# data[].attributes.body
Collaboration practices

Collaboration within the school environment is where the professional school counselor works with the stakeholders and the community to better the achievements and well-being of their students. There are many ways to collaborate as a professional school counselor with teachers, parents, outside professionals, and the community. In the elementary setting, teaming and partnering collaborations would involve working with parents, teachers, and the community to achieve the goals of the professional school counseling program. This could include presentations to the students or faculty or having a formal partnership with a business or organization. Parent workshops would allow the parents to become involved in the school by presenting sessions that cover many different developmental issues and how to address them and further help the professional school counseling program achieve its goals (ASCA, 2012).

In an article written about the collaboration for the success of students’ transitions, it is discussed that collaboration is vital for the students successfully transition from one school level to the next. While it is important for every level of education to support the achievements of the students in tat level of education, it is equally important that the students are prepared for the next level of education. One example of collaboration regarding this topic is working with other school counselors in the school district such elementary school counselors working with middle school counselors to help the transitions of elementary students. An event that was described was a barbeque or picnic on the weekend to introduce parents and guardians of the students to the stakeholders of the middle school and allow the students to see the next step in their education such as a tour of the middle school. This will acclimate the students to their new environment before the first day of school and allow them to socialize with their new teachers and staff to create familiarity (Dixon, DeVoss, & Davis , n.d.).

Consultation Practices
Consultation within the school environment involves sharing strategies with stakeholders about how to support the achievements of their students. The strategies that are discussed are a response to the needs of the students that have been identified by the professional school counselor and  the stakeholders (ASCA, 2012).

An article by Weinberg (1989), details about the process of training crisis teams within the school environment. Within the school, many staff are over worked and lack the experience to handle the aftermath of a crisis which has led to many school districts not implementing programs and interventions. The article goes onto describe a few methods that can aid a school in the aftermath of a crisis. Developing a consultation agreement is a proactive approach that should be implemented before the start of the school year so that the school staff and community are better prepared if a crisis does happen. This also builds confidence among the staff as they will knowledge of what must be done in certain situations. Intervention plans are vital to a school crisis as it is a set plan of action to be followed by every staff member in certain crisis’. The intervention plan is discussed and agreed upon by school officials and other stakeholders. Teaching crisis intervention techniques are critical to the safety of all students and staff within the school. Teachers and faculty will handle crisis’ appropriately and efficiently when they have the confidence and knowledge of knowing how to handle a variety of crisis within the school environment. In elementary environments, staff can feel overwhelmed handling a classroom of younger students who have yet to develop proper skills in handling stressful situations. This can lead to an unsafe environment. Implementing these methods will better prepare them to keep the elementary students safe during a crisis.

# data[].attributes.body
Calendaring
Professional school counselors prepare annual calendars that will assist them of informing all school officials, teachers, and parents about all school counseling activities that happen during the year. It is important that thee calendars are accessible by public so that it will encourage involvement from everyone within the school and from the community. A professional school counselor should have a consistent time period of when the calendars are released such as annually, monthly or weekly (ASCA, 2012).

This page found through pinterest is helpful in showing an example of how to plan out and create annual and weekly calendars. The page also gives a tutorial on how to create the calendars as well.

# data[].attributes.attachment_link.title
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 sac… | School Counseling | Pinterest | School counseling, School counselor and Counseling

# data[].attributes.attachment_link.description
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 going to look into the annual and weekly calendar components of the ASCA National Model. Check out my video tutorial.

# data[].attributes.body
Advisory Council
The advisory council is defined as a group of members that meet two times a year to advise a professional school counseling program. The council itself should include people that represent the community. It is also vital that the council includes representatives of those affected by the professional school counseling program (Campbell County Middle School, n.d.). The purpose of the advisory council is to review the professional school counseling program. The council also advises the professional school counselor and stakeholders on the implementation of interventions within the program (Dollarhide & Saginak, 2017, p.196). In the elementary school environment, and advisory council will serve as an aid to involve the community and the parents/caregivers in socializing the student into the school environment. The council will also aid in providing and maintaining a safe school environment by advising the implementation of appropriate interventions and programs to better serve the students.

The video “Counselor Up Advisory Council” gives detail about what the advisory council does, who makes up the advisory council, and offers examples of how to plan and conduct a meeting.  When working with the elementary level, an advisory council is vital in the idea of getting parents and the community involved with the achievement of the students. It is also a way for the professional school counselor to introduce themselves and share what their purpose is within the school (Atkins Counseling, 2016).

