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The ASCA national model brings school counselors together with one vision and one voice, which creates unity and focus toward improving student achievement” (ASCA, 2012).  It is based on data-driven decision making, ensures equitable access to a rigorous education for all students, and is delivered to students in a systematic fashion (ASCA, 2012).  It consists of four components: foundation, management, delivery, and accountability.  It also relies on the themes of leadership, advocacy, collaboration, and systemic change to create a safe school environment and to ensure that every student has an equal opportunity to academic success.

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School Safety Addressed by a Comprehensive School Counseling Program 

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School Safety Addressed by a Comprehensive School Counseling Program 

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A comprehensive school counseling program can impact various levels of school safety through leadership, advocacy, collaboration, and systemic change.

Through leadership, school counselors can create a safe school environment by implementing a school-wide anti-bullying campaign.  School counselors can also create a safe school environment by conducting group activities through social clubs that focus on emotional and social issues (ASCA, 2012).

School counselors can advocate to create a safe school environment by holding learning sessions for students, parents, teachers, administration, and community members and by presenting information on multicultural issues (Dollarhide & Saginak, 2017). School counselors can utilize advocacy to create a safe school environment by developing curriculum and lesson plans promoting acceptance for all students (Dollarhide & Saginak, 2017). They also create a safe school environment by contacting appropriate authorities with issues of abuse and neglect.  School counselors can advocate for a safe school environment by conducting in-service training focusing on training teachers how to recognize and address situations of bullying.

Through collaboration, school counselors can create a safe school environment by working with teachers to develop classroom expectations that are consistent with school expectations and promote positive attitudes in class and throughout the school day.  School counselors can also create a safe school environment by collaborating with local law enforcement to ensure that safety barriers and action plans are put in place to ensure student safety at all times. School counselors may also collaborate with community leaders to develop after school activities that promote a positive environment inside and outside of school (ASCA, 2012). School counselors can collaborate with students and teachers to develop a school mission statement that promotes a positive and multicultural learning environment as well as with parents and community members to create a positive environment for all students.

School counselors can utilize systemic change to create a safe school environment.  By working with teachers to create school wide expectations that reward students with equity, school counselors create a positive environment where students from all different cultures, ethnicities, socioeconomic statues, etc. can be successful and therefore be rewarded for his or her success. They can also utilize systemic change to create a safe school environment by developing school wide student and school expectations that align to the school's mission statement to promote a positive learning environment (ASCA, 2012). School counselors can also utilize systemic change by implementing a threat assessment that evaluates the seriousness of violence to students and the safe school environment.

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Comprehensive School Counseling Program 

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Comprehensive School Counseling Program 

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A Comprehensive School Counseling Program (CSCP) is an approved program that has been designed to address the academic, personal, and social/emotional needs of students. According to the American School Counselor Association (2012), a CSCP is an integral component of the school’s mission and is driven by student data in order to promote and enhance the learning process for all students.  An effective CSCP ensures “equitable access to opportunities and rigorous curriculum for all students to participate fully in the educational process” (ASCA, 2012).

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The school counseling program assessment is used to determine the major strengths of the program, program areas in need of improvement, short- and long-term goals for improvement, and areas to consider for professional development (ASCA, 2012).  It is also used to compare the school counseling program with the ASCA national model.  The program assessment is completed yearly, and the results may be shared with administrators and the advisory council in order to inform the development of program goals.  The program assessment results “drive program goals, training, and behavior for the following year’ (ASCA, 2012).

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School counselors can use the school counselor competencies assessment analysis to complete a self-assessment.  It “helps school counselors self-assess their knowledge, attitudes and skills necessary to perform the range of school counselor responsibilities in all four components of a comprehensive school counseling program” (ASCA, 2012).  This tool allows for school counselors to determine where they would like to grow professionally and formulate a professional development plan (ASCA, 2012).  Administrators may also use the school counselor competencies assessment analysis when interviewing, hiring, and evaluating school counselors (Dollarhide & Saginak, 2017).

