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Explain the foundation system & its components:
The school counseling program’s foundation is the ground that the other comprehensive program is built It requires a collaborative effort from all stakeholders involved in order to determine how every student will benefit. The ASCA School Counselor Competencies outline the knowledge, skills, and attitudes that ensure that counselors are prepared to meet the standards of rigorous
demands. Ethical standards that are necessary to maintain are outlined in the ASCA Ethical Standards Guide for school  counselors and are required for the highest quality of integrity, leadership and professionalism.

Beliefs/philosophy: All students have the ability to achieve at the highest standards possible with every developmental need me. School counselors are responsible for the role as an advocate for every student and the participants involved in the planning, managing, delivering, evaluating the program activities will be determined for maximum achievement. Data based information in decision making with the use of ASCA Ethical Standards as a guide will be applied for the highest moral principles.

Goal: Emphasis is on academic achievement, fostering students’ that targets academic, career, and personal/social development. The foundation of a CSCP is to determine specific, measurable, attainable, results-oriented, and time-bound (SMART) goals, according to ASCA, (2012a).  The goal will be shared and supported by stakeholders and will ensure that equitable academic, career, post-secondary access and personal/social opportunities to help close the achievement gaps. The program is data based and is intended not only to promote achievement, but also to improve positive behavior as well as to promote school safety. School wide data, policy practices will also be addressed.
Mission Statement: The mission statement of the school counseling program at Walden High School is to allow every student an equal opportunity to be successful lifelong learners and problem solvers based on curriculum that can enhance a safe environment in a diverse community, through growth in academic, career and personal/social domains.

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Often times teachers, administrators, parents and even students ask, what does a school counselor do? Counselors are asked to perform tasks that are not with in their scope or those that are beyond. The American Association of School Counselor's came up with the ASCA National model to  address some of these questions and grey areas. The ASCA National Model, " is a framework for a comprehensive, data-driven school counseling program" (ASCA).

There are four main components to the ASCA National Model, Foundation, Delivery, Management, and Accountability which will be outlined through out this pamphlet.

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A delivery system addresses the creation and implementation of a CSCP that provides indirect and direct services  to students that encompass the the following:

Individual student planning:  Individual student planning is a form of direct services as it is services directly to or with students. This addresses  student plans for the future and their academic goals.

School counseling curriculum: This indirect services  encompasses the planning and developing appropriate lesson plans that teaches student competencies.

Responsive services: Consists of  direct individual and group counseling  in addition to consultations, referrals and peer helping.

Consultation practices: Refers to the process in which others can request consultation from counselors to address specific needs.

Collaboration Practices: In this process counselors work with students and stakeholders to accomplish goals.

To implement direct service strategies professional school counselors utilize school data to make appropriate decisions ( ASCA, 2016). Professional  school counselors also utilize data to identify areas in which additional academic supports can be added.  Likewise counselors can utilize the data to determine school safety issues and implement indirect and direct services to address them.

Delivery System and Safety:
One way in which counselors can utilize the delivery system to address school safety  is through responsive services. Responsive services address students' immediate needs therefore if a student is referred for safety concerns school counselors can provide responsive such as crisis response. Counselors can also choose to conduct assemblies, classroom guidance lesson plans or conduct family out reach in response to school safety issue.

Examples:

Collaborate  regarding safety issues in the community by working with community leaders, stakeholder and students to assess the socioeconomic issues that may be flowing into the school. High school students are at a developmental stage where they can engage in prescriptive taking and can participate in community outreach efforts.

In March of 2018 ASCA created a presentation entitled  the School counselor's role in community engagement. The presentation discusses how school counselors can assume a leadership role when collaborating with the community through intentional planning (ASCA, 2018). The presentation outlined community collaboration efforts such as:

Finding social-emotional supports,  career-development supports, academic supports that support the goals/vision/ mission of the intentionally planned delivery system.