# data[].attributes.headline
What is accountability?  What does it mean for a professional school counselor?

# data[].attributes.subject
What is accountability?  What does it mean for a professional school counselor?

# data[].attributes.body
Accountability means to be responsible for something.  For the Professional School Counselor, they implement data-driven comprehensive school counseling programs using accountability strategies to monitor student achievement, to continually evaluate and improve their school counseling program and to demonstrate the impact their program is having on students (Dimmit, Carey, & Hatch, 2007). School counselors must regularly evaluate the effectiveness of their program.

# data[].attributes.body
The program results provide the data on whether the program is effective.  Program results reflect trends and changes in the data within the context of the entire school and highlight student achievement, success, and challenges across each domain over time. Results data are collected yearly and over time to allow administration and the CSCP team to understand the changing nature of students, their process of overcoming challenges, and their achievements and success in education (Dollarhide & Saginak, 2017).  ASCA (2012), have highlighted four components for evaluation and improvement: (1) self-analysis of the school counselor relying on the School Counselor Competencies Assessment, (2) self-analysis of the school counseling program using the School Counseling Program Assessment, (3) evaluation of the school counselor through the School Counselor Performance Appraisal, and (4) review of program goals.

# data[].attributes.body
A school counselor performance appraisal is an evaluation of the school counselor’s performance (Dollarhide & Saginak, 2017).  An administrator does this evaluation once per year.  Administrators should be trained to understand a school counselor’s role in the school.  There should be three components: self-evaluation, administrative evaluation, and assessment of goal attainment.

# data[].attributes.body
School Safety begins with a positive climate as well as integrating programs that are effective through comprehensive and collaborative efforts with all stakeholders. Each program should be designed to prevent violence, promote learning, implementing favorable approaches, and ongoing evaluation (National Association of School Psychologist, 2013).

Safe and Successful Learning environments
include:

Integrate Services Through Collaboration

School-wide Integrated Systems of Supports

School-Based Mental Health Supports

School Safety and Crisis/Emergency Prevention, Preparedness, Response, and Recovery

Development of School Safety Policies

Positive School Discipline

# data[].attributes.body
The delivery system focuses on implementing the school counseling program to students. Moreover, the delivery system consists of direct and indirect student services. Within the delivery system, direct services are provided with students, and indirect services are provided for students (ASCA, 2012).
Reference:

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

# data[].attributes.body
Direct student services are delivered through three elements which includes school counseling core curriculum, individual student planning, and responsive services (Gysbers & Henderson, 2012). Theses three components are supported by the Gysbers and Henderson (2000) model which include:

School Counseling Core Curriculum consists of learning opportunities for all students to develop knowledge, skills, and attitudes within each of the three domains. Also, these lessons may be direct instruction or through group activities such as career fairs, leadership workshops, or service learning opportunities (Dollarhide & Saginak, 2017).

Individual Student Planning is where the school counselor and student explore, articulate, and document the student's academic, career, and personal goals (Dollarhide & Saginak, 2017).

Responsive Services includes individual and group counseling, and crisis response. These services are available and designed to address barriers to all students learning to prevent students from maximizing their academic, career, and personal/social experience in the school. The crisis response are services that provide support and assistance during a critical and emergency situation (Dollarhide & Saginak, 2017).

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.

Gysbers, N.C., & Henderson, P. (2012). Developing and managing your school guidance program  (5th ed.). Alexandria, VA: American Counseling Association.

# data[].attributes.headline
Journal Article: Mandala Mornings: A Creative Approach for Elementary School Counselors

# data[].attributes.subject
Journal Article: Mandala Mornings: A Creative Approach for Elementary School Counselors

# data[].attributes.body
This article describes how elementary school counselors in a large school district incorporated mandalas in the delivery of their responsive services. This approach helps elementary school counselors to assist the students to become successful in school when offering small group counseling through the responsive services in the delivery system. Expressive arts, such as creating mandalas provide a non-threatening approach for school counselors to support the students they serve. This technique approach is utilized in individual and small group counseling sessions helping the children gain a sense of inner control by practicing the soothing activity of coloring while also helping them to increase their social interactions. Furthermore, the article discuss how school counselors engage in on-going conversations regarding the use of mandalas to explore feelings, foster mindfulness, promote coping strategies, or craft a timeline of significance as well as how each session is carried out when using the technique approach.
Reference:
Cook, K., Mayorga, M.G., & Ball, V. (2016). Mandala Mornings: A Creative Approach for Elementary School Counselors. Journal of School Counseling, 14(6), 3-19.