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As part of the accountability system, three types of results reports are created.  They are curriculum results reports, small-group results reports, and closing-the-gap reports.  These reports are created based on action plans that are developed as part of program management activities (ASCA, 2012.) The curriculum results report helps determine if all students were served effectively and appropriately using the curriculum.  It also serves to improve the program while advocating for systemic change.  Small-group results reports help school counselors determine and report the effectiveness of small group interventions (ASCA, 2012) while closing-the-gap reports help determine if the program has effectively addressed equity and student achievement.  “Closing-the-gap results report analysis helps report the impact and effectiveness of program activities and inform program improvement” (ASCA, 2012).

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The accountability system ensures that the comprehensive school counseling program is achieving results for students.  It determines how students are different as a result of the school counseling program (Dollarhide & Saginak, 2017).  “Through the process of accountability, data collected from action plans are compiled, disaggregated, analyzed into results reports, evaluated for program improvement, and prepared for dissemination” (Dollarhide & Saginak, 2017).  The accountability system uses data analysis, program results, and evaluation and improvement to monitor student achievement, to evaluate and improve the school counseling program, and to demonstrate the effect that the school counseling program is having on students (ASCA, 2012).

Data analysis consists of a school data profile analysis and a use-of-time analysis.  These inform “program improvement and provide critical data for targeting delivery interventions” (Dollarhide & Saginak, 2017) as well as determining the amount of time the school counselor is spending in direct and indirect student services and program management tasks.

Program results consist of curriculum results analysis, small-group results analysis, and closing-the-gap analysis.  “Program results reflect trends and changes in the data within the context of the entire school and highlight student achievement, success, and challenges across each domain over time” (Dollahide & Saginak, 2017).  Through program results, school counselors are able to create a data-driven program that results in effective change for students.

Evaluation and improvement is made up of 4 components: self-analysis of the school counselor using the School Counselor Competencies Assessment, self-analysis of the school counseling program using the School Counseling Program Assessment, evaluation of the school counselor through the School Counselor Performance Appraisal, and a review of the program goals (Dollarhide & Saginak, 2017).

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American School Counselor Association (2014). Mindsets and
Behaviors for Student Success: K-12 College- and Career-Readiness
Standards for Every Student. Alexandria, VA: Author.  This document lists and explains student standards that should be addressed through a CSCP.

Chen-Hayes ACCESS/Accomplishments Plans Retrieved from https://us.corwin.com/sites/default/files/upm-binaries/67355_ACCESS_and_Accomplishments_0.pdf  Chen-Hayes developed ACCESS/Accomplishments Plans designed to provide school counselors with a useful tool in working with students to develop individual goals and aspirations

Counselor's Time Log. Retrieved from https://lh4.googleusercontent.com/MRvKClUlszPrYmlizaRSDxq5MWOnewuc6E05W9_813b7Lzdgb4AKnBu9s4e0SercvXKVcS-PxyxhVyB76oYwk-MIwNJL0XNd=w1440-h826. This is an example of a time log that can be used to assess a school counselor's use of time.

The Invisible Boy Lesson Plan for Upper Elementary. (2018, October 01). Retrieved from http://theresponsivecounselor.com/2018/07/the-invisible-boy-lesson-plan-for-upper.html

This link provides an
example of a core
curriculum lesson to be
conducted whole class and
is designed to reach all
students.

Management. Retrieved from https://www.schoolcounselor.org/school-counselors/asca-national-model/management. This webpage explains the management portion of a CSCP.

Category: Individual Counseling. (2017). Retrieved from https://www.counselorup.com/blog/category/individual-counseling.                              Counselor Up blog gives great examples to use to get students to express feelings for both individual and small group counseling. The following link will take you to an example of Feelings Go Fish. This example seems like a good tool to use with younger children at the beginning of a counseling relationship.

Management Annual Agreement Template. Retrieved from https://www.schoolcounselor.org/asca/media/asca/ASCA%20National%20Model%20Templates/AnnualAgreementTemplate.pdf.  This is a template that school counselors can use to create an annual agreement each year.

