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The ASCA National Model is a model that was created to "help all school counselors become valuable contributors to the accomplishment of their school mission" (ASCA, 2012, p. x).
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

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"The foundation serves as the solid ground upon which the rest of the CSCP is built. The purpose of this component of the ASCA National Model is to establish the focus of the CSCP based on the academic, career, and personal/social needs of the students in the school" (ASCA, 2012, p. 21).
Components Include:

Program Focus

Student Competencies

Professional Competencies

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"The delivery component focuses on the method of implementing the school counseling program to students" (ASCA, 2012, p. 83).
Components Include:

Direct Student Services

Indirect Student Services

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"A comprehensive school counseling program is an integral component of the school's academic mission. CSCP's are driven by student data and based on standards in academic, career, and personal/social development, promote and enhance the learning process for all students." This program is a collaborative effort between school counselors and the school community to promote student achievement. In a CSCP, school counselors value and respond to the diversity and individual differences in the community, ensure equitable access to opportunities, and provide rigorous curriculum for all students to participate fully in the educational process" (ASCA, 2012, p. xii).

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"Open, honest dialogue is required to ensure school counseling teams and departments explore complex issues from many points of view" (ASCA, 2012, p. 22). Discussing beliefs early on in the school counseling program is "crucial in supporting student success" (ASCA, 2012, p. 22).

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"The management component of the ASCA National Model provides organizational assessments and tools designed to manage a school counseling program. The assessments and tools help school counselors develop, implement, and evaluate their school counseling program based on clearly defined priorities reflecting student needs" (ASCA, 2012, p.41).
Components Include:

Annual agreements, use of time, and calendaring

Advisory Councils

Use of Data and Action Plans

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According to the ASCA National Model (2012a), " School counselors should possess the knowledge, abilities, skills and attitudes necessary to deliver a school counseling program aligning with the ASCA National Model" (p. 8).

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Individual student planning consists of ongoing systemic activities designed to help students establish personal goals and develop future plans. Through the use of the Missouri Comprehensive School Counseling Guide to Individual Student Planning (2015), middle school counselors can utilize a planning process rubric as well as a individual student planning resource file checklist "to utilize when talking with students and their families about students' interests and goals when exploring academic and career opportunities, when making important educational and career decisions" (p. 13).

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Through "data-driven CSCP using accountability strategies to monitor student achievement, to continually evaluate and improve their school counseling program and to demonstrate the impact their program is having on students" (ASCA, 2012, p. 99
Components Include:

Data Analysis

Program Results

Evaluation and Improvement

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CSP's School Counselors Believe:

"Every student can succeed.

Learning is a lifelong process.

Fostering a positive self-image is the collaborative effort of the school, home, and community which leads to responsible and productive citizenship.

Student achievement is maximized by participation in a CSCP program that is planned, managed, delivered and evaluated by licensed professional school counselors

The diverse needs of all students must be addressed through the school counseling program.

Every student needs appropriate personal and social skills to achieve optimum benefits from the educational program.

A comprehensive, school counseling program is not a support service but an integral part of the total education program.

A developmentally appropriate school counseling program provides important benefits to individual students by addressing their intellectual, emotional, social, physical, and psychological needs.

Data must be analyzed and translated into goals that guide the development of the CSCP 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"

Direct quotes taken from
(CCBOE, 2018)
(ASCA, 2012, p. 23).

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Comprehensive School Counseling Program reaches school culture four different ways

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Comprehensive School Counseling Program reaches school culture four different ways

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Counselors from all similar grade levels gather twice a month to plan, advocate, consult and lead the students through the next phase of the school year.

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According to the ASCA National Model (2012). "The vision statement for the school counseling program aligns with the vision of the school and district. The vision focuses on the future, more specifically, a preferred or desired future (p. 23).

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The CSP Middle School Counseling Department will "empower all students to reach their maximum potential by using a comprehensive program that addresses academic, personal/social, and career goals. We will promote an environment to encourage personal inquiry and growth, social responsibility, and academic excellence. School counselors believe that every student can succeed through the collaborative efforts of school, home, and community leading to responsible and productive citizenship in the 21st century"
(CCBOE, 2018).

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Individual Student Planning and Safety Through CSCP

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Individual Student Planning and Safety Through CSCP

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Student behavior and safety are pivotal when determining a comprehensive school counseling program. Many students are on individual behavior plans to assist them in respecting other's space and property. This student planning is the pinnacle of offering students a truly emotionally safe learning environment. A student with self control issues also is a danger to the population's physical safety too. Having the student, the staff and the family involved in working with a student on a behavior plan, really zeroes in on the potential root of the unfavorable behaviors.

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According to the ASCA National Model (2012), "A mission statement provides the focus and direction to reach the vision, creating on focus or purpose in the development and implementation of the CSCP and district's mission" (p. 24).