Creating internal and external fundraisers with local business to support program goals

Develop working relationships with community members to tap into resources that might not be available at the school

Create opportunities for parents to gain knowledge of school goals and student outcomes and collaborate to create an advocacy plan so students can be successful regardless of their circumstance.

Consult with teachers regard specific student concerns or consult with local law enforcement officials to implement appropriate programs.

A delivery system can include peer support programs in which counselors build effective teams within the school to address safety needs.

Meet with students who have been identified as vulnerable individual for student planning and counseling to address concerns regarding student safety or concerning student behaviors. Counselors can utilize individual student safety plan similar to the following: https://studentservices.madison.k12.wi.us/files/stusvc/Individual_Student_Safety_Plan_Form_0.pdf

As high school students are in transitional stage in their development they are at an increased risk for risk taking behaviors that can affect school safety. Curriculum planning allows counselors to provide lessons plans that are structured to deffer some poor decision making and teach them skills they need. The well structured and paced curriculum on page 91 of Waterford's Public School k-12 counseling  curriculum  is a great example of curriculum planning. https://www.waterfordschools.org/UserFiles/Servers/Server_314195/File/School%20Counseling%20Curriculum%202018.pdf

Delivery System and High School Safety  :
Article 1 The counselor’s role in ensuring school safety
This article suggests that for school counselors to facilitate a safe school environment student and staff violence and bullying survey should be added to the delivery system (Bray, 2016). The article also suggest that having an active presence can foster a safe environment (Bray, 2016). This can be accomplished through collaboration and consultation.

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Introduction: Annual agreements, use of time, and calendaring. So often counselors are asked to perform duties outside of their scope within a school building. I personally think this is because counselors at one time were educators and are no longer in the classroom so it is easy for administrators to ask counselors to fill gaps as they know generally, counselors are familiar with the classroom. This is why annual agreements, outlines of use of time, and calendars are so important. In a high school, counselors are already stretched thin if they are the only counselor for 9th-12th grade students. Writing recommendation letters, sending transcripts, and preparing students for the college application/FAFSA/scholarship process for 11th and 12th grade students is a full time job in itself. The ASCA outlines appropriate vs inappropriate activities for school counselors which should be shared in all buildings with all stakeholders (community members, teachers, students, administrators and parents) some examples of appropriate duties for school counselors according to the ASCA include providing individual and small-group counseling services to students and providing counseling to students who have disciplinary problems however inapropriate duties include teaching classes when teachers are absent and coordinating cognitive, aptitude and achievement testing programs.

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Calendars

The ASCA recommends that school counselors create two calendar for the year, an Annual calendar as well as a weekly calendar. The annual calendar outlines program priorities, in high school an example would include college and career fairs  and should be posted for all stakeholders on the school/counselor website and other easily accessible mediums such as school information boards. The annual calendar could also include monthly meetings (504, SIT, Attendance etc), and monthly character education themes. A weekly calendar would include daily duties, student meetings, and school meetings (staff etc). The weekly calendar could have both and public and private version with more detailed information included on the private copy.

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The counselor's time is always in demand but there are so many hours in the day. How can you cope with all the demands without sacrificing your program (or your sanity)? I've already shared how to use your calendar as a productivity tool. Today, we are g

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Advisory Council

A school counseling advisory council should have representatives from all stakeholders groups i.e  parents, teachers, administrators, community members, and even students who provide feedback on program goals, review program results, make recommendations, and advocate for the school counseling program. During advisory meetings, members should be expected to define program Goals, program feedback and school needs . The advisory council is a great opportunity for school counselors to share what they do, obtain feedback from stakeholders, and to support advocacy of their program.

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Starting a School Counseling Advisory Council

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For years, long before there was such a thing as RAMP, I reluctantly listened to my district supervisor talk about having a School Counsel...

