencies
■ ASCA Ethical Beliefs
Standards for School Everyone has beliefs. Beliefs are personal and individual
Counselors and are derived from our backgrounds and experiences.
But most importantly, our beliefs drive our behavior.

Beliefs are discussed early in the process of developing

a school counseling program. It is clear that school
counselors’ beliefs about students, families, teachers
and the educational process are crucial in supporting

A S C A N AT I O N A L M O D E L • 21
student success. Open, honest dialogue is required to ensure school counseling teams and
departments explore complex issues from many points of view.

When working with a school counseling team, it is important for each team member to
contribute to the discussion on beliefs to come to a common understanding about each
other’s point of view.

Effective school counseling belief statements:

■ Indicate agreed-upon beliefs about the ability of all students to achieve
■ Address how the school counseling program meets student developmental needs
■ Address the school counselor’s role as an advocate for every student
■ Identify persons to be involved in the planning, managing, delivery and evaluation of
school counseling program activities
■ Include how data inform program decisions
■ Include how ethical standards guide the work of school counselors

Exercise: Developing Beliefs

Each team member should contribute to the beliefs discussion. The following questions will
help your team complete the chart:
1. What do we believe about the ability of all students to achieve?
2. How do we address developmental needs of all students?
3. What is the school counselor’s role as an advocate for every student?
4. Who do we believe is involved in the planning, managing, delivery and evaluation of
program activities?
5. How are data used to inform program decisions?
6. How do ethical standards guide the work of school counselors?

Following the discussion, define and record the group’s beliefs.

This belief is What this belief What this belief

important for means for the means the school
Belief students because… program counselor will do

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22 • A S C A N AT I O N A L M O D E L
 FOUNDATION
Sample Beliefs
School counselors in the Everett Naismith Middle School Counseling Program believe:
■ All students can achieve and meet high standards that will result in college and career
success
■ Student developmental needs are best met by implementing a comprehensive school
counseling program
■ School counselors must be leaders, advocates and collaborators who create equitable
access to rigorous curriculum and opportunities for self-directed personal growth for
every student
■ Student achievement is maximized by participation in a comprehensive school
counseling program that is planned, managed, delivered and evaluated by licensed
professional school counselors
■ Data must be analyzed and translated into goals that guide the development of the
comprehensive school counseling program promoting student achievement
■ Applying the ASCA Ethical Standards for School Counselors empowers school
counselors to make decisions based on the highest moral principles to promote the
maximum development of every student

Vision Statement
Vision focuses on the future, more specifically, a preferred or desired future (Levin, 2000).
When discussing the vision of a school counseling program, school counselors communi-
cate what they want to see in the future for the school community related to student
achievement and other student outcomes. A discussion about vision builds off of the dis-
cussion of beliefs and becomes the picture of what school counselors hope to see in the
next five to 10 years (National School Boards Association [NSBA], 2009).

School counselors can promote the success of every student by developing a vision of learn-
ing for all students that is shared and supported by stakeholders (The Council of Chief
State School Officers, 2008). This vision “ensures that equitable academic, career, post-
secondary access and personal/social opportunities for all students through the use of data
to help close achievement gaps and opportunity gaps” is clearly articulated in a vision
statement (ASCA, 2010).

The vision statement for the school counseling program aligns with the vision of the school
and district. It describes not what we are but what we want to become and what life will
be like for students, staff, parents and stakeholders from the perspective of the school
counselor (NSBA, 2009). It is shaped by how school counselors view the world and reflects
what they believe about students, families, teachers and the educational process that drive
their ability to support success for all students (Dahir & Stone, 2012).

A review of research shows that a shared vision or mission is “a characteristic of effective

schools, helps foster inclusive and equitable schools, directs positive school change and ide-
ally guides quality professional development” (Kose, 2011, p. 120). All of these areas fit
within a comprehensive school counseling program. A clearly formed vision statement
shapes school counselors’ actions, instills their work with meaning and reminds them why
they are in the profession (Leithwood & Hallinger, 2002).

A S C A N AT I O N A L M O D E L • 23
An effective vision statement:
■ Describes a future world where the school counseling goals and strategies are being
successfully achieved
■ Outlines a rich and textual picture of what success looks like and feels like
■ Is bold and inspiring
■ States the best possible student outcomes that are five to 15 years away
■ Is believable and achievable (Kose, 2011; Levin, 2000)

Sample Vision Statement

The students at Everett Naismith Middle School are high-achieving learners who graduate
college and career ready, well prepared to meet the challenges and high expectations of the
21st century. All students participate in rigorous curriculum and high-quality opportunities
for self-directed personal growth supported by the comprehensive school counseling pro-
gram that facilitates strategic partnerships between the school, family and community. As
successful, life-long learners and productive citizens, our students achieve their fullest po-
tential, making a positive difference in our school and community.

Mission Statement
A mission statement provides the focus and direction to reach the vision, creating one focus
or purpose in the development and implementation of the comprehensive school counseling
program. The school counseling mission statement aligns with and is a subset of the school
and district’s mission. Therefore, the school counseling program supports the learning envi-
ronment and at the same time makes unique contributions to meeting students’ needs and
nurturing their growth.

The program’s mission statement is clear, concise and specific to the program’s intent and
what the program will contribute to the overall mission of schools.

An effective mission statement:

■ Aligns with the school’s mission statement and may show linkages to district and state
department of education mission statements
■ Is written with students as the primary focus
■ Advocates for equity, access and success of every student
■ Indicates the long-range results desired for all students

Sample School Mission Statement

The mission of Clinton High School, as a diverse and caring community, is to use a chal-
lenging and relevant curriculum to help all students to be successful, lifelong learners and
problem solvers.
Adapted from Clinton High School (Iowa), 2012

Sample School Counseling Mission Statement

The mission of the school counseling program is to provide all students with a comprehen-
sive school counseling program centered around an engaging curriculum that encourages
the highest level of student achievement through their growth in academic, career and per-
sonal/social domains. In partnership with teachers, administrators, parents and a caring

24 • A S C A N AT I O N A L M O D E L
 FOUNDATION
community, the school counselors will help all students to be successful lifelong learners
and problem solvers.
Adapted from Clinton High School (Iowa), 2012

Program Goals
Program goals define how the vision and mission will be accomplished and guide the devel-
opment of curriculum, small-group and closing-the-gap action plans. School counseling
program goals are statements about a desirable outcome toward which the program is will-
ing to devote resources (Dimmit, Carey, & Hatch, 2007). These goal statements address
specific student outcomes, including improved student achievement, attendance, behavior
and school safety through one or more of the three domains: academic, career or
personal/social development.

Program goals are based on school data and, in many cases, focus attention on issues re-
lated to an achievement, opportunity or attainment gap. Goal setting, based on school-
specific data and aligned with the school counseling vision and mission, gives focus to the
school counseling program. Typically program goals are developed at the beginning of the
school year.

Effective program goals

■ Promote achievement, attendance, behavior and/or school safety
■ Are based on school data
■ Address schoolwide data, policies and practices to address closing-the-gap issues
■ Address academic, career and/or personal/social development

The SMART goal format (Doran, 1981) is frequently used for writing program goals.
SMART is an acronym for specific, measurable, attainable, results-oriented and time
bound. This acronym is often used to help an individual identify goals and the necessary
steps needed to accomplish a given tasks.

Goal Setting: The Process

The goal-setting process often begins by identifying a “burning question” related to educa-
tional issues (Young & Kaffenberger, 2009). It builds on courageous conversations about
beliefs about student learning and student inequalities and is founded in data such as stu-
dent enrollment patterns in rigorous classes, incidences of discipline referrals or student ab-
sences (Dimmitt, Carey, & Hatch, 2007; Haycock, 2001; Marzano, 2010; Singleton &
Linton, 2006).

Although there may be many ways to identify a goal, the following process suggests four
ways to examine data elements.

1. Examine the school data profile to identify academic gaps by categories such as
race/ethnicity, gender, age or grade level.

A S C A N AT I O N A L M O D E L • 25
2. List current academic, career and personal/social domain activities and interventions
provided to all students. (See Brainstorming Activity p 27.) The brainstorming
activity can help school counselors provide a cursory review of their comprehensive
services and consider gaps in their program delivery (Bauman, 2004; Singleton &
Linton, 2006; Young & Kaffenberger, 2009).

3. Identify a specific school improvement plan goal and consider the school counseling
program activities that align with the school’s instructional accountability goals. Have a
discussion with the principal about his/her goals. Principals are often working toward
specific goals from the school improvement plan, and it may be timesaving for school
counselors to understand the principal’s focus for the year.

4. Complete the school counseling program SMART goals worksheet. (See School
Counseling Program SMART Goals p. 28).

Sample Goal-Setting Process for Academic Goals

1. School Data Profile Review
Benton High School has traditionally been highly competitive in academic grades, high
school exit exam scores, end-of-course exam scores and performance on college entrance
exams such as SAT and ACT. In the past few years, the average SAT and ACT scores
have declined well below the national average and showed an achievement gap for
African-American students especially in mathematics.
2. Current Strategies
a. Students and parents are provided with resources on college entrance exams.
b. Data are analyzed to determine which students may need additional support to
prepare for college entrance exams.
c. School counselors collaborate with the teachers and administrators to identify
additional support for mathematics for students who need assistance.
3. School Improvement Plan
The school improvement plan includes a goal to improve SAT/ACT scores for all
students.
4. SMART Goal Development
The following SMART goals are potential goals addressing school data.
■ By the end of year, the school’s average SAT and ACT score will increase by 10
percent.
■ By the end of year two, the achievement gap in mathematics for African-American
students will decrease by 50 percent.
■ By the end of year three, the school’s average score on SAT and ACT exams will
exceed the national average for all subgroups in the school.

Sample Goal Setting Process for Attendance Goals

1. School Data Profile Review
The district provides the school with daily attendance reports identifying which students
have been absent. At the end of the school year, the school receives a report identifying
students with eight or more absences for the year. The school counselors review the
reports and identify 73 students with eight or more absences.

26 • A S C A N AT I O N A L M O D E L
 FOUNDATION
2. Current Strategies
a. Letters are sent to the homes of students with four, seven and 10 absences.
b. Students are considered for retention if they have 20 or more absences.
3. School Improvement Plan
A goal of increased attendance is a part of the plan.
4. SMART Goal Development
The following goal was developed.
Students with 10 or more absences in the previous year will have fewer than eight
absences this year.

These sample goals promote the academic domain by focusing on an increase in academic
achievement, success on college entrance exams and increased attendance. The goals are
simple, yet precise. (Young & Kaffenberger, 2009)

Brainstorming Activity
Academic Career Personal/Social

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electronic version.

A S C A N AT I O N A L M O D E L • 27
 Sample School Counseling Program
SMART Goals Worksheet

Specific Issue
What is the specific issue
based on our school’s
data?

Measurable
How will we measure
the effectiveness of
our interventions?

Attainable
What outcome would
stretch us but is still
attainable?

Results-Oriented
Is the goal reported in
results-oriented data
(process, perception and
outcome)?
Time Bound
When will our goal
be accomplished?

School:_____________________________________________________ Year: _____________________

School Counselor(s): ___________________________________________________________________

Based on the information above, write a single goal statement sentence

Example: By the end of the year, the number of discipline referrals will decrease
by 20 percent.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

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28 • A S C A N AT I O N A L M O D E L
 FOUNDATION
STUDENT COMPETENCIES

ASCA Student Standards

ASCA Student Standards (available at www.ASCANationalModel.org) identify and
prioritize the specific knowledge, attitudes and skills that students should be able to
demonstrate as a result of a school counseling program. School counselors use the stan-
dards to assess student growth and development, guide the development of strategies and
activities and create a program that helps students achieve their highest potential.

The ASCA Student Standards are organized in three broad domains to promote behaviors
that enhance the learning process: academic, career and personal/social development. Stan-
dards for each domain provide guidance and direction for states, school systems and indi-
vidual schools for the development of effective school counseling programs. Student
competencies define the specific knowledge, attitudes and skills students should obtain, and
indicators demonstrate skill acquisitions.

School-specific competencies and indicators from the ASCA Student Standards are the
foundation for classroom lessons, small groups and activities with a school counseling pro-
gram. The competencies and indicators directly reflect the school counseling program, mis-
sion and goals. The ASCA Student Standards are aligned with district, state and/or national
documents to reflect the district’s local priorities.

Use the ASCA Student Standards program planning tool (available at www.ASCA
NationalModel.org) to identify grade-level specific competencies and indicators for the
school counseling program.

Other Student Standards

District and state initiatives often contain educational standards for students other than the
ASCA Student Standards. School counselors are encouraged to consider how these other
student standards complement and inform their school counseling program and, if appro-
priate, select competencies from these other standards that align with ASCA Student Stan-
dards and their school counseling program’s mission and goals.

The following are examples of other student standards.

■ Framework for 21st Century Learning, www.p21.org/
■ The National Career Development Guidelines, www.acrn.ovae.org/ncdg.htm
■ The Six Pillars of Character, www.charactercounts.org/
■ State standards (check state department of education Web sites)

PROFESSIONAL COMPETENCIES

ASCA School Counselor Competencies

The ASCA School Counselor Competencies outline the knowledge, attitudes and skills that
ensure school counselors are equipped to meet the rigorous demands of the profession and

A S C A N AT I O N A L M O D E L • 29
the needs of our preK-12 students. These competencies are necessary to ensure the future
school counselor workforce is able to continue to make a positive difference in students’
lives.

The competencies are applicable along a continuum of areas. For instance, school coun-
selor education programs may use the competencies as benchmarks for ensuring students
graduate with the knowledge, attitudes and skills needed for developing and implementing
school counseling programs. School counselors use the ASCA School Counselor Competen-
cies as a checklist to self-evaluate their own competencies and, as a result, formulate an ap-
propriate professional development plan. (See ASCA School Counselor
Competencies, p. 148.)

ASCA Ethical Standards for School Counselors

Ethics are the customs, norms, standards and accepted practice of the school counseling
profession (Corey, Corey, & Callanan, 2010). The ASCA Ethical Standards for School
Counselors (2010) specify the principles of ethical behavior necessary to maintain the high-
est standard of integrity, leadership and professionalism. They guide school counselors’ de-
cision-making and help standardize professional practice to protect both students and
school counselors.

Ethical decision-making models provide direction to school counselors when faced with an
ethical dilemma. The use of a professionally structured decision-making process ensures a
consistent and fair standard of practice is used in addressing an ethical dilemma. ASCA’s
Ethical Standards include a nine-step process for ethical decision making.

1. Define the problem emotionally and intellectually

2. Apply the ASCA Ethical Standards and the law
3. Consider the students’ chronological and developmental levels
4. Consider the setting, parental rights and minors’ rights
5. Apply the moral principles
6. Determine your potential courses of action and their consequences
7. Evaluate the selected action
8. Consult
9. Implement the course of action

To read ASCA’s Ethical Standards for School Counselors, go to

www.schoolcounselor.org/ethics.

References
American School Counseling Association. (2010). Ethical standards for school counselors.
Alexandria, VA: Author.
Bauman, S. (2004). School counselors and research revisited. Professional School
Counseling, 7, 141-151.
Corey, G., Corey, M. S., & Callanan, P. (2010). Issues and ethics in the helping profession.
Pacific Grove, CA: Brooks/Cole.

30 • A S C A N AT I O N A L M O D E L
 FOUNDATION
Dahir, C. A. & Stone, C. B. (2012). The transformed school counselor (2nd ed.). Belmont,
CA: Brooks/Cole.
Dimmitt, C., Carey, J. C. & Hatch, T. (2007). Evidence-based school counseling: Making a
difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-
12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and
objectives. Management Review, 70(11), 35-36.
Haycock, K. (2001). Closing the achievement gap. Educational Leadership, 58, 6-11.
Kose, B. W. (2011). Developing a transformative school vision: Lessons from peer-
nominated principals. Education and Urban Society, 43(2), 119-136.
Leithwood, K., & Hallinger, P. (Senior Co-eds.; 2002). The second international handbook
of educational leadership and administration. Dordrecht, Netherlands: Kluwer Press.
Levin, I. M. (2000). Vision revisited: Telling the story of the future. The Journal of Applied
Behavioral Science, 36(1), 91-107.
Marzano, R. (2010). High expectations for all. Educational Leadership, 68, 82-85.
National School Boards Association (2009). The key works of school boards guidebook.
Alexandria, VA: Author.
Singleton, G. E., & Linton, C. (2006). Courageous conversations about race. Thousand
Oaks, CA: Corwin Press.
The Council of Chief State School Officers. (2008). Educational leadership policy
standards: ISLLC 2008. Washington, DC; Author.
Young, A. & Kaffenberger, C. (2009) Making data work (2nd ed.). Alexandria, VA:
American School Counselor Association.

A S C A N AT I O N A L M O D E L • 31
 FOUNDATION Beliefs

BELIEFS MATTER

By Mark Kuranz, Director of Professional Development, ASCA, and Rachelle Perusse,

Ph.D., Associate Professor, University of Connecticut

The school counselor’s beliefs are the engine powering the school counseling program. If
school counselors do not believe in high expectations, rigorous course planning, post-sec-
ondary/career planning, and a safe and respectful learning environment for all students,
they will not advocate for a school counseling program that serves all students. In essence,
their lack of belief in all students maintains the status quo.

Beliefs drive behaviors, and school counselors must continuously ask themselves how they
view all students in the school. If school counselors do not believe in supporting all stu-
dents, they will not behave in ways that are helpful for all students. Our beliefs drive advo-
cacy.

Beliefs are addressed in the foundation section of the ASCA National Model when consid-
ering your program’s philosophy and mission statement. Historically, some students have
been left out of the recipe for a successful school experience because school staff did not
believe all students could learn. Today in the Foundation of the ASCA National Model, be-
lief statements address the discrepancies in the school data profile. These beliefs must not
be kept a secret but shared with school counseling peers, where a clear statement can be ar-
ticulated to other school personnel and the greater community.

Collaboration is critical to defining beliefs. School counselors must commit to continually

engaging in these discussions and commit to self-reflection to ensure their beliefs are con-
sistent with the mission of the school.

Systemic change requires school counselors to be aware of their beliefs, share their beliefs
with others and ensure the shared beliefs drive change in school practices, procedures and
policies that disenfranchise students.

32 • A S C A N AT I O N A L M O D E L
 FOUNDATION
Self-check:
■ What do you believe about student achievement for all students?
■ Do you believe all students can achieve to high standards?
■ Are you expecting all students to achieve to high standards?
■ What behaviors do you exhibit that communicate high expectations matter?
■ What school practices demonstrate the belief that all students can achieve to high
standards?
■ Are you providing the resources for all students to be successful?
■ What resources are available and necessary to support student success?
■ How can your time be prioritized and managed to improve school success?
■ What are the outcomes for you in understanding that beliefs matter?

A S C A N AT I O N A L M O D E L • 33
 FOUNDATION LGBTQ

SCHOOL COUNSELORS’ ROLE IN

WORKING WITH LGBTQ STUDENTS

By Vincent Pompei, School Counselor, Val Verde Unified, San Diego, Calif., and LGBTQ
Consultant

Students who are or are perceived to be lesbian, gay, bisexual, transgender or questioning
(LGBTQ) are often targets of bullying, harassment and violence. These students frequently
lack feelings of connectedness and safety at school, and their experiences have been linked
to absenteeism, drop out, mental health issues, drug and alcohol abuse, lower future aspi-
rations and suicide risks. School counselors play a vital role in creating a safe, inclusive and
welcoming school climate for LGBTQ students and students of same-sex parents.

The ASCA National Model is a framework for school counseling programs designed to
meet the needs of all students, including those who identify as or are perceived to be
LGBTQ. Implementing the ASCA National Model can ensure LGBTQ students’ unique
needs are met.

Foundation: When writing belief statements about the ability of all students to succeed,
consider LGBTQ students’ unique needs and challenges. When writing your vision and
mission statements, include LGBTQ students if specific groups are listed. If “all students”
is used in the vision statement, give consideration to how school counselors ensure LGBTQ
students have an equitable chance at achieving the vision. Effective vision and mission
statements advocate for equity, access and success of every student.

Building on the mission and vision, program goals can be created that include desirable
outcomes for LGBTQ students. Examples include:
■ Increase school connectedness, feelings of safety, personal well-being, academic
achievement, attendance rate, college/career readiness and graduation rate for LGBTQ
students.
■ Decrease incidents of bullying, harassment and homophobia on school campus.

34 • A S C A N AT I O N A L M O D E L
 FOUNDATION
When selecting standards and competencies from the ASCA Student Standards to focus on,
consider how they apply to LGBTQ students. Strategies may need to be tailored and addi-
tional emphasis may be needed on personal/social standards to ensure these students
achieve their highest potential.

Professional competencies help ensure school counselors make a positive difference in the
lives of all students. The ASCA Ethical Standards for School Counselors recommend school
counselors receive training that helps them better advocate for, affirm and create an equi-
table and safe school climate for LGBTQ students. Developing these skills helps school
counselors provide, and encourage other staff to create, visible safe spaces so LGBTQ stu-
dents have several trusting adults to turn to for support.

Management: When inviting new members to the advisory council, consider an LGBTQ
expert from the community who can bring helpful guidance and resources to the school. In
addition, the school counseling program annual calendar may include activities and serv-
ices important to LGBTQ students such as National Coming Out Day, The Day of Silence
or LGBT History Month to help LGBTQ students feel connected and included.

Using data is essential to ensuring all students benefit from the school counseling program.
School counselors ensure LGBTQ students feel safe in reporting harassment or incidents of
homophobia and follow up to ensure the response to complaints was effective.

Monitoring academic performance and attendance rates may offer clues that an LGBTQ
student is dealing with issues of fear. Monitoring the behavior files of students who are bul-
lying or showing signs of homophobia may provide useful data on the school counseling
program’s effectiveness at curbing such behavior. In addition, analyzing school climate sur-
veys can help to determine if prevention/interventions have been effective.

Delivery: Issues relevant to LGBTQ students are appropriate for many curriculum lessons
delivered by school counselors as a part of the school counseling core curriculum. Class-
room lessons pertaining to diversity, respect and bullying prevention, particularly if they
contain the words “lesbian, gay, bisexual and transgender,” help LGBTQ students feel in-
cluded. Non-heteronormative and inclusive language helps to engage and connect lessons
to all student groups. If there is a need, school counselors can follow up individually or in
small groups to address any additional needs of LGBTQ students.

Individual student planning with LGBTQ students may include sharing information on
LGBTQ-friendly colleges, listings of scholarships for LGBTQ students, Fortune 500 com-
panies that value LGBTQ employees and other LGBTQ-focused resources.

Responsive services may provide support for self-acceptance, the coming-out process, deal-
ing with peer or family rejection and resilience. Responsive services may also be needed for
a student who is intolerant or showing signs of homophobia. As with any student, disci-
pline consequences must remain separate from a school counselor’s intervention plan.

School counselors provide indirect student services to promote student achievement and
systemic change. School counselors advocate for enumerated anti-bullying policies that in-

A S C A N AT I O N A L M O D E L • 35
clude sexual orientation and gender identity/expression, as these policies have been shown
to decrease anti-LGBTQ harassment and bullying. School counselors also make referrals to
students and parents for additional assistance or information. A referral may direct
LGBTQ students and straight allies to organizations that guide in the formation of a gay
and straight alliance or, if parents are unsupportive of their LGBTQ child, a referral to
community groups such as Parents, Family and Friends of Lesbians and Gays may provide
needed resources.

If longer-term counseling services are needed, it is important to refer the student and parent
to an open and affirming therapist. Although some organizations practice reparative or
conversion therapy when working with LGBTQ youth, ASCA and many other national
medical and educational associations consider this harmful and inappropriate.

Accountability: Analyzing program result reports contributes to a more focused and effec-
tive program, serving as a measure to determine if the experience of LGBTQ students has
improved. A review of the curriculum, small-group and closing-the-gap results reports re-
lated to issues important to LGBTQ students will help determine if program goals are
being met.

Implementing the ASCA National Model while considering LGBTQ students’ unique needs
will create a safer, more welcoming and inclusive school climate.

Read ASCA's position statement on The

Professional School Counselor and LGBTQ Youth.

36 • A S C A N AT I O N A L M O D E L
 FOUNDATION
FOUNDATION Diversity

MULTICULTURALISM AND THE ASCA NATIONAL MODEL

By Tim Grothaus, Ph.D., Associate Professor and School Counseling Coordinator, Old
Dominion University

School counselors have tremendous challenges and also terrific opportunities presented to
us by the increasing diversity in our schools and communities. Each of us has a constella-
tion of cultural identities, such as our race, ethnicity, socioeconomic status, gender, sexual
orientation, ability/disability, native language and country and spirituality. These cultural
facets can have powerful effects on our attitudes, perspectives and behavior. Recognizing
this, the ASCA Ethical Standards for School Counselors, the professional literature and nu-
merous ASCA position statements call us to value, respect and be responsive to these cul-
tural influences. As ethical and effective professionals, we can answer this charge by
implementing culturally responsive ASCA National Model programs.

Our school counseling program will likely reflect our own commitment to growing in cul-
tural competence. This exciting lifelong journey of improving our cultural awareness,
knowledge and skills can start with examining our own cultural identities, biases and privi-
leges. We may experience some discomfort realizing that our own behaviors are culturally
influenced and not the only correct way to view or do things. Yet respecting and valuing
others’ cultures and not expecting them to “see and be like me” can send a potent and pos-
itive message to our students and stakeholders.

The best way to enhance cultural competence appears to be through immersing ourselves
in diverse communities of friends and colleagues. We can also grow through active involve-
ment in our school’s neighboring community while networking with available cultural re-
sources. Accessing cultural informants, such as stakeholders who are fluent in the cultures
represented in our schools, can be helpful. In addition, participating in culturally sensitive
supervision can contribute to our progress. All of these activities take time and effort but
will likely yield great benefits.

A S C A N AT I O N A L M O D E L • 37
Culturally responsive implementation of the ASCA National Model also addresses the
problems and possibilities posed by the abundant array of cultural influences in our
schools. This includes school counselors acting as advocates, leaders and collaborators
working for systemic changes that promote equity and success for all students.

