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What is the intent and purpose of CSCPs?

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What is the intent and purpose of CSCPs?

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CSCPs are preventive. The aim is to mitigate the effects of experiences or circumstances that could compromise students' development and academic achievement. CSCPs prevent problems before they become an impeding force in a student's success.

Reference
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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CSCPs are holistic. They target all aspects of student development. School counselors focus CSCP programming on the development of students' academic, career, and social/emotional domains.

Reference
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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How do CSCPs make a difference for students?

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How do CSCPs make a difference for students?

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CSCPs are reflective. They use program assessment, accountability, and school counselor self-reflective processes to inform and drive CSCPs to address student and school environment needs based on data and student outcomes.

Reference
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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CSCPs are integrated with the academic agenda. CSCP are intentionally embedded into all facets of the school experience (curriculum, school programming, and influential social systems).

Reference
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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How are CSCP services prioritized and delivered?

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How are CSCP services prioritized and delivered?

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CSCPs are balanced, meaning they equalizes the primary services (counseling, educating, consulting, collaborating, coordinating, leading, and advocating). These services are delivered through:
*Leadership activities - Leading, advocating, collaborating
*Management activities - foundation, management, and accountability
*Counseling activities - individual and group counseling
*Educating activities - developmental curriculum, classroom guidance lessons
*Consultation activities - consultation, referral, collaboration

Reference
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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What stakeholders and systems are mobilized within CSCP?

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What stakeholders and systems are mobilized within CSCP?

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CSCPs utilize all significant individuals and influential systems in students' lives. These stakeholders include parent and families, peers, school staff and administration, community and culture.

Reference
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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One aspect of School Safety in the Elementary School Setting is recruiting crossing guards to help with children getting in and out of vehicles and crossing the street safely to and from school. School Counselors can collaborate with the police department to ensure that CSCP addresses safety effectively.
“Many parents, community members and school personnel drive near the school on most weekdays. Each driver can contribute to or detract from the safety of the walking and bicycling environment for children”. Education is one of the complementary strategies in a Safe Routes to School (SRTS) program. Education activities include teaching pedestrian, bicyclist and traffic safety and creating awareness of the benefits and goals of SRTS. (www.saferoutes.org)

This picture is an example of the benefits of School Counselors collaborating with stakeholders such as crossing guards to increase and maintain the safety of children. There is a link that explains that the crossing guard prevented the attempted abduction of an elementary student.

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Examples of CSCP Promoting School Safety

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Examples of CSCP Promoting School Safety

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1. PBS - Positive Behavior Support emphasizes school wide proactive strategies for defining, teaching, and supporting appropriate behaviors. PBS creates a positive school environment and is a major advance in school wide discipline.

2. Learning Communities - Creating a learning community develops respect for diversity, respect for the power of learning, respect for others, and respect for self.

3. Peer Mediation Program - In this program older students are selected and trained to be peer facilitators. They are involved in peer tutoring, peer mediation, peer helping, peer programs to help orient new students, and peer facilitation of small groups.

4. Classroom Guidance Lessons - School counselors as educators can be very powerful for delivering classroom guidance lessons to groups of students. These lessons can involve topics such as social skills, bullying, respect, dangers of drugs/alcohol, etc.

Reference
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Harrison Academy Elementary School Mission Statement

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Harrison Academy Elementary School Mission Statement

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Our mission is to create an elementary-level learning environment in which all students feel safe and secure; one where each student is successful and achieves to the best of their ability. We will reach this goal through individual, small group, and whole-class activities, as well as collaboration with school staff, parents, and other professionals in the field, as necessary.

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The idea of Foundation from the ASCA National Model Framework is to create a comprehensive school counseling program that focuses on student outcomes, and student abilities that are delivered through identified professional competencies.

Foundation serves as the base for the comprehensive school counseling program. Foundation measures student's attitudes, their knowledge and skills learned through the school counseling program. A strong foundation requires collaboration with all stakeholders.  Collaboration is done to determine the benefit of a school counseling program as a whole.

The foundation component has a purpose to establish the focus of academic, career and personal/social needs of students in the comprehensive school counseling program. Foundation's elements include: the program's focus, student competencies and professional competencies.