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Use of time assessment -  According to the ASCA, 80% of counselor responsibilities should be direct and  Indirect  services while  20% should be focused on  systems support and program planning.  According to  CACREP standards, direct service has been defined as “face-to-face” interaction and includes the application of counseling, consultation, or human development skills (such as assessment, training, classroom guidance, etc.).  Some examples of  direct student  services on the high school level include  individual student counseling, group counseling, individual student planning and Consultation with teachers, administrators, parents and other stakeholders in the school system and students educational life. Examples of indirect services at the high school level include program and professional development planning such as creating calendars, planning college and career fairs, website updating, and participation in committee meetings.

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Annual Agreement - Creating an annual agreement at the beginning of the school year between counselors and school administrators is  Important to define the school counselor role. It outlines the School Counseling Program Mission Statement, School Counseling Program Goals, counselors Use of Time (direct and indirect services as well as Program Planning and School Support). It also outlines Advisory Council details, Professional Development plans, and Professional Collaboration and Responsibilities which could include on the high school level but not be limited to leadership meetings, department chair meetings, and meeting such as attendance, Student Intervention and 504 plans development and evaluation.

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Use of data and action plans/lesson plans:

According to the ASCA, School counselors need to use data for four reasons, to Identify school counseling program goals to Monitor student progress to close the achievement gap, to Assess and evaluate programs and to Demonstrate school counseling program effectiveness.

In the high school setting data should be used to create Core Curriculum Action Plans  which are planned instruction for all students, typically by grade level within the ASCAs  three domains of academic, career, and social emotional development. (ASCA)

Small Group Responsive Service Action Plan’s should be created on the high school level throughout the year meaning  small groups target selected students based on need. Examples would include attendance, achievement, or behavior concerns. You can also use a group needs assessment for teachers, administrators, or parents to determine which groups to offer.  A third way data can be used by a school counselor is to create a “Closing-the-Gap Action Plan”   which  looks at a targeted group of students who show a gap in their academic, attendance, or behavior data. This is especially important on the high school level when looking at juniors and seniors to determine graduate eligibility and readiness.

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Action plans and their results reports provide critical documentation of the activities and the impact of a comprehensive school counseling program. They assist in the development, scheduling and management of essential school counselor interventions and in the evaluation of specific components within those events. They are working documents that increase the school counselor's intentionality of services delivered to students.

Effective action plans verify that all components are deliberated. They address the why, when and how lessons, activities and interventions are delivered to students. Completing an action plan requires the school counselor to reflect on the most effective and efficient delivery of services and how to express the best data story for each. The three types of action plan are: core curriculum, small group responsive services and closing-the-gap.

Core Curriculum Action Plans

These identify the planned instruction delivered to all students; they are comprehensive in scope, preventive in nature and developmental in design. This planned instruction is aligned with the school counseling program's vision, mission and goals and promotes the knowledge, attitudes and skills of students based on the ASCA Mindsets & Behaviors.

Determining where best to start with core curriculum action plans is key to the effective and efficient use of action plans. When developing core curriculum action plans consider the following:

Record what you are already doing.

Review program goals.

Examine students' developmental needs.

Address transitions.

Identify specific needs of a particular cohort.

Small Group Responsive Service Action Plan
This plan focuses and organizes the academic, attendance or behavioral activities targeted toward specific students. A small group responsive service is a short-term intervention with a minimum of four sessions and addresses multiple needs of students. School counselors identify students for inclusion based on a review of the school data, including achievement, attendance and/or behavior. With input from a variety of stakeholders, the counselor's professional expertise helps determine which students might benefit from this intervention. To guide the content and design of small groups, school counselors use selected ASCA Student Standards (Mindsets & Behaviors), the specific membership of the anticipated group, and all best practices associated with effective small group practice.

To get started on this action plan:

Use school data to understand student needs.

Record the groups you currently offer.

Consider other groups that might be helpful.

Identify plans for process, perception, and outcome data.

When you are ready to develop a new group:

Select students, based on outcome data, who might benefit from the group.