Specifically, in the foundation section, we can conceptualize the standards and competencies
in a culturally sensitive fashion. The school counseling program’s beliefs and vision state-
ments can display the importance of all students being valued for who they are and our ded-
ication to fostering a sense of belonging in our school community. This sense of mattering
has been shown to be related to improved academic and behavioral success. In addition, our
school counseling program’s mission statement can clearly state our commitment to honor
our students’ cultures and to access the rich cultural resources in our communities.

The Management section of the school counseling program could include an annual agree-
ment containing goals targeting the elimination of access and achievement inequities
among cultural groups. It could also explain how we will make the school counseling pro-
gram accessible to stakeholders by being available at times and places that parents/caretak-
ers are able to see us and having our office and materials accessible for persons with
disabilities. It is also important to communicate (through a translator if necessary) with
stakeholders in their preferred language. We can create a multicultural school counseling
program advisory committee, with representative membership from the school and com-
munity, to advise us on all aspects of the school experience. Our calendars should be acces-
sible and reflect our inclusive and inviting services and programs, including highlighting
our use of time. When we examine disaggregated school data, we will likely find inequities
(e.g., some groups of students receiving more behavioral referrals, disproportionate repre-
sentation in gifted programs and those receiving special education services, disparate grad-
uation rates for different student groups). We can use the data to create action plans to
challenge school policies and practices contributing to maintaining the inequitable status-
quo. Without a dedication to advocacy, we are probably unwittingly part of the problem.

The Delivery section can showcase our efforts to systematically improve multicultural rela-
tions, not just between racial or ethnic groups but also with regard to social class,
ability/disability, sexual orientation and other cultural identities. These efforts go hand-in-
hand with our efforts to create a vibrant school climate where cultural richness and
strengths are celebrated. We can also promote inclusive language and cultural recognition
(e.g., using humankind vs. mankind, celebrating cultural holidays and having school décor
that represents our student populations). The school counseling curriculum can feature cul-
turally inclusive lessons relevant to students’ lives delivered using culturally sensitive teach-
ing and classroom-management methods. In addition, individual student planning is a key
activity to counteract the ill effects of cultural bias in testing and the trend of students as
young as six or seven years old eliminating career options based on race, ethnicity, gender,
social class, etc. The responsive services we provide can include broaching the topic of cul-
ture when counseling in individual or group settings. This approach shows that discussing
cultural aspects of the situation are welcome, rather than being silent about culture, which
may indicate a lack of awareness or willingness to examine these important aspects of our
experiences.

38 • A S C A N AT I O N A L M O D E L
 FOUNDATION
Indirect student services such as consultation and collaboration could include discussions
about “code switching,” which involves making situationally intelligent decisions about
language and behavior in changing circumstances. Valuing code switching can indicate re-
spect for the cultural richness of students’ home lives, as can the use of culturally sensitive
terms (e.g., requesting that students use “school” or “formal” English rather than
“proper” English, which seems to imply a student’s home language is improper). In addi-
tion, we can actively promote school-family-community collaboration, especially with par-
ents/guardians who have been less involved, as this has been proven to benefit students.

The Accountability section can give us feedback about the cultural responsiveness of our
services and whether our program is equitably serving all students. Our results reports can
focus on the impact of the school counseling program over time in enhancing the cultural
inclusiveness of the school climate and closing the pernicious gaps in achievement.

In sum, we are invited to be a learner among learners as we share the struggles and em-
brace and celebrate the cultural strengths of our school and community. Culturally compe-
tent implementation of the ASCA National Model will not only assist us in answering the
question, “How are students different as a result of the school counseling program?” It will
also enlighten us about how well we respect and respond to the rich cultural diversity pres-
ent in our students and school community.

Learn more about multicultural school counseling programs in

“Making Diversity Work, an ASCA National Model publication.”

A S C A N AT I O N A L M O D E L • 39
40 • A S C A N AT I O N A L M O D E L
Management

MANAGEMENT
To effectively deliver the school counseling curriculum
and address the developmental needs of every student,
the school counseling program must be effectively and
efficiently managed. The management component of
the ASCA National Model provides organizational as-
sessments and tools designed to manage a school coun-
seling program. The assessments and tools help school
counselors develop, implement and evaluate their
school counseling program based on clearly defined
priorities reflecting student needs.
Topics Include:
Assessments
■ School Counselor
SCHOOL COUNSELOR
Competencies COMPETENCIES ASSESSMENT
Assessment
■ School Counseling
The school counselor competencies assessment sup-
Program Assessment ports school counselors’ efforts to help students focus
■ Use-of-Time
on academic, career and personal/social development
Assessment so they achieve success in school and are prepared to
Tools lead fulfilling lives as responsible members of society.
■ Annual Agreement The assessment helps school counselors self-assess their
■ Advisory Council knowledge, attitudes and skills necessary to perform
■ Use of Data the range of school counselor responsibilities in all four
■ School Data Profile components of a comprehensive school counseling pro-
■ Program Results Data gram.
(Process, Perception
and Outcomes) The competencies are applicable in a variety of areas,
■ Curriculum, including those listed on the following page.
Small-Group and
Closing-the-Gap
Action Plans
■ Lesson Plan
■ Calendars

A S C A N AT I O N A L M O D E L • 41
 School counselors ■ Self-assess their own competencies
■ Formulate an appropriate professional development plan

School administrators ■ Guide the recruitment and selection of competent school

counselors
■ Develop or inform meaningful school counselor
performance evaluation

School counselor ■ Establish benchmarks for ensuring school counseling

education programs students graduate with the knowledge, attitudes and skills
needed for developing comprehensive school counseling
programs

The school counselor competencies assessment on p. 148 helps school coun-

selors assess their knowledge, attitudes and skills.

SCHOOL COUNSELING PROGRAM ASSESSMENT

The school counseling program assessment is used to self-evaluate the school counseling
program in comparison with the ASCA National Model. The assessment findings help
school counselors identify strengths and weaknesses of the school counseling program and
provide direction for continued program improvement.

The assessment is first completed when a comprehensive school counseling program is

being designed and then reviewed and updated at least annually to appraise the progress of
program development and implementation. After completing the assessment, see p. 105
in the accountability section for more information about analyzing the data to determine:
■ Major strengths of the program
■ Program areas in need of strengthening
■ Short-range goals for improvement
■ Long-range goals for improvement
■ Areas to consider for professional development

Results of the assessment can be shared in several ways to support the development of a
comprehensive program. The results can be shared with administrators to inform the ad-
ministrator of the direction of program implementation. The results may also be shared
with the advisory council to inform the development of program priorities and goals, train-
ing and areas of focus.

See p. 59 for the school counseling program assessment.

42 • A S C A N AT I O N A L M O D E L
USE-OF-TIME ASSESSMENT

The use-of-time assessment helps the school counselor determine how much time is spent
in each of the components of the ASCA National Model. School counselors with compre-
hensive school counseling programs spend a majority of their time providing direct and in-
direct services to students. It is recommended that school counselors complete the
use-of-time assessment twice a year.

MANAGEMENT
■ Direct student services are in-person interactions between school counselors and
students. Through the direct services components of school counseling core curriculum,
individual student planning and responsive services, school counselors help students
develop the knowledge, attitudes and skills identified from the school counseling core
curriculum.

■ Indirect student services are services provided on behalf of students as a result of the
school counselor’s interactions with others. Through indirect services, school counselors
provide leadership, advocacy and collaboration, which enhance student achievement
and promote systemic change related to equity and access.

See p. 84 and 87 of the Delivery section for more information about direct and indirect
services.

It is recommended that school counselors spend 80 percent or more of their time in direct
student services and indirect student services. The remaining 20 percent of time is set aside
for program management and school support services, such as school counseling program
foundation, management and accountability tasks. In addition, a small portion of the 20
percent of the school counselor’s time is spent in fair-share responsibilities – the “routine
‘running of the school’ responsibilities that all members of the school staff take equal turns
doing to ensure the school’s smooth operation” (Gysbers & Henderson, 2012, p. 83).

Although spending 80 percent of time in direct and indirect student services is the general
recommendation for a comprehensive school counseling program, use of time within the
80 percent may be allocated differently from school to school based on needs identified in
school data. Although all components of direct and indirect student services are necessary
for a program to be considered a comprehensive school counseling program, decisions
about time allocation are based on student needs as demonstrated in the school data profile
(p. 66) and alignment with school and school counseling program goals.

School counselors may find it necessary to adjust the percentage of time in each of the de-
livery categories from year to year to meet students’ needs. In addition, school counselors
are able to justify their modification to the suggested use of time by providing a rationale
for an increase or decrease to any category based on research and best practice. In pro-
grams with more than one school counselor per site, there is often flexibility between and
among school counselors in determining how much time individual school counselors
spend in the delivery components.

A S C A N AT I O N A L M O D E L • 43
The use-of-time assessment (p. 63)
helps school counselors determine
how they are currently using their
time and can assist in drawing con-
clusions about how much time is
currently being spent on school
counseling activities versus non-
school-counseling activities. The
accountability section of the ASCA
National Model provides further
information on the analysis of data
collected through this assessment.

Delivery is
80% ORMORE
of the activity
in the ASCA
National Model

44 • A S C A N AT I O N A L M O D E L
Use of Time: Appropriate and Inappropriate
School Counseling Activities
School counselors’ duties are focused on the overall delivery of the comprehensive school
counseling program – direct and indirect student services and program management and
school support. Administrators are encouraged to eliminate or reassign inappropriate
tasks, allowing school counselors to focus on the prevention and intervention needs of their
program. The chart below represents a comparison between the two similar types of activi-
ties and serves as a helpful teaching tool when explaining school counseling program activ-

MANAGEMENT
ities.

Appropriate Activities for Inappropriate Activities for

School Counselors School Counselors
■ individual student academic program ■ coordinating paperwork and data entry
planning of all new students
■ interpreting cognitive, aptitude and ■ coordinating cognitive, aptitude and
achievement tests achievement testing programs
■ providing counseling to students who are ■ signing excuses for students who are
tardy or absent tardy or absent
■ providing counseling to students who ■ performing disciplinary actions or
have disciplinary problems assigning discipline consequences
■ providing counseling to students as to ■ sending students home who are not
appropriate school dress appropriately dressed
■ collaborating with teachers to present ■ teaching classes when teachers are absent
school counseling core curriculum lessons
■ analyzing grade-point averages in ■ computing grade-point averages
relationship to achievement
■ interpreting student records ■ maintaining student records
■ providing teachers with suggestions for ■ supervising classrooms or common areas
effective classroom management
■ ensuring student records are maintained ■ keeping clerical records
as per state and federal regulations
■ helping the school principal identify and ■ assisting with duties in the principal’s
resolve student issues, needs and office
problems
■ providing individual and small-group ■ providing therapy or long-term
counseling services to students counseling in schools to address
psychological disorders (see Responsive
Services on p. 86 for more detailed
information on therapy)
■ advocating for students at individual ■ coordinating schoolwide individual
education plan meetings, student study education plans, student study teams and
teams and school attendance review school attendance review boards
boards
■ analyzing disaggregated data ■ serving as a data entry clerk

Adapted from Campbell, C.A. & Dahir, C.A. (1997) Sharing the vision: The ASCA national standards for school
counseling programs, Alexandria, VA: American School Counselor Association.

A S C A N AT I O N A L M O D E L • 45
ANNUAL AGREEMENT

Annual agreements outline the organization and focus of the school counseling program
and are made between each school counselor and the administrator in charge of the school
counseling program each school year. These agreements ensure formal discussion between
the school counselor and administrator about the alignment of school counseling program
goals with the goals of the school and can increase an administrator’s understanding of a
comprehensive school counseling program. Each school counselor develops an annual
agreement with the administrator.

When developing the agreement, it is recommended that the agreement:

■ Is created and signed by the school counselor and supervising administrator within the
first two months of school
■ Provides rationale for the school counselor’s use of time based on the school’s data
■ Reflects the school counseling program’s mission and program goals, which align with
the school’s mission
■ Lists the school counselor’s specific responsibilities within the school counseling
program, such as student caseload and program components or activities
■ Identifies areas for professional development for the school counselor

When school counselors and administrators meet and agree on program priorities, imple-
mentation strategies and the organization of the school counseling program, the program
runs more smoothly and is more likely to produce the desired results for students.

Suggested Steps for Developing an Effective Annual Agreement

1. Review the annual agreement template as a school counseling team, if appropriate, as
early in the year as possible to discuss areas of information needed
2. Determine any sections of the agreement that will be the same for all school counselors
in the building, if appropriate
3. Complete the annual agreement template within the first month of school (one per
school counselor)
4. Schedule an appointment to meet with the principal to review the agreement
5. Provide a quick but thorough overview of program goals and priorities when meeting
with the principal, using the completed annual agreement to guide the conversation
6. Consider feedback from the principal, and adjust agreement as needed
7. Collect signatures of school counselor(s) and principal before the end of the second
month of school

Non-School-Counseling Duties
Non-school-counseling duties take away valuable time from implementing a school coun-
seling program that meets the needs of all students. Consider these steps for the reassign-
ment of non-school-counseling duties.

1. Identify tasks school counselors are currently responsible for that do not align with the
appropriate duties of a school counselor (see appropriate and inappropriate activities for
school counselors in the Use of Time section, p. 43).

46 • A S C A N AT I O N A L M O D E L
2. Use data from the use-of-time assessment or estimate the amount of time in hours these
duties take away from implementation of the school counseling program.
3. Consider if the tasks really need to be completed and how else the tasks might be
completed, including through use of technology for increased efficiency.
4. Determine what school counseling activities would replace these tasks if they were
removed, and estimate the impact on students.
5. Express willingness to be a part of a plan for successful transfer of the tasks to staff who
have skills to complete the task, keeping in mind that other staff members may already

MANAGEMENT
have a large list of responsibilities as well.
6. Recognize that reassigning tasks may take time.
Adapted from Gysbers, N.C. & Henderson, P. (2012) Developing and managing your school counseling program
(5th ed.), Alexandria, VA: American Counseling Association.

ADVISORY COUNCIL

An advisory council is a representative group of stakeholders selected to review and advise

on the implementation of the school counseling program. The council meets at least twice a
year and maintains an agenda and minutes for each meeting.

Advisory councils assist school counselors by:

■ Advising on program goals
■ Reviewing program results
■ Making recommendations about the school counseling program
■ Advocating and engaging in public relations for the school counseling program
■ Advocating for funding and resources

(Johnson & Johnson, 2001)

Creating an Advisory Council

When creating an advisory council, school counselors consider items such as:

■ Goals and objectives – The advisory council’s goals and objectives are set in advance of
selecting advisory council members. School counselors are responsible for helping the
members understand the council’s purpose and focus. Council members can provide
feedback on the goals and objectives, which can be revised as needed.

■ Representation – The broader the representation on the advisory council, the more the
group’s work will accurately reflect the community’s values, concerns and interests.
Ideally, members of the advisory council reflect the diversity of the community and
include students, parents, teachers, school counselors, administrators, school board
members, and business and community members.

■ Size – Although broad representation is crucial, the council’s size is an important issue. It
is important to create an environment that encourages informed, constructive
discussion. A council with too many members may be ineffective. Generally, a good rule
of thumb is to establish a council with a minimum of eight members and a maximum of
20 members.

A S C A N AT I O N A L M O D E L • 47
■ Appropriate candidates – Advisory councils function as a communications link between
the school counseling program and the various groups in the school and community:
students, parents or guardians, educators, businesses and the community organizations.
Appointing members with sincere interest in the school counseling program is
recommended. Officially invite potential members by letter to serve on the advisory
council, and provide a brief explanation of the purpose of the council and the amount of
time that may be needed. Also give potential members an opportunity to decline.

■ Chairperson – An effective advisory council chairperson has skills in planning and

conducting meetings. Additionally, the chairperson should possess group facilitation
skills and consistently demonstrate an effective working relationships with others.

■ Terms of membership – Terms of membership include appointments to definite terms of

office serving from one to three years. If terms are staggered, there will always be
experienced members serving. When a member’s term has expired, appoint a new
council member for a new term.

■ Agenda and minutes – To ensure effectiveness, it is important that each advisory council
meeting have a specific agenda and goals to be accomplished. Send minutes of previous
meetings and an agenda of the upcoming meeting to each member several days in
advance.

■ First meeting – The chairperson calls the first meeting of the council. Detailed
information is provided to council members to inform members of the council’s purpose
and goals. In addition, reports, school data and other information previously collected
are included in an information packet to each member. Setting meeting dates and times
and other organizational activities should take place at the first meeting. Although the
number of meetings may vary, the school counseling advisory council should meet at
least twice a year to collaborate and provide input.

■ Additional meetings – As the group forms and develops an identity, agenda topics may
naturally arise. However, part of the focus for the first meeting of the school year may
be presenting the school counseling program calendar, goals and objectives. At the end
of the year, the results gained in the program during the year can be shared along with
recommendations for program improvement.

USE OF DATA

The focus and direction of the comprehensive school counseling program is based on stu-
dent needs as determined through a review of the school’s data. Understanding and using
data are essential to ensuring equitable services and that every student receives the benefits
of the school counseling program.

School counselors show activities implemented as part of the school counseling program
were developed after a careful analysis of achievement, attendance and behavioral data.

48 • A S C A N AT I O N A L M O D E L
The use of data helps school counselors:
■ Monitor student progress
■ Identify students who are having difficulties or behavior problems
■ Identify barriers to learning
■ Understand factors affecting student behavior
■ Identify access and equity issues
■ Close achievement, opportunity and attainment gaps
■ Assess and evaluate the effectiveness of activities within the school counseling program

MANAGEMENT
■ Improve, modify or change services provided to students
■ Educate stakeholders about the power of a comprehensive school counseling program
■ Advocate for additional resources to increase program effectiveness

A comprehensive school counseling program requires school counselors to be proficient in

the collection, analysis and interpretation of student achievement, attendance and behav-
ioral data. While the management component of the ASCA National Model aids school
counselors by providing tools for planning and data collection, the accountability compo-
nent helps with data analysis and program results.

Disaggregating Data
To ensure every student achieves high academic standards, it is important to understand
aggregate, global data from the entire student body, but it is even more important to under-
stand the disaggregated data. When disaggregating data, school counselors separate data
by variables to determine if there are any groups of students who are not performing as
well as others.

For example, a school counselor may be pleased with data revealing that 85 percent of all
seniors attend post-secondary education but not be as pleased if disaggregated data reveal
that 93 percent of white students attend post-secondary education compared with only 42
percent of students of color. Disaggregated data often brings to light issues of equity and
access and helps focus the discussion upon the needs of specific groups of students.

Although there are many ways to disaggregate data, frequently used categories include:
■ Gender
■ Race/ethnicity
■ Socio-economic status* (free or reduced lunch)
■ Course enrollment
■ Language spoken at home
■ Special education
■ Grade level
■ Teacher assignment

*Although the socio-economic status of individual students may be helpful in understand-

ing student backgrounds, these data are protected by federal and state laws and may not be
available to school counselors. Making decisions about prevention or intervention activities
based on academic, attendance and behavioral data will help school counselors meet the
needs of any student, regardless of background, who is not achieving success.

A S C A N AT I O N A L M O D E L • 49
SCHOOL DATA PROFILE

Using student and school site data to monitor student progress helps the school counselor
determine what students need to achieve school success. The school data profile template
can be used to help school counselors organize and disaggregate data, particularly if the
school’s student information system does not produce reports in a disaggregated format.
Disaggregated data are needed for the school counselor to gain an understanding of
whether or not achievement gaps or issues of equity exist at the school. The following
types of data can help school counselors better understand the needs of all students.

Achievement Data
Achievement data measure students’ academic progress. Achievement data fields include:
■ Promotion and retention rates
■ Graduation rates
■ Drop-out rates
■ Standardized test data (e.g., state exams, SAT/ACT scores)
■ Grade-point averages
■ At or above grade/achievement level in reading, math, etc.
■ Passing all classes
■ Completion of specific academic programs (e.g., academic honors, college prep, etc.)

Behavioral Data
Behavioral data measure those fields the literature has shown to be correlated to academic
achievement. These data fields include:
■ Discipline referrals
■ Suspension rates
■ Alcohol, tobacco and other drug violations
■ Attendance rates
■ Course enrollment patterns
■ Post-secondary education attendance rates
■ Parent or guardian involvement
■ Participation in extracurricular activities
■ Homework completion rates

The school data profile (see p. 66) is provided as a template framework for documenting
current school data as well as data over time. Collecting data over time can help provide a
better understanding of the impact of the school counseling program. Data are collected in
short-term and long-term formats.

Short term: Data that measure the short-term impact of changes in knowledge, attitudes
and skills as a result of school counseling activities or interventions such as:
■ Pre-post tests on student competencies addressed in a classroom unit
■ Four-year/graduation plans
■ Improved test scores after delivering test-taking lessons
■ Improved classroom behavior after small-group counseling
■ Improved grades from one quarter to another after delivering homework or study skill
lessons.

50 • A S C A N AT I O N A L M O D E L
Long term: Schoolwide year-to-year, longitudinal student impact data collected for areas
such as:
■ Promotion and graduation rates
■ Attendance rates
■ Suspension rates
■ College acceptance rates

MANAGEMENT
PROGRAM RESULTS DATA

School counselors use data not only to identify areas of concern but also to show the
school counseling program has attained goals and made a difference for students (Dimmitt,
Carey & Hatch, 2007). To document how students are different as a result of the school
counseling program, school counselors collect and analyze process, perception and out-
come data and include them in program activity results reports.

Process data: Process data answer the question, “What did you do for whom?” and pro-
vide evidence that an event occurred. These data describe the way the activities are con-
ducted and how many students were affected by the activity.

Examples of ■ Eight fourth-grade students participated in a study skills

Process Data group that met six times for 45 minutes
■ 450 ninth-graders completed an individual learning plan
■ 38 parents attended the middle school orientation meeting

Perception data: Perception data answer the question, “What do people think they know,
believe or can do?” These data can be collected through surveys such as pre-post tests, needs
assessments, program evaluation surveys or feedback surveys measuring self-reports of:
■ Attainment of competencies
■ Changes in attitudes and beliefs
■ Perceived gains in knowledge

The following types of surveys may be used to inform the school counseling program.

Pre-Post Given before and after an intervention to determine

knowledge gained or to measure a change in perspective

Needs Assessment Given to students or stakeholders to gather their perception

of student or program needs

Program/Activity Given after an intervention or activity to gather participants’

Evaluation opinions about the value of the intervention or activity

Opinion Survey Given to students or stakeholders to understand their percep-

tions of the school counseling program or activities

A S C A N AT I O N A L M O D E L • 51
Examples of perception data include:

Achievement of ■ 100 percent of ninth-graders understand graduation

Competencies requirements and have completed a graduation plan
■ 100 percent of sixth-graders can identify three career
interests

Changes in Attitudes ■ 93 percent of fourth-graders believe fighting is not an

or Beliefs appropriate method of solving problems
■ 69 percent of all students report feeling safe at school
■ 90 percent of the parents report benefiting from a
presentation on college entrance requirements

Gains in Knowledge ■ 89 percent of ninth-graders demonstrate knowledge of

promotion requirements
■ 92 percent of all students can identify the early warning
signs of violence

Outcome data: Although it is important to keep track of process and perception data so
interventions can be replicated or improved, these data alone are not sufficient to evaluate
the effectiveness of interventions. Outcome data show the impact of an activity or program
and answer the question, “So what?”

Outcome data provide data provide school counselors with the opportunity to discuss the
extent to which the program has had a positive impact on students’ ability to utilize their
knowledge, attitudes and skills to effect improvement in achievement and behavior. These
data are collected from multiple sources and include fields such as promotion rates, atten-
dance rates, number of discipline referrals, grade-point averages, student graduation rates,
etc. Examples of outcome data for behavior change include:

Achievement ■ Graduation rate improved from 79 percent to 86 percent.

Outcome Data ■ Identified ninth-graders increased GPA from 2.0 to 3.4
between first and final marking period.
■ Fourth-graders improved state math score from 69 to 73.

Attendance ■ Average attendance increased from 88 percent to 91

Outcome Data percent.
■ Identified students decreased average number of days
absent from 15 to 8 during final marking period.

Behavioral ■ Discipline referrals decreased by 30 percent for students

Outcome Data with four or more referrals.
■ Number of students referred for discipline decreased by 15
percent by the end of the school year.

Most of the data fields mentioned above are typically available in the school’s student in-
formation system. These systems or databases greatly enhance the school counselor’s abil-

52 • A S C A N AT I O N A L M O D E L
ity to monitor every student’s progress and help to make these formerly daunting tasks a
manageable and valuable strategy.

Although data collection and analysis are important, school counselors do not have the
time or resources to monitor every activity within the school counseling program. There-
fore choices are made based on school priorities and data available at the local site. School
and district goals, school improvement plans and other documents will help the school
counselor determine what activities may be the highest priority. Each school district should

MANAGEMENT
provide direction on what is most important to be monitored.

Although collecting and analyzing data are important, these activities do not imply that
school counselors are data analysts or attendance clerks. Schools may ask administrators
or data managers to assist in the collection and management of this information, or they
may hire para-professionals to assist with these tasks. Although data collection and analy-
ses take time, the benefits for students and the school counseling program greatly outweigh
these costs.

ACTION PLANS

To efficiently and effectively deliver the school counseling program, there must be a plan
detailing how the school counselor intends to achieve the desired results (Johnson & John-
son, 2001). Action plans are utilized within three areas: school counseling curriculum,
small groups and closing-the-gap activities.

The templates of all three types of action plan are similar and contain the following infor-
mation:
■ Goals to be addressed
■ Domain(s), standard(s) and competencies, which are consistent with school and program
goals
■ Description of school counseling activities to be delivered
■ Title of any packaged or created curriculum that will be used
■ Timeline for completion of activities
■ Name of person(s) responsible for each activity
■ Methods of evaluating school success using process, perception and outcome data
■ Expected results for students stated in terms of what will be demonstrated by the student

Curriculum Action Plan

Delivering school counseling curriculum activities can be an effective way to increase stu-
dent achievement and improve student behaviors and attitudes (Whiston & Quinby, 2009).
The curriculum action plan template helps school counselors create an effective plan to
help students develop the knowledge, attitudes and skills appropriate for their developmen-
tal level within the domains of academic, career and personal/social development.

School counseling curriculum activities are presented systematically in the school (preK-12)
through classroom and group activities. The template (see p. 69) assists school counselors in
the design, documentation and implementation of the school counseling curriculum.

