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School counseling has evolved in so many ways over the years and yet determining what is a comprehensive school counseling program has as much to do with the history and the future of counseling as it does the present. The needs of the students ultimately determine the elements of the program, however the ASCA has a guide line of what every comprehensive counseling program should have to meet the standards of the national model they have put in place. (Dollarhide, C. T, & Saginak, K. A., 2017)

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Accountability is used to demonstrate the effectiveness of the school counseling program in measurable terms.  School counselors must make sure that the elementary aged student is thriving and positively motivated in their environment. Being proactive to their academic, social/emotional needs at this early age, can be a preventive effort against  problems that may arise in the future.

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School counselors incorporate organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. See the (ASCA National Model, 2012)

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School counselors deliver a comprehensive school counseling program in collaboration with students, families, school staff and community stakeholders. Delivery at elementary school is unique in that the direct services offered can be tailored to the developing student by offering a variety of age appropriate techniques, like play therapy, art, and music therapy to name a few.(ASCA, 2012)

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A comprehensive school counseling program is an integral component of the school’s mission. Comprehensive school counseling programs, driven by student data and based on the ASCA National Model: • ensure equitable access to a rigorous education for all students • identify the knowledge and skills all students will acquire as a result of the K–12 comprehensive school counseling program • are delivered to all students in a systematic fashion • are based on data-driven decision making • are provided by a state-credentialed school counselor. (ASCA, 2017)

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A good CSCP will involve collaboration between all stakeholders, produce a safe environment that promotes positive academic, social/emotional, and career growth. It will be culturally sensitive and culturally competent, it will offer each child an equal opportunity to challenging curriculum to support educational success at all grade levels. The framework of a comprehensive school counseling program consists of the following four components: foundation, management, delivery and accountability

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The school counselor’s performance is also evaluated based on expectations of an effective CSCP. The ASCA basis this analysis on 3 specific sections containing  multiple elements • Data analysis: school data profile analysis and use-of-time analysis • Program results: curriculum results report, small-group results report, closing-the-gap results report • Evaluation and improvement: four components • Self-analysis of the school counselor’s strengths • Self-analysis of the school counseling program’s strengths • Evaluation of the school counselor’s performance by administration using the school counselor performance appraisal • Review of the program goals created at the beginning of the school year

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School counselors:
• Analyze data from the school and the program for effectiveness and student growth.
• Use information gathered to correlate program benefits and student performance
• Evaluate program assessments to implement changes that improve students future results.

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The analysis of the school counseling curriculum results report demonstrates the effectiveness of the program and classroom activities and informs program improvement.

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Direct services are face-to-face or virtual interactions between school counselors and students and include the following:
• School counseling core curriculum -
• Individual student planning
• Responsive services

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The ASCA model encourages school counselors to allocate 35%-45% of their total time spent at school providing students with school counseling curriculum, for the purpose of knowledge and indentifying areas of need that can be supported by individual or small group counseling.

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These are systematic activities designed to help student set future goals and plans.

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These are the services that meet the immediate needs of the students through some form of direct counseling; either individual, small group, or crises counseling.

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These are indirect services rendered on the student's behalf that involve the consulting and collaboration of the school counselor with other stakeholders and out side resources in the community. They can include bu are not limited to Organizations, other educators, (ASCA, 2012)

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 Grade
 Lesson topic
LessonsWerePresented/Class/Subject
 ASCA Domain, Standard & Competency
 Curriculum and Materials
 Start/End Dates
 Process Data (how many students affected)
 Perception Data (survey or assessment)
 Outcome Data (achievement, attendance, behavior)
 Implications
(ASCA,2012)

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School counseling programs are collaborative efforts benefiting students, parents, teachers, administrators and the overall community. School counseling programs should be an integral part of students' daily educational environment, and school counselors should be partners in student achievement.

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School counseling programs are collaborative efforts benefiting students, parents, teachers, administrators and the overall community. School counseling programs should be an integral part of students' daily educational environment, and school counselors should be partners in student achievement.