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

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ASCA Program Focus, Beliefs, Philosophies, and Mission Statements

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ASCA Program Focus, Beliefs, Philosophies, and Mission Statements

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The focus of the comprehensive school counseling program has shifted and is no longer about what the school counselor does, but it is based on what students need.

Student success is important in the comprehensive school counseling program. In order to achieve this, school counseling beliefs are discussed early on. Everyone has beliefs, as they are individual and personal, based off of our backgrounds and experiences. With that being said, "our beliefs drive our behavior." (p. 22)  It is clear to professionals that school counselors’ beliefs about students, stakeholders, and the educational process overall are pertinent to addressing how student's will succeed.

In the development of the CSCP,  a school counseling team is especially important to the foundation of the entire program. Each member is to contribute to the discussion on beliefs. I have created my own examples of belief statements through the elementary school lens:

We believe that a school environment should be positive, safe, and promote a healthy and nurturing environment for elementary school student's as they develop.
We believe that peaceful and positive collaboration can be a beneficial component to gain student success.
We believe that all students can learn, no matter their development level and dynamic.
For example, Belle Morris Elementary School in Knoxville, TN briefly explains their CSCP.

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

School Counseling / Mission, Vision, and Beliefs. (n.d.). Retrieved May 4, 2019, from https://www.knoxschools.org/Page/9428

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School Counseling / Mission, Vision, and Beliefs

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Competencies: Mindsets and Behaviors for Student Success

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Competencies: Mindsets and Behaviors for Student Success

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The ASCA provides this video on its website under Foundation about mindsets and behavior tips. In order to achieve academic, career, and social/emotional development, the ASCA developed the appropriate knowledge, skills, and attitudes through mindset and behavior standards, which helps to identify and execute the expectations and achievements of students.

RAMP Tips: Mindsets & Behaviors. (n.d.). Retrieved May 4, 2019, from https://videos.schoolcounselor.org/ramp-tips-mindsets-behaviors

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Get tips from a RAMP reviewer on the most important things to consider when completing Section 4:...

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School Counselors Rock!!!

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The comprehensive school counseling program refers to a sequential, developmental program designed to benefit all students in preparation for their futures. Such a program includes a curriculum organized around three areas essential for students’ growth and development: Academic Development, Career Development, and Personal/Social Development.
Retrieved from  http://www.ncpublicschools.org/docs/curriculum/guidance/resources/programs-study.pdf

ASCA developed national standards as a guide for School Counselors to assist students in achieving academic success and to be productive citizens.  These guidelines encourage School Counselors to continuously assess academic progress of students, identify need areas that are barriers and advocate for decrease in gaps and systemic changes.

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Below is a blog of a school counselor with several resources that can be used for individual counseling and group counseling.  Additional resources to address academic, career and social/personal learning are included.

http://www.elementaryschoolcounseling.org/individual-counseling.html

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The American School Counselor Association (ASCA) represents school counselors and promotes professionalism and ethical practices. The ASCA National Model "brings school counselors together with one vision and one voice." This aims to create unity and focus toward improving student achievement and supporting student development.

Reference
A. (n.d.). The School Counselor and Comprehensive School Counseling Programs [Digital image]. Retrieved April 24, 2019, from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

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This webinar, presented by a "veteran" school counselor (and educational consultant) details the Accountability component of the ASCA National Model. Although it was created in 2013, it is still relevant to the content of the model. This hour-long video talks about pulls apart the accountability component to detail data analysis, reports, and evaluation. It concludes with discussing areas of concerns when it comes to school counselors misusing the model due to misunderstanding the process.

American School Counselor Association. (2017, March 20).

2013 ASCA Webinar Series ASCA National Model – Accountability [Video file]. Retrieved from https://youtu.be/yEco6yVrTrw

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2013 ASCA Webinar Series  ASCA National Model – Accountability

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This website gives a "crash course" in data analysis for school counselors. It defines the types of data and details how to collect it and what to do with it. It also discusses the important of using and sharing the data that is collected.