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Data Bootcamp - Maximizing counselor accountability efforts. 

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Data Bootcamp - Maximizing counselor accountability efforts. 

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A strategic plan via an online workshop to help counselors collect, manage, and use data to benefit students.
Reference:
Sabella, R. (2016, May 16). Data Boot Camp 2.0 for School Counselors, Educators, and Leaders. Retrieved from https://www.youtube.com/watch?v=fdwOU6iwhUc

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Data Boot Camp 2.0 for School Counselors, Educators, and Leaders

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1.  Analysis of the Curriculum Results report - A report that evaluates the effectiveness of the curriculum as it is applied in the classroom and how it can be enhanced to better serve student needs.
2.  Small-Group Results Report - A report that evaluates if small group interventions were of benefit to participating students.
3. Analysis of the Closing-the-Gap Results Report - A report that focuses on the equality of all students in the evaluation of program activities and improvement.

Reference:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Reference:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Example of A Counselors Graphed Monthly Program Evaluation Report

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Example of A Counselors Graphed Monthly Program Evaluation Report

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Example of a School Counseling Evaluation form for administrators to complete

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Example of a School Counseling Evaluation form for administrators to complete

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Reference:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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ASCA School Counselor Accountability Competency (V: Accountability) 

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ASCA School Counselor Accountability Competency (V: Accountability) 

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Reference:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Middle School Counselor, Do you want to be stress free?

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Middle School Counselor, Do you want to be stress free?

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Easy! Acknowledge and follow the ASCA school counselor competencies framework.

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Analysis of School Counseling Program Assessment

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Analysis of School Counseling Program Assessment

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When school counselors analyze program data, the following information should be the primary focus:

1. Program strengths
2. Areas that need help
3. Short and long-range improvement goals
4.  Areas in need of professional development.

Reference:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Conditions for School Counselor Performance Appraisal 

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Conditions for School Counselor Performance Appraisal 

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1.  Contains three components: self-evaluation, administrative evaluation, and assessment of goal attainment (Gysbers 7Henderson, 2012).
2.  Individuals that evaluate counselors must be knowledgeable of school counselors job roles and functions (Gysbers 7Henderson, 2012).

Reference:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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ASCA - The School Counselor and Annual Performance Evaluation

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ASCA - The School Counselor and Annual Performance Evaluation

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Programs goals are revisited at the end of the school year to evaluate implications of success or failure.
Goal review questions include:
"1.  Was the goal a SMART goal (specific, measurable, attainable, results-oriented, and time-bound)?
2.  Was the goal a closing-the-gap goal?
3.  Was the goal met: If not, why not?
4.  What are the implications for goal setting for the following year?
5.  What implication do these results have for the school counseling program?" (ASCA, 2012).

Reference:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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should be completed twice a year!

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Services provided from the school counselor directly to the student.

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It is the mission of the school counseling program, in correlation with the mission of CSP Middle School, to identify the needs of all students within the school to enable all students to reach their academic, career, and personal/social development, ensuring long-term success. Through this counseling program safety of all will be of the upmost priority through the collaboration and consultation of school and community stakeholders. During their time at CSP Middle School students will receive equitable opportunities through the school counseling program that will provide them with the tools and resources necessary to reach their fullest potentials in life.

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Yearly identify two ASCA goals and standards. Meet with administration and colleagues for accountability. Determine how to measure said growth and collaborate on the delivery of content so that it is consistent throughout the district.

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Hazzard-Reed Counselor SLO 18-19 for CSP

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Free and Appropriate Public Education. (FAPE)

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Free and Appropriate Public Education. (FAPE)

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The criteria within this act ensures that all children, regardless of cognition, ethnicity, socio-economic background, etc. receive the same opportunities as every other student within the district.

Latham, 2014

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A "Behind the scenes" look at how school counselors advocate and service students, teachers, staff and families.

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School Counselor Daily Use of Time - Chart1

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Annual Agreement (Student Learning Objectives

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Annual Agreement (Student Learning Objectives

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Hazzard-Reed Counselor SLO 18-19 for CSP

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Working with administration to create a schedule that allows a school counselor to satisfy ALL of their servicing needs is detrimental to the overall social emotional well being of the school's culture.

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School Counseling Classroom Schedule 2018-19

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This team of individuals works collaboratively to determine if the CSCP is appropriate and relevant to both the current student, community population AND the needs of the specific school district. Stakeholders include: community members, family members, teachers, church members, school board members, etc.