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School counselors want to do more school counseling and less non school counseling tasks. The ASCA created a framework  focused on four quadrants : accountability, delivery system, foundation and management system.

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This simple short video explains what a comprehensive school counseling program looks like in a way that parents and elementary aged-students can understand and appreciate. https://www.youtube.com/watch?v=F38vcHf5Xfc

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School counselors help determine non-academic needs in elementary school in order to reduce some stressors that hinder academic, career, and personal management skills.

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The name of the article I reviewed is School Counselors as Accountability Leaders: Another Call for Action

This article examines the importance of leadership is in the role of school counselors to reach the profession’s accountability standards starting at the in elementary level and beyond. evaluation literature, as described by the school counseling program, suggests that responsibility of elementary school counselors has four common areas linked to a successful comprehensive school counseling program:

·         program audit,

·         results-based assessment,

·          personnel review,

·         needs assessment.

Other necessary elements include example implementation approaches, instrumentation practices, and recommendations for the future research practice geared in the direction of leadership accountability. (Christopher A. Sink, 2009)

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School counselors create comprehensive school counseling programs that focus on student outcomes, teach student competencies and are delivered with identified professional competencies. At the elementary level a CSCP would help set the foundation for developing the knowledge, attitudes and skills necessary for children to become healthy, competent and confident learners.   (ASCA, 2012).

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CSCP's should help to promote safety in an elementary school setting. According to the National Association of School Psychologists, A frame work for a successful and safe school should include: Providing relevant and ongoing professional development for all staff. Our profession is constantly evolving. Likewise, the population we serve is very diverse and unique in their problem set. Staff being relevant in the culture of the school and having opportunities that educate us on ways to address the needs of the students is a great way to be proactive in student success. Putting in place a strong CSCP in your elementary school builds a network of resources and community organizations that work side by side with the school to educate staff, parents, and students on a wide variety of current issues within the school system. ( Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K., 2013)

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ASCA. (2012). ASCA Framework Model: A Framework For School Counseling Programs. Retrieved from www.schoolcounselor.org: https://schoolcounselor.org/ascanationalmodel/media/anm-templates/anmexecsumm.pdf

ASCA. (2017). School Counseling Core Curriculum: Results Report. Retrieved from schoolcounselor.org: https://schoolcounselor.org/Ascanationalmodel/media/RAMP/rubric-corecurriculum-resultsreport.pdf

Dollarhide & Saginak. (2017). Comprehensive School Counseling Programs: K–12 Delivery Systems in Action 3rd Ed. Pearson.

Rclevela, M. (Director). (2010). A comprehensive Counseling Program [Motion Picture].

Sink, C. (2009, February 15). School Counselors as Accountability Leaders: Another Call for Action. Retrieved from professionalschoolcounseling: https://journals.sagepub.com/doi/abs/10.1177/2156759X0901300202

Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A FRAMEWORK FOR SAFE AND SUCCESSFUL SCHOOLS. Retrieved from NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS,: file:///C:/Users/ywond/Downloads/safe-successful-schools-framework.pdf

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Foundation Program Focus: Belief, Philosophy, and Mission Statements

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Foundation Program Focus: Belief, Philosophy, and Mission Statements

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As school counselors establish a foundation they must take into consideration the students and their beliefs. To establish program focus, school counselors identify personal beliefs that address how all students benefit from the school counseling program. Building on these beliefs, school counselors create a vision statement defining what the future will look like in terms of student outcomes (ASCA, National Model Foundation).
In this process, school counselors create a mission statement to develop a set of goals for their students. Putting together a foundation and goals must revolve around each specific student as you take into account their differences.

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"Effective school counseling programs look at three developmental domains for students as well as state and district initiatives. These three domains include:
• Academic
• Career
• Social/emotional" (ASCA, 2017).

When taking into account the foundations of students and their school standards we are working on "enhancing the learning process of all students" (ASCA).  We want to help students to improve as they are working to meet the student state and district standards.