School Counseling Advisory Council. Retrieved from https://lh4.googleusercontent.com/Jv52vPOkRSsOTKwVtZr-FqGiTzlA953wEfoPDOmj8Fq2VKlnpu-rveTXZTMCC4DXX8y02FdarFWRjdHU36F7mX1MS-uxtwHibw=w1440-h826 This image shows the purpose of an advisory board as well as an example of a meeting agenda.

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Management Use of Data and Action Plans:

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Management Use of Data and Action Plans:

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"The focus and direction of the CSCP is based on student needs as determined through a review of the school's data," (ASCA, 2012, p.48).  The collection, analysis, and interpretation aids the school counselor in the following areas (ASCA, 2012, p.49):
∙Monitoring student progress.
∙Identifying students who are having difficulties or behavior problems.
∙Understanding factors affecting student behavior.
∙Identifying barriers to learning
∙Close achievement, opportunity, and attainment gaps.
∙Assessing and evaluating the effectiveness of activities within the school counseling program.
∙Improving, modifying, or changing services provided to students.
∙Educating stakeholders about the power of a comprehensive school counseling program.
∙Advocating for additional resources to increase program effectiveness.

Action Plans:
School counselors create action plans detailing how the school counselor will reach the CSCP's desired results. Action plans are used within the school counseling curriculum, small groups, and closing-the-gap activities, (ASCA, 2012).

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Calendars are developed by school counselors to inform the school community of activities and events.  Calendars also aid school counselors in  developing a CSCP that provides activities and service for all students, (ASCA, 2012).
Our annual calendar:
https://teamup.com/ksdojgasw7ikytq1wm

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"An advisory council is a representative group of stakeholders selected to review and advise on the implementation of the school counseling program," (ASCA, 2012, p.47).
Members should include students, parents or guardians, colleagues in the schools, and colleagues in the community, (Dollarhide & Saginak, 2017).  They should meet at least twice a year with an agenda and minutes for each meeting, (ASCA, 2012).
Purposes of the advisory board:
1. Assist in the development of the CSCP.
2. Support and guide the school counselor as the CSCP is implemented.
3. Assist the school counselor in the assessment and evaluation of the program. (Dollarhide & Saginak, 2017).

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Duties of school counselors should focus on the overall delivery of the CSCP including direct and indirect students services, program management, and school support, (ASCA, 2012). Inappropriate activities should be reassigned so school counselors can focus on prevention and intervention. A use of time assessment can determine how much time is spent on appropriate activities vs. inappropriate activities.

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Annual agreements are made each year between the school counselor and the administrator in charge of the counseling program. It outlines the organization and focus of the school counseling program, (ASCA, 2012). The following template can be used to establish an annual agreement.

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"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 the needs of our preK-12 students," (ASCA, 2012, p.30).  These standards can be used as a checklist for counselors to self-evaluate their own competencies and make their own professional development plan.
There are also the ASCA Ethical Standards for School Counselors that "...specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership, and professionalism, "ASCA, 2012, p.30). These can be read at: www.schoolcounselor.org/ethics

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"ASCA student standards identify and prioritize the specific knowledge, attitudes, and skills that students should be able to demonstrate as a result of a school counseling program," (ASCA, 2012, p.29).
They are broken down into three domains which include academic, career, and personal/social development.  Specific school competencies align with the district's goals and are the foundation for classroom lessons, small groups, and activities, (ASCA, 2012).

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Personal Beliefs of school counselors include those regarding students, families, teachers, and the educational process.  Sample beliefs include:
"All students can achieve and meet high standards that will result in college and career success," and "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," (ASCA, 2012, p.23)

The vision statement of a CSCP communicates where the school counselor would like to see the school community headed in regards to student achievement as well as other student outcomes, (ASCA, 2012).

Our Vision Statement:
Our vision is to empower all students to reach their maximum potential by using a preventative, responsive and comprehensive program that cultivates academic, personal/social, and career success for all students.  With the use of a data-driven, multi-tiered rigorous educational environment and support system, our students will attain academic achievement and self-awareness.  We 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.

The mission statement provides the focus and direction of the CSCP to reach the vision.  It aligns with the school and district's mission, (ASCA, 2012).