A S C A N AT I O N A L M O D E L • 53
■ Design – School counselors design the curriculum by selecting specific competencies that
address student needs as demonstrated through school data. The competencies are
selected from, or align with, the ASCA Student Standards. Lessons are selected or created
to help students gain the appropriate knowledge, attitudes or skills specified in the plan.
■ Documentation – The curriculum is documented through the school counseling core
curriculum action plan. The plan includes the lessons taught, competencies addressed,
curriculum used, timelines, projected students, evaluation methods and persons
responsible.
■ Implementation – The curriculum is implemented through direct instruction, team
teaching or coordination with other educators. The competencies are taught using a
variety of curriculum materials or activities. Student attainment of the competencies is
assessed using pre-post tests, product creation or activity completion.

Small-Group Action Plan

Small-group activities have also been shown to have a positive effect on student achieve-
ment and behavior (Whiston & Quinby, 2009). The small-group action plan template
(see p. 70) is used to provide focus and organization to the academic, attendance or
behavioral goals of small-group counseling activities.

Like individual counseling, small-group counseling is provided as a short-term intervention

and typically involves four to eight sessions organized to meet specific prevention or inter-
vention goals. The template assists school counselors in the design, documentation and im-
plementation of small groups.

■ Design – School counselors select students for small groups based on academic, behavior
or attendance needs as reflected in school data. Specific competencies addressing student
needs are selected from, or align with, the ASCA Student Standards. Lessons or activities
are selected or created to help students gain the appropriate knowledge, attitudes or
skills specified in the plan.
■ Documentation – The small group is documented through the small-group action plan.
The plan includes the lessons and activities, competencies addressed, curriculum used,
timelines, projected students, evaluation methods and persons responsible.
■ Implementation – The small group is implemented using counseling skills and techniques
appropriate for the group and a variety of curriculum materials or activities. Student
attainment of the competencies is assessed using pre-post tests and success toward
reaching the established goals of the group.

Closing-the-Gap Action Plan

The closing-the-gap action plan template serves as a guide to address academic or behav-
ioral discrepancies that exist between student groups. These discrepancies, often referred to
as gaps, are identified through the review of disaggregated data, and school counselors de-
velop detailed action plans indicating activities and resources leveraged to close the gaps.

Closing-the-gap activities often change from year to year based on student needs as demon-
strated in the school’s data. The template (see p. 71) assists school counselors in the de-
sign, implementation and documentation of closing-the-gap action plans.

54 • A S C A N AT I O N A L M O D E L
■ Design – School counselors identify students for closing-the-gap activities based on
academic, attendance and behavior needs as reflected in school data. Specific
competencies addressing student needs are selected from, or align with, the ASCA
Student Standards. Activities and interventions are selected or created to help students
meet the goals specified in the plan.
■ Documentation – The activities and interventions are documented through the closing-
the-gap action plan. The plan includes the activities and interventions, competencies
addressed, curriculum used, timelines, projected students, evaluation methods and

MANAGEMENT
persons responsible.
■ Implementation – The activities and interventions are implemented using counseling,
collaboration, advocacy and referral skills appropriate for the identified students.
Student attainment of the competencies is assessed using pre-post tests and improvement
in achievement, attendance or behavior as specified in the plan.

LESSON PLANS

To successfully deliver classroom lessons related to the school counseling core curriculum,
the importance of lesson planning cannot be overstated. School counselors have limited
time to spend in classrooms, and it is imperative to give enough time and thought about
what will be delivered, to whom it will be delivered, how it will be delivered and how stu-
dent attainment of the competencies will be evaluated.

The lesson plan template (see p. 72) can help school counselors plan an effective class-
room or large-group lesson. Lesson plan topics include:

■ ASCA Student Standards – Identify the appropriate domain, standard and

competencies from the ASCA Student Standards. The selected standard and competency
guide the lesson content.
■ Learning objectives – State a clear, measurable learning objective related to the selected
competency. Verb lists from the revised Bloom’s Taxonomy (Krathwohl, 2002) may be
helpful in writing measurable learning objectives; search online to find the list.
■ Materials – List any materials needed to deliver the lesson.
■ Procedure – Include steps to:
■ Introduce the lesson
■ Present the content
■ Check for understanding during the lesson by using simple assessments such as think-
pair-share (Jones, Jones & Vermette, 2011)
■ Plan for evaluation – Determine how you will collect process, perception and outcome
data.
■ Process data – Identify the number of students who will participate.
■ Perception data – Allowing students time to create a tangible product that matches
the learning objective during class is an active and visible assessment of whether or
not the students attained the competency and learning objective (Jones, et al., 2011).
In addition, pre- and post-tests will provide perception data.

A S C A N AT I O N A L M O D E L • 55
 ■ Outcome data – Identify what academic, attendance or behavioral data the lesson is
designed to affect. Although it is unlikely one lesson will have a strong impact on
outcome data, a full curriculum or series of lessons on a topic may have a more
significant impact.
Although it is impractical to collect outcome data on every lesson presented, collect all
three types of data on several lessons each year to measure the extent to which the
lesson has had a positive impact on student outcomes.
■ Follow up – If the lesson is important enough to teach, it is important that all students
master the competency and learning objective. Plan for how you will follow up with any
students who do not master the competencies of the lesson (DuFour, Eaker, Karhanek,
and DuFour, 2004).

CALENDARS

School counselors develop and publish calendars of school counseling events to inform stu-
dents, parents, teachers and administrators of what, when and where school counseling ac-
tivities will be held. Creating calendars also assists school counselors with the development
of a comprehensive school counseling program that provides activities and services for all
students in the school.

Publicizing the school counseling program calendar encourages staff, parent, student and
community involvement as partners in student education. As the program grows and multi-
ple activities are developed, a calendar validates the important support the school coun-
selor program provides students, parents or guardians, teachers and administrators.

A well-developed calendar that is complete, timely and visually appealing can be a power-
ful public relations booster. Time and thought in the following areas can help to produce a
useful tool:
■ Format for ease of understanding
■ Consistency in timing and distribution methods (weekly, monthly, annually)
■ Attractiveness of the design, color and detail
■ Identification of grade levels, dates and activities
■ Distribution to appropriate persons: students, staff, parents or guardians and
community
■ Comparison with established goals for time spent in the elements and strategies of the
delivery
(Gysbers & Henderson, 2012; Johnson & Johnson, 2001; Myrick, 2003).

Annual calendar
School counselors use the annual calendar to identify and communicate school counseling
program priorities. The school counseling program has one annual calendar that includes
all major school counseling activities delivered or coordinated by the school counselor(s).
The annual calendar can increase visibility of the school counseling program and provide
focus on events or activities of value for the students, parents and staff.

56 • A S C A N AT I O N A L M O D E L
The annual calendar includes activities such as:
■ school counseling classroom lessons
■ back-to-school night
■ open house
■ student/parent/teacher meeting days
■ standardized tests dates
■ career or college nights
■ evening activities provided through the school and the community

MANAGEMENT
Organizing the annual calendar in a monthly format can be useful in reminding students,
teachers, parents and administrators about upcoming events. The current or upcoming
month’s events can be posted in prominent places such as the school’s Web site, department
and classroom bulletin boards, administrative offices, career center and other sites used to
communicate school events. It may also be submitted to the student newspaper or the local
newspaper to increase the program’s visibility.

Weekly calendars
Each school counselor creates a weekly calendar that provides a detailed plan of the school
counselor’s activities for the week. Although the weekly calendar is somewhat flexible due
to crisis or immediate student needs that may occur unexpectedly, this calendar serves as a
plan for program implementation on a daily basis. The weekly calendar includes activities
such as:
■ classroom lessons
■ group and individual counseling
■ meetings with students
■ collaboration and advocacy
■ data analysis
■ committee and fair-share responsibilities

References
American School Counselor Association (2007). School counselor competencies.
Alexandria, VA: Author.
Campbell, C. A. & Dahir, C. A. (1997). Sharing the vision: The national standards for
school counseling programs. Alexandria, VA: American School Counselor Association.
Dimmitt, C., Carey, J., & Hatch, T. (2007). Evidence-based school counseling: Making a
difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
DuFour, R., Eaker, R., Karhanek, G., and DuFour, R., (2004). Whatever it takes: How
professional learning communities respond when students don’t learn. Bloomington:
Solution Tree.
Gysbers, N. C. & Henderson, P. (2012) Developing and managing your school counseling
program (5th ed.), Alexandria, VA: American Counseling Association.
Johnson, C. D. & Johnson, S. K. (2001) Results-based student support programs:
Leadership academy workbook. San Juan Capistrano, CA: Professional Update.
Jones, K. A., Jones, J., and Vermette, P. J. (2011). Six common lesson planning pitfalls:
Recommendations for novice educators. Education, 131(4), 845-64.

A S C A N AT I O N A L M O D E L • 57
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into
Practice, 41(4), 213-218.
Myrick, R. D. (2003). Developmental guidance and counseling: A practical approach (4th
ed.). Minneapolis, MN: Educational Media Corporation.
Whiston, S. C. & Quinby, R. F. (2009). Review of school counseling outcome research.
Psychology in the Schools, 46(3), 267-272.

58 • A S C A N AT I O N A L M O D E L
SCHOOL COUNSELING PROGRAM ASSESSMENT

FOUNDATION
CRITERIA No In Progress Yes
Beliefs
a. Indicates an agreed-upon belief system about the
ability of all students to achieve

MANAGEMENT
b. Addresses how the school counseling program meets
student developmental needs
c. Addresses the school counselor’s role as an advocate
for every students
d. Identifies persons to be involved in the planning,
managing, delivery and evaluation of school
counseling program activities
e. Includes how data informs program decisions
f. Includes how ethical standards guide the work of
school counselors
Vision Statement
a. Describes a future where school counseling goals
and strategies are being successfully achieved
b. Outlines a rich and textual picture of what success
looks like and feels like
c. Is bold and inspiring
d. States best possible student outcomes
e. Is believable and achievable
Mission Statement
a. Aligns with the school’s mission statement and may
show linkages to district and state department of
education mission statements
b. Written with students as the primary focus
c. Advocates for equity, access and success of every
student
d. Indicates the long-range results desired for all
students
Program Goals
a. Promote achievement, attendance, behavior and/or
school safety
b. Are based on school data
c. Address schoolwide data, policies and practices to
address closing-the-gap issues
d. Address academic, career and/or personal/social
development

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electronic version.

A S C A N AT I O N A L M O D E L • 59
 FOUNDATION, cont.
CRITERIA No In Progress Yes
ASCA Student Standards and Other Student
Standards
a. Standards, competencies and indicators from ASCA
Student Standards are identified and align with
program mission and goals
b. Standards and competencies selected from other
student standards (state/district, 21st Century,
Character Ed, etc.) align with ASCA Student
Standards, program mission and goals as
appropriate
School Counselor Professional Competencies
and Ethical Standards
a. ASCA School Counselor Competencies have been
reviewed
b. ASCA Ethical Standards for School Counselors have
been reviewed

PROGRAM MANAGEMENT
CRITERIA No In Progress Yes
School Counselor Competencies Assessment
School counselor competencies assessment has been
completed
School Counseling Program Assessment
School counseling program assessment has been
completed
Use-of-Time Assessment
a. Use-of-time assessment completed twice a year
b. Direct and indirect services account for 80 percent of
time or more
c. Program management and school support activities
account for 20 percent of time or less
Annual Agreement
a. Created and signed by the school counselor and
supervising administrator within the first two
months of school
b. One agreement per school counselor
c. Provides rationale for use of time based on data and
goals
d. Reflects school counseling program mission and
program goals
e. Lists school counselor roles and responsibilities
f. Identifies areas for school counselor professional
development

60 • A S C A N AT I O N A L M O D E L
PROGRAM MANAGEMENT, cont.
CRITERIA No In Progress Yes
Advisory Council
a. Membership includes administrator and representa-
tives of school and community stakeholders
b. Meets at least twice a year and maintains agenda
and minutes

MANAGEMENT
c. Advises on school counseling program goals, reviews
program results and makes recommendations
d. Advocates and engages in public relations for the
school counseling program
e. Advocates for school counseling program funding
and resources
Use of Data
a. School data profile completed, tracking
achievement, attendance, behavior and safety data
b. School data inform program goals
c. School counseling program data (process,
perception, outcome) are collected and reviewed
and inform program decisions
d. Organizes and shares data/results in a user-friendly
format (e.g., charts)
Action Plans (Curriculum, Small Group
and Closing the Gap)
a. Data are used to develop curriculum, small-group
and closing-the-gap action plans using action plan
templates
b. Action plans are consistent with the program goals
and competencies
c. Projected results (process, perception and outcome)
data have been identified
d. Projected outcome data are stated in terms of what
the student will demonstrate
Curriculum Lesson Plan
Curriculum lesson plan templates are used to develop
and implement classroom activities
Calendars (Annual and Weekly)
a. Indicate activities of a comprehensive school
counseling program
b. Reflect program goals and activities of school
counseling curriculum, small-group and
closing-the-gap action plans
c. Are published and distributed to appropriate persons
d. Indicate fair-share responsibilities
e. Weekly calendar aligns with planned use of time in
the annual agreement

A S C A N AT I O N A L M O D E L • 61
 DELIVERY
CRITERIA No In Progress Yes
Direct student services are provided (Strategies to
include instruction, group activities, appraisal,
advisement, counseling and crisis response)
a. Deliver school counseling curriculum lessons to
classroom and large groups
b. Provide appraisal and advisement to assist all
students with academic, career and personal/social
planning
c. Provide individual and/or group counseling to
identified students with identified concerns or needs
Indirect student services are provided to identified
students (Strategies to include referrals, consultation,
collaboration)
Direct and indirect service provision amounts to 80
percent or more of the school counselor’s time

ACCOUNTABILITY
CRITERIA No In Progress Yes
Data Tracking
a. School data profile is analyzed, and implications for
results over time are considered
b. Use-of-time assessment is analyzed and implications
are considered
Program Results (Process, Perception
and Outcome Data)
a. Curriculum results report is analyzed, and
implications are considered
b. Small-group results reports are analyzed, and
implications are considered
c. Closing-the-gap results reports are analyzed, and
implications are considered
d. Program results are shared with stakeholders
Evaluation and Improvement
a. School counselor competencies assessment informs
self-improvement and professional development
b. School counseling program assessment informs
program improvement
c. School counselor performance appraisal is
conducted and informs improvement
d. Program goal results are analyzed, and implications
considered

62 • A S C A N AT I O N A L M O D E L
USE-OF-TIME ASSESSMENT
Non-
Indirect School-
Student Program Management Counseling
Direct Student Services Services and School Support Tasks
Program
School Foundation,
Counseling Individual Referrals/ Management Non-School-
Core Student Responsive Consultation/ and Fair-Share Counseling
Curriculum Planning Services Collaboration Accountability Responsibility Tasks

7-7:15 a.m.

MANAGEMENT
7:16-7:30 a.m.

7:31-7:45 a.m.

7:46-8 a.m.

8:01-8:15 a.m.

8:16-8:30 a.m.

8:31-8:45 a.m.

8:46-9 a.m.

9:01-9:15 a.m.

9:16-9:30 a.m.

9:31-9:45 a.m.

9:46-10 a.m.

10:01-10:15 a.m.

10:16-10:30 a.m.

10:31-10:45

10:46-11 a.m.

11:01-11:15 a.m.

11:16-11:30 a.m.

11:31-11:45 a.m.

11:45 a.m.-12 p.m.

12:01-12:15 p.m.

12:16-12:30 p.m.

12:31-12:45

12:46-1 p.m.

1:01-1:15 p.m.

1:16-1:30 p.m.

1:31-1:45 p.m.

1:46-2 p.m.

2:01-2:15 p.m.

2:16-2:30 p.m.

2:31-2:45 p.m.

2:46-3 p.m.

3:01-3:15 p.m.

3:16-3:30 p.m.

3:31-3:45 p.m.

3:46-4 p.m.

TOTALS

% per topic

% per category

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electronic version.
 Download a customizable
electronic version.
ANNUAL AGREEMENT TEMPLATE
School Counselor______________________________________ Year ____________________________

School Counseling Program Mission Statement

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

School Counseling Program Goals

The school counseling program will focus on the following achievement, attendance, behav-
ior and/or school safety goals this year. Details of activities promoting these goals are found
in the curriculum, small-group and closing-the-gap action plans.

Program Goal Statements

1
2
3

Use of Time
I plan to spend the following percentage of my time delivering the components of the school
counseling program. All components are required for a comprehensive school counseling
program.

Planned Use Recommended

Direct of time delivering Provides
Services to _____% school counseling developmental
Students core curriculum curriculum content
in a systematic way
to all students

of time with Assists students in

_____% individual student the development of
planning educational, career
and personal plans 80% or
more
of time with Addresses the
_____% responsive services immediate concerns
of students

Indirect of time providing Interacts with

Services for _____% referrals, consultation others to provide
Students and collaboration support for student
achievement

Program of time with Includes planning

Planning _____% foundation, and evaluating the
and School management and school counseling 20% or
Support accountability and program and school less
school support support activities

64 • A S C A N AT I O N A L M O D E L
ANNUAL AGREEMENT, cont.
Advisory Council
The school counseling advisory council will meet on the following dates.
_______________________________________________________________________________________

Planning and Results Documents

The following documents have been developed for the school counseling program.
■ Annual Calendar ■ Closing-the-Gap Action Plans

MANAGEMENT
■ Curriculum Action Plan ■ Results Reports (from last year’s action plans)
■ Small-Group Action Plan

Professional Development
I plan to participate in the following professional development based on school counseling
program goals and my school counselor competencies self-assessment.
_______________________________________________________________________________________

Professional Collaboration and Responsibilities Choose all that apply.

Group Weekly/Monthly Coordinator
A. School Counseling Team Meetings
B. Administration/School Counseling Meetings
C. Student Support Team Meetings
D. Department Chair Meetings
E. School Improvement Team Meetings
F. District School Counseling Meetings
G. (Other)

Budget Materials and Supplies

Annual Budget $__________ Materials and supplies needed:
_______________________________________________________________________________________
_______________________________________________________________________________________

School Counselor Availability/Office Organization

The school counseling office will be open for students/parents/teachers from ______to_______
My hours will be from __________to__________ (if flexible scheduling is used)
The career center will be open from ___________to__________

Role and Responsibilities of Other Staff and Volunteers

School Counseling Department Assistant _________________________________________________
Attendance Assistant Clerk______________________________________________________________
Data Manager/Registrar ________________________________________________________________
Career and College Center Assistant _____________________________________________________
Other Staff ____________________________________________________________________________
Volunteers_____________________________________________________________________________
_______________________________________________________________________________________
School Counselor Signature Principal Signature Date

A S C A N AT I O N A L M O D E L • 65
 Download a customizable
electronic version.
SCHOOL DATA PROFILE TEMPLATE

School Data Profile

School Year
Enrollment # % # % # %
Total enrollment
Gifted (school-based)
ESOL
Special education services

School Year
Dropout Rate % % %
All students
Asian or Pacific Islander
Black
Hispanic/Latino
White
Students with disabilities
Students identified as disadvantaged
Limited-English-proficiency students

Graduation Rate % % %
All students
Asian or Pacific Islander
Black
Hispanic/Latino
White
Students with disabilities
Students identified as disadvantaged
Limited-English-proficiency students

School Year
Attendance % % %
All Students
Asian or Pacific Islander
Black
Hispanic/Latino
White
Students with disabilities
Students identified as disadvantaged
Limited-English-proficiency students

66 • A S C A N AT I O N A L M O D E L
School Data Profile, cont.
School Year
Students with Disabilities # % # % # %
All Students with disabilities
Asian or Pacific Islander

MANAGEMENT
Black
Hispanic/Latino
White
Other

School Year
School Safety # % # % # %
Weapons offenses
Offenses against students
Offenses against staff
Alcohol, tobacco, drug offenses
Disorderly or disruptive behavior
Technology offenses
School Year
Engagement Data # % # % # %
Students in rigorous courses
Students graduating
without retention
Students in extracurricular
activities
Student detentions
Student suspensions
School Year
Achievement # % # % # %
All students with disabilities
Asian or Pacific Islander
Black
Hispanic/Latino
White
Other

A S C A N AT I O N A L M O D E L • 67
 School Data Profile, cont.
School Year
Achievement # % # % # %
All students with disabilities
Asian or Pacific Islander
Black
Hispanic/Latino
White
Other

School Year
Achievement # % # % # %
All students
Asian or Pacific Islander
Black
Hispanic/Latino
White
Other

School Year
Achievement # % # % # %
All students
Asian or Pacific Islander
Black
Hispanic/Latino
White
Other

School Year
Achievement # % # % # %
All students
Asian or Pacific Islander
Black
Hispanic/Latino
White
Other

68 • A S C A N AT I O N A L M O D E L
 SCHOOL COUNSELING CORE CURRICULUM ACTION PLAN Year:__________
Goal: ___________________________________________________________________________________________________________________________
Lessons and Activities Related to Goal:
Lesson
Will Be ASCA Process
Presented Domain, Data Perception Outcome Data
(Projected Data (Achievement,
In Which Standard number of (Type of surveys/ attendance and/or
Grade Lesson Class/ and Curriculum and Projected students assessments behavior data to be Contact
Level Topic Subject Competency Materials Start/End affected) to be used) collected) Person
electronic version.

A S C A N AT I O N A L M O D E L
Download a customizable

• 69
MANAGEMENT
 __________________________________ SMALL-GROUP ACTION PLAN Year:__________

70 •
(School Name)

Group Name: ___________________________________________________________________________________________________________________

Goal: ___________________________________________________________________________________________________________________________
Target Group: ___________________________________________________________________________________________________________________
Data Used to Identify Students: ___________________________________________________________________________________________________

ASCA Domain, Outline of Outcome Data

A S C A N AT I O N A L M O D E L
Process Data Perception (Achievement,
Standard and Group (Projected Data attendance and/or
School Student Sessions to Resources number of (Type of surveys behavior data to Project Start/
Counselor(s) Competency be Delivered Needed students affected) to be used) be collected) Project End
electronic version.
Download a customizable
 __________________________________ CLOSING-THE-GAP ACTION PLAN Year:__________
(School Name)

Goal: ___________________________________________________________________________________________________________________________
Target Group: ___________________________________________________________________________________________________________________
Data Used to Identify Students: ___________________________________________________________________________________________________

ASCA Domain, Type of Outcome Data

Process Data Perception (Achievement,
Standard and Activities to be (Projected Data attendance and/or
School Student Delivered in Resources number of (Type of surveys behavior data to Project Start/
Counselor(s) Competency What Manner? Needed students affected) to be used) be collected) Project End
electronic version.

A S C A N AT I O N A L M O D E L
Download a customizable

• 71
MANAGEMENT
 Download a customizable
electronic version.
LESSON PLAN TEMPLATE
School Counselor: ____________________________________________ Date: ___________________
Activity: ______________________________________________________________________________
Grade(s): ______________________________________________________________________________
ASCA Student Standards (Domain/Standard/Competencies):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Learning Objective(s):
1. _____________________________________________________________________________________
2. _____________________________________________________________________________________
3. _____________________________________________________________________________________
Materials: _____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Procedure:_____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Plan for Evaluation: How will each of the following be collected?
Process Data: __________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Perception Data: _______________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Outcome Data: ________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Follow Up: ____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

72 • A S C A N AT I O N A L M O D E L
 MANAGEMENT Response to Intervention

MANAGEMENT
ADDRESSING RTI VIA ASCA NATIONAL MODEL IMPLEMENTATION

By Russell A. Sabella, Ph.D., Professor, Florida Gulf Coast University

Response to intervention (RTI) is an effective, efficient, data-driven and highly collabora-

tive process that takes advantage of the collective expertise and experiences of the school
counselor, parent, RTI team and the student. Once you get to know the RTI process, you
will realize it is highly consistent with all the components of comprehensive school counsel-
ing programs as espoused by the ASCA National Model. In fact, if you have been conduct-
ing closing-the-achievement-gap activities as part of your school counseling program, you
are already engaged in the RTI process. You can even recognize various ASCA National
Model components (e.g., data-driven decision making, multi-level prevention system, con-
tinuum of interventions, improved student outcomes, collaboration/teaming, progress mon-
itoring and advocacy) throughout the RTI literature and within the definition of RTI.

Essentially, RTI represents a theoretical approach to identifying students who are strug-
gling in reading, mathematics or in their behavior through action research. During the RTI
process, appropriate interventions are provided and continually assessed to determine
whether or not they are working and what should be done to best support and affect the
student. In terms of practicality, RTI involves the participation of various school personnel
including administrators, teachers, school counselors, specialists, as well as parents, who
comprise the RTI team.

The RTI team identifies each struggling student’s needs, develops a plan to address those
needs, determines the appropriate tier (or level of intervention) necessary and meets to re-
view data and plan the next course of action for the student. RTI’s central purpose is to re-
solve academic or behavioral challenges through preventive measures so the student
experiences success and is able to achieve developmental and grade-level goals.

The RTI process is not another initiative that will add on to the already high expectations
of school counselors and all educators. RTI is not a special education pre-referral system or
duty that will require all-day data crunching. And, although education has certainly wit-
nessed some fads that have come and gone, RTI is not going away anytime soon.

A S C A N AT I O N A L M O D E L • 73
ASCA has published a position statement about RTI, which highlights how school coun-
selors recognize and consider how a student responds to intervention as part of a compre-
hensive school counseling program:

The Professional School Counselor and Response to Intervention (2008)

Professional school counselors implement a data-driven comprehensive school coun-
seling program that meets the needs of all students and includes the identification of
students who are at-risk for not meeting academic and behavioral expectations.

Professional school counselors design and implement plans to address the needs of
struggling students and collect results data based on the effectiveness of the interven-
tions.

Professional school counselors assist in the academic and behavioral development of

students through the implementation of a comprehensive developmental school coun-
seling program based on the ASCA National Model by:
■ Providing all students with a standards-based guidance curriculum to address
universal academic, career and personal/social development
■ Analyzing academic and behavioral data to identify struggling students
■ Identifying and collaborating on research-based intervention strategies that are
implemented by school staff
■ Evaluating academic and behavioral progress after interventions
■ Revising interventions as appropriate
■ Referring to school and community services as appropriate
■ Collaborating with administrators about RTI design and implementation
■ Advocating for equitable education for all students and working to remove
systemic barriers

In short, RTI is an effective, efficient, data-driven and highly collaborative process that
takes advantage of the collective expertise and experiences of the school counselor, parent,
RTI team and the student. RTI can help school counselors garner support and promote
buy-in from other stakeholders for advancing a comprehensive school counseling program.