Design/select a group program/curriculum aligned with the ASCA Mindsets & Behaviors.

Develop a perception data assessment to measure changes in in students' attitudes/beliefs, knowledge and skills, that accurately reflects the selected mindsets and behaviors.

Closing-the-Gap Action Plan
This plan addresses academic, attendance or behavioral discrepancies discovered through school data. It might target students with excessive absences, below expectation achievement, or multiple disciplinary infractions.

A closing-the-gap action plan differs from other action plans. First, it identifies a list of strategies, interventions or activities to address identified students' needs. An exemplary plan includes a variety of delivery modes and may focus on more than students. It also is tied to one specific goal, written in SMART format and addressing a gap identified through data.

To create a closing-the-gap action plan, discern priorities from school data and the school plan for improvement. Then, disaggregate student data to identify academic, attendance and behavior needs. Once the need is determined, identify ASCA Student Standards (Mindsets & Behaviors) to inform delivery, design interventions, and develop the plans to evaluate effectiveness through process, perception and outcome data.

Results Reports

Results reports allow an honest evaluation of the delivery of core curriculum, small group responsive services and closing-the-gap action plans. The data plan becomes the data story. Analyze the three types of data - process, perception and outcome - by organizing the information in meaningful graphs and charts that clearly communicate to stakeholders what the results mean. Results reports provide the opportunity to describe how to do it better the next time.

Take small steps when analyzing results reports. Initially, select only a few lessons from the core curriculum action plan, one small group, or one program goal to analyze and report the data story, the process, perception and outcome data. Eventually, as expertise and comfort grows, more of the program can be measured.

For examples:
Both authors are ASCA National Model/RAMP trainers. Mark Kuranz is an adjunct professor at Marquette University in Milwaukee, Wisc.; contact him at mkuranz@wi.rr.com. Karen Griffith, Ph.D., is a retired school counselor, an author and a part-time faculty member with the Department of Counseling and Human Development Services at the University of Georgia. Contact her at Kggfarm@gmail.com.

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Using Action Plans and Results Reports | American School Counselor Association (ASCA)

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Action plans and their results reports provide critical documentation of the activities and the impact of a comprehensive school counseling program. They assist in the development, scheduling and management of essential school counselor interventions and in the evaluation of specific components within those events.

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Introduction

The accountability section of the ASCA National Model analyzes the school counseling program’s effectiveness. There are 3 sections to accountability: data analysis, program results, and evaluation/improvement (ASCA, 2012). The data that is collected through action plans are “compiled, disaggregated, analyzed into results reports, evaluated for improvement, and prepared for dissemination” (Dollarhide and Saginak, 2017).

Data Analysis

Within data analysis is the School Data Profile Analysis and Use-of-Time Assessment Analysis.

The School Data Profile Analysis provides a summary of the school’s attendance, achievement, behavior, and safety. This allows the school counselor to monitor achievement and identify achievement, attainment gaps, and what needs to be change. The data collected from this also identifies strengths and weaknesses in the school counseling program and if student success is growing or declining (ASCA, 2012).

The Use-of-Time Assessment Analysis is focused more in the Management section of the ASCA National Model. This analysis looks at how the school counselor is using their time. According to the ASCA (2012), school counselors should be spending 80% on direct and indirect services, with the other 20% being spend in management tasks (p. 101). This assessment should be completed twice a year.

Program Results

Analyzing the school counseling program checks for the effectiveness and informs school counselors how to improve the program. There are three types of results reports that are based on the data from the action plans: curriculum, small-group, closing-the-gap and also three types of data that are reported: process, perception, and outcome (ASCA, 2012).

Process data looks at who and how many students were involved, the number of sessions that occured, and what occurred.

Perception data is collected through surveys, post-tests, or needs assessments, and asks the students what they know from the lessons.

Outcome data looks at attendance, achievement, and behavior data, and the impact the lessons had on them.