Beginners Guide to School Counseling Data. (August 26, 2017). Retrieved from https://simplyimperfectcounselor.com/beginners-guide-to-school-counseling-data/

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Needing an idea to collect school counseling data? Look no further! This article will explain how and when to collect and what to do with school counseling data.

Process Data: What was the process and who was involved? This is where you explain how you went through the process of change. Explain the number of kids and from what grade-levels (who was impacted). Also, think about what you did (the steps you took) and how often you did it.

Perception Data: What do people think they can do? This is where your subject (kids, parents, staff) show you that they can do whatever it was you taught them or they now have new beliefs since they have been through your process of change. This type of data would include results from a pre/post assessment, survey, school-wide initiatives, needs assessments, etc.

Outcome Data: People can show you evidence or proof of impact. This data is the result on a bigger scale. This isn't just the post-survey results. We have to think bigger here. What impact has it made for the long-term? People are able to demonstrate knowledge. How has it positively impacted students?

One way to start wrapping your head around collecting data would be to prioritize and develop some goals for your school counseling program. In Missouri, we have to do the Internal Improvement Review (IIR). I do this for my elementary building and the other counselors and I do a district-wide one together. This helps us find our strengths and weaknesses within our programs. Once we can see that, we can develop goals and action plans.

If you would like to see a copy of the IIR from Missouri you can check it out here.

Once you evaluate your program and find out what you need to work on, you might start to feel a little overwhelmed. I know I did at first! So, in this situation just pick two or three things to really focus on for the year.

Your next step is to look at your building and district goals. Can you find a way to align your goals to those?

From their, it's time to think SMART! Break apart your goal into SMART goals (Specific, Measurable, Attainable, Realistic and Timely)! This way you have an action plan and you know where you can start.

Now to the Actual Collection of Data...

There are several different ways to collect data.

Here is a list of the most common...

Simple Averages and Percentages

Disaggregate- Break down aggregated data into subgroups or populations

Aggregate- Compiled and summarized

Cross-Tabulate- To put the data into a chart for comparison

Longitudinal- long-term data over time

You can collect all kinds of data...

Basically, decide how you can collect data to reach your set goals. Then develop an action plan to meet those SMART goals. Collect data along the way. Then once your process is over... pick-apart the data and looks for results.

Another way I collect data is through my Simply Perfect Planner! I track my time every single day... because it's built right into my weekly schedule. Makes the process super easy!

Once you have the data numbers figured up, you can decide who to share them with or what you want to do with the information.

I like to use it to drive my counseling program. If something is working and showing a lot of student growth, of course, I'm going to keep doing it! I will use positive data to advocate for what is working! If I see data that needs improvement, I am going to see what I can do to improve that area. Whether it means, I need to attack it school-wide or make a small-group to target a small number of kids.

Whatever the data is... I use it to promote change!

Sharing my school counseling data with my administration is very important. I know they have my back, but it helps solidify my reasoning for the change.

I can also use longitudinal student data to monitor student progress in certain areas. This can help the student set individual academic goals and be responsible for their own learning.

Being able to track data, make goals and promote change helps decision makers, improvement teams and school counselors develop the right activities to target struggling areas.

These books can be very helpful when needing help in collecting data...

How do you collect school counseling data? What cool things have you done to promote change?

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Beginners Guide to School Counseling Data - Who, What, Where & When

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Needing an idea to collect school counseling data? Look no further! This article will explain how and when to collect and what to do with school counseling data. Process Data: What was the process and who was involved? This is where you explain how you went through the process of change.

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This is a basic, affordable way for school counselors to keep track of what they do, and who they talk to on a daily basis. This file organizes the information that the user inputs by student, making it easy to analyze and create graphs and other visual representations of the data.

Teachers Pay Teachers.

Elementary School Counselor Data Tracker (Grades K-6). Retrieved May 1, 2019 from https://www.teacherspayteachers.com/Product/Elementary-School-Counselor-Data-Tracker-Grades-K-6-972375

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Elementary School Counselor Data Tracker (Grades K-6)

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Stay organized and keep track of all daily counseling duties and student interactions through this easy to use, one stop shop data collection tool designed by a school counselor for school counselors based on ASCA recommended counseling duties. Tool features: Student daily encounters with drop down...