Read ASCA's full position statement on The Professional

School Counselor and Response to Intervention.

74 • A S C A N AT I O N A L M O D E L
 MANAGEMENT Elementary School

MANAGEMENT
IMPLEMENTING THE ASCA NATIONAL MODEL
AT THE ELEMENTARY SCHOOL LEVEL

By Anthony Pearson, School Counselor, Sky View Elementary School, Mableton, Ga.

Elementary school counselors have a varied and dynamic role in their schools when imple-
menting the ASCA National Model. As their time is split between classroom lessons, large-
group activities, small groups and individual counseling, school counselors have the
opportunity to be change agents on multiple levels through multiple delivery methods.
These interactions are, of course, in addition to consultation with teachers and community,
collaboration with fellow school counselors and partnerships with administration. Elemen-
tary school counselors are truly jacks-of-all-trades.

The unique position of elementary school counselors using the ASCA National Model is
predicated on the ability to find an appropriate balance within their programs. In tandem
with classroom guidance, elementary school counselors will also be effective in improving
students’ academic success through other delivery methods. If a school counselor only
holds the position of “character education guidance teacher,” the program will be off bal-
ance, meaning the knowledge and skills specific to school counselors won’t be used to the
best of their abilities. Although teaching social skills is an essential and integral part of the
position, it should not be the single method of program delivery.

So how does an elementary school counselor balance the demands of classroom lessons
with small groups, individual sessions and indirect student services? The simple answer is
to follow the ASCA National Model’s recommended use of time (see p. 44). However, the
more complete answer is to figure out which students need what kind of support.

Although most students will benefit from classroom lessons and large-group activities, oth-
ers will need more help. Just as all students acquire academic information in different
ways, so too will students learn the career and personal/social strategies. To be most effec-
tive, an elementary school counselor should assess what delivery method is needed to make
the greatest impact. The use of data (classroom behavior reports, homework completion
rates or test scores) should be a driving factor in making these decisions about program de-

A S C A N AT I O N A L M O D E L • 75
livery. As a school counselor analyzes more quantitative data, student needs often become
more apparent, and the method of delivery becomes an easier decision to make.

If all students in a class except for four are consistently turning in their homework, then
developing a small-group intervention for those students may be the most effective delivery
method. If one student in a classroom is constantly getting referred to the office for inap-
propriate behavior, the most effective help may be referring him to a Big Brother program.
Should a group of fifth-grade girls show relational aggression, it may require a systemwide
approach including classroom lessons, individual counseling and collaboration with par-
ents.

By adopting the ASCA National Model, school counselors can assist students in flexible,
varying levels of intervention intensity. There is no one exact rigid delivery method. Each
school counseling program is meant to be developed around the school’s needs. The ASCA
National Model allows for fluidity, creativity and logical implementation. What works at
one school may not work in the exact same fashion at the next school. Of course the deliv-
ery will be provided within the ASCA National Model framework, but it is imperative that
the framework is developed based on what the data indicate are in the best interests of the
students at the individual school.

Here are some tips for elementary school counselors who are new to the ASCA National
Model:
■ Collaborate with administration to determine areas of weakness at your school.
Are there certain students who are consistently truant? Regular visitors to the principal’s
office? Consider what specific activities would be beneficial for these students.
■ Quantify what you are looking to improve. If you are running a study skills group,
keep track of what group members’ test scores were like prior to intervention, during
intervention and after. Did student outcomes improve as the year progressed?
■ Share your results with stakeholders. Nothing creates more buy-in to the school
counseling program than the sharing of a successful plan or intervention. The more
people who get on board with comprehensive school counseling programs, the more a
school counselor can do for the school.
■ Defend your time. Make sure you have a calendar that is available for others to see.
The statement, “Let me look at my schedule” sends the message that the school
counselor is not just in the building to put out emotional fires.
■ Always ask questions, both of your program and your school. Where is the need?
How can I deliver this in the most effective and efficient method? Who are the
stakeholders with whom I need to communicate?

Elementary school counselors work hard to use all of their training and skills to create the
greatest results for student success. The ASCA National Model is a road map that opens
the door for any elementary school counselor who wants that kind of program.

76 • A S C A N AT I O N A L M O D E L
 MANAGEMENT Middle School

MANAGEMENT
IMPLEMENTING THE ASCA NATIONAL
MODEL AT THE MIDDLE SCHOOL LEVEL

By Michelle James, School Counselor, General Smallwood Middle School, Indian Head, Md.

Too often the role of a middle school counselor is reactive and undefined. Due to this, mid-
dle school counselors are sometimes seen as a scheduler, tear wiper or lunchroom monitor.
The ASCA National Model gives middle school counselors a framework they can use to
guide their thinking and processes, as well as a tool to share with administrators why we
do what we do. It is the foundation on which to build a middle school program.

The ASCA National Model aligns with practices in other arenas of education. When speak-
ing with administrators and school board officials, who often do not understand the role of
a school counselor, the ASCA National Model is a simple way to inform the various stake-
holders how school counselors make a difference in the lives of every student. Students,
data and results are at the forefront of what we do. We are no longer seen as an extra
member of the school environment who can be cut in tough economic times but rather a
vital member of the middle school team who helps ensure the success of all students.

Your school data are the guiding force of what is needed and how you are going to move
your school forward. Through a review of my school’s data, I found a focus on attendance
was needed. Middle school students start to be trusted with getting up for school and get-
ting to the bus on time without as much adult guidance. With this new-found freedom,
some of my students started to take matters into their own hands, deciding they were not
going to come to school as often as their parents and school staff expected. After looking
at the school’s data, I knew what I needed to do. Through the annual agreement and calen-
dars, I was able to let teachers, administrators and parents know how I was addressing the
issue.

Another universal topic in middle schools is bullying. Research shows doing one assembly
is not an effective way of addressing bullying. Through the use of data, calendar planning,
action plans and my advisory council, I was able to plan meaningful classroom lessons
and small groups throughout the school year addressing this issue.

A S C A N AT I O N A L M O D E L • 77
The thing I love about the ASCA National Model is that it is not cookie cutter. It doesn’t
tell you to do this, at this time, for these people. It is understood that each school is differ-
ent, and student needs will be as varied as the schools. I cannot stress enough that you
should analyze your data; the tools in the ASCA National Model will help you accomplish
your goals. If all you do is what is done at another school, you have missed the mark. A
program is only as good as how it is implemented.

Collaboration is key to success as a middle school counselor, particularly with administra-

tors. Meeting with administrators weekly can be helpful in several ways. First, it helps en-
sure school counselors spend more time in their appropriate role. When administrators
understand what you are doing and how the school counseling program will help them ful-
fill their role, they are more likely to let you do what you were trained to do. Second,
school counselors are able to provide leadership by bringing a new perspective to problems
or issues facing the school. School counselors can share strategies to help administrators
“build their tool belt” to work with a student in ways that may defuse a situation rather
than allowing it to become explosive. And, finally, school counselors can stay aware of
policies/procedures being developed and bring leadership and advocacy for student issues
into the process early on.

It is most important to collaborate with parents, which helps middle school counselors
work smarter, not harder. The middle school years can be both difficult and fun times in a
child’s life, but the adults in their lives may not understand them or know how to work
with them. A partnership with parents can help demystify these critical years and create al-
lies on your program.

Here are some tips for implementing the ASCA National Model.
■ Tip 1: If you have not started implementation, start. It may seem overwhelming at first,
but much like riding a bike, you will get the hang of it, and it will become second nature.
■ Tip 2: Start with one thing, such as tracking how you spend your time. This will help you
gain perspective about what you do most and what needs more emphasis during the year.
■ Tip 3: Go slowly. If you try to do everything at once, you may become overwhelmed and
stop short of your goal. Remember slow and steady wins the race.
■ Tip 4: Form your advisory council with people who are familiar with your program and
will be open and honest. Consider teachers at all grade levels, in different departments and
with varying years of experience. Include parents with children in different grade levels
and different levels of involvement. Always include an administrator, and consider inviting
the central office supervisor or a member of the board of education. Consider selecting a
student from each grade level with involvement in different activities. Not only can the
council help improve your program, it can also be a lot of fun and can build relationships
that can prove advantageous for student support in the future.
■ Tip 5: Get involved with your state and national association. ASCA and your state
organization have a wealth of resources that will help you become a more effective school
counselor via the ASCA National Model. Get involved at your level of comfort – become a
member, attend conferences, join the board. After that, push yourself and go to the next
level of involvement. Someone is going to be looking for your expertise and advice.
■ Tip 6: Put your students first. Use the ASCA National Model with your school’s data, and
celebrate the successes.

78 • A S C A N AT I O N A L M O D E L
 MANAGEMENT High School

MANAGEMENT
IMPLEMENTING THE ASCA NATIONAL MODEL
AT THE HIGH SCHOOL LEVEL

By Vanessa Gomez-Lee, School Counselor, Valley View High School, Moreno Valley, Calif.

According to the National Center for Education Statistics (NCES), the national average stu-
dent-to-school-counselor ratio is 459-to-1. Whether your ratio is high or low, the demands
of a school counselor are always high. The ASCA National Model provides a framework to
meet those demands – the academic, career and personal/social needs of all students.

The beauty of the ASCA National Model is that it provides the framework for school coun-
selors to be strategic in how they implement and create their school counseling programs.
High school counselors cannot afford to do random acts of school counseling. Implementing
a comprehensive program is essential for school counselors, particularly as decisions are
being made regarding balancing districts’ budgets. The data portion of the ASCA National
Model is a great tool to show the value of having a school counselor.

At any typical high school, you will find the school counseling office is the hub and heart of a
school. Effective high school counselors have to be like a superhero. At all costs school coun-
selors advocate and support all students, which is a huge responsibility that cannot be taken
lightly. Spiderman once said, “With great power comes great responsibility.” The ASCA Na-
tional Model provides a road map to help a high school counselor be that superhero.

One way the ASCA National Model helps high school counselors meet the needs of all stu-
dents in the academic domain is through the use of data. Examining data and assessing the
needs of a high school provide valuable information to help school counselors make deci-
sions that will ensure they are meeting the needs of all students. For example, when a high
school counselor looks at course placement statistics in rigorous courses, the data can help
the school counselor determine the gatekeepers preventing students from becoming college
and career ready. The school counselor can then develop a plan to advocate to remove those
barriers and collaborate with those who have decision-making abilities related to those bar-
riers.

A S C A N AT I O N A L M O D E L • 79
The closing-the-gap action plan is another helpful tool for high school counselors. By uti-
lizing this template, a high school counselor can create a data-driven plan that addresses
the issues high school counselors frequently face, such as dropout prevention. For example,
school counselors can develop a closing-the-gap action plan to address the needs of incom-
ing freshmen who struggled in middle school, listing the goals and competencies to achieve,
activities delivered, resources needed and method of evaluation. The plan requires collabo-
ration with middle school counselors. Working together helps ensure an easier transition
from middle to high school and leads to better results for students.

The results report template can help high school counselors determine the success of their
interventions. After reviewing process, perception and outcome data, the high school coun-
selor can determine the level of success of the activities in the plan and consider the impli-
cations for the future. This data can be shared with all stakeholders, which can create a
win-win situation. The results data can show that students are getting the help they need
while increasing the awareness of stakeholders of the important work school counselors
do.

Benefits of using the ASCA National Model at the high school level include:

■ Limiting non-school-counseling duties. Assigning extensive non-school-counseling

activities to high school counselors can affect their ability to meet the needs of all
students. After conducting the use-of-time assessment, high school counselors can share
that data with their administrators and have an honest discussion about the role of a
school counselor and the program goals.

■ Getting administrator support. Administrator support is essential when implementing

the ASCA National Model, and involving your administrator in the process is crucial.
The ASCA National Model has several components that promote administrator
involvement and understanding. The foundation component encourages the school
counseling team to link school counseling program mission, vision and goals with the
school’s and district’s mission, vision and goals. The annual agreement is an extremely
effective tool to ensure school counselors and administrators are on the same page with
program development, organization and goals. Conducting the yearly program
assessment not only helps school counselors evaluate where they are with
implementation of the ASCA National Model, but it also can be used to provide
administrators a clearer picture of the work school counselors do.

■ Using data in your advocacy efforts. Evaluating existing data such as test scores,
attendance rate, suspension rates, etc. provides school counselors with information
needed to become agents of change. Often school communities do not want to admit
that not all students are successful or that their school has safety or drug issues. High
school counselors can use data as a catalyst to improving achievement and the school
climate. Data help school counselors advocate for their students as well as for their
profession. High school counselors can garner support from their school board by
presenting their results data and showing how the work they do connects to the district’s
mission and goals.

80 • A S C A N AT I O N A L M O D E L
■ Staying organized. Organization is crucial to a successful school counseling program.
To meet the needs of all high school students, school counselors deliver services in a
variety of ways, including classroom presentations, small-group activities and individual
counseling. Managing and maintaining weekly and annual calendars is crucial to
successfully delivering these services. How high school counselors manage their time has
a significant impact on whether or not program goals are met.

■ Improving teamwork. Any team of high school counselors will have strengths and

MANAGEMENT
weaknesses. The ASCA National Model supports high school counselors working
together as a team, building on each school counselor’s strengths and supporting each
other’s weaknesses. Collaboration on ASCA National Model components is a great way
to develop stronger goals and plans and get better results. Connecting with other district
initiatives such as professional learning communities is an excellent way to implement
components of the ASCA National Model.

A S C A N AT I O N A L M O D E L • 81
82 • A S C A N AT I O N A L M O D E L
Delivery System

The delivery component focuses on the method of im-

plementing the school counseling program to students.
This section describes the services and strategies school
counselors provide to students and interactions they
have with others as they work to promote student
achievement, equity and access for all students.

The delivery component consists of direct and indirect

DELIVERY
student services. Direct services are provided with stu-
dents, and indirect services are provided for students.
Topics Include:
Direct Student Services ■ Direct student services are in-person interactions
■ School Counseling
between school counselors and students. Through
Core Curriculum the direct services components of school counseling
■ Individual Student
core curriculum, individual student planning and
Planning responsive services, school counselors help students
■ Responsive Services
develop the knowledge, attitudes and skills identified
Indirect Student from the school counseling core curriculum.
Services
■ Referrals ■ Indirect student services are services provided on
■ Consultation behalf of students as a result of the school
■ Collaboration counselor’s interactions with others. Through
indirect services, school counselors provide
leadership, advocacy and collaboration, which
enhance student achievement and promote systemic
change related to equity and access.

It is recommended that 80 percent or more of the

school counselor’s time be spent in direct and indirect
student services. See the Use of Time section in the
Management component for more detailed informa-
tion.

A S C A N AT I O N A L M O D E L • 83
 Figure 4.1 Delivery Component
Item Elements and Strategies Recipient Method
Direct School Counseling Core All Students Interactions with
Student Curriculum Students in:
Services ■ Instruction
■ Group Activities Large Group

DATA DRIVEN
Individual Student Planning Classroom
■ Appraisal
■ Advisement Small Group

Responsive Services Individual

■ Counseling
■ Crisis Response

Identified
Students

Indirect ■ Referrals All Students Interactions with

Student ■ Consultation Others
Services ■ Collaboration
DATA DRIVEN

Identified
Students

Adapted from Gysbers, N.C. & Henderson, P. (2012) Developing and managing your school counseling program
(5th ed.), Alexandria, VA: American Counseling Association.

DIRECT STUDENT SERVICES

Direct student services are delivered through three elements: school counseling core cur-
riculum, individual student planning and responsive services (Gysbers & Henderson,
2012). School counselors review school data to inform decisions about strategies to use
within each element based on students’ needs.

84 • A S C A N AT I O N A L M O D E L
Direct student services of the school counseling program include activities that promote ac-
ademic, career and personal/social development. These activities are provided to all stu-
dents in the school. In addition, school counselors use data to identify students with
achievement, attendance or behavioral needs impeding student success. Additional pro-
gram activities and services are provided to these students to address their specific needs.

School counselors also use data to determine how the school counseling activities will be
delivered. To reach the whole student body or entire grade levels, school counselors focus
on classroom or large-group settings. For more student-specific activities, school counselors
focus on small group or individual settings.

School Counseling Core Curriculum

The school counseling core curriculum consists of a planned, written instructional program
that is comprehensive in scope, preventive in nature and developmental in design. School
counselors plan, design and evaluate the curriculum. The curriculum is delivered to every
student by school counselors and other educators as appropriate.

The school counseling core curriculum facilitates the systematic delivery of lessons or activ-
ities aligned with the school counseling program’s vision, mission and goals. The curricu-

DELIVERY
lum promotes knowledge, attitudes and skills of student competencies appropriate to
student developmental levels through instruction in three content areas: academic achieve-
ment, career development and personal/social growth.

The school counseling core curriculum is established through design, implementation and
documentation. See the School Counseling Action Plan section in the Management compo-
nent for more information on design and documentation.

The school counseling core curriculum is delivered through such strategies as:

■ Instruction: School counselors provide direct instruction, team teach or assist in

teaching the school counseling core curriculum, learning activities or units in classrooms
or other school facilities. They may also provide follow-up to small groups or individual
students as needed.

■ Group activities: School counselors conduct planned activities outside the classroom to
promote academic, career or personal/social development, such as college and career
fairs, post-secondary site visits, student team building/leadership workshops,
community/business tours.

Individual Student Planning

Individual student planning consists of ongoing systemic activities designed to help stu-
dents establish personal goals and develop future plans, such as individual learning plans
and graduation plans. School counselors use these activities to help all students plan, moni-
tor and manage their own learning as well as to achieve academic, career and personal/so-
cial competencies aligned with the school counseling core curriculum.

A S C A N AT I O N A L M O D E L • 85
Through individual student planning, school counselors assist students as the students eval-
uate educational, career and personal goals. School counselors promote individual student
planning by helping students develop individual learning plans, make the transition from el-
ementary to middle, middle to high or make the transition from school to higher education
or work. Activities may be delivered on an individual basis, in small groups or classroom
settings. Parents or guardians and other school personnel are often included in the activities.

Individual student planning is implemented through such strategies as:

■ Appraisal – School counselors work with students to analyze and evaluate their
abilities, interests, skills and achievement. Test information and other data are often
used as the basis for helping students develop immediate and long-range plans.

■ Advisement – School counselors help students make decisions for future plans based on
academic, career and personal/social data.

Responsive Services
Responsive services consist of activities designed to meet students’ immediate needs and
concerns. This component is available to all students and may be initiated by students,
teachers or parents or by school counselors after a review of data.

Responsive services are designed to help students resolve academic, career and personal/
social issues and are delivered through such strategies as:

■ Counseling – School counselors provide counseling sessions in individual or small-

group settings to help students overcome issues impeding achievement or success. The
counseling process helps students identify problems, causes, alternatives and possible
consequences so they can make decisions and take appropriate actions.

Counseling is planned and goal-focused, and it is short-term in nature. School

counselors do not provide therapy or long-term counseling in schools to address
psychological disorders. Therapy, or therapeutic treatment, is defined as “remedial
treatment of mental or bodily disorder” (Merriam-Webster, 2012).

However, school counselors are prepared to recognize and respond to student mental
health crises and needs and to address these barriers to student success by offering
education, prevention and crisis and short-term intervention until the student is
connected with available community resources. When students require long-term
counseling or therapy, school counselors make referrals to appropriate community
resources (ASCA, 2009).

■ Crisis Response – School counselors provide support and assistance to students as they
navigate critical and emergency situations. Crisis response includes intervention and
follow-up to the immediate needs and is designed to prevent the situation from
becoming more severe. There are often written procedures provided by the school or
district that are to be used in crisis situations.

86 • A S C A N AT I O N A L M O D E L
INDIRECT STUDENT SERVICES

School counselors provide indirect student services as a means to support student achieve-
ment and to promote equity and access for all students. While students are the beneficiaries
of indirect services, school counselors work with a variety of people to deliver these serv-
ices. School counselors may interact with parents, teachers, administrators, school staff and
community stakeholders in order to promote student achievement for a specific student or
to promote systemic change to address the needs of underachieving or underrepresented
groups of students in the school.

Through indirect student services, school counselors gather or share information about stu-
dent developmental issues, problems and successes. When a situation requires a school
counselor to share information that could identify a specific student, school counselors re-
ceive student or parent permission or take significant precautions to protect student confi-
dentiality following ASCA’s Ethical Standards for School Counselors (ASCA, 2010).

Indirect student services are delivered through such strategies as:

■ Referrals – School counselors direct students and parents to school or community

resources for additional assistance or information through referrals. School referral

DELIVERY
sources may include academic support such as tutoring; career support such as college
planning Web sites or employment training; and personal/social support such as
community agencies that treat mental health issues including suicidal ideation, violence,
abuse and depression.

■ Consultation – School counselors share strategies that support student achievement

with parents, teachers, other educators and community organizations through
consultation. School counselors also serve as student advocates to promote academic,
career and personal/social development through this strategy. Finally, school counselors
use consultation to receive information on student needs and to identify strategies that
promote student achievement.

■ Collaboration – School counselors work with other educators, parents and the
community to support student achievement and advocate for equity and access for all
students through collaboration. School counselors may collaborate in a variety of ways
including:

■ Teaming and partnering: School counselors work with staff, parents, businesses and
community organizations to support student achievement and fulfill the goals of the
school counseling program. Teaming and partnering can occur through simple
resource sharing, joint presentations, advisory councils or formalized partnerships
with specific focus or agenda.

■ School/district committees: By serving on committees or advisory boards, school

counselors advocate for student programs and resources and assist in generating
schoolwide and district support for the school counseling program.

A S C A N AT I O N A L M O D E L • 87
 ■ Parent workshops: School counselors facilitate or organize informational sessions
about student developmental issues for parents or guardians to address the needs of
the school community and to reflect the school counseling core curriculum.

References
American School Counselor Association (2010). Ethical standards for school counselors.
Alexandria, VA: Author.
American School Counselor Association (2009). The professional school counselor and
student mental health. Position Statements. Retrieved May 7, 2012 from
http://www.schoolcounselor.org/content.asp?pl=325&sl=127&contentid=178.
Gysbers, N. C. & Henderson, P. (2012) Developing and managing your school counseling
program (5th ed.), Alexandria, VA: American Counseling Association.
therapy. 2012. In Merriam-Webster.com. Retrieved May 8, 2012 from
http://www.merriam-webster.com/dictionary/therapy.

88 • A S C A N AT I O N A L M O D E L
 DELIVERY Student Services

PROVIDING STUDENT SERVICES

By Marrius Pettiford, Ph.D., Director of Student Support Services, Alamance-Burlington

School System, Burlington, N.C.

School counselors can be effective members and leaders of student services teams through

DELIVERY
implementation of the ASCA National Model. The ASCA National Model’s focus on lead-
ership, advocacy, collaboration and systemic change sets the stage for school counselors to
have a significant impact on the work of the student service team.

Student services, sometimes referred to as student support services or pupil services, include
prevention, intervention, transition and follow-up services for students and families. These
services are delivered by a variety of staff members, including school counselors, school
social workers, school nurses, school psychologists and other staff such as drop-out
prevention coordinators/counselors, career development coordinators and college access
counselors/advisors.

The ASCA National Model can and has been adapted as a framework for the student serv-
ices team to increase collaboration and teamwork. Each of the items in the foundation, de-
livery, management and accountability components are completed as a group and
submitted by the group to show their collaborative efforts to promote student achievement
and success. The plan, and the results of the plan, belong to the group and demonstrate
how effective student services can be when delivered.

Collaboration and advocacy are the essential unifying themes that delineate the school
counselors’ role on the student services teams. The interdisciplinary nature of the student
services team provides an excellent opportunity for school counselors to demonstrate their
school leadership and collaboration. School counselors can be leaders in helping the team
develop specific goals drawing on the strengths of all team members to deliver the most
effective prevention and intervention strategies.

For example, after reviewing data, a school counselor may identify school attendance as a
barrier to student academic success. The school counselor would engage the team in a con-

A S C A N AT I O N A L M O D E L • 89
versation about how to best address the issue, inviting other members of the team to think
of strategies they could provide based on their own professional skill set. The school social
worker may conduct a home visit to determine if there are any supports the family may
need to get students to school each day on time. The school nurse could determine if there
are any health issues that may affect the student or family. The school psychologist may
work with the school counselor in conducting a support group. The school administrator is
made aware of the personal/social issue that may affect the student and family and works
with teachers to ensure proper adjustments in instruction take place for the success of the
student.

School counselors can utilize the framework of the ASCA National Model to provide a
structure for data-driven decision making. The components of the ASCA National Model
can be utilized with student services teams to identify the groups of students who may need
additional interventions based on school-specific data. Even though the work may be com-
pleted by multiple staff members, the end result is that the school counselor has brought at-
tention to and addressed a specific issue or gap through implementation of the ASCA
National Model. In addition, sharing the curriculum action plan with other collaborators
may garner additional supporters in implementing strategies that support student success
and achievement.

Student advocacy can also be an effective role of student services teams. Using school data
to highlight the reality of school policies and procedures that are barriers to access for all
students is a cornerstone of student advocacy. School counselors can take a leadership role
in advocating for the removal of barriers to education for all students by voicing their con-
cerns to the team. The additional stakeholders on the team may then have an increased in-
fluence on the school community to gain support for addressing and removing barriers to
opportunities and learning.

Following are some tips to gain support from other student support services staff:
■ Start building a relationship with other support services staff.
■ Talk with each other to determine if there are areas of service duplication.
■ Talk with each other to determine if there are opportunities to collaborate.
■ Use the ASCA National Model executive summary to educate staff about the ASCA
National Model.
■ Develop a schedule for weekly meetings to discuss how to assist your students and
school community.
■ Share your annual agreement with student support services staff as a template of what
they could use with the principal.
■ Ask other student support services staff to join you at ASCA National Model trainings.
■ Discuss ways the team can present to school staff at the beginning of the year to explain
each role and how you work together.