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"The school counselor competencies outline the knowledge, attitudes and skills that ensure school counselors are equipped to meet the profession’s rigorous demands" (ASCA, 2017).  As school counselors are trying to reach the standards on "ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism" (ASCA, Foundation).  It's vital that school counselors are professional and can reach these standards to play the correct role of a school counselor.
The picture below lists the competencies in further explanation.

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Some Comprehensive School Counseling Programs are created to entail the safety of their students.  There is the safety for every individual and the safety as the entire school as a whole.  When it comes to the safety of individual students school counselors are part of their support system.

As the example plan explains,  "The student safety plan is developed for a student whose behaviours are known to pose an ongoing risk of physical injury to him or herself, staff and others in the school community. The safety plan is designed to protect the student and others from physical harm related to these risks."

Program:
http://etfo.ca/SupportingMembers/Employees/PDF%20Versions/The%20Student%20Safety%20Plan.pdf

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https://www.youtube.com/watch?v=BcBNIMMnHMM
This video explains the considerations schools must take when it comes to school safety.  Counselors take part in making sure the students have a safe place to be.  This also includes the listed issues of natural disasters as this video explains.  A group of staff members at schools usually create a committee for school safety programs.

This article/journal explains the step in creating a safe school environment. " The school safety plan development templates are designed to allow school officials to work closely with local emergency response and community service officials to develop a custom four phase all hazards school safety plan as recommended by the United States Department of Education."

(2008). Safe Havens International Inc. Safe Havens International presents: Sample School Safety Plan Development Templates.
http://www.esc1.net/cms/lib/tx21000366/centricity/domain/89/school_safetytemplatessamplesafe_haven_international.pdf

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https://www.schoolcounselor.org/school-counselors/asca-national-model/foundation

https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

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When it comes to the Program Goals, it relates a lot to the Program Focuses.  Setting student goals and creating mission statements is a major part of the foundation of being a school counselor. "School counselors participate as members of the educational team and use the skills of leadership, advocacy and collaboration to promote systemic change as appropriate" (ASCA, 2017). During the process of systemic change counselors create program goals to reach throughout time.

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How To Run Your Elementary Counseling Program Like a BOSS! (video) 

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How To Run Your Elementary Counseling Program Like a BOSS! (video) 

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https://simplyimperfectcounselor.com/how-to-run-your-elementary-counseling-program-like-a-boss/

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Annual Agreements, use of time, and calendaring

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Annual Agreements, use of time, and calendaring

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This agreement is made between the school counselor and the administrator in charge of the school counseling program each year. it is made to increase the administrator's understanding of the school counseling program and to align the program's goals with the goals of the school.

The agreement should be created and signed within the first two months of school. It should include reasoning and descriptions of the school counselor's use of time, reflect the mission and goals of the program, list responsibilities within the program, and discuss areas for professional development.

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

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"The 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). This council meets twice a year and assists counselors by advising on program goals, reviewing results, advocating for the program in regards to funding and resources, advocating in public relations, and making suggestions for the program. The advisory council is usually made up of 8-20 members.

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

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Using student data ensures the students receive the benefits of the school counseling program. Some of the data collected involves student achievement, attendance, and behavioral (ASCA, 2012).

Utilizing this data helps school counselors in a variety of ways. Some of the ways listed by the ASCA (2012) are:
- Monitor student progress
- Identify students who are having difficulties or behavior problems
- Identify barriers to learning
- Understand factors affecting student behavior
- Identify access and equity issues
- Close achievement, opportunity and attainment gaps
- Assess and evaluate teh effectiveness of activities within the school counseling program
- Improve, modify or change services provided to students
- Educate stakeholders about the power of a comprehensive school counseling program
- Advocate for additional resources to increase program effectiveness
p. 49

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

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Comprehensive School Counseling Programs (resources) 

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Comprehensive School Counseling Programs (resources) 

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https://sites.google.com/site/chrissinkwebsite/resources/resources-comprehensive-school-counseling-programs

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State School Counseling Programs & Web Sites (state specific links)

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State School Counseling Programs & Web Sites (state specific links)

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https://www.schoolcounselor.org/school-counselors-members/careers-roles/state-school-counseling-programs-web-sites