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This document breaks down all of the mindsets and behaviors that a school counselor needs to exhibit. These are what evaluations should be based on and who a school counselor should strive to be.

American School Counselor Association. (2019). ASCA School Counselor
Professional Standards & Competencies [PDF file]. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

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This document helps school counselors look at their performance as it relates to planning & preparation, the school environment, the delivery of services, and their professional responsibilities.

Minidoka County Joint School District #331. (September 15, 2014). Employee Self-Assessment - School Counselors [PDF file]. Retrieved from https://www.minidokaschools.org/cms/lib/ID49000027/Centricity/domain/25/600/660.00f-3_Employee_Self_Assessment_Counselors.pdf

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Sample Elementary School Program Evaluation

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Sample Elementary School Program Evaluation

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The article describes how staff surveys, interviews, and observations were used to evaluate an elementary school counseling program. Results and recommendations are included.

Sherwood, H. (2010). A school counseling program evaluation: Utilizing staff perceptions to guide and shape future program planning. Georgia School Counselors Association, 17. Retrieved from https://files.eric.ed.gov/fulltext/EJ909074.pdf

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This document provides the domains and individual aspects of a school counseling program. For each aspect, the evaluator marks that the item ie either in effect, not in effect, or in the process of going into effect. This allows the evaluator to see the over "health" or a school counseling program.

American School Counseling Association. (n.d.) School counseling program assessment [Spreadsheet file]. Retrieved from https://www.schoolcounselor.org/asca/media/asca/ASCA%20National%20Model%20Templates/SCProgramAssessment.xlsx

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Professional Standards and Competencies 

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Professional Standards and Competencies 

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The ASCA Competencies and the ASCA Ethical Standards are utilized to guide decision making and help to standardize professional practice so that students and school counselors are protected. This pdf document on the ASCA School Counselor Professional Standards and Competencies is set in place in order to meet the demands of the school counseling profession and the needs of all students.

American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author

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This video that the ASCA website provides is about how school counselors can work to create a safe and supportive school environment. Through this brief video we know that school counselors build relationships with students throughout the entire school, and that there is always someone students can talk to. Additionally, The video talks about letting students and stakeholders know what the Comprehensive School Counseling Program is and what it does for students their families, and communities.

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The School Counselor's Role is a Safe and Supportive School

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Hear from school counselors and administrators about how school counselors support safe, supportive ...

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Comprehensive School Counseling Program Video

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Comprehensive School Counseling Program Video

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The short video clip below is an introduction to the purpose behind comprehensive school counseling programs. The clip shows how  implementing a CSCP can more efficiently help all students overcome obstacles and be successful.

Reference
Cleveland, Richard. “Comprehensive School Counseling.” YouTube, YouTube, 31 Jan. 2010, www.youtube.com/watch?v=F38vcHf5Xfc.

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Animated short created for PTA presentation using a skate-boarding metaphor to illustrate comprehensive school counseling. Posted earlier. This revision has removed the typo from the title screen. Nice, having typos on an educational presentation, huh?

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school counselor collaborate with parents - Bing images

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School Counselor Clip Art School Counselor Cartoon School Counselor Quotes School Counseling Guidance Counselor Elementary School Counselor School Counselor Meme School Counselor Office High School Counselor School Counselor and Students Funny School Counselor Middle School Counselor School Counselor Appreciation School Psychologist ASCA School Counselor Black School Counselor American School Counselor

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One of the many roles of School Counselor is to collaborate or work with other educators, parents and the community to support the academic achievement of all students and to advocate for equity and access for all students. School Counselors achieve collaboration through teaming and partnering, school/district committees and parenting workshops.

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team building in school student teacher and school counselor - Google Search

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Video is a role play of Jennifer (teacher) seeking help from School Counselor to understand and connect with a student that she recently started having issues with in the classroom. Jennifer sees a change in behavior and a decrease in academic performance. Jennifer consults with School Counselor to obtain strategies on how to handle the situation and get her student back on track to academic success.