90 • A S C A N AT I O N A L M O D E L
 DELIVERY School Counselor/Administrator Partnership

ENHANCING THE SCHOOL COUNSELOR/PRINCIPAL

RELATIONSHIP WITH A ANNUAL AGREEMENT

By Linda Brannan, K-12 Student Support Services Consultant, North Carolina Department
of Public Instruction

DELIVERY
Today’s school counselors are leaders, advocates, collaborators and systemic change agents.
The ASCA National Model emphasizes that school counselors should not work in isolation
but instead engage in cooperative efforts with stakeholders to implement programs that meet
all students’ needs and support their school’s mission.

Principals have considerable influence on shaping their school counselors’ role. A key com-
ponent to the school counselor’s leadership role is a collaborative relationship with the prin-
cipal. New attitudes about school counselors and principals joining forces for leadership and
advocacy can have a positive impact on the mission and climate of the school in delivering
academic success.

School counselors and principals are strong allies in supporting students’ equitable access to
a rigorous academic program. As part of the principal’s educational leadership team, the
school counselor’s role is crucial in supporting academic achievement as school counselors
are seen as proactive leaders and advocates for student success.

The College Board, the National Association of Secondary Principals and ASCA agree that
the school counselor/principal relationship is a dynamic and organic relationship that
evolves over time in response to a school’s ever-changing needs. A 2011 toolkit developed
collaboratively between the three organizations encourages school counselors and principals
to use the strength of the relationship to collaboratively lead school reform efforts to in-
crease achievement for all students. The desired outcome of an effective principal/school
counselor relationship is to raise achievement levels for all students and ensure equity in edu-
cational outcomes. The toolkit promotes four critical areas for the principal and school
counselor to address to effectively work together: communication, trust/respect, leadership
and collaborative planning. An effective school counselor/principal relationship is character-
ized by a shared vision of student success, collaboration, high mutual professional regard,
where the principal considers the school counselor a valued, trusted resource.

A S C A N AT I O N A L M O D E L • 91
Collaboration between principals and school counselors is an essential strategy toward
reaching the common vision where “every student learns, achieves and is prepared to grad-
uate with 21st-century skills, college- and career-ready.” ASCA National Model implemen-
tation strengthens the relationship and supports collaboration around the common goals
shared by school counselors and principals.

A key tool for collaboration in the ASCA National Model is the annual agreement. The
agreement provides an opportunity for school counselors to share proposed goals and out-
comes of the data-driven comprehensive school counseling program with their principals.
School counselors create and present to their principal a yearly draft of their school coun-
seling plan, indicating how they will collaborate with various stakeholders such as adminis-
trators, teachers, parents and the community. During this meeting, the school counselor
and principal review and revise the goals, objectives and strategies of the data-driven
school counseling plan to meet the needs of the students and the school improvement plan.
The principal discusses the annual agreement with the school counselor, and they arrive at
consensus regarding on topics such as:
■ School counseling strategies to meet the needs of students and the school
■ How students will be assigned to school counselors in the school
■ How the comprehensive school counseling program will be delivered

This collaborative annual agreement helps principals and school counselors reach consen-
sus on the annual goals, program delivery and means of accountability for the school coun-
seling program.

The process of completing the annual agreement addresses the four areas of the College
Board/NASSP/ASCA toolkit and provides a model for day-to-day practice. School coun-
selors and principals may decide to include items in the agreement such as scheduled meet-
ing times and preferred communication patterns (e-mails, phone calls, meeting agendas,
etc.) with various stakeholders such as the advisory council, faculty, parents, the school
leadership team and, of course, each other. These communication patterns and scheduled
collaborative meetings provide ongoing opportunities for principals and school counselors
to review process, perception and outcome data. In addition, these school-specific areas of
collaborative planning lead to discussions about their respective roles in the school.

Although school counselors and principals may have separate and specific roles and re-
sponsibilities, there is much overlap with regard to accomplishing common goals for the
school and students. When principals and school counselors meet and agree on program
priorities, implementation strategies and the organization of the school counseling depart-
ment, the entire program will produce the desired results for students as decisions are made
based on the school site needs and data analysis.

Mutual trust and respect are developed through the conversations of role definition, collab-
orative planning and formulation of the annual agreement. By reviewing school data,
which indicate the needs of students and the school; establishing a shared vision as to the
implementation of strategies to meet these needs; and communicating this shared vision to
stakeholders, the principal and school counselor collaborate and serve as leaders for im-
proving student achievement and promoting systemic change in their school.

92 • A S C A N AT I O N A L M O D E L
 DELIVERY College and Career Ready

COLLEGE AND CAREER READINESS

AND THE ASCA NATIONAL MODEL

By Don Fraser Jr., Director of Education and Training, National Association for College
Admission Counseling

DELIVERY
School counselors have the opportunity to be leaders in making education equitable for all
students. College and career readiness is a key area of equity and access that is receiving in-
creasing attention across the country. Although school counselors have often been omitted
from conversations related to education reform, the steady growth and acceptance of the
ASCA National Model in districts across the country, as well as an influx of new school
counselors who have been trained in the framework, has created conditions where school
counselors are positioned to be leaders and agents of systemic change now more than ever
before. School counselors must use their skills to ensure all students are college- and career-
ready, especially those who have been consistently marginalized by our educational system.

Recent research states that by 2018 the U.S. will need at least 4.7 million new workers
with post-secondary certificates. Students must continue their education beyond high
school and attain a degree to be competitive in tomorrow’s workforce. Yet, going to college
is still not a foregone conclusion for many high school students. And although many histor-
ically underrepresented populations have made significant gains in enrolling and complet-
ing college, gaps still exist between their white peers. School counselors can play a major
role in closing this attainment gap.

As education shifts its attention to college and career readiness, the ASCA National Model
helps school counselors provide leadership in that shift, in ways that are appropriate for
school counselors. The ASCA National Model core components ensure schools have a
comprehensive school counseling program with measureable goals and outcomes. In addi-
tion, the research-based approach helps to continue to promote the appropriate role of the
school counselor.

A S C A N AT I O N A L M O D E L • 93
Below are some notable elements from the ASCA National Model that will promote col-
lege and career readiness.

Foundation
■ Writing vision and mission statements encouraging college and career readiness for all
students sets the stage for all students to develop the skills necessary to be successful in
higher education and the workplace. The movement toward college and career readiness
for all requires schools to examine their mission, culture, curriculum and staff.
■ Developing program goals through the use of data is more important than ever. If you
are not using data (of all kinds) to inform your school counseling program, then
achieving college and career readiness for all is unlikely. School counselors must first
take a critical look at their school’s data before making a determination about the
content and direction of their program.
■ Considering how other student standards support and enhance the school counseling
program is important. School counselors often have to meet multiple sets of standards
for student development and achievement simultaneously while ensuring their program
is nimble enough to navigate a changing landscape.

Management
■ The school data profile helps school counselors track achievement, attendance, behavior
and school safety data to identify strengths and areas for improvement. Students’ college
and career readiness is being measured and heavily scrutinized, so a school counselor’s
ability to track and demonstrate data associated with college and career readiness is
crucial.
■ Curriculum, small-group and closing-the-gap action plans can be developed with a
specific focus on supporting college and career readiness. These plans help school
counselors design, document, implement and evaluate the effectiveness of college- and
career-readiness initiatives.
■ The school counseling program assessment and school counselor competencies
assessment take center stage in moving your program forward. As incorporating
effective college- and career-readiness activities into a school counseling program may be
a new frontier for some, these assessments help school counselors understand areas
needed for professional development to ensure they possess the core knowledge and
skills needed to best support students. In addition, it is increasingly important to
determine if your program is working.

Delivery
■ The school counseling core curriculum and individual student planning elements and
strategies are where the rubber hits the road for college and career readiness – how
school counselors make it happen and bring their program to life. Although many
outside of the school counseling department may judge you based upon what they see
you doing, it is important to keep these key components in mind and not be seduced by
the temptation to develop something that simply sounds impressive. To effectively
address and develop college and career readiness, school counselors must do their work
up front, designing an appropriate curriculum and including effective individual student
planning activities that ensure appropriate results are achieved.

94 • A S C A N AT I O N A L M O D E L
Accountability
■ The school data profile analysis informs school counseling goals and helps school
counselors identify any areas where systemic changes may be needed. Tracking data is a
recurring theme across the ASCA National Model, and the tips offered here are helpful
to school counselors looking to improve their programs.
■ Use-of-time analysis informs school counseling program decisions about how to best
meet and anticipate the needs of all students in the future.
■ Curriculum, small-group and closing-the-gap results reports help school counselors
show how students are different as a result of their program and demonstrate school
counselors are central figures in schools – educators who have a positive impact on the
educational outcomes of their students. These results reports can play a major role in
showing the impact of the school counseling program on college and career readiness.

Education is at a critical crossroad, and it must evolve as it has during other such junctures
in our history (e.g., the Industrial Revolution and the Race to Space). What lies before
school counselors is the opportunity to be leaders in making education equitable for those
who have been consistently marginalized by our educational system. As our country be-
comes increasingly diverse, we have an obligation to get it right, so all students can be col-
lege- and career-ready. And although we have made significant strides recently toward this
goal, to reach it, all educators, particularly school counselors, must examine and identify

DELIVERY
their role so they are a part of the movement rather than a casualty of it.

A S C A N AT I O N A L M O D E L • 95
 DELIVERY STEM

STEM EDUCATION AND THE ASCA NATIONAL MODEL

By Mark Boggie, Assistant Dean of Student Services, Cochise Community College,

Sierra Vista, Ariz.

Since the early 1980s, the United States has attempted to address the declining performance
of students in assessments of science, technology, engineering and mathematics (STEM)
area content knowledge. Compared with students in countries we had traditionally outper-
formed, our students are lagging. America now finds itself in 24th place in science assess-
ments and 28th in mathematics assessments. America is also falling behind in the number
of science and engineering degrees awarded to its students. As a result, STEM education
has been at the forefront of political initiatives and reforms occurring in the American edu-
cation community.

School counselors implementing a comprehensive school counseling program can serve in a

grassroots effort to ignite student interest in STEM career fields. The goals of STEM educa-
tion – to encourage more students to have an interest in science-related fields and to com-
plete degrees in those fields – can easily be incorporated into the program goals of the
foundation of a school counseling program. In doing so, school counselors can systemically
encourage students with interests and abilities in STEM areas to continue those pursuits.

School counselors can also encourage students to consider STEM-related fields through the
management component of the ASCA National Model. When developing curriculum ac-
tion plans, school counselors can focus on competencies from the ASCA Student Standards
that might lead to career exploration of STEM-related fields. The standards, addressing ac-
ademic, career and personal/social domains, form the basis of the plan school counselors
use to organize stand-alone lessons related to STEM topics or, more preferably, in conjunc-
tion with lesson plans already taught by STEM classroom teachers. This type of collabora-
tion can have a profound effect on the choices students make.

ASCA’s partner in STEM education, the Sally Ride Science Foundation, has developed a
framework for assisting school counselors in this process, collaborating with classroom
teachers of science, mathematics and technology. Using simple, easy-to-understand meth-

96 • A S C A N AT I O N A L M O D E L
ods of infusing STEM education into the current curriculum, school counselors can help
students discover the wide range of careers in STEM fields. The research-based Sally Ride
Science Academy Framework provides four basic strategies to introduce STEM careers and
the scientists involved in them in a way that aligns with the teaching and learning process.

Step One: Guide students in exploring the wide variety of science careers – Students
need information about the many types of careers in the STEM areas. As STEM lessons are
introduced, classroom teachers and school counselors can develop resources presenting the
wide array of STEM careers. Some careers combine interests and science, like photography
and biology, and some are cross-discipline, like oceanography or bioengineering. Students
can also take many paths that lead to a STEM career ranging from one-year technical
training to a doctoral or professional degree. Recent research has shown that schools im-
plementing a comprehensive school counseling program with a career development focus
for student/parent decision making produce a variety of positive outcomes including im-
proved attendance and increased adademic success.

Step Two: Introduce students to diverse scientists – Help students imagine themselves
as scientists and engineers. It’s important for students to understand that people working in
science today are regular people just like them, coming from all walks of life and taking
many different paths to their science careers. It is helpful when school counselors break the

DELIVERY
stereotypes of scientists that many students believe, such as scientists working alone in a
lab and doing nothing but research. Students may find the reality to be far more interest-
ing. Many scientists work in collaborative environments or out in the field, outside any lab
room. STEM careers depend on teamwork, creativity and flexibility, characteristics stu-
dents don’t always associate with STEM. It is also helpful if students can relate to role
models in STEM careers who are like them.

Step Three: Help students get to know themselves better – School counselors can
play an integral role in developing students’ self-image. Through individual student plan-
ning, school counselors can help students understand their strengths and interests, as well
as their preferences in work environment. School counselors encourage students to explore
who they are, find their interests, look for careers that match their interests and help plan
their short- and long-term goals.

Step Four: Help students map out their goals – Also through individual student plan-
ning school counselors help students make decisions about their future that have long-last-
ing impact. Many states have mandated that students develop an educational plan mapping
out their course path, post-secondary plan and possible career path. School counselors can
have an impact on issues of systemic change, closing achievement, opportunity and attain-
ment gaps, by being active participants in these plans and helping students choose course-
work in middle and high school that will lead to college and career readiness for
STEM-related careers. School counselors can also support achievement in these courses by
promoting academic success skills and providing referrals if students need extra help.
Schools and school districts may set goals to improve academic achievement in STEM-
related areas, and school counselors can collaborate with the school community in reach-
ing those goals. Goals such as increasing the number of students who pursue a major in
STEM careers could lead the school counselor to collect or review data on the majors

A S C A N AT I O N A L M O D E L • 97
selected by recent graduates. These data could become helpful baseline data to compare
after implementing programs or activities designed to highlight STEM careers and could be
a component of the school data profile in the accountability component.

School counselors can help students be prepared for the future by collaborating with
STEM teachers and providing needed information for students to make informed choices.
This collaboration naturally includes guiding students in exploring the wide variety of sci-
ence careers, introducing students to diverse scientists, helping students get to know them-
selves better and assisting students in mapping out their goals.

98 • A S C A N AT I O N A L M O D E L
Accountability

To achieve the best results for students, school coun-

selors regularly evaluate their program to determine its
effectiveness. School counselors use this evaluation to
answer the question, “How are students different as a
result of the school counseling program?” Now more
than ever, school counselors are expected to demon-
strate the effectiveness of their programs in measurable
terms.

School counselors implement data-driven comprehen-

Topics Include:
sive school counseling programs using accountability
Data Analysis strategies to monitor student achievement, to continu-
■ School Data Profile
ally evaluate and improve their school counseling pro-
Analysis gram and to demonstrate the impact their program is
■ Use-of-Time Analysis
having on students (Dimmit, Carey, & Hatch, 2007;
Program Results Dimmit 2009; Holcomb-McCoy, 2007; House &
■ Curriculum Results Hayes, 2002; Rowell, 2006; Ward, 2009; Ware &

ACCOUNTABILITY
Analysis Galassi, 2006; Young & Kaffenberger, 2011). Account-
■ Small-Group Results ability skills also help school counselors “garner the
Analysis political clout necessary to improve school-counselor-
■ Closing-the-Gap to-student staffing ratios and redefine school counselor
Results Analysis roles and activities…” (Hatch & Chen-Hayes, 2008, p.
Evaluation and 39; Dimmit et al., 2007).
Improvement
■ School Counselor
The purpose of this component is to analyze the data
Competencies that have been collected and make program decisions
Assessment Analysis based on the analysis. There are three sections:
■ Data Analysis
■ Program Assessment
■ Program Results
Analysis
■ Evaluation and Improvement
■ School Counselor

Performance
Appraisal

A S C A N AT I O N A L M O D E L • 99
DATA ANALYSIS

Data analysis informs decisions about the school counseling program. Data are reviewed
over time to inform the school counselor about student needs and school and community
trends. The school data profile and the use-of-time assessment are reviewed annually to
evaluate and improve the school counseling program, and they can be an effective part of
end-of-year program evaluation and goal setting for the following school year.

School Data Profile Analysis

The school data profile is a summary of the school’s achievement, attendance, behavior
and safety record over a multiyear period and can contribute to a better understanding of
trends at the school. Analysis of the school data profile helps school counselors monitor
student achievement, identify achievement, opportunity and attainment gaps and recognize
a need for systemic change (Holcomb-McCoy, 2007; Rowell, 2006). School data profile
analysis can also be used to inform school counseling program goals.

Consider the following questions when analyzing your data:

■ What strengths are indicated by the data at your school?
■ What concerns are raised about the data?
■ Do achievement gaps exist?
■ Have attendance rates changed?
■ What can you learn from examining the safety data?
■ How is your school counseling program addressing the gaps?
■ How can the school counseling program contribute to closing the gaps or addressing the
educational issues posed by the data?
■ What additional data are needed to fully understand an educational issue and identify a
school counseling intervention? (VSCA, 2008)

The first school data profile that is completed becomes the baseline from which to measure
future school counseling program results. Yearly updates assess both program progress and
impact. The information reveals school counseling program strengths and weaknesses as
well as growth or loss in overall student success. The school data profile is also a conven-
ient tool for sharing systemic change, programmatic successes and student needs.

Analyzing the school data profile is valuable for all school counselors in the building. All
school counselors need to understand how the data were collected and how to interpret the
data, implications of the data and their role in the plan to address the data.

Consider the example of a middle school data profile and what we can learn about the
school’s strengths and weaknesses by examining the data over a three-year period (see
Middle School Data Profile p. 109).

Use-of-time Assessment Analysis

Analysis of the use-of-time assessment informs many components of a comprehensive
school counseling program such as the annual agreement; calendars; and curriculum,
small-group and closing-the-gap action plans. It is recommended that school counselors
spend 80 percent or more of their time in direct and indirect student services, such as

100 • A S C A N AT I O N A L M O D E L
school counseling core curriculum, individual student planning, responsive services, refer-
rals, consultation and collaboration, and 20 percent or less of their time in program man-
agement tasks such as committee work, calendaring, data collection/analysis, planning and
fair-share responsibilities. Completing the use-of-time assessment twice a year will help
school counselors determine how their time is spent.

The analysis of the use-of-time assessment may inform many program decisions, but it is
especially useful when considering the following:

1. How close am I to allocating at least 80 percent of my time to serving students?

2. Is the amount of time allocated to any particular service delivery the most effective use
of my time?
3. Are the selected delivery methods and strategies the best use of school counselor time
that will lead to the accomplishment of identified goals?

While spending 80 percent of time in direct and indirect student services is the general rec-
ommendation for a balanced school counseling program, use of time within the 80 percent
may look different from school to school based on school data. Decisions about how to al-
locate school counseling program time are based on student needs as demonstrated in the
school data profile and alignment with school and school counseling program goals.

For example, after analyzing the school data profile, a school counselor in a high-
needs school may determine it would be more effective to spend a higher percentage
of time than recommended on strategies from indirect student services to best meet
the needs of all students in the school.

It is suggested that for two weeks each year, such as one week in the fall and one in the
spring, school counselors estimate the number of hours they are engaged in direct and indi-

ACCOUNTABILITY
rect student services during those weeks to determine how close they are to the ideal of 80
percent. After determining the approximate percentage of time, school counselors can re-
flect on the effectiveness of program delivery methods and strategies and adjust as needed.
The analysis can also be used to promote a discussion about the most effective use of
school counselor time with administrators. It can also be a helpful tool when completing a
school counseling program evaluation, which informs program improvement.

In summary, data analysis informs the comprehensive school counseling program. Analyz-
ing the school data profile and use-of-time assessment are strategies that can be used at any
stage of program implementation or evaluation. They are also an effective part of end-of-
year program evaluation and goal setting for the following school year.

PROGRAM RESULTS

Analyzing school counseling program results reports ensures programs are evaluated for ef-
fectiveness and informs decisions related to program improvement. The analysis of results
reports is the heart of having a data-driven school counseling program. Analyzing the data

A S C A N AT I O N A L M O D E L • 101
from results reports will contribute to more focused programming, more effective interven-
tions and a more responsive school counseling program.

Three types of results reports are created based on action plans developed as part of pro-
gram management activities:

1. Curriculum Results Report

2. Small-Group Results Report
3. Closing-the-Gap Results Report

Data collection provides the school counseling program with the information needed to
evaluate the program as it relates to student progress. Data analysis helps school coun-
selors determine what worked and what didn’t and clarifies what needs to be changed or
improved.

Action plan data are collected throughout the implementation of the plan. Three types of
data are reported: process, perception and outcome data. The purpose of data analysis is to
determine the extent of change in student learning and behavior and to use the data to pro-
mote systemic change as needed. School counselors demonstrate their leadership and advo-
cacy roles as they use the findings from results reports to reduce or remove barriers to
learning.

Type of Data Definition Examples

Process ■ Number of participants involved 30 students participated in six
■ Number of times the intervention classroom lessons
took place
■ Evidence that an event occurred

Perception ■ Asks what participants think they ■ Pre-post tests

know, believe or can do ■ Needs assessments
■ Collected through surveys that ■ Program evaluation surveys
measure self-reports of ■ Feedback surveys
attainment of competencies,
attitudes and beliefs and Example – 59 percent of fifth-
perceived gains in knowledge graders feel safe at school

Outcome ■ Shows the impact of an ■ Promotion rates

intervention ■ Attendance rates
■ Reports the extent to which the ■ Number of discipline referrals
program has had a positive ■ Grade-point averages
impact on students’ ability to ■ Student graduation rates
utilize their knowledge, attitudes
and skills to effect improvement Example – 79 percent of the senior
in achievement, attendance and class was accepted into a four-year
behavior college
■ Collected from multiple sources

See Program Results Data section of the Management component for a more detailed de-
scription of process, perception and outcome data.

102 • A S C A N AT I O N A L M O D E L
Results report data analysis follows the completion of an action plan and helps school
counselors evaluate the impact of the action plan. School counselors typically review re-
sults reports in the spring of each school year at a minimum and use them to inform goal
setting for the following year.

Analysis of the Curriculum Results Report

Analysis of the curriculum results report demonstrates the effectiveness of program and
classroom activities and informs program improvement.

The curriculum results report serves as a tool for:

■ Ensuring the program was carried out as planned
■ Ensuring every student was served
■ Ensuring developmentally appropriate materials were used
■ Documenting the program’s process, perception and outcome data
■ Analyzing the activities’ effectiveness
■ Sharing the impact of the curriculum
■ Improving activity or program
■ Advocating for systemic change

The following questions may be helpful when analyzing curriculum results reports:
■ Were appropriate learning goals identified? Did the choice of curriculum and/or
activities support the goals?
■ What can be learned from analyzing the process data? (e.g., Did all students receive the
curriculum? Were the scheduled sessions conducted?)
■ What can be learned from analyzing the perception data? (e.g., Did the curriculum meet
the goals of teaching knowledge, attitudes and skills? Did students report an increase in
knowledge of lesson content? Do pre- and post-test results indicate there was an increase

ACCOUNTABILITY
in learning?)
■ What can be learned from analyzing the outcome data? (e.g., What impact did the
curriculum have on achievement, attendance or behavioral data, such as GPA, report
card data, state testing, discipline referrals, safety report and attendance?)
■ After reviewing the results report, what are the implications or recommendations?

Analysis of the Small-Group Results Report

Small-group counseling is an effective intervention school counselors can implement to ad-
dress specific student academic and behavioral needs (Whiston & Quinby, 2009). Analysis
of the small-group results report helps school counselors report the impact and effective-
ness of the small-group intervention.

The following questions may be helpful when analyzing small-group results reports:
■ Were the right goals identified for the group of students? Did the choice of activities
and/or interventions support the goals?
■ What can be learned from analyzing the process data? (e.g., Did the size of the group,
the amount of time or the number of sessions affect the outcome data? What changes
might need to be made should this intervention be used again?)

A S C A N AT I O N A L M O D E L • 103
■ What can be learned from analyzing the perception data? (e.g., Did the curriculum meet
the goals? Did students report an increase in knowledge of lesson content? Do pre- and
post-test outcome data indicate there was an increase in learning?)
■ What can be learned from analyzing the outcome data? (e.g., What impact did the
curriculum have on achievement, attendance or behavioral data?)
■ Reviewing the results report, what are the implications or recommendations?

Analysis of the Closing-the-Gap Results Report

Closing-the-gap activities address important issues of equity and student achievement.
Therefore one of the most important aspects of program analysis rests with analyzing the
closing-the-gap results. Closing-the-gap results report analysis helps school counselors re-
port the impact and effectiveness of program activities and inform program improvement.

The following questions may be helpful when analyzing closing-the-gap results reports:
■ What can be learned from analyzing the process data? (e.g., Did all students receive the
intervention? Were the scheduled sessions conducted? How many students had access to
rigorous course work? Did this number increase?)
■ What can be learned from analyzing the perception data? (e.g. Did the curriculum meet
the goals? Did students report an increase in knowledge of lesson content? Do pre- and
post-test outcome data indicate there was an increase in learning?)
■ What can be learned from analyzing the outcome data? (e.g., What impact did the
intervention have on achievement, attendance or behavioral data?)
■ Reviewing the results report, what are the implications or recommendations?

Collecting data and analyzing results are key strategies to assess program effectiveness.
School counselors must be able to determine student progress toward data-driven goals to
continue to support student achievement. Results reports can be powerful advocacy tools
when promoting the school counseling program.

Sharing Results
After data have been collected and analyzed, it is important to consider how to use the
data and how to share it with others. Results reports can take on many forms and be dis-
seminated in several ways such as:
■ Web sites
■ One-page handouts
■ Part of a larger report to administrators and school board members
■ Presentation to faculty
■ Part of the school’s or district’s data materials

Regularly sharing results reports about the impact of the school counseling program with
administrators, faculty and the school community in a document or in five- to 10-minute
presentations will likely promote understanding, increase the value of and promote respect
and indispensability for the work of professional school counselors (Dimmit, Carey &
Hatch, 2007; Young & Kaffenberger, 2009).

104 • A S C A N AT I O N A L M O D E L
When sharing results, it is important to remember that changes in student knowledge, atti-
tudes, skills or behavior may be the result of numerous factors. School counselors are en-
couraged to communicate the ways they are contributing in a meaningful way to the
overall academic achievement of students. However, correlation is not causation. While
any program or intervention may contribute to an outcome, it is never the sole cause (Dim-
mit, Carey & Hatch, 2007).