These types of data are what’s included in the curriculum, small-group, and closing-the-gap results report. Once all the data has been collected, it should be shared with the school and the community either through presentations, a handout, reported on the school website, or a report (ASCA, 2012).

Evaluation and Improvement

This section has 4 components: school counselor self-assessment, self-analysis of the school counseling program, school counselor evaluation by an administrator, and a review of the program goals (ASCA, 2012).

The school counselor self-assesses based on the ASCA School Counselor Competencies and aligns with the ASCA National Model. The competencies help school counselors with developing a comprehensive school counseling program. They include knowledge, abilities and skills, and attitudes for School Counseling Programs, Foundation, Management, Delivery, and Accountability. This can be used as a checklist by school counselors to plan out professional development, used by administrators when hiring a school counselor, and may help with the evaluation of the school counselor by an administrator (ASCA, 2012).

The analysis of the school counseling program, is based on the four themes of the ASCA National Model and guides future decisions based on the results. The assessment is conducted in the spring and identifies strengths, weaknesses, and short- and long-term goals. The program is assessed using No, In Progress, or Yes. The data is compared to the baseline to see if growth is taking place and identifies potential goals and training for the next year.

The school counselor evaluation, called the School Counselor Performance Appraisal, is done once a year by an administrator and typically follows the state guidelines for evaluation. However, the ASCA National Model and School Counselor Competencies should also be kept in mind as part of the evaluation.

Lastly, the action plans’ program goals are reviewed at the end of the year based on data from the three results reports (curriculum, small-group, and closing-the-gap) and how effective they were, if the goals were met, and what decisions will be made in the future.

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Defining CSCP involves questions such as: “What does a CSCP look like? What needs to be included? Who will help me? Where do I start?”(Dollarhide, Colette T) .

CSCP is where school counselors embrace accountability, results-based guidance as an approach for  counseling, and impacting comprehensive guidance and counseling transformation of school  preparation and practice in the academic domain of student development by the use of technology  and promoting school guidance and counseling programs among stakeholders, and the M.E.A.S.U.R.E. process for demonstrating school counseling accountability for student achievement (Kuranz, Mark, 2003).

Overall explanation of CSCP

There are six qualities of comprehensive school counseling programs

Holistic includes all aspects of student development (Kimbel, & Schellenberg, 2013; Sink, 2004).

Systemic quality involves all significant individuals (stakeholders) and influential systems in students’ lives  [ASCA], 2012; Hernandez & Seem, 2004; McMahon, Mason, & Paisley, 2009).

The quality of balances equalizes the primary services of a CSCP—namely, counseling, educating, consulting, collaborating, coordinating, leading, and advocating (Burnham & Jackson, 2000; Zalaquett, 2005; Zalaquett & Chatters, 2012).

Preventive programs are preventive in nature and design (ASCA, 2012) in order to mitigate the effects of experiences or circumstances that could compromise students’ development and academic achievement (Capuzzi & Gross, 2014; Green & Keys, 2001; McWhirter, McWhirter, McWhirter, & McWhirter, 2013).

Integrated with the academic agenda, preventive  quality intentionally embedded the CSCP into all facets of the school experience, which includes curriculum (Schmidt, 2013), school programming, and influential social systems (ASCA, 2014; Borders & Drury, 1992; Keys & Bemak, 1997; Paisley, 2001).

Reflective through rigorous program assessment, accountability, and school counselor self-reflective processes that inform school counseling practice and drive CSCPs to address student and school environment needs based on data and student outcomes (Lapan, 2001; Paisley, 2001).

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School policing vs. School counseling responsive services

It is important that school counselors work to create a safe school environment while also creating an environment that is still conducive to learning and creativity. High school students often struggle with self identity and questioning authority. A high school environment heavily policed can restrict a students sense of freedom, impede an environment of creativity and further add to the marginalized feeling many students face in their communities. Below is a video of high school students discussing how the presence of school safety officers negatively impacted their learning experience and how a responsive  school counseling program could be a better solution.