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Teacher Consultation (Jennifer as teacher)

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Consultation is valuable direct service that School Counselors perform. It is a triadic relationship between the consultant (counselor), the consultee and the client. In a school setting, this service acts on behalf of students to alleviate problems that affect their success in school.  This practice is of extreme importance when considering the diversity of today’s schools. School Counselors must develop this skill to reach out to all students, parents, teachers and other key stakeholders to ensure that systemic solutions to challenging problems are implemented.

Below is a journal article of a School Counselor's guide to Consulting and Collaborating

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This video can serve to increase awareness on diversity in children. The use of puppets is developmentally appropriate  to attract the attention of younger elementary school students.

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STARS Nashville (Students Taking A Right Stand)

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This animated clip teaches elementary school students an example of how to deal with grief. Little Billy is encouraged to speak to the School Counselor about the his sadness due to his grandmother passing away.

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School Counselor offer crisis and short term intervention until the student is connected with available community resources. (ASCA 2012)
American School Counselor Association (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author

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Responsive Services are activities designed to meet the immediate needs and concerns of students. These services are implemented through individual counseling, group counseling, crisis counseling, consultation and referral. Responsive services are intended to help students with obstacles that are hindering their healthy academic, career and personal/social progress.

Some issues students face includes child abuse, cultural diversity, dropping out of school, educational choices, family loss, relationships, school attendance, stress, substance abuse, and suicide. As a result, there is continuing need for individual counseling, small-group counseling, consultation, and referral.

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A school counselor is a counselor and educator who works in schools. They are often referred to as guidance counselors or educational counselors.

Retrieved from http://www.newworldencyclopedia.org/entry/Guidance_counseling

This video outlines the roles of an elementary school counselor. It explains the ways School Counselors deliver their job through guidance counseling, community and collaboration. It outlines the domains and give examples of the roles that a School counselors offer through their curriculum. The video also discusses roles that a School Counselor should NOT do.

https://www.youtube.com/watch?v=aN0Q-R6Ruw8

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Learning how to plan is a critical aspect of preparation.

Below is a Rubric for Elementary School Student Planning

https://dese.mo.gov/sites/default/files/cnsl-isp-process-elem.pdf

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Below is an example of what goes into each category of individual planning.

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Individual Student Planning is a direct service School Counselors provide. It is a process that formally begins when a child enters school. School counselors help individual students create personal and academic goals as well as to develop career planning. Students are then able to evaluate these goals through individual or small-group appraisal and advisement.

Retrieved from:
https://sites.google.com/a/cherrycreekschools.org/lmscounseling/areas-of-focus/individual-student-planning

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Comprehensive school counseling programs (CSCP) are a collaborative effort between many stakeholders. The school counselor, along with parents, community members and other educators seek to create an environment that will result in a positive impact on student achievement.
A CSCP plays an integral part in a school's mission, and when driven by student data and 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

Reference
A. (n.d.). The School Counselor and Comprehensive School Counseling Programs [Digital image]. Retrieved April 24, 2019, from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

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CSCP mission statements provide focus and direction. Mission statements aligns with a school district's mission, and supports the learning environment while making contributions to meeting student's needs and fostering their growth. According to the ASCA (2012), "The program's mission statement is clear, concise and specific to the program's intent and what the program will contribute to the overall missions of schools." (p. 24)

CSCP vision statements focuses on the preferred or desired future of the CSCP.  When discussing these statements, school counselors communicate about what future outcomes they would like to see for the school community. Vision statements stems from the discussion of counselor beliefs. Vision statements become the image of what  outcomes that school counselors hope to see within five to ten years. According to the ASCA (2012), "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... 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."  (p. 23)

The website provided is of Collegewood Elementary School in Walnut, CA and their overview including mission and vision statements concertedly. The school also provides a school motto and what the school values.