EVALUATION AND IMPROVEMENT

Program evaluation and improvement has four components:

1. Self-analysis of the school counselors’ strengths, areas of improvement related to
knowledge, abilities and skills and attitudes necessary to meet the demands of the
profession using the school counselor competencies assessment. (See School Counselor
Competencies Assessment below.)
2. Self-analysis of the school counseling program’s strengths and areas of improvement
using the school counseling program assessment. (See School Counseling Program
Assessment below.)
3. Evaluation of the school counselor’s performance by an administrator using the school
counselor performance appraisal. (See example of School Counselor
Performance Appraisal, p. 112)
4. Review of program goals created at the beginning of the school year.

School Counselor Competencies Assessment

The ASCA School Counselor Competencies (2007) were developed by a diverse group of
practicing school counselors, district supervisors and counselor educators. The competen-
cies were developed to align with the ASCA National Model and identify the knowledge,

ACCOUNTABILITY
attitudes and skills required of a professional school counselor. These competencies have
been identified as those that will best equip new and experienced school counselors with
the skills to establish, maintain and enhance a comprehensive, developmental, results-based
school counseling program that addresses academic achievement, career planning and per-
sonal/social development. (See School Counselor Competencies, p. 148.)

The ASCA School Counselor Competencies are provided in an assessment format and can
be used in a variety of ways. School counselor education programs can use the competen-
cies as benchmarks for training. Practicing school counselors could use them as a checklist
to self-evaluate to make a professional development plan. School administrators may find
these competencies useful as a guide for seeking and hiring competent school counselors
and for developing meaningful school counselor performance evaluations.

School Counseling Program Assessment

A comprehensive school counseling program is multifaceted and designed with continuous
evaluation and modification in mind. The school counseling program assessment aligns
with the four components of the ASCA National Model and serves as a tool for analyzing
each component. (See School Counseling Program Assessment, p. 42.)

A S C A N AT I O N A L M O D E L • 105
Each component includes the criteria for each subsection and includes benchmarks for pro-
gram implementation. The primary purpose for collecting this information is to guide fu-
ture actions within the program and to improve future results for students. The school
counseling program assessment is used to identify gaps in the program and to identify goals
for the next school year. The assessment has been written to be consistent with the Recog-
nized ASCA Model Program (RAMP) application process and therefore could also be used
as a tool to help a program evaluate its readiness to apply for RAMP status.

Assessment Criteria:
■ No the criterion is not in place
■ In Progress the criterion is being developed or implemented
■ Yes the criterion is in place or implemented

The school counseling program assessment is conducted annually, typically in the spring.
After completing the assessment, analyze responses to determine the following:
■ Strengths of the program
■ Areas for improvement
■ Short-range goals for improvement
■ Long-range goals for improvement

Determining baseline data prior to programmatic restructuring provides necessary informa-

tion for data-based decision making. Each year data are charted indicating growth or
change in the areas of concern. The data are analyzed in relation to progress made toward
the schoolwide mission and program goals. Noticing trends over time invites reflection,
discussion and participation by all stakeholders in assessing the program for continual pro-
gram evaluation and improvement.

The results of the program assessment drive program goals, training and behavior for the
following year. Sharing the results with your administrator and advisory council can also
be an effective method of educating key stakeholders about the impact a school counseling
program can have on student success.

School Counselor Performance Appraisal

A School Counselor Performance Appraisal is an evaluation of the school counselor’s per-
formance. This appraisal is conducted once a year by an administrator. The appraisal docu-
ment is frequently developed by school, district or state guidelines for school counselor
evaluation, but it is recommended that the following criteria be considered in performance
appraisal.

■ The appraisal document should contain three components: self-evaluation,

administrative evaluation and assessment of goal attainment (Gysbers & Henderson,
2012).
■ “Evaluators of school counselors’ performance should be trained to understand school
counselors’ jobs and professional roles and in appropriate methods for gathering data to
support evaluation” (Gysbers & Henderson, 2012, p. 355).

106 • A S C A N AT I O N A L M O D E L
■ Annual evaluation should use forms and tools specifically designed for school counselor
performance evaluation.
■ The school counselor performance standards from the ASCA National Model provide a
sound framework for designing a school counselor evaluation.
■ ASCA’s School Counselor Competencies are an excellent resource for self-assessment or
creating a school counselor performance evaluation form.

An example of the school counselor performance appraisal is offered (see p. 112). The
example is based on the model provided by the North Carolina job description that identi-
fies three major functions of the school counselor role: development and management of a
comprehensive school counseling program, delivery of a comprehensive school counseling
program and accountability and aligns with the ASCA School Counselor Competencies.

Program Goal Analysis

At the conclusion of the school year, as part of the program evaluation, the school coun-
selor reviews the program goals identified in the beginning of the school year. It is likely the
program goals were considered when developing the curriculum action plan, the small-
group action plan and/or the closing-the-gap action plan. Review the results reports related
to the program goals and consider implications for the school counseling program and fu-
ture program goals.

Here are some questions to guide review of each of the program goals.
■ Was the goal a SMART goal (specific, measurable, attainable, realistic and time-bound)?
■ Was the goal a closing-the-gap goal?
■ Was the goal met? If not, why not?
■ What are the implications for goal setting for the following year?
■ What implications do these results have for the school counseling program?

ACCOUNTABILITY
References
Dimmit, C. (2009). Why evaluation matters: Determining effective school counseling
practices. Professional School Counseling, 12, 395-399.
Dimmitt, C., Carey, J., & Hatch, T. (2007). Evidence-based school counseling: Making a
difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
Gysbers, N. C., & Henderson, P. (2012). Developing and managing your school guidance
and counseling program (5th ed.). Alexandria, VA: American Counseling Association.
Hatch, T., & Chen-Hayes, S. F. (2008). School counselor beliefs about ASCA model school
counseling programs components using the SCPSC scale. Professional School Counselor,
12, 34-42.
Holcomb-McCoy, C. (2007). School counselors to close the achievement gap: A social
justice framework for success. Thousand Oaks, CA: Corwin Press.
House, R. M., & Hayes, R. L. (2002). School counselors becoming key players in
educational reform. Professional School Counseling, 5, 249-255.
Rowell, L. (2006). Action research and school counseling: Closing the gap between
research and practice. Professional School Counseling, 9, 376-384.
Virginia School Counselor Association (2008). Virginia professional school counseling
program manual. Yorktown, VA: Author.

A S C A N AT I O N A L M O D E L • 107
Ward, C. (2009). An examination of the impact of the ACAA National Model on student
achievement at Recognized ASCA Program (RAMP) elementary schools. Tex A&M
University –Corpus Christi. DAI-A71/03.
Ware, W., & Galassi, J. (2006) Using correlational and prediction data to
enhance student achievement in k-12 schools: A practical application for school
counselors. Professional School Counseling, 9, 344-356.
Whiston, S. C., & Quinby, R. F. (2009). Review of school counseling outcome research.
Psychology in the Schools, 46(3), 267 – 272.
Young, A., & Kaffenberger, C. (2009). Making data work. Alexandria, VA:
American School Counselor Association.
Young, A., & Kaffenberger, C. (2011). The beliefs and practices of school
counselor who use data to implement school counseling programs. Professional School
Counseling, 15, 67-76.

108 • A S C A N AT I O N A L M O D E L
Middle School Data Profile
| 2009-2010 | 2010-2011 | 2011-2012
Enrollment | # | % | # | % | # | %
| | | | | |
Total enrollment || 930 || 100 || 920 || 100 || 940 || 100
Gifted (school-based) || 94 || 10.10 || 92 || 10.00 || 95 || 10.00
English for speakers | 140 | 18.20 | 170 | 18.40 | 182 | 20.00
of other languages || || || || || ||
Special education services || 119 || 12.20 || 120 || 13.00 || 125 || 13.1
| 2009-2010 | 2010-2011 | 2011-2012
Attendance Rate | % | % | %
| | |
All students | 93 | 92 | 89
Asian or Pacific Islander || 93 || 93 || 92
Black || 91 || 90 || 90
Hispanic/Latino || 89 || 89 || 87
White || 95 || 95 || 94
Students with disabilities || 91 || 91 || 90
Students identified as disadvantaged || 91 || 90 || 87
Limited English proficiency students || 92 || 91 || 89
| 2009-2010 | 2010-2011 | 2011-2012
Race/Ethnicity | # | % | # | % | # | %
| | | | | |
Asian or Pacific Islander || 146 || 15.70 || 152 || 14.34 || 165 || 17.50
Black || 311 || 33.40 || 292 || 31.63 || 269 || 28.60
Hispanic/Latino || 198 || 21.25 || 250 || 27.17 || 301 || 32.00
White || 275 || 29.56 || 226 || 24.56 || 205 || 21.90
| 2009-2010 | 2010-2011 | 2011-2012
| # | | # | | # |

ACCOUNTABILITY
Students with Disabilities % % %
| | | | | |
All Students with disabilities || 119 || 100.00 || 120 || 100.00 || 125 || 100.00
Asian or Pacific Islander || 21 || 17.60 || 19 || 15.80 || 19 || 15.10
Black || 35 || 29.30 || 37 || 30.80 || 43 || 34.30
Hispanic/Latino || 42 || 35.30 || 40 || 30.00 || 42 || 34.20
White || 21 || 17.60 || 24 || 19.00 || 21 || 15.20
| 2009-2010 | 2010-2011 | 2011-2012
Economically Disadvantaged | # | % | # | % | # | %
| | | | | |
Yes || 238 || 25.60 || 259 || 28.10 || 286 || 30.40
| 2009-2010 | 2010-2011 | 2011-2012
School Safety | # | # | #
| | |
Weapons offenses || 6 || 5 || 8
Offenses against students || 28 || 44 || 51
Offenses against staff || 7 || 8 || 28
Alcohol, tobacco, drug offenses || 5 || 4 || 9
Disorderly or disruptive behavior || 184 || 198 || 249
Technology offenses || 10 || 36 || 47

A S C A N AT I O N A L M O D E L • 109
 Middle School Data Profile
Percentage of Students | 2009-2010 | 2010-2011 | 2011-2012
Passing/Tested* | Passed | Tested | Passed | Tested | Passed | Tested
| | | | | |
All students || 73 || 100 || 74 || 100 || 73 || 100
Race/Ethnicity | | | | | |
Asian or Pacific Islander || 72 || 100 || 74 || 100 || 73 || 100
Black || 69 || 99 || 71 || 99 || 71 || 99
Hispanic/Latino || 67 || 99 || 71 || 99 || 69 || 99
White (not of Hispanic origin) || 76 || 100 || 75 || 100 || 76 || 100
Students with disabilities || 69 || 99 || 66 || 99 || 65 || 99
Students identified as disadvantaged || 66 || 99 || 67 || 99 || 67 || 99
Limited English proficient students || 70 || 98 || 74 || 99 || 72 || 98
Percentage English State | 2009-2010 | 2010-2011 | 2011-2012
Assessment Scores* 7th Grade | Passed | Tested | Passed | Tested | Passed | Tested
| | | | | |
All students || 74 || 100 || 73 || 100 || 71 || 100
Race/Ethnicity | | | | | |
Asian or Pacific Islander || 72 || 100 || 74 || 100 || 73 || 100
Black || 69 || 99 || 70 || 99 || 70 || 99
Hispanic/Latino || 67 || 99 || 67 || 99 || 69 || 99
White (not of Hispanic origin) || 77 || 100 || 76 || 100 || 73 || 100
Students with disabilities || 70 || 99 || 66 || 99 || 70 || 99
Students identified as disadvantaged || 69 || 99 || 65 || 99 || 69 || 99
Limited English proficient students || 74 || 99 || 64 || 99 || 65 || 99
Percentage Math State | 2009-2010 | 2010-2011 | 2011-2012
Assessment Scores* 8th Grade | Passed | Tested | Passed | Tested | Passed | Tested
| | | | | |
All students || 76 || 100 || 75 || 100 || 75 || 100
Race/Ethnicity | | | | | |
Asian or Pacific Islander || 80 || 100 || 81 || 100 || 82 || 100
Black || 69 || 99 || 70 || 99 || 70 || 99
Hispanic/Latino || 64 || 99 || 63 || 99 || 60 || 99
White (not of Hispanic origin) || 77 || 100 || 76 || 100 || 75 || 100
Students with disabilities || 70 || 100 || 66 || 99 || 70 || 99
Students identified as | 69 | 99 | 65 | 99 | 70 | 99
disadvantaged || || || || || ||
Limited English proficient students | 74 | || 64 |
| | 99
| 99
|| 63 || 99

*Pass rate for state accreditation for seventh-grade English is 74 percent.

**Pass rate for state accreditation for eighth-grade math is 75 percent.
Special Features: Block schedule; mentoring program; annual career day; afterschool
programs such as guitar club, art club, college partnership; homework achievers.

110 • A S C A N AT I O N A L M O D E L
 Data Analysis Activity

Review the report card data and consider the following questions:
1. What is working well at this school?
2. What concerns you about these data?
3. Does an achievement gap exist? Describe.
4. What additional information do you need?
5. What should you focus on? What data should you collect?

Examples of information that can be learned from reviewing the middle school data profile:

■ The number of economically disadvantaged students has increased in 2009 from 238 to
286 in 2011, an increase of 20 percent.
■ Attendance rates have decreased in all demographic categories. The attendance rate has
fallen from 93 percent to 89 percent since 2009.
■ There has been a demographic shift in three years. The percent of African-American
students has decreased by about 13.5 percent. The percent of Hispanic students has
increased by 52 percent, and the percent of white students has decreased by 25 percent.
■ There has been an increase in school safety offenses in all categories. For instance
technology offenses (i.e., cyberbullying) have increased from 10 to 47 offenses, an increase
of 370 percent.

After reviewing the school data profile school counselors can address the following
questions:

■ What impact has the changing demographics had on the school climate, the state testing
scores, attendance and safety issues at the school?
■ Do the school counselors need to collect additional data to understand the issue?

ACCOUNTABILITY
■ What can the school counselors do to have an impact on the state testing gaps?
■ Is the staff at this school prepared to work with a changing population of students, and is
there anything the school counselors can do to facilitate this transition?
■ Do students at this school feel engaged? Do students believe the faculty is there to help
them address problems?
■ Can school counseling goals be identified that are related to this data analysis?

Adapted from:
Young, A., & Kaffenberger, C. (2009). Making DATA work. Alexandria, VA: American School Counselor Association.

A S C A N AT I O N A L M O D E L • 111
 Download a customizable
electronic version.

School Counselor Performance Appraisal Template

Adapted from the North Carolina School Counselor Job Description

School Counselor________________________________________________ Date__________________

Evaluator_________________________________ Position _____________________________________

0 | 1 | 2 | 3
| | |
Unsatisfactory | Basic | Proficient | Distinguished
| | |

Duties and Responsibilities

DESCRIPTION RATING
1. Major Function: Development and Management of a
Comprehensive School Counseling Program
1.1 Discusses the comprehensive school counseling program with the school
administrator.
1.2 Uses data to develop school counseling program goals, and shares the
goals with stakeholders (i.e., administrators, teachers, students, parents,
community and business leaders).
1.3 Uses data to develop curriculum, small-group and closing-the-gap
action plans for effective delivery of the school counseling program.
1.4 Uses the majority of time providing direct and indirect student services
through the school counseling core curriculum, individual student planning
and responsive services and most of the remaining time in program
management, system support and accountability. (Approximately 80
percent or more of time in direct and indirect services and 20 percent or
less of time in program support.)
1.5 Uses data to develop comprehensive programs that meet student
needs.
Observations and comments:

2. Major Function: Delivery of a Comprehensive

School Counseling Program
Direct Services
2.1 Provides direct student services (school counseling core curriculum,
individual student planning and responsive services).
2.2 Delivers school counseling core curriculum lessons in classroom and
large-group settings.
2.3 Provides appraisal and advisement to assist all students with academic,
career and personal/social planning.
2.4 Provides individual and group counseling to students with identified
concerns and needs.

112 • A S C A N AT I O N A L M O D E L
 DESCRIPTION RATING
Indirect Services
2.5 Indirect student services are provided on behalf of identified students;
strategies to include referrals, consultation and collaboration.
2.6 Refers students and parents to appropriate school and community
resources to support student achievement and success.
2.7 Consults with parents and other educators to share strategies that
support student achievement and success.
2.8 Collaborates with parents, other educators and community resources to
support student achievement and success.
Observations and comments:

3. Major Function: Accountability

3.1 Identifies and analyzes school data to inform the school counseling
program and measure program results.
3.2 Analyzes data on how time is used and adjusts program delivery to
meet student needs as demonstrated in school data.
3.3 Collects and analyzes results data of school counseling program
activities to guide program evaluation and improvement.
3.4 Monitors student academic performance, attendance and behavioral
data to inform school counseling program goals.
3.5 Conducts self-analysis to determine strengths and areas of
improvement and plans professional development accordingly.
3.6 Conducts a school counseling program assessment annually to review
extent of program implementation and effectiveness.

ACCOUNTABILITY
3.7 Shares school counseling program results data with relevant
stakeholders.
Observations and comments:

Total Score
Average Score

Overall Performance Comments by Evaluator:

Comments by School Counselor:

________________________________________ ___________________________________________
School Counselor Date Evaluator Date

A S C A N AT I O N A L M O D E L • 113
 SCHOOL COUNSELING CORE CURRICULUM RESULTS REPORT Year:__________

114 •
Goal: ___________________________________________________________________________________________________________________________
Lessons and Activities Related to Goal:
Lesson
Will Be
Presented Process Perception Outcome Data
Data Data (Achievement,
In Which ASCA Domain, (Number (Surveys or attendance
Grade Lesson Class/ Standard and Curriculum and Start/ of students assessments and/or behavior
Level Topic Subject Competency Materials End affected) used) data) Implications

A S C A N AT I O N A L M O D E L
electronic version.
Download a customizable
 __________________________________ SMALL-GROUP RESULTS REPORT Year:__________
(School Name)

Group Name: ___________________________________________________________________________________________________________________

Goal: ___________________________________________________________________________________________________________________________
Target Group: ___________________________________________________________________________________________________________________
Data Used to Identify Students: ___________________________________________________________________________________________________

ASCA Domain, Process Outcome Data

Data Perception (Achievement,
Standard and (Number of Data attendance and/or
School Student Outline of Group Resources students (Data from behavior data
Counselor(s) Competency Sessions to be Delivered Needed affected) surveys used) collected) Implications
electronic version.

A S C A N AT I O N A L M O D E L
Download a customizable

• 115
ACCOUNTABILITY
 __________________________________ CLOSING-THE-GAP RESULTS REPORT Year:__________
(School Name)

116 •
Goal: ___________________________________________________________________________________________________________________________
Target Group: ___________________________________________________________________________________________________________________
Data Used to Identify Students: ___________________________________________________________________________________________________

ASCA Domain, Process Outcome Data

Data Perception (Achievement,
Standard and (Number of Data attendance and/or

A S C A N AT I O N A L M O D E L
School Student Type of Activities to be Resources students (Data from behavior data
Counselor(s) Competency Delivered in What Manner? Needed affected) surveys used) collected) Implications
electronic version.
Download a customizable
 ACCOUNTABLITY Data-Driven Program

WHAT DOES IT MEAN TO HAVE A DATA-DRIVEN

SCHOOL COUNSELING PROGRAM?

By Carol Kaffenberger, Ph.D., Associate Professor Emerita, George Mason University

A school counselor has been implementing a peer mediation program at her school for
three years but has not collected data to evaluate its effectiveness. Without data she can
only hope that the program is effective.

Having a data-driven school counseling program means that at each stage of program de-
livery and assessment, data are used to inform the decisions that are made. Data identify
the population of students in need of an intervention. Data drive decisions about the goals
of the intervention. Data measure the effectiveness of the intervention. In addition to the
use of data to drive program decisions, data are also used to monitor student achievement

ACCOUNTABILITY
and demonstrate the impact the school counseling program is having on students. Systemic
change does not occur without collecting and examining data to understand the cause of
the issue or the gap.

How does this work in practice? Initially it means reviewing existing data to determine
what services are needed to address opportunity or achievement gaps. You could conduct
this review of existing data by examining the school data profile, looking for achievement,
opportunity or attainment gaps. Consider what the changes or gaps mean for the school
counseling program and how school counseling interventions could contribute to closing
the gaps.

Data can also be useful in understanding an issue. Collecting data before determining what
intervention is needed will contribute to understanding underlying issues. For example, you
may be concerned about bullying at your school. Collecting perception data from students
or faculty may point to an intervention that is targeted and focused on addressing the issue.
At one middle school, survey data indicated students were aware of the skills for handling
bullying but didn’t report bullying because they didn’t believe the staff would take action.
In this case implementing a schoolwide educational program aimed at the adults in the
building would be more effective than classroom lessons on what to do about bullying.

A S C A N AT I O N A L M O D E L • 117
Once you’ve implemented an intervention, you’ll use data to determine whether it was ef-
fective. Perception data shows you whether you’ve achieved the goals of the intervention
and whether the students believe they have benefited. This may mean collecting perception
data such as pre- and post test scores before and after delivering the intervention. Do the
students believe their knowledge has increased as a result of the lesson? Outcome data
measure the impact of the intervention on students and indicate whether there has been a
change in achievement, attendance or behavior scores. Outcome data are the most power-
ful.

Here is an example of you can use data to create systemic change. A middle school coun-
seling team was worried about the growing number of students with D/F grades in spite of
the use of a variety of traditional student-focused interventions, such as student and parent
conferences, homework club and mentoring. In reviewing the school data they noticed the
attendance rate for the school had fallen three years in a row, and discipline incidents had
sharply increased. Something had changed at this school.

By examining the data they realized the demographics at the school had changed too. Be-
fore implementing strategies to address these issues, the school counselors decided to col-
lect data to understand underlying factors that might be contributing to the issues at their
school. They collected data in two ways. With permission from the administrators they
conducted a six-question online survey with students who had one or more D/F grade.
They also decided to conduct a focus group with a select group of the parents of students
with D/F grades to hear what they had to say. Survey results indicated that students did not
think coming to school was important; they were unsure about whether high school gradu-
ation was important. Furthermore, they indicated they didn’t believe there was teacher/staff
member they could go to for help. Clearly, this group of students was not engaged in this
school community.

The school counselors took the data to the administration and the staff for discussion.
What resulted was a schoolwide examination of the school culture, which revealed that
other students were not feeling a part of the school community. The faculty as a group dis-
cussed schoolwide strategies to create a more positive culture in the school and requested
professional development to help them work more effectively with students with poor
grades. Other interventions included changes in policy around attendance, admittance in
advanced courses, small-group counseling focusing not only on study skills but also on ca-
reer and college readiness. Parent interventions including parent workshops held in the
community and efforts to build community alliances. Addressing barriers to student suc-
cess created a culture of change at this school and is an example of how data can be used
to drive program improvement.

Steps to consider when implementing a data-driven school counseling program:

■ Review school data reports over time to observe trends, changes and gaps.
■ Consider how school counseling program goals align with the school mission statement
and school improvement plan.
■ Collect pre- and post-test data from school counseling lessons, group counseling,
workshops and programs.

118 • A S C A N AT I O N A L M O D E L
■ Evaluate school counseling services and programs to determine what impact they are
having on student success and how they can be improved or if they should be
eliminated.
■ Conduct a program assessment once a year.
■ Use evidence-based school counseling interventions.
■ Set measurable attainable school counseling goals.
■ Share data with stakeholders.
■ Consider how the data you are examining, collecting and sharing measure student
success.

Learn more in “Making DATA Work,

an ASCA National Model publication.”

ACCOUNTABILITY

A S C A N AT I O N A L M O D E L • 119
 ACCOUNTABLITY Collecting and Sharing

COLLECTING AND SHARING RESULTS IN AN ARTICLE

By Christopher Sink, Ph.D., Professor, Seattle Pacific University

In response to the longstanding input of school counseling leaders, the ASCA National
Model encourages school counselors to be accountable for their work with students, staff
and parents/caregivers. Across the country, school counselors are following this recommen-
dation by informally and formally measuring student outcomes in the academic,
personal/social and career developmental domains. Accountability evidence can be drawn
from multiple sources, including participant data collected before and after facilitating
classroom guidance activities, individual counseling meetings and small-group sessions.
School- or district-generated student attendance records and disciplinary referrals are avail-
able for reporting as well. With this information school counselors can then document pos-
itive student outcomes by using spreadsheet software and its various tools to create
summary tables and charts.

Regrettably many school counselors still aren’t convinced data collection is an indispensa-
ble professional activity, while others just need some assistance to competently respond to
questions such as, “I’ve done some innovative things in my building, but how do I use data
to document their usefulness? What should I do with all this data? How do I share my
good ideas with my colleagues?”

One effective way to share your data is to write an article about your work. Here are some
tips to follow:

Select a poignant topic. Finding a meaningful and timely subject to write about is one of
the keys to success. Do some background reading to help frame your writing project (e.g.,
ASCA School Counselor and Professional School Counseling). Start with reviewing articles
published in school-counseling-related journals and magazines. These can provide both in-
spiration and foundational information. The ASCA National Model and online searches
can yield additional ideas. If you want to write a results-based article, pick a topic you al-
ready have some outcome data on or could readily obtain the information. For instance,

120 • A S C A N AT I O N A L M O D E L
report on the promising student outcome data obtained from an eight-week anti-bullying
program you instituted.

Other more obvious recommendations to consider as you launch into this work bear re-
peating: (a) ask for ideas and writing support from your colleagues and from school coun-
selor educators at a nearby university; (b) avoid topics that already inundate the school
counseling literature; and (c) select a topic or theme you have some expertise in.

Decide on a publication outlet that will be receptive to your article. Should you want
to publish your manuscript in a school-counseling-related journal, magazine or newsletter,
there are multiple options to consider. For example, ASCA and its state associations have
several options. At the national level, consider writing a piece for ASCA School Counselor
magazine or Professional School Counseling journal. State school counseling publications
are largely practitioner-focused and actively seeking contributors. Carefully read the author
guidelines summarized on the publication’s Web site, and make sure your topic fits within
the publication’s major areas of interest. Do not be afraid to contact the publication’s edi-
tor for additional information and assistance. It is important to note that the writing qual-
ity and research rigor varies with the scholarly level of the publication. Begin with writing
a piece for a magazine or newsletter, and then move to a professional journal if you have a
substantial work to disseminate.