Our Mission Statement:
Our mission is to develop a comprehensive school counseling program that utilizes advocacy, leadership, collaboration, and systemic changes to enhance individual growth of all students academically, socially, and emotionally. The school counselor will create a collaborative partnership with necessary stakeholders to support student success while providing a safe and equitable environment, fostering academic and social growth to enhance student achievement and definition of academic success in years beyond elementary school.

"Program goals define how the vision and mission will be accomplished and guide the development of curriculum, small-group and closing-the-gap action plans," (ASCA, 2012, p.25).

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Do you feel pulled in 100 different directions each school year? Do you start the year with the best laid plans but end the year wondering where the time went? Today, we are going to talk about using...

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The management system is designed to maintain CSCPs. Many tools are used to allow for program functionality and maintenance, (Dollarhide & Saginak, 2017). Most importantly, the use of data is important to make decisions. Baseline data can be collected using the program assessment and school data profile tools provided by ASCA.

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Management | American School Counselor Association (ASCA)

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"The school counseling program's foundation serves as the solid ground upon which the rest of the comprehensive school counseling program is built," (American School Counselor Association, 2012, p.21).

The foundation is made up of three sections:
-Program Focus
-Student Competencies
-Professional Competencies

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Individual student planning is a direct service provided to students which “consists of ongoing systemic activities designed to help students establish personal goals and develop future plans, such as individual learning plans and graduation plans” (ASCA, p. 85, 2012).  Individual student planning “ensures that all students have an individual plan intended to support the attainment of personal, educational, and postsecondary and occupational goals” (Dollarhide & Saginak, p. 80,  2017). Appraisal and Advisement are used to implement individual student planning.

Chen-Hayes developed ACCESS/Accomplishments Plans designed to provide school counselors with a useful tool in working with students to develop individual goals and aspirations (Dollarhide & Saginak,  2017) (click to reveal ACCESS/Accomplishments Plans)

*Appraisal activities consist of "working 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" (ASCA, p. 86, 2012).

*Advisement activities include working with students to "make decisions for future plans based on academic, career and social/emotional data (ASCA, p.86, 2012.

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The final direct service a counselor provides is responsive services. Responsive services consist counseling and crisis response. Response services consist of activities designed to meet students' immediate needs and concerns. Response services are designed to help students resolve academic, career, and social/emotional issues and are delivered through counseling and crisis response strategies" (ASCA, p. 86, 2012).

Counseling:
*Individual Counseling

provides the opportunity for the school counselor to work one-on-one with a student in order to help the student identify and overcome issues that prevent their achievement and success.  Individual counseling is “planned and goal-focused, and it is short-term in nature” (ASCA, p. 86, 2012).

*Group Counseling

"involves a number of students working on shared tasks and developing supportive relationships in a group setting" (ASCA, 2014). It provides "an efficient, effective and positive way of providing direct service to students with academic, career and social/emotional developmental issues and situational concerns” (ASCA, 2014).

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". (ASCA, p. 86, 2012). Examples of situations that may require crisis response are:
1- death of a faculty member or student at the school
2- natural disaster
3- mass shooting
(Dollarhide & Saginak, 2017)

In some school districts, school counselors will serve on crisis teams and respond to a crisis at a neighboring school or school district.

Counselor Up blog gives great examples to use to get students to express feelings for both individual and small group counseling. The following link will take you to an example of Feelings Go Fish. This example seems like a good tool to use with younger children at the beginning of a counseling relationship. https://www.counselorup.com/blog/category/individual-counseling

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Consultation is an indirect service that a school counselor provides. "Consultation assists stakeholders with supporting student achievement and development. School counselors use consultation to empower stakeholders' ability to contribute to student development and achievement". (Dollarhide & Saginak, p. 82, 2017).
School counselors are student advocates and through consultation promote academic, career, and social/emotional development (ASCA, 2012).