There is evidence of the overwhelming negative academic, emotional and psychological impact the school policing. The article that follow the video examines how the encouraged use of restorative practices and other techniques to ensure kids are safe, secure and respected in their schools would be a better option.

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What if New York City Swarmed Schools with Guidance Counselors?

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How can a CSCP impact various levels of school safety from the individual to the entire school.

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How can a CSCP impact various levels of school safety from the individual to the entire school.

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1.) One way CSCP can impact various levels of school safety from an individual through the entire school by being aware of the unprecedented number of violent acts in public schools. The Congress of the United States legislation provided schools with money to hire more school counselors. Keeping students safe has become a primary focus for everyone involved in America's schools. School counselors have an important role in promoting and maintaining student safety. Schools are searching for effective ways to respond to issues of violence, drugs, dropouts, teenage pregnancy, adolescent suicide and depression, the quality of life (QOL) available to students in schools has become a critical educational issue (Lapan, Richard T., Gysbers, Norman C., Petroski, Gregory F., 2003). CSCP has the opportunity to promote personal growth, fulfillment, and self-esteem. High school students being able to satisfy their individual needs, will likely experience some control over their environment at school, therefore being more successful academically and with their current and future choices as school counselors find ways to improve QOL opportunities.

2.) The role of professional secondary school counselors is defined by ASCA as:
Secondary school counselors are professional educators with a mental health
perspective who understand and respond to the challenges presented by today’s
diverse student population. Secondary school counselors do not work in isolation;
rather they are integral to the total educational program. They provide proactive
leadership that engages all stakeholders in the delivery of programs and services
to help the student achieve success in school. Professional school counselors align and work with the school’s mission to support the academic achievement of all students as they prepare for the ever-changing world of the 21st century. (ASCA, 2013b, para. 2). In the high school setting, tying this definition of a high school counselors role is important so that the counselor can be a leader and facilitator of a well balanced ASCA aligned comprehensive school counseling program. Delivering said program in it self helps define safety in a school building. Example:

3.) One idea that CSCP can address bullying in the school is to encourage students to become involved as "defenders" instead of being bystanders. Offering some type of incentive for their participation. There will be group meetings including role play methods of suggested interventions.

Journal Articles
Article #1 This article illustrates how Strengths-Based School Counseling complements the ASCA National Model® by strengthening the foundation of comprehensive school counseling programs, with emphasizes on promotion-oriented delivery, reinforcing the accountability and evidence base, engaging in developmental advocacy, and highlighting the counselor's leadership role in systemic change and as a collaborator in school-family-community partnerships (Galassi, John P., Griffin, Dana, Akos, Patrick, 2008).

Article #2 According to Aida Midgett’s article on bullying; this is a major problem today that affects individuals of all backgrounds.

Reported by national data in 2015 from the U.S. Department of Education, approximately 25 percent of students between the ages of 12 and 18 have reported being bullied at school. The article speaks about the importance for counselors to be intentional about addressing

bullying at school and when working with clients. In order to address bullying at school,

counselors first have to be able to identify it. The article discusses four categories of bullying as: physical, verbal, and relational and cyber bullying. In the article bullying is described as “intentional, unwanted and aggressive behavior that is often repeated in relationships with a perceived power differential (2016). The article further speaks about the difficulty of implementing needed programs addressing bullying due to the cost and time allocations.

A local school counselor reached out to Boise State University Counselors and adapted what they called “the bystander intervention” to develop a training strategy of; Stealing the show, Turning it over, Accompanying others and Coaching compassion (STAC). It is a brief intervention that can be easily implemented in schools and that establishes school counselors as leaders in implementation. The purpose of STAC is to train students as “defenders” to intervene when they observe bullying.

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Four ideas that CSCP can address school safety Cont... 

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Four ideas that CSCP can address school safety Cont... 