Formulate a research and writing plan. Once you have decided on a timely and appro-
priate topic and a couple of viable publishing options, develop a brief research and writing
plan to serve as a roadmap. Include at least these items:
■ Determine what sources of information (background literature and data sources) you
have and those you may still need. For example, review already published research
articles on the efficacy of bullying programs; calculate the number of students referred to
the school’s office for disciplinary reasons related to bullying; examine pre-and post-test

ACCOUNTABILITY
data obtained from the anti-bullying/victimization classroom intervention; obtain
interview and observational data from program participants.
■ When you are using student data for your article, ensure that no identifying information
is included in the narrative. Obtain written parental consent for all research studies you
intend to disseminate. Hopefully you can ask a district-level research or assessment
manager for assistance in this area.
■ Set a realistic timeline for when you want to submit the article for publication, and then
set smaller writing goals along the way.
■ Ask a colleague who is a good writer or a school counselor educator to serve as your
supplemental “editor.” Have that person read your drafts and provide honest feedback.
■ If you need assistance with data analysis and report writing, again consult a district-level
research or assessment manager to lend a hand or partner with a school counselor
educator as well.

Implement your writing plan. Perseverance is essential. Just like a diet, writing an article
provides delayed gratification. Submit drafts to your editor, and stick to the timeline.
Sometimes it takes three to five drafts before you’re ready to submit your article.

A S C A N AT I O N A L M O D E L • 121
Submit your article to a publishing venue. Make sure the article is free of errors and
formatting problems. Most publication sources in school counseling require the careful use
of the American Psychological Association’s formatting and writing style, now in its sixth
edition (often called the “APA Style Manual” for short). Include a brief cover letter ad-
dressed to the publication editor. Include the proposed title of the paper, a rationale for the
article’s foci and why it is germane to the publication. Also add your contact information.
The APA Style Manual provides a sample letter.

Be aware that most article submissions, whether they are intended for professional maga-
zines, newsletters or journals, go through some type of review process, and this may take
up to three months. The response from the editor is generally a formal correspondence in-
dicating both the manuscript’s strengths and limitations. If the editor thinks the document
is publishable, the correspondence will also provide helpful recommendations to improve
the quality of the manuscript. Plan on revising the article, perhaps two or three times, be-
fore it is ready to go to press. Should you receive an unfavorable response from the editor,
try not to take it personally. In this case, rework the manuscript based on the feedback and
resubmit to another related publishing source.

The writing process can be challenging, but it is certainly worth the effort. Your school
counseling colleagues will appreciate hearing a strong voice from the field and learning
from your work. Ultimately, students will benefit from your insights as well.

Read the author guidelines for

Professional School Counseling journal.

122 • A S C A N AT I O N A L M O D E L
 ACCOUNTABLITY Evaluation

SCHOOL COUNSELOR EVALUATION

By Judy Bowers, Ed.D., Retired Coordinator of the School Counseling Program, Tucson
Unified School District, Tucson, Ariz., and C:3 Counseling Grant Project Director

Since the ASCA National Model was first published in 2003, school counselors have ex-
pressed a desire to have a school counselor job description and evaluation reflecting the
ASCA National Model. For many years in many states, school counselors were evaluated
on several different evaluation forms, such as a teacher evaluation, an evaluation used for
“other certified personnel,” an evaluation for the social worker or psychologists or a form
for resource personnel not teaching in the classroom. These evaluation forms were prob-
lematic as they did not specifically reflect the school counselor’s unique job.

School counselors need an evaluation that is specific to school counseling because the role

ACCOUNTABILITY
of the school counselor is unique and important. A typical evaluation could include four
major functions of a school counseling program.

Development and management: School counselors are responsible for developing their
school counseling program for all students and for managing it to show results.

Implementation: School counselors now work with all students to deliver a program re-
flecting the competencies in academic, career and personal/social domains. Programs are
delivered in classrooms, in small groups or individually.

Accountability: In addition, school counselors are responsible for collecting and evaluat-
ing data showing results of their school counseling program. They are data experts in
schools.

Systemic change agent: School counselors use their skills of leadership, advocacy and
collaboration to work as systemic change agents for students.

Therefore, a school counselor evaluation needs to be coordinated with a school counselor

job description specifically following the ASCA National Model.

A S C A N AT I O N A L M O D E L • 123
In the accountability section of the ASCA National Model, school counselors are intro-
duced to a sample performance appraisal instrument that accurately reflects the unique
training of school counselors and their responsibilities within the school system. The per-
formance appraisal can be an important tool in the school counselor’s self-evaluation and a
guide to personal and professional development planning.

When school counselors follow the ASCA National Model and fully implement all of the
elements, they are also working at the distinguished level, or highest level, of a perform-
ance appraisal. School counselors should go through the ASCA program assessment yearly
and check where they are regarding the implementation of all the elements and the criteria.
This self-assessment helps school counselors understand what areas to focus on to improve
their programs. It is easy to see that when school counselors implement the ASCA National
Model, they are also doing their job to the fullest extent.

Some district and state school counselor performance appraisals list suggested artifacts to
show an element is being implemented. An example from the sample performance ap-
praisal instrument is major function one – development and management of a comprehen-
sive school counseling program. Artifacts for this function could include classroom lessons,
a master calendar, program goals, closing-the-gap action plans and the curriculum action
plan. By including the artifacts with the criteria for each level of school counselor imple-
mentation from unsatisfactory through distinguished, an evaluator will be able to under-
stand what a fully implemented school counseling program includes.

Performance appraisal instruments specific to school counseling positively reflect the

school counselor’s unique role in today’s schools. It is an important tool in program imple-
mentation, self-evaluation and planning for professional development.

124 • A S C A N AT I O N A L M O D E L
Where To Start
Download a customizable electronic version
of an implementation plan for the first year.

When implementing the ASCA National Model, consider the steps below to help manage
the transition to a comprehensive school counseling program.

1. Read or review the ASCA National Model.

2. Communicate your intent to implement the ASCA National Model with school and
district administrators.
3. Use the program assessment to compare your current program with the ASCA
National Model.
4. Identify areas of strength and areas to improve based on the results of the program
assessment.
5. Review the school’s academic, attendance and behavioral data.
6. Prioritize areas to improve based on school data.
7. Identify assessments and tools in the management component that correspond to the
areas to improve.
8. Identify collaborators needed for implementation.
9. Develop a one-to-three-year plan for implementation of the foundation, management,
delivery and accountability components, including a timeline and persons responsible
for each item in the plan.
10. Present plan to administrators.
11. Implement the plan, and collect data on program implementation using the tools in the
management component.
12. Analyze data collected to determine the results of the program following suggestions in
the accountability component.
13. Share your results with school and district staff.
14. Complete and analyze the program assessment each year to compare your
program with the ASCA National Model.
15. After implementation, consider applying for the Recognized ASCA Model
Program (RAMP) designation to show how your program makes a difference in
student achievement and success.

Need training on implementing the ASCA National Model? Learn about

options for site-based training from ASCA.

A S C A N AT I O N A L M O D E L • 125
126 • A S C A N AT I O N A L M O D E L
Appendix

A. Changes in the Third Edition of the

ASCA National Model . . . . . . . . . . . . . . . . . . . . . . . . . . .128
B. Index of Special Topics . . . . . . . . . . . . . . . . . . . . . . . . . . .134
C. Use-of-Time Comparison for Delivery
of the School Counseling Program . . . . . . . . . . . . . . . . . .135
D. Fundamental Questions and Principles from the
Theory Behind the ASCA National Model . . . . . . . . . . . .137
E. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
F. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
G. Recognized ASCA Model Program (RAMP) . . . . . . . . . . .147
H. School Counselor Competencies . . . . . . . . . . . . . . . . . . . .148

A S C A N AT I O N A L M O D E L • 127
 APPENDIX A

Changes in the Third Edition

of the ASCA National Model
The following information provides a brief synopsis of the changes made in the third edi-
tion of “The ASCA National Model: A Framework for School Counseling Programs.”

Themes
The themes of the third edition are the same as the second edition. Additional information
has been included, such as special topics written by professionals in the field, and the
themes have been woven throughout the four components.

1. Leadership
2. Advocacy
3. Collaboration
4. Systemic Change

Foundation
This section addresses components that drive every school counseling program.

The third edition includes three sections:

1. Program Focus
2. Student Competencies
3. Professional Competencies

The content from the second edition is aligned under the new sections, and additional top-
ics have been added, including special topics written by professionals in the field related to
specific sections.

128 • A S C A N AT I O N A L M O D E L
Second Third Edition
Edition Topics
Section Topics
Beliefs and Program Focus Beliefs and Vision Statement
Philosophy “Beliefs and Philosophy” has been divided into separate
sections of beliefs and vision in alignment with language
used by education leaders, schools and districts. Research
studies for school improvement, leadership and change
name vision as a key factor in organizational
effectiveness. Components of the beliefs and philosophy
section have been maintained within either the beliefs or
vision sections.

Mission Program Focus Mission Statement

Statement No significant changes.

Program Goals (New)

Research studies for school improvement, leadership and
change name vision, mission and goals as key factors in
organizational effectiveness. Although the second edition
of the ASCA National Model encouraged goal setting
through action plans, the third edition increases the focus
of goal setting through the use of data.

ASCA Student ASCA Student Standards

Standards Competencies Titled “ASCA National Standards” in the second edition,
for Student the title of these standards was changed to reflect the
Academic, focus on students. The standards have not changed.
Career and
Personal/ Other Student Standards (New)
Social School counselors are encouraged to consider how other
Development student standards complement and inform their
comprehensive school counseling program. This section
helps school counselors demonstrate how their program
aligns with other standards that are important to state
and district initiatives as appropriate (e.g., state standards,
21st Century, Character Ed).

Professional ASCA School Counselor Competencies (New)

Competencies These competencies, developed several years after the
release of the second edition of the ASCA National Model,
outline the knowledge, attitudes and skills that ensure
school counselors are equipped to meet the rigorous
demands of the profession and the needs of preK-12
students. The competencies also serve as a guide for
professional development.

ASCA Ethical Standards for School Counselors (New)

This essential document is now included in the
Foundation.

A S C A N AT I O N A L M O D E L • 129
Management
This component provides assessments and tools to manage a school counseling program,
including planning, implementation and data collection.

The management component in the third edition includes new and revised tools designed
to help develop and maintain program components as well as special topics written by pro-
fessionals in the field related to specific sections. School counselors can use and adapt the
assessments and tools as needed to continue to improve their school counseling program.

Second Third Edition

Edition Topics
Section Topics
Topics Assessments School Counselor Competencies Assessment (New)
This assessment is based on the ASCA School Counselor
Competencies. It is designed to help school counselors
identify knowledge, abilities and skills and attitudes that
meet the rigorous demands of the profession.
Assessments School Counseling Program Assessment (Revised)
This assessment was titled “Program Audit” in the second
edition. Language has been changed from audit to
assessment as audit implies an outside auditor, and
assessment implies an internal review. The criteria have
been condensed and streamlined.

Use of Time Assessments Use-of-Time Assessment (New)

This assessment was created to help school counselors
analyze their use of time in
■ Direct and indirect student services (80 percent or more)
■ Program management and school support (20 percent
or less). Program management includes foundation,
management, accountability tasks and fair-share
responsibilities)

Management Tools Annual Agreement

Agreements This agreement was titled “management agreement” in
the second edition. The title has changed to emphasize
that the agreement is completed each year. Professional
development and fair-share responsibilities are included in
this document.

Advisory Tools Advisory Council

Council Additional direction and information have been included.

Use of Data Tools School Data Profile (New)

The school data profile informs school counseling goals
and may identify a need for systemic change. This tool is
designed to help school counselors track achievement,
attendance, behavior and school safety data to identify
gaps. Program results data are categorized as process,
perception and outcome (called “results” in the second
edition) data. Data for this document are frequently
pulled from existing data sources or student information
systems at the school.

130 • A S C A N AT I O N A L M O D E L
 Second Third Edition
Edition Topics
Section Topics
Action Plans Tools Action Plans
■ Curriculum Action Plan
■ Small-Group Action Plans (New)
■ Closing-the-Gap Action Plans
The small-group action plan template was created and
aligned with the curriculum and closing-the-gap action
plans to increase the focus on small groups. This plan will
help school counselors organize and collect data for small
groups.

Lesson Plans (New)

This template was designed to help school counselors in
the development and implementation of classroom
activities.

Calendars Tools Annual Calendar Template

Weekly Calendar Template
No significant changes.

Delivery
This component focuses on the method of implementing the school counseling program to
students.

The third edition draws a clear distinction between direct and indirect student services. The
components of the delivery system are divided between direct and indirect student services,
all of which are part of the second edition. Some system support topics from the second edi-
tion of the delivery system have been moved to the other components as noted below.

Second Third Edition

Edition Topics
Section Topics
Guidance Direct Student In-person interactions between school counselors and
Curriculum Services students

Individual Elements and Recipient Method

Student Strategies
Planning
School Counseling All Students Interactions with
Responsive Core Curriculum Students in:
■ Instruction ■ Large Group
Services
■ Group Activities ■ Classroom
DRIVEN
DATA

Individual Student ■ Small Group

Planning ■ Individual
■ Appraisal
■ Advisement
Responsive Services
■ Counseling Identified
■ Crisis Response Students

A S C A N AT I O N A L M O D E L • 131
 Second Third Edition
Edition Topics
Section Topics
Guidance Indirect Services provided on behalf of students as a result of the
Curriculum Student school counselor’s interactions with others.
Services
Individual Elements and Recipient Method
Student Strategies
Planning
■ Referrals All Students Interactions with
Responsive ■ Consultation Others
Services ■ Collaboration

DRIVEN
DATA
Identified
Students

System Included in other components

Support ■ Program management and operations are included in
the management component.
■ Professional development is included in the foundation
and management component.
■ Data analysis is included in the accountability
component.

Accountability
This component is designed to help school counselors analyze data collected from other
sections of the ASCA National Model.

The third edition includes three subsections:

1. Data Analysis – Helps school counselors analyze data that inform decisions about the
school counseling program. The data analyzed have been collected over time and inform
school counselors about student needs and school and community trends.
2. Program Results – Help school counselors create curriculum, small-group and closing-
the-gap results reports.
3. Evaluation and Improvement – Help school counselors analyze self-assessment and
program assessment data to identify strengths and areas of improvement.

Second Third Edition

Edition Topics
Section Topics
Results Data Analysis School Data Profile Analysis (New)
Reports Tips for analyzing process, perception and outcome (called
“results” in second edition) data are included. Analysis of
the school data profile informs school counseling goals
and may identify a need for systemic change. The analysis
helps school counselors track achievement, attendance,
behavior and school safety data to identify gaps.

132 • A S C A N AT I O N A L M O D E L
Second Third Edition
Edition Topics
Section Topics
Results Data Analysis Use-of-Time Analysis (New)
Reports Tips for analyzing the use-of-time template are presented.
The analysis informs program decisions about how to best
meet student needs in the future.
Program Curriculum Results Report Analysis
Results Tips are presented for analyzing data collected from
classroom and large-group presentations.

Small-Group Results Report Analysis (New)

Tips are presented for analyzing data collected from small-
group counseling activities.

Evaluation and School Counselor Competencies

Improvement Assessment Analysis (New)
Tips are presented for analyzing this self-assessment.

Program Evaluation and Program Assessment Analysis (Revised)

Audit Improvement Tips are presented for analyzing the program assessment.

School Evaluation and School Counseling Performance Appraisal Template (New)

Counselor Improvement A template for school counselor performance appraisal is
Performance presented.
Standards
Program Goal Analysis (New)
Direction for analyzing progress toward program goals
has been included.

A S C A N AT I O N A L M O D E L • 133
 APPENDIX B

Index of Special Topics

Advocacy and Social Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Collecting and Sharing Results in an Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
College and Career Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Data-Driven School Counseling Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Lesbian, Gay, Bisexual, Transgender or Questioning Students . . . . . . . . . . . . . . . . . . . . .34
Implementing the ASCA National Model in Elementary Schools . . . . . . . . . . . . . . . . . . .75
Implementing the ASCA National Model in Middle Schools . . . . . . . . . . . . . . . . . . . . . .77
Implementing the ASCA National Model in High Schools . . . . . . . . . . . . . . . . . . . . . . . .79
Multiculturalism/Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
School Counselor/Administrator Partnership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
School Counselor Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
STEM Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Systemic Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

134 • A S C A N AT I O N A L M O D E L
 APPENDIX C

Use-of-Time Comparison
for Delivery of the School
Counseling Program
The third edition of the ASCA National Model offers schools increased flexibility in
determining how time is distributed in each element of the delivery component. Although
spending 80 percent of time in direct and indirect student services is the general
recommendation for a comprehensive school counseling program, use of time within the
80 percent may be allocated differently from school to school based on needs identified in
school data. All components of direct and indirect student services are necessary for a
program to be considered a comprehensive school counseling program, but decisions about
time allocation are based on student needs as demonstrated in the school data profile and
alignment with school and school counseling program goals.

School counselors may find it necessary to adjust the percentage of time in each of the
delivery categories from year to year to meet students’ needs. In addition, school
counselors are able to justify their modification to the suggested use of time by providing a
rationale for an increase or decrease to any category based on research and best practice. In
programs with more than one school counselor per site, there can be flexibility between
and among school counselors in determining how much time individual school counselors
spend in the delivery components.

A S C A N AT I O N A L M O D E L • 135
 ASCA National K-12 ASCA Elementary Middle Secondary
Model (third National
edition) Model
Delivery (second
edition)
Delivery

Direct ServicesSchool 80% or Guidance 35%-45% 25%-35% 15%-25%

■ Counseling Core more Curriculum
Curriculum
■ Individual Student
Planning Individual 5%-10% 15%-25% 25%-35%
■ Responsive Services Student
Indirect Services Planning
■ Referrals
Responsive 30%-40% 30%-40% 25%-35%
■ Consultation
Services
■ Collaboration

System 10%-15% 10%-15% 15%-20%

Support

Adapted from Gysbers, N.C. & Henderson, P. (2012)

Developing and managing your school counseling program
(5th ed.), Alexandria, VA: American Counseling Association.

Included in Other
Components

Program Planning and School 20% or

Support less
■ Program management and
operations (management)
■ Professional development
(foundation and
management)
■ Data analysis
(accountability)
■ Fair-share responsibilities
(management)

136 • A S C A N AT I O N A L M O D E L
 APPENDIX D

Fundamental Questions and

Principles from the Theory Behind
the ASCA National Model
By Patricia Henderson, Ed.D.

The information below describes the theory base supporting the ASCA National Model.
Seven fundamental questions are identified as those needing to be answered in a school
counseling theory. For each question, answers from the ASCA Ethical Standards for School
Counselors, from the profession’s history and from the school counseling effectiveness re-
search base are provided. These sources support the 27 major principles identified as the
answers to the seven questions. Each principle is supported by the profession’s values, his-
tory and research. The ASCA National Model rests on these principles.

For additional information, including historical roots and research supporting these princi-
ples, see the full document at www.ASCANationalModel.org.

Fundamental Questions ASCA National Model Principles

1. What do students need that the Principle 1: As with other dimensions of their
school counseling profession, development, all students benefit from assistance in
based on its special body of accomplishing the age-appropriate tasks related to
knowledge, can best address? their academic, career and personal/social
development.

A S C A N AT I O N A L M O D E L • 137
 Fundamental Questions ASCA National Model Principles

2. Which students benefit from Principle 2: All students can benefit from
activities designed to address interventions designed to assist their academic, career
these needs? and personal/social development.

Principle 3: Some students need more assistance in

accomplishing the age-appropriate academic, career
and personal/social developmental tasks. These
students benefit from preventive or remedial
interventions specially designed to help them achieve
tasks appropriate to their developmental level.

3. What are school counselors best Principle 4: School counselors are qualified to make
qualified to do to help contributions to all students’ development in the
students? areas of academic (educational), career and
personal/social development.

Principle 5: School counselors can design and deliver

interventions to meet students’ developmental needs
and to meet students’ needs for prevention and
remediation, thereby helping to close gaps between
specific groups of students and their peers.

Principle 6: School counselors’ interventions in

students’ academic, career and personal/social
development help students acquire and apply
knowledge, skills and attitudes promoting
development in those three dimensions of human
growth.

Principle 7: School counselors can help other adults

enhance their work with students’
academic/educational, career and personal-social
development and for the purpose of removing
barriers to individual students’ success.

4. How does school counseling Principle 8: School counselors work with others in the
relate to the overall educational school on behalf of students to support
program? accomplishment of the school’s mission and to assist
in the removal of systemic barriers to student success.

5. How can school counseling be Principle 9: The work of school counselors should be
provided most effectively and organized as a program.
efficiently?
Principle 10: The delivery component dividing
program activities into program components of direct
services (school counseling core curriculum, individual
student planning and responsive services) and indirect
services (referrals, consultation and collaboration) is
the most effective and efficient means for organizing
the program.

138 • A S C A N AT I O N A L M O D E L
Fundamental Questions ASCA National Model Principles

5. How can school counseling be Principle 11: The elements and strategies described as
provided most effectively and the delivery component for the school counseling
efficiently? program include all the means to have an impact on
students’ academic, career and personal/social
development: direct student services (school
counseling core curriculum, individual student
planning and responsive services) and indirect student
services (referrals, consultation and collaboration).

Principle 12: School counseling program activities can

be designed that positively affect all students’
academic, career and personal/social development
and that help those students whose healthy
academic, career and/or personal/social development
is threatened or interrupted.

Principle 13: Intentionally designed interventions

targeting identified needs or specified goals and
objectives are more effective than interventions that
are not intentionally designed.

6. How is a good school Principle 14: A systematic approach to developing the

counseling program developed school counseling program (i.e., planning and
by a school? building the foundation, designing the delivery,
managing the program, holding program staff
accountable and evaluating the program) ensures its
effectiveness and relevancy.

Principle 15: Collaborative, cooperative planning with

parents/guardians, teachers, administrators, staff and
community members in developing a school
counseling program results in the program being
effective and an integral part of the total school
mission.

Principle 16: Effective school counseling programs are

designed with awareness of local demographics and
on student needs based on locally gathered data.

Principle 17: Establishing priorities for and

recognizing parameters within the program are
critical to effective management and implementation
of school counseling programs.

Principle 18: There are organizational procedures

school counselors can use to manage implementation
of their programs for effectiveness, efficiency and
relevancy to the school.

Principle 19: Accountability for student results, school

counselor performance and program completeness is
essential to ensuring the effectiveness and relevance
of school counseling programs, and it requires the
collection and use of data.

A S C A N AT I O N A L M O D E L • 139
 Fundamental Questions ASCA National Model Principles

6. How is a good school counseling Principle 20: Leadership for school counseling
program developed by a school? programs is a shared responsibility between school
counselors and school principals.

7. How are the results of school Principle 21: Having benefited from school
counselors’ work measured? counselors’ interventions, students are more ready to
learn academically and to be successful in school.

Principle 22: Explicit statements of the results desired

for students better ensure the achievement of those
results.

Principle 23: Evaluation of student results, school

counselor performance and program completeness is
essential to ensuring the effectiveness and relevance
of school counseling programs, and it requires the
collection and use of data.

Principle 24: Evaluation of student results is based on

established standards for the measurement of
student development, growth and change.

Principle 25: Evaluation of school counselors’

performance is based on the appropriate role of the
school counselor.

Principle 26: Evaluation of program completeness is

based on alignment with the ASCA National Model
and the local program design.

Principle 27: The purpose of evaluation is

improvement.

Adapted from Henderson, P. (2005). The theory behind the ASCA national model. In The ASCA National Model: A
Framework for School Counseling (2nd ed.). Alexandria, VA.

140 • A S C A N AT I O N A L M O D E L
 APPENDIX E

Glossary
Annual agreement: outlines the organization and focus of the school counseling program
and is made between each school counselor and the administrator in charge of the school
counseling program each school year.

Annual calendar: a calendar of school counseling program activities maintained by the

school counseling staff and distributed to teachers, students and parents.

Data-driven: decisions concerning future action that are based on information, survey re-
ports, assessments, statistics or other forms of data.

Delivery: the means around which the school counseling program is organized and deliv-
ered, including direct student services (school counseling core curriculum, individual stu-
dent planning and responsive services) and indirect student services (referrals, consultation
and collaboration).

Disaggregated data: data separated into component parts by specific variables such as
ethnicity, gender and socioeconomic status.

Domains: broad areas of knowledge base (academic, career and personal/social) that pro-
mote and enhance the learning process.

Evaluation: a process used by an individual or group to determine progress or quality;

evaluation is a key element in any improvement process.

Foundation: includes program focus, student competencies and professional competencies.

School counseling core curriculum: consists of structured developmental lessons de-

signed to assist students in attaining the competencies from the ASCA Student Standards
and is presented systematically through classroom and group activities K-12.

A S C A N AT I O N A L M O D E L • 141
Non- school-counseling activity: any activity or duty not related to the development, im-
plementation or evaluation of the school counseling program.

Indicator: measurable evidence that individuals have the knowledge, abilities or skills for a
specific competency.

Individual student planning: ongoing systemic activities designed to assist the individual
student in establishing personal goals and developing future plans, such as individual learn-
ing plans and graduation plans.

Leadership: capacity or ability to guide others; school counselors use leadership skills in
their department and in their advocacy role.

Management: addresses the organization and allocation of resources to best address the
goals of the school counseling program.

Mission statement: provides the focus and direction of the comprehensive school counsel-
ing program and aligns with the school’s mission.

Outcome data: how students are measurably different as a result of the school counseling
program.

Outcomes: demonstration of learning, performance or behavioral change after participat-

ing in the school counseling program.

Perception data: measure what students and others observe or perceive, knowledge
gained, attitudes and beliefs held or competencies attained.

Performance appraisal: assessment of agreed-upon goals, contributions to the school

counseling program, and personal and professional characteristics. Specifies contract status
recommendations and indicates summative evaluation of school counselor effectiveness.

Personal/social development: maximizing each student’s individual growth and social

maturity in the areas of personal management and social interaction.

Process data: method of evaluation using figures to show the activities, rather than the re-
sults from the activities, such as numbers of students served, groups and classroom visits.

Program goals: define how the vision and mission will be accomplished and guide the de-
velopment of curriculum, small-group and closing-the-gap action plans.