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Comprehensive School Counseling Program (CSCP) impacts school safety

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Comprehensive School Counseling Program (CSCP) impacts school safety

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"Responsive services consist of activities designed to meet students' immediate needs and concerns through strategies such as counseling (individual or group) and crisis response" (ASCA, 2012, p. 86). On her blog, Carol Miller, "The Middle School Counselor," posted a video of an activity she does in her group sessions when learning how to regulate emotions. The activity is creating fidget tools, "active response tools" for students to use as coping strategies. This activity engages students, but also can be utilized later for the students and remind them what they have learned.

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Individual Counseling and Safety Through a CSCP

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Individual Counseling and Safety Through a CSCP

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One-on-one counseling with a student is a great opportunity to take an active role ensuring students learn safe ways of handing their personal/social barriers. Utilizing handbooks through the CSCP curriculum is a great means to help students identify what they are feeling and activities they can do to help them cope.

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School counselors work with others in the school community to "support student achievement and advocate for equity and access for all students through collaboration" (ASCA, 2012, p. 87

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School counselors can collaborate with individuals within the community to come and spread important messages to students within the school. In the following link, officer Carla Sucher, came and spoke with a 7th grade class about alcohol abuse (WHIO7, 2017). Utilizing collaborative partners are new and exciting ways to help spread safety information and help students become familiar with services in the community.

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"School counselors share strategies that support student achievement with the school community through consultation" (ASCA, 2012, p.87). Other ways school counselors utilize consultation is by "advocating by promoting students' development, and receiving information on student needs to identify strategies that promote student achievement" (ASCA, 2012, p.87).

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"By serving on committees, school counselors advocate for student programs and resources" (ASCA, 2012, p. 87). In many counties, the school counselors are a part of the school committees. One example of how consultation can be utilized to keep students safe is the initiative the Charles County Board of Education has adopted, "See something say something." This initiative, is taught to all students through guidance lessons to explain that if they see something that is not right (threats, inappropriate behavior, etc.), it is their duty to report it, to keep them and their school community safe (Safety, n.d.).  By doing this school counselors are consulting with others, but also giving students active roles in keeping their schools safe.

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"Core curriculum consists of planned, written instructional program that is comprehensive in scope, preventative in nature, and developmental in design. The curriculum is delivered to every student by school counselors and other educators as appropriate" (ASCA, 2012, p. 85). Below is an example of a CSCP yearly plan utilizing the Kelso's Choices curriculum at CSP Middle School.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Sharing counselor's schedule allows staff, students, community to know availability, and appreciation for one's time. Click for CSP Middle School's School Counselor Schedule

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With Google's free online calendar, it's easy to keep track of life's important events all in one place.

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Planbook.com. Some districts pay for the online lesson planning tool, while others expect their teachers to pay the bill. This online organization tool allows teachers to collaborate, write detailed lesson plans, share with guest teachers, support staff, parents, students, etc. Including links to online resources, like google classroom, pdf files, symbaloo services and more. Planbook also encourages the use of standards associated with assigned field of services, Math, ELA, School Counseling, etc.

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Planbook - The Leader in Lesson Planning

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With over 100,000 schools, 800,000 teachers, and one billion lessons, Planbook is the established leader in online lesson planning!

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Example of Online Lesson Planning, via Planbook.com

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Example of Online Lesson Planning, via Planbook.com

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The use of a lesson plan organization system allows counselor-educators to maintain focus, monitor use of time and ensure all responsibilities are being represented properly.

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- (ASCA National Model, 2012)

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Action plans direct the services and objectives for defined responsibilities.

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CSCP Impacting Various Levels of School Safety from the Individual to the Entire School

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CSCP Impacting Various Levels of School Safety from the Individual to the Entire School

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In 2009, a school was awarded a grant by the U.S. Dept. of Education to fund the establishment of a school counseling program that provided quality services. The school "designed and implemented a CSCP based on the ASCA National Model" (Duarte & Hatch, 2014, p. 71 ). The Second Step Violence Prevention curriculum was chosen to teach social skills and reduce social/emotional problem behavior (Duarte & Hatch, 2014). Students received classroom lessons to address the goal of "increasing emotional competencies and academic achievement of all students," and some at-risk students were provided interventions in the means of "small group counseling and individual counseling services" (Duarte & Hatch, 2014). Results found that students' report cards has a 10% increase on positive citizenship and work habit marks on report cards; standardized test scores increased by 9% in the first year, and in the second year of the grant there was a 64% decrease in discipline referrals - far surpassing the expected 10%, and lastly an overall decrease of 64.2% unexcused abscesses at one school. Those who received interventions, decreased their unsatisfactory marks on their report cards by 63% (Duarte & Hatch, 2014). Utilizing CSCP's such as second step can be utilized to work with the school as a whole, while also providing interventions to those who need it the most. CSCP's based off of the ASCA National Model provide school counselors with the skills to make schools a safer place for every student that attends; thus, providing a safer community.

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Reference:

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.