Examples of indirect services provided through consultation:
1- supporting teachers with the implementation the school counseling curriculum
2- supporting teachers regarding behavior issues in the classroom
3- consulting with administration to address school climate and safety issues
4- consulting with community stakeholders that are delivering specific school counseling programs, workshops, or trainings.
5- advising students, student organizations, groups or clubs
6- consulting with staff members and stakeholders
(Dollarhide & Saginak, p. 82, 2017).

Watch this school counselor consult different types of teachers:

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Chapter 12 : School Counselors as Consultants

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The final indirect service is provided through collaboration practices. "Collaboration connects and engages school counselors with a variety of stakeholders in order to promote student achievement and development. Besides direct services, school counselors perform few roles and functions in isolation or alone" (Dollarhide & Saginak, p. 82, 2017)  "School counselors may collaborate in a variety of ways including: teaming and partnering, school/district committees, and parent workshops (ASCA, p. 87, 2012).

Collaboration efforts:

teaming and partnership- "school counselors work with staff, parents, businesses and community organizations to support student achievement and fulfill the goals of the school counseling program" (ASCA, p. 87, 2012)

school/district committees- "by serving on committees or advisory boards, school counselors advocate for student programs and resources and assist in generating school wide and district support for the school counseling program" (ASCA, p. 87, 2012)

parent workshops- "school counselors facilitate or organize informational sessions about student developmental issues for parents and guardians to address the needs of the school community and to reflect the school counseling core curriculum" (ASCA, p. 87, 2012),

Collaboration through the inclusion model:
Clark and Breman (2009), suggests that students would benefit from a counselor inclusion model. Through this model, the counselor and teacher would collaborate through a 3 tier process: large group guidance, small group, individual counseling all of which would take place in the classroom setting. Through this intervention, students will be able to apply new skills to everyday settings.

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Through the use of instruction and group activities, school counselors are able to provide direct instruction through the implementation of a 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" (ASCA, p. 85, 2012).  Through the use of school counseling curriculums provide learning opportunities for all students for the development of knowledge, skills, and attitudes within the academics, career, and social/emotional domains (Dollarhide & Saginak,  2017) .

School Counseling Curriculum Strategies:
*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" (ASCA, p. 85, 2012).

This link will take you to a sample lesson for working with upper elementary students. The design of this lesson will reach all students.
The Invisible Boy
*Group activities- "School counselors conduct planned activities outside the classroom to promote academic, career or social/emotional development, such as college and career fairs, post-secondary site visits, student team building/leadership workshops, community/business tours" (ASCA, p. 85, 2012).

The video below introduces an evidence-based program to address social and emotional issues that students in today's classrooms face. This program can be used in whole group, or small group settings.

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The delivery portion of the ASCA model relates to the implementation of the school counseling program to the students through direct and indirect services. "Direct services are provided directly with the students while indirect services are provided for students". Direct services include school counseling curriculum, individual student planning, and responsive services (individual and group counseling). Services that are indirectly provided for students include referrals, consultation, and collaboration (ASCA, p. 83, 2012).

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"ASCA National Model Action Plans." YouTube, 12 April 2017, https://www.youtube.com/watch?v=ur-LRFBhJ9M. This video describes the ASCA national model action plans and tips on creating them.

ASCA National Model Program Goals. Retrieved from https://www.counselorup.com/blog/asca-national-model-program-goals. This video explains how to create program goals.

“Too Good Programs.” YouTube, 2 Feb. 2012, youtu.be/7so03cxWpYw. The Too Good for Violence programs are evidence-based programs to address social and emotional issues that students in today's classrooms face. This program can be used in whole group, or small group settings.

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American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.  This resource discusses each of the components of a school counseling delivery system.  It provides examples of how school counselors can employ each component.

American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf This document explains school counselor competencies.

Clark, M. A., & Breman, J. C. (2009). School counselor inclusion: A collaborative model to provide academic and social-emotional support in the classroom setting. Journal of Counseling & Development, 87(1), 6–11. This article discusses the counselor inclusion model which has the teacher and counselor in a collaborative effort to implement interventions to academic, career, and social/emotional issues.

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.
This book offers an in depth look into various comprehensive school counseling programs that align with the ASCA national model.  It outlines the delivery components of comprehensive school counseling programs.