Professionalism: adherence to ethical, legal and professional standards developed by state

and national school counseling organizations.

Program: A coherent sequence of instruction based upon a validated set of competencies.

142 • A S C A N AT I O N A L M O D E L
Program assessment: assessment of the school counseling program on the components of
the ASCA National Model; the primary purpose for completing the assessment is to guide
future action within the program and to improve future results for students.

Program management: activities that develop, monitor and evaluate the implementation
of the comprehensive school counseling program.

Responsive services: activities that meet students’ immediate needs and concerns.

Results report: written presentation of the outcomes of counseling program activities; con-
tains process, perception and outcome data.

Standards: the ASCA National Model addresses four types of standards. They are content
standards, program standards, performance standards and ethical standards. Standards are
statements of what should be done in each area.

Student success: a broad term for student achievement.

Systemic change: Change affecting the entire system; transformational; change affecting
more than an individual or series of individuals; focus of the change is upon the dynamic of
the environment, not the individual.

Use of data: the use of data to effect change within the school system is essential to ensure
all students receive the benefits of a school counseling program.

A S C A N AT I O N A L M O D E L • 143
 APPENDIX F

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146 • A S C A N AT I O N A L M O D E L
 APPENDIX G

Recognized ASCA
Model Program (RAMP)
Drive your school counseling program to the next level. Show your administrators, school
board and the community at large that you’re committed to delivering a comprehensive,
data-driven school counseling program. Apply for the Recognized ASCA Model Program
(RAMP) designation from the American School Counselor Association.

Based on “The ASCA National Model: A Framework for School Counseling Programs,”
the RAMP designation:
■ Gives you the confidence that your program aligns with a nationally accepted and
recognized model
■ Helps you evaluate your program and identify areas for improvement
■ Increases your skills and knowledge of school counseling
■ Enhances your program’s efforts toward academic achievement and student success
■ Identifies your school as an exemplary educational environment

If your program successfully answers the question, “How are students different because of
what school counselors do?” then you’re ready to show the world that your program is
“ramped up.” The RAMP application process should be the culmination of the implemen-
tation of a comprehensive school counseling program. Once your school has a program in
place, you will need at least one entire academic year to collect the data and information
needed to fulfill the RAMP application requirements.

For submission deadlines, an application and more information about the many benefits of
achieving RAMP status, visit www.ASCANationalModel.org.

A S C A N AT I O N A L M O D E L • 147
 APPENDIX H

Download a customizable
electronic version.

School Counselor Competencies

I. SCHOOL COUNSELING PROGRAMS

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 sys-
tem 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 en-
suring equitable access to resources that promote academic achievement; per-
sonal, social and emotional development; and career development including the
identification of appropriate post-secondary education for every student
■ I-A-6. Collaborations with stakeholders such as parents and guardians, teachers, ad-
ministrators and community leaders to create learning environments that pro-
mote 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

148 • A S C A N AT I O N A L M O D E L
■ I-A-9. The continuum of mental health services, including prevention and interven-
tion strategies to enhance student success

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 align-
ing with the ASCA National Model
■ I-B-1a. Creates a vision statement examining the professional and personal competen-
cies 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 pro-
gram.
■ 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, com-
munity 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 stu-
dent success
■ I-B-2a. Understands and defines leadership and its role in comprehensive school coun-
seling programs
■ I-B-2b. Identifies and applies a model of leadership to a comprehensive school counsel-
ing program
■ I-B-2c. Identifies and demonstrates professional and personal qualities and skills of ef-
fective leaders
■ I-B-2d. Identifies and applies components of the ASCA National Model requiring lead-
ership, 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 coun-
seling programs
■ I-B-3b. Identifies and demonstrates benefits of advocacy with school and community
stakeholders

A S C A N AT I O N A L M O D E L • 149
■ 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 build-
ing, district, state and national levels

■ I-B-4. Collaborates with parents, teachers, administrators, community leaders and

other stakeholders to promote and support student success
■ I-B-4a. Defines collaboration and its role in comprehensive school counseling pro-
grams
■ I-B-4b. Identifies and applies models of collaboration for effective use in a school
counseling program and understands the similarities and differences between
consultation, collaboration and counseling and coordination strategies.
■ I-B-4c. Creates statements or other documents delineating the various roles of student
service providers, such as school social worker, school psychologist, school
nurse, and identifies best practices for collaborating to affect student success
■ I-B-4d. Understands and knows how to apply a consensus-building process to foster
agreement in a group
■ I-B-4e. Understands how to facilitate group meetings to effectively and efficiently meet
group goals

■ I-B-5. Acts as a systems change agent to create an environment promoting and sup-
porting student success
■ I-B-5a. Defines and understands system change and its role in comprehensive school
counseling programs
■ I-B-5b. Develops a plan to deal with personal (emotional and cognitive) and institu-
tional resistance impeding the change process
■ I-B-5c. Understands the impact of school, district and state educational policies, proce-
dures and practices supporting and/or impeding student success

I-C: Attitudes
School counselors believe:
■ I-C-1. Every student can learn, and every student can succeed
■ I-C-2. Every student should have access to and opportunity for a high-quality educa-
tion
■ I-C-3. Every student should graduate from high school and be prepared for employ-
ment or college and other post-secondary education
■ I-C-4. Every student should have access to a school counseling program
■ I-C-5. Effective school counseling is a collaborative process involving school coun-
selors, students, parents, teachers, administrators, community leaders and
other stakeholders
■ I-C-6. School counselors can and should be leaders in the school and district
■ I-C-7. The effectiveness of school counseling programs should be measurable using
process, perception and results data

150 • A S C A N AT I O N A L M O D E L
II: FOUNDATIONS

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
establish the foundations of a school counseling program aligning with the ASCA National
Model.

II-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
■ II-A-1. Beliefs and philosophy of the school counseling program that align with cur-
rent school improvement and student success initiatives at the school, district
and state level
■ II-A-2. Educational systems, philosophies and theories and current trends in educa-
tion, including federal and state legislation
■ II-A-3. Learning theories
■ II-A-4. History and purpose of school counseling, including traditional and trans-
formed roles of school counselors
■ II-A-5. Human development theories and developmental issues affecting student suc-
cess
■ II-A-6. District, state and national student standards and competencies, including
ASCA Student Standards
■ II-A-7. Legal and ethical standards and principles of the school counseling profession
and educational systems, including district and building policies
■ II-A-8. Three domains of academic achievement, career planning, and personal and so-
cial development

II-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives demonstrating
the following abilities and skills.
■ II-B-1. Develops the beliefs and philosophy of the school counseling program that
align with current school improvement and student success initiatives at the
school, district and state level
■ II-B-1a. Examines personal, district and state beliefs, assumptions and philosophies
about student success, specifically what they should know and be able to do
■ II-B-1b. Demonstrates knowledge of a school’s particular educational philosophy and
mission
■ II-B-1c. Conceptualizes and writes a personal philosophy about students, families,
teachers, school counseling programs and the educational process consistent
with the school’s educational philosophy and mission

■ II-B-2. Develops a school counseling mission statement aligning with the school, dis-
trict and state mission.
■ II-B-2a. Critiques a school district mission statement and identifies or writes a mission
statement aligning with beliefs
■ II-B-2b. Writes a school counseling mission statement that is specific, concise, clear and
comprehensive, describing a school counseling program’s purpose and a vision
of the program’s benefits every student

A S C A N AT I O N A L M O D E L • 151
■ II-B-2c. Communicates the philosophy and mission of the school counseling program
to all appropriate stakeholders
■ II-B-3. Uses student standards, such as ASCA Student Standards, and district or state
standards, to drive the implementation of a comprehensive school counseling
program
■ II-B-3a. Crosswalks the ASCA Student Standards with other appropriate standards
■ II-B-3b. Prioritizes student standards that align with the school’s goals

■ II-B-4. Applies the ethical standards and principles of the school counseling profession
and adheres to the legal aspects of the role of the school counselor
■ II-B-4a. Practices ethical principles of the school counseling profession in accordance
with the ASCA Ethical Standards for School Counselors
■ II-B-4b. Understands the legal and ethical nature of working in a pluralistic, multicul-
tural, and technological society.
■ II-B-4c. Understands and practices in accordance with school district policy and local,
state and federal statutory requirements.
■ II-B-4d. Understands the unique legal and ethical nature of working with minor stu-
dents in a school setting.
■ II-B-4e. Advocates responsibly for school board policy, local, state and federal statutory
requirements that are in the best interests of students
■ II-B-4f. Resolves ethical dilemmas by employing an ethical decision-making model ap-
propriate to work in schools.
■ II-B-4g. Models ethical behavior
■ II-B-4h. Continuously engages in professional development and uses resources to in-
form and guide ethical and legal work
■ II-B-4i. Practices within the ethical and statutory limits of confidentiality
■ II-B-4j. Continually seeks consultation and supervision to guide legal and ethical deci-
sion making and to recognize and resolve ethical dilemmas
■ II-B-4k. Understands and applies an ethical and legal obligation not only to students
but to parents, administration and teachers as well

II-C: Attitudes
School counselors believe:
■ II-C-1. School counseling is an organized program for every student and not a series of
services provided only to students in need
■ II-C-2. School counseling programs should be an integral component of student suc-
cess and the overall mission of schools and school districts
■ II-C-3. School counseling programs promote and support academic achievement, per-
sonal and social development and career planning for every student
■ II-C-4. School counselors operate within a framework of school and district policies,
state laws and regulations and professional ethics standards

152 • A S C A N AT I O N A L M O D E L
III: DELIVERY

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
deliver a school counseling program aligning with the ASCA National Model.

III-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
■ III-A-1. The concept of a school counseling core curriculum
■ III-A-2. Counseling theories and techniques that work in school, such as solution-fo-
cused brief counseling, reality therapy, cognitive-behavioral therapy
■ III-A-3. Counseling theories and techniques in different settings, such as individual
planning, group counseling and classroom guidance
■ III-A-4. Classroom management
■ III-A-5. Principles of career planning and college admissions, including financial aid
and athletic eligibility
■ III-A-6. Principles of working with various student populations based on ethnic and
racial background, English language proficiency, special needs, religion, gender
and income
■ III-A-7. Responsive services
■ III-A-8. Crisis counseling, including grief and bereavement

III-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives demonstrating
the following abilities and skills.
■ III-B-1. Implements the school counseling core curriculum
■ III-B-1a. Crosswalks ASCA Student Standards with appropriate guidance curriculum
■ III-B-1b. Develops and presents a developmental guidance curriculum addressing all stu-
dents’ needs, including closing-the-gap activities
■ III-B-1c. Demonstrates classroom management and instructional skills
■ III-B-1d. Develops materials and instructional strategies to meet student needs and
school goals
■ III-B-1e. Encourages staff involvement to ensure the effective implementation of the
school guidance curriculum
■ III-B-1f. Knows, understands and uses a variety of technology in the delivery of school
counseling core curriculum activities
■ III-B-1g. Understands multicultural and pluralistic trends when developing and choosing
school counseling core curriculum
■ III-B-1h. Understands the resources available for students with special needs

■ III-B-2. Facilitates individual student planning

■ III-B-2a. Understands individual student planning as a component of a comprehensive
program.
■ III-B-2b. Develops strategies to implement individual student planning, such as strategies
for appraisal, advisement, goal-setting, decision-making, social skills, transition
or postsecondary planning

A S C A N AT I O N A L M O D E L • 153
■ III-B-2c. Helps students establish goals, and develops and uses planning skills in collab-
oration with parents or guardians and school personnel
■ III-B-2d. Understands career opportunities, labor market trends, and global economics,
and uses various career assessment techniques to assist students in understand-
ing their abilities and career interests
■ III-B-2e. Helps students learn the importance of college and other post-secondary educa-
tion and helps students navigate the college admissions process
■ III-B-2f. Understands the relationship of academic performance to the world of work,
family life and community service
■ III-B-2g. Understands methods for helping students monitor and direct their own learn-
ing and personal/social and career development

■ III-B-3. Provides responsive services

■ III-B-3a. Understands how to make referrals to appropriate professionals when neces-
sary
■ III-B-3b. Lists and describes interventions used in responsive services, such as consulta-
tion, individual and small-group counseling, crisis counseling, referrals and
peer facilitation
■ III-B-3c. Compiles resources to utilize with students, staff and families to effectively ad-
dress issues through responsive services
■ III-B-3d. Understands appropriate individual and small-group counseling theories and
techniques such as rational emotive behavior therapy, reality therapy, cognitive-
behavioral therapy, Adlerian, solution-focused brief counseling, person-cen-
tered counseling and family systems
■ III-B-3e. Demonstrates an ability to provide counseling for students during times of
transition, separation, heightened stress and critical change
■ III-B-3f. Understands what defines a crisis, the appropriate response and a variety of in-
tervention strategies to meet the needs of the individual, group, or school com-
munity before, during and after crisis response
■ III-B-3g. Provides team leadership to the school and community in a crisis
■ III-B-3h. Involves appropriate school and community professionals as well as the family
in a crisis situation
■ III-B-3i. Develops a database of community agencies and service providers for student
referrals
■ III-B-3j. Applies appropriate counseling approaches to promoting change among con-
sultees within a consultation approach
■ III-B-3k. Understands and is able to build effective and high-quality peer helper pro-
grams
■ III-B-3l. Understands the nature of academic, career and personal/social counseling in
schools and the similarities and differences among school counseling and other
types of counseling, such as mental health, marriage and family, and substance
abuse counseling, within a continuum of care
■ III-B-3m. Understands the role of the school counselor and the school counseling pro-
gram in the school crisis plan

154 • A S C A N AT I O N A L M O D E L
■ III-B-4. Implements program management and school support activities for the com-
prehensive school counseling program
■ III-B-4a. Creates a program management and school support planning document ad-
dressing school counselor’s responsibilities for professional development, con-
sultation and collaboration and program management
■ III-B-4b. Coordinates activities that establish, maintain and enhance the school counsel-
ing program as well as other educational programs
■ III-B-4c. Conducts in-service training for other stakeholders to share school counseling
expertise
■ III-B-4d. Understands and knows how to provide supervision for school counseling in-
terns consistent with the principles of the ASCA National Model

III-C: Attitudes
School counselors believe:
■ III-C-1 School counseling is one component in the continuum of care that should be
available to all students
■ III-C-2 School counselors coordinate and facilitate counseling and other services to en-
sure all students receive the care they need, even though school counselors may
not personally provide the care themselves
■ III-C-3 School counselors engage in developmental counseling and short-term respon-
sive counseling
■ III-C-4 School counselors should refer students to district or community resources to
meet more extensive needs such as long-term therapy or diagnoses of disorders

IV: MANAGEMENT

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
manage a school counseling program aligning with the ASCA National Model.

IV-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
■ IV-A-1. Leadership principles, including sources of power and authority, and formal
and informal leadership
■ IV-A-2. Organization theory to facilitate advocacy, collaboration and systemic change
■ IV-A-3. Presentation skills for programs such as teacher in-services and results reports
to school boards
■ IV-A-4. Time management, including long- and short-term management using tools
such as schedules and calendars
■ IV-A-5. Data-driven decision making
■ IV-A-6. Current and emerging technologies such as use of the Internet, Web-based re-
sources and management information systems

IV-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives demonstrating
the following abilities and skills.
■ IV-B-1. Negotiates with the administrator to define the management system for the
comprehensive school counseling program

A S C A N AT I O N A L M O D E L • 155
■ IV-B-1a. Discusses and develops the components of the school counselor management
system with the other members of the counseling staff
■ IV-B-1b. Presents the school counseling management system to the principal, and final-
izes an annual school counseling management agreement
■ IV-B-1c. Discusses the anticipated program results when implementing the action plans
for the school year
■ IV-B-1d. Participates in professional organizations
■ IV-B-1e. Develops a yearly professional development plan demonstrating how the
school counselor advances relevant knowledge, skills and dispositions
■ IVB-1f. Communicates effective goals and benchmarks for meeting and exceeding ex-
pectations consistent with the administrator-counselor agreement and district
performance appraisals
■ IV-B-1g. Uses personal reflection, consultation and supervision to promote professional
growth and development

■ IV-B-2. Establishes and convenes an advisory council for the comprehensive school
counseling program
■ IV-B-2a. Uses leadership skills to facilitate vision and positive change for the compre-
hensive school counseling program
■ IV-B-2b. Determines appropriate education stakeholders who should be represented on
the advisory council
■ IV-B-2c. Develops meeting agendas
■ IV-B-2d. Reviews school data, school counseling program audit and school counseling
program goals with the council
■ IV-B-2e. Records meeting notes and distributes as appropriate
■ IV-B-2f. Analyzes and incorporates feedback from advisory council related to school
counseling program goals as appropriate

■ IV-B-3. Collects, analyzes and interprets relevant data, including process, perception
and outcome data, to monitor and improve student behavior and achievement
■ IV-B-3a. Analyzes, synthesizes and disaggregates data to examine student outcomes and
to identify and implement interventions as needed
■ IV-B-3b. Uses data to identify policies, practices and procedures leading to successes,
systemic barriers and areas of weakness
■ IV-B-3c. Uses student data to demonstrate a need for systemic change in areas such as
course enrollment patterns; equity and access; and the achievement, opportu-
nity and information gap
■ IV-B-3d. Understands and uses data to establish goals and activities to close the achieve-
ment, opportunity and information gap
■ IV-B-3e. Knows how to use and analyze data to evaluate the school counseling pro-
gram, research activity outcomes and identify gaps between and among differ-
ent groups of students
■ IV-B-3f. Uses school data to identify and assist individual students who do not perform
at grade level and do not have opportunities and resources to be successful in
school
■ IV-B-3g. Knows and understands theoretical and historical basis for assessment tech-
niques

156 • A S C A N AT I O N A L M O D E L
■ IV-B-4. Organizes and manages time to implement an effective school counseling pro-
gram
■ IV-B-4a. Identifies appropriate distribution of school counselor’s time based on delivery
system and school’s data
■ IV-B-4b. Creates a rationale for school counselor’s time to focus on the goals of the
comprehensive school counseling program
■ IV-B-4c. Identifies and evaluates fair-share responsibilities, which articulate appropriate
and inappropriate counseling and non-counseling activities
■ IV-B-4d. Creates a rationale for the school counselor’s total time spent in each compo-
nent of the school counseling program

■ IV-B-5. Develops calendars to ensure the effective implementation of the school coun-
seling program
■ IV-B-5a. Creates annual, monthly and weekly calendars to plan activities to reflect
school goals
■ IV-B-5b. Demonstrates time-management skills including scheduling, publicizing and
prioritizing time and task

■ IV-B-6. Designs and implements action plans aligning with school and school counsel-
ing program goals
■ IV-B-6a. Uses appropriate academic and behavioral data to develop school counseling
core curriculum and closing-the-gap action plan and determines appropriate
students for the target group or interventions
■ IV-B-6b. Identifies ASCA domains, standards and competencies being addressed by the
plan
■ IV-B-6c. Determines the intended impact on academics and behavior
■ IV-B-6d. Identifies appropriate activities to accomplish objectives
■ IV-B-6e. Identifies appropriate resources needed
■ IV-B-6f. Identifies data-collection strategies to gather process, perception and outcome
data
■ IV-B-6g. Shares results of action plans with staff, parents and community.

IV-C: Attitudes
School counselors believe:
■ IV-C-1. A school counseling program/department must be managed like other pro-
grams and departments in a school
■ IV-C-2. One of the critical responsibilities of a school counselor is to plan, organize,
implement and evaluate a school counseling program
■ IV-C-3. Management of a school counseling program must be done in collaboration
with administrators.

V: ACCOUNTABILITY

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
monitor and evaluate the processes and results of a school counseling program aligning
with the ASCA National Model.

A S C A N AT I O N A L M O D E L • 157
V-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
■ V-A-1. Basic concept of results-based school counseling and accountability issues
■ V-A-2. Basic research and statistical concepts to read and conduct research
■ V-A-3. Use of data to evaluate program effectiveness and to determine program needs
■ V-A-4. Program audits and results reports

V-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives demonstrating
the following abilities and skills.
■ V-B-1. Uses data from results reports to evaluate program effectiveness and to deter-
mine program needs
■ V-B-1a. Uses formal and informal methods of program evaluation to design and modify
comprehensive school counseling programs
■ V-B-1b. Uses student data to support decision making in designing effective school
counseling programs and interventions
■ V-B-1c. Measures results attained from school counseling core curriculum and closing-
the-gap activities
■ V-B-1d. Works with members of the school counseling team and with the administra-
tion to decide how school counseling programs are evaluated and how results
are shared
■ V-B-1e. Collects process, perception and outcome data
■ V-B-1f. Uses technology in conducting research and program evaluation
■ V-B-1g. Reports program results to professional school counseling community
■ V-B-1h. Uses data to demonstrate the value the school counseling program adds to stu-
dent achievement
■ V-B-1i. Uses results obtained for program improvement

■ V-B-2. Understands and advocates for appropriate school counselor performance ap-
praisal process based on school counselors competencies and implementation
of the school counseling core curriculum and agreed-upon action plans
■ V-B-2a. Conducts self-appraisal related to school counseling skills and performance
■ V-B-2b. Identifies how school counseling activities fit within categories of performance
appraisal instrument
■ V-B-2c. Encourages administrators to use performance appraisal instrument reflecting
appropriate responsibilities for school counselors

■ V-B-3. Conducts a program assessment

■ V-B-3a. Completes a program assessment to compare current school counseling pro-
gram implementation with the ASCA National Model
■ V-B-3b. Shares the results of the program assessment with administrators, the advisory
council and other appropriate stakeholders
■ V-B-3c. Identifies areas for improvement for the school counseling program

158 • A S C A N AT I O N A L M O D E L
V-C: Attitudes
School counselors believe:
■ V-C-1. School counseling programs should achieve demonstrable results
■ V-C-2. School counselors should be accountable for the results of the school counsel-
ing program
■ V-C-3. School counselors should use quantitative and qualitative data to evaluate their
school counseling program and to demonstrate program results
■ V-C-4. The results of the school counseling program should be analyzed and presented
in the context of the overall school and district performance

A S C A N AT I O N A L M O D E L • 159
Acknowledgements
The ASCA National Model is a compilation of theory, practices, documents and writings
from leaders in the field of school counseling. Many school counseling books and materi-
als were used in the creation of the document. ASCA would like to extend its sincere ap-
preciation to the authors of the following documents who graciously contributed their
work as the principle influences in the creation of the first edition of “The ASCA National
Model: A Foundation for School Counseling Programs.”

Gysbers, N. C. & Henderson, P. (2000). Developing and managing your school guidance
program (3rd ed). Alexandria, VA: American Counseling Association.
Johnson, C. D. & Johnson, S. K. (1997). Results-based student support programs. San
Juan Capistrano, CA: Professional Update.
Myrick, R.D. (2003). Developmental guidance and counseling: A practical approach. (4th
ed). Minneapolis, MN: Education Media Corporation.

ASCA extends its sincere appreciation to the authors of the original edition, Judy Bowers,
Ed.D., and Trish Hatch, Ph.D. ASCA also extends its sincere appreciation to the authors
of the following works, which influenced the creation and revisions of the ASCA National
Model to varying degrees and have been infused throughout the document.

Arizona Department of Education (2002). Arizona counselor academy program handbook.

Tucson, AZ: Center for Educational Development.
Bowers, J. L. & Colonna, H. A. (2001). Tucson Unified School District guidance and
counseling program handbook. Tucson, AZ: Tucson Unified School District.
Campbell, C. A. & Dahir, C. A. (1997). Sharing the vision: The national standards for
school counseling programs. Alexandra, VA: American School Counselor Association
Press.
Dahir, C. A., Sheldon, C. B. & Valiga, M. J. (1998). Vision into action: Implementing the
national standards for school counseling programs. Alexandria, VA: American School
Counselor Association Press.

160 • A S C A N AT I O N A L M O D E L
Dimmitt, C., Carey, J. C., and Hatch, T. (2007). Evidence-based school counseling: Making
a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
Gysbers, N. C. & Henderson, P. (2012). Developing and managing your school guidance
program (5th ed.). Alexandria, VA: American Counseling Association.
Hatch, T. & Holland, L.A. (2001). Moreno Valley Unified District school counselor
academy handbook. Moreno Valley, CA: Moreno Valley Unified School District.
Henderson, P. & Gysbers, C. N. (1998). Leading and managing your school guidance staff.
Alexandra, VA: American Counseling Association.
Johnson, C. D. & Johnson, S. K. (2001). Results-based student support programs:
Leadership academy workbook. San Juan Capistrano, CA: Professional Update.
Martin, P. J. & House, R. M. (2002). Transforming school counseling in the transforming
school counseling initiative. Washington, DC: The Education Trust.
The Education Trust (2002). National school counselor initiative: Met Life Foundation.
Washington, DC: Author.
Virginia School Counseling Association (2008). Virginia professional school counseling
program manual. Yorktown, VA: Author.
Young, A., & Kaffenberger, C. (2009). Making data work (2nd ed.). Alexandria, VA:
American School Counselor Association.

ASCA wishes to thank the following school counselors, district directors and school coun-
selor educators who served on the ASCA National Model (third edition) Advisory Com-
mittee.

Judy Bowers, Ed.D., Retired Coordinator of the School Counseling Program, Tucson
Unified School District, Ariz.
Jill Cook, ASCA Assistant Director
Vanessa Gomez-Lee, School Counselor, Valley View High School, Moreno Valley, Calif.
Norm Gysbers, Ph.D., Curators’ Professor, University of Missouri – Columbia
Trish Hatch, Ph.D., Associate Professor, San Diego State University
Carol Kaffenberger, Ph.D., Associate Professor Emerita, George Mason University
Mark Kuranz, ASCA Director of Professional Development
Michelle James, School Counselor, General Smallwood Middle School, Indian Head, Md.
Anthony Pearson, School Counselor, Sky View Elementary School, Mableton, Ga.
Marrius Pettiford, Ph.D., Director of Student Support Services, Alamance-Burlington
School System, N.C.
Kathleen Rakestraw, ASCA Director of Communications
Christopher Sink, Ph.D., Professor, Seattle Pacific University
Eric Sparks, Ed.D., ASCA Assistant Director
Kwok-Sze Wong, Ed.D., ASCA Executive Director

A S C A N AT I O N A L M O D E L • 161