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4.) A portion of the CSCP should address students social and emotional health and well-being. While school counselors are not psychologists and should always feel comfortable referring students to outside agencies and professionals for help, school counselors should address social and emotional health in a variety of ways through out the school building which makes the learning environment safer for all. In a high school setting, students are navigating a lot at one time from pressures from parents and peers to college and post secondary goals and management of relationships and responsibilities.  In order to ensure students safety from a social emotional stance, it is important that school counselors are delivering in class guidance lessons that address mental health, are identifying small groups of students who need additional mental and socio emotional support across a variety of topics, and engage with teachers and the school community on proper resources and reporting for students who are in need of additional services outside of the school setting.  Counselors can teach and motivate students to think outside of themselves, to learn to help themselves and others and how to create a safe, fun, engaging learning environment for themselves and their classmates through creating positive school culture and and engaging, detailed, data driven CSCP.

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Abudu, J. M. (2018, February 5). WHAT IF NEW YORK CITY SWARMED SCHOOLS WITH GUIDANCE COUNSELORS? New York Civil Liberties Union . Retrieved from https://www.nyclu.org/en/news/what-if-new-york-city-swarmed-schools-guidance-counselors

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

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

ASCA: Webinar Series. (2018, March 29). The School Counselor's Role in Community Engagement . Retrieved from ASCA: https://www.schoolcounselor.org/asca/media/PDFs/WebinarPowerPoints/WEB032918_Perry.pdf

Atkins. R. 2017, March, 9) ASCA National Model:Calendars [Blog Post] Retrieved from

https://www.counselorup.com/blog/asca-national-model-calendars

Bray, B. (2016, August 24). The counselor’s role in ensuring school safety. Counseling Today: A Publication of the American Counseling Association. Retrieved from https://ct.counseling.org/2016/08/counselors-role-ensuring-school-safety/#

Council for Accreditation of Counseling & Related Educational Programs. (2019) CACRED. Retreived from https://www.cacrep.org/for-programs/2016-cacrep-standards/

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

Galassi, John P., Griffin, Dana, Akos, Patrick Strengths-Based School Counseling and the ASCA   National Model. Professional School Counseling, 10962409, December 2008, Vol. 12,  Issue 2

Griffin, K., Kuranz, M., (2018) ASCA.  Using Action Plans and Results Reports.  Retrieved from https://www.schoolcounselor.org/newsletters/october-2018/using-action-plans-and-results-reports?st=NJ

Kuranz, Mark, ed, Comprehensive School Counseling Programs.  Professional School  Counseling. February, 2003. Vol. 6 Issue 3, pII-221, 60p

Lapan, Richard T., Gysbers, Norman C., Petroski, Gregory F.Helping Seventh Graders Be Safe and Successful: A Statewide Study of the Impact of Comprehensive Guidance and  Counseling Programs. Professional School Counseling; February 2003, Vol. 6 Issue 3, p186-197, 12p

Lindberg, C. (2015, October 9). ASCA Annual Agreement Module 5 [video File]. Retrieved from https://www.youtube.com/watch?v=VrB0q1YF24k

Madison. (2009). Individual Student Safety Plan . Retrieved from Madison Student Services : https://studentservices.madison.k12.wi.us/files/stusvc/Individual_Student_Safety_Plan_Form_0.pdf

Maddox, J. (2016, February, 6). Starting a School Counseling Advisory Council [Blog Post]. Retrieved from http://exploringschoolcounseling.blogspot.com/2016/02/starting-school-counseling-advisory.html

Midgett, Aida, Knowledge Share. Bullying: How Counselors Can Intervene. Counseling Today June 2016.

Warterford Public School . (2018). K-12 School Counseling Curriculum . Waterford , Connecticut. Retrieved from https://www.waterfordschools.org/UserFiles/Servers/Server_314195/File/School%20Counseling%20Curriculum%202018.pdf