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

Collegewood Elementary School. (n.d.). Retrieved May 4, 2019, from https://www.collegewood.org/apps/pages/index.jsp?uREC_ID=219403&type=d&pREC_ID=481636

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Mission and Vision Statements - About Us - Collegewood Elementary School

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The D.N.A. of any school environment should include Collaboration. Team building as a result of it can help small groups, give one-on-one help, and even help students with certain limitations . Response to Intervention (RTI) was designed as a three tiered program to assist teachers with helping struggling students in the areas of academics and behavior. Teachers that commit to collaborating with others within the school environment must be highly skilled and trained to meet the needs of the students. (YouTube.com)

YouTube.com

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RTI Thought Leaders Network: Doug Fuchs on the Role of Collaboration in School Success

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Small Group Counseling is usually performed with a set goal to be reached and when there is a common challenge among the participants in the group. Small Group Action Plan:  Name of School Counselor(s) ASCA Domain, Standard and Student Competency, Outline of Group Sessions to be Delivered, Resources Needed, Process Data (projected number of students affected), Perception Data (Type of surveys to be used), Outcome Data (Achievement, attendance, and/or behavior data to be collected), and Project Start/ and Project End dates are what make up a small-group action plan.

Name: Believers
Goal: Behavior Improvement
Target Group: Behavior Challenges
Data Used to Identify Students: Teacher Referrals

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Delivery of the components of the school counseling program: 100%
Direct Services-80%
A. delivering core curriculum 20%
*developmental content
*systemic way
B.individual student planning 40%
*educational
*career
*personal plans
C. responsive services 15%
*immediate concerns
D. Indirect Services 5%
*interact with other
*support student achievement
E. Program Planning and School Support 20%
*foundation
*management
*accountability
*school support

American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA:Author.

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The Annual Agreement is signed by the school counselor and the administrator in charge, provides and understanding of how the counselor should be spending his or her time based on the data from the school, reflects the mission statement of the school, and program goals which should mirror the school's mission, list the responsibilities set for the counselor. For example, the counselors' specific duties include but are not limited to the student caseload,and parts to the program goals that line up with the school's mission. Also, The annul agreement should should also uncover where counselors need additional training. *Achievement
*Attendance
*Behavior
*School Safety Goals

American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA:Author.

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School Counseling Core Curriculum Action Plans

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School Counseling Core Curriculum Action Plans

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Core Curriculum- Goal related Lessons and Activities:
Grade Level
Lesson Topic
Class/Subject presented to
ASCA Domain Standard & Competency
Curriculum & Materials
Projected Start/End
Process Data (# students affected)
Perception Data
Outcome Data
Follow Up
Contact Person

Areas of collected Data include: achievement, attendance, behavior and safety. According to the Code of Ethics (ACA, 2014), members who will participate in the group should be screened and selected based on need and goal of each participant that will line up with the goal of the group.

American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA:Author.

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This portal is an online system that enables schools to store model component plans on their progress towards the implementation of the CSCP. Through this, schools will receive feedback based on the ASCA National Model.

ASCA National Model Portal Overview. (n.d.). Retrieved May 4, 2019, from https://videos.schoolcounselor.org/asca-national-model-portal-overview

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The ASCA National Model portal is an online system enabling all schools in a district to store...

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CSCP - Creating Safe and Successful Schools

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CSCP - Creating Safe and Successful Schools

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Creating and maintaining safe environments in school settings is critical to students physical, mental well-being and academic learning. Literature from the ASCA websites supports establishing a multi-tiered system of support (MTSS) that encompasses prevention, wellness promotion and interventions that increase with intensity based on student need, and that promote close school community collaboration.

School safety is achieved by effective collaboration among school staff, working together to prevent violence, promote learning and provide ongoing supervision and time to implement programs.

https://www.schoolcounselor.org/asca/media/asca/home/FrameworkforSafeandSuccessfulSchoolEnvironments.pdf

Programs such as Positive Behavior Intervention and Supports (PBIS) provides best practices and employ evidenced-based models with a MTSS.

Buy-in is necessary from all school staff including the Principals, teachers, school counselor, School Resource officer for consistent and proper implementation of safety guidelines set forth by the school.

Page 12 of the above website provides a list of measures Principals can take to ensure that their school is safe.

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This brief video explains what an Elementary School Counselor does and the impact that they make...

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0:00 / 5:04•Watch full video