# data[].attributes.headline
Every school counseling program must be effectively managed to address the needs of each student, (ASCA National Model,2012).  Student needs allow counselors to develop, implement, and evaluate the program.  To manage a school counseling program, school counselors must have knowledge, abilities, skills, and attitudes, (ASCA,2012).  

# data[].attributes.subject
Every school counseling program must be effectively managed to address the needs of each student, (ASCA National Model,2012).  Student needs allow counselors to develop, implement, and evaluate the program.  To manage a school counseling program, school counselors must have knowledge, abilities, skills, and attitudes, (ASCA,2012).  

# data[].attributes.body
Annual Agreement

An agreement between the school counselor and the administrator in charge of the school.  This agreement should be done every year to discuss the program, the goals of the program, and the goals of the school.  This agreement gives the administrator the opportunity to have a better understanding of the comprehensive school counseling program.  Each school counselor must develop an annual agreement with the administrator.  The program is managed and ran more smoothly when the administrator and the counselor meet, discuss program priorities, and new strategies for a successful program, (ASCA National Model,2012).

Use of Time

School counselors spend majority of their time providing direct and indirect services to their students.  Direct services provide in person interactions and allows each student the opportunity to work on different skills discussed in the school counseling core curriculum, (ASCA National Model,2012).  Indirect services are ways for counselors to provide leadership, advocacy, and collaboration based on their interactions with others.  School counselors should spend majority of their time with direct and indirect services to help students develop and ensure they have a successful future.  Counselors should always put their students first and then use the other time for program management and other school services.

Use of Data

The use of data is an important aspect of the management service.  The comprehensive school counseling program is based on the needs and is determined based on the student data, (ASCA National Model,2012).  Data is used to help school counselors see the progress their students are making or not making, understanding what factors are causing problems for the student’s behavior, advocacy for different ways to promote program effectiveness, and help identify blocks to learning.  The management portion of the ASCA national model is there to assist counselors by providing the necessary tools for planning.

Action Plan
School counselors must provide a specific plan to deliver a successful program. The plan should consist of school counseling curriculum, small groups, and closing-the gap activities, (ASCA National Model,2012).  The action plan should contain the goals of the program, the areas of the program, the timeline, each person involved in the process, how you plan on evaluating the data, and what you expect in the end.  The curriculum action plan is a way to help students with academic, career, and personal/social development.  Small group action plans are a way to help focus on academic, attendance, and behavioral goals.  Closing-the-Gap action plan, addresses ways to guide academic or behavioral discrepancies between student groups.
Journal

Introduction to Special issue: The School Counselor as Leader

Being a leader is a responsibility of all school counselors.  When implementing programs, a school counselor must know how to be a leader, to teach the program to others.  The management component of the school counseling comprehensive program allows counselors to show their leadership skills by, managing their time, staying knowledgeable on research, and having the ability to work with others.  Each program must be effectively and efficiently managed, which requires great leadership skills.  One of the four major themes of counseling is leadership, (Curry & DeVoss,2009).

# data[].attributes.headline
Journal Article: Career-Ready Students: A goal of Comprehensive School Counseling Programs

# data[].attributes.subject
Journal Article: Career-Ready Students: A goal of Comprehensive School Counseling Programs

# data[].attributes.body
This article presents ways on how the comprehensive school counseling programs help students to become career ready by using the components of the delivery system that provide activities and services that contribute to student career readiness. In the comprehensive school counseling program, it uses a direct-service delivery system that consists of a guidance curriculum, individual student planning, and responsive services to provide students with the strengths-based content in the three domains of academic development, career development, and personal/social development. Also, the article shows how the content and activities of the guidance curriculum  and individual student planning are provided to all students on a systematic and sequential basis, whereas the responsive services are available to all students if they are in need of these services.
Reference:
Gsybers, N.C. (2013). Career-Ready Students: A goal of Comprehensive School Counseling Programs. National Career Development Association, 61(3), 283-289.

# data[].attributes.headline
Video: Brief Individual Counseling Session (4th grade

# data[].attributes.subject
Video: Brief Individual Counseling Session (4th grade

# data[].attributes.body
This video was conducted by a graduate student, Dawn Sherrill who was Practicum II  in 2011. Within the video, the graduate student conducts an individual social skills intervention session involving  communicating feelings with a 4th grader that has shown some deficits with social skills. Also, the graduate student uses PowerPoint and a SmartBoard to help with interacting with others in ways that respect individual and group differences. Throughout the video, there are several benefits gathered from this session especially those that include a better understanding of social skills, increased self-esteem, and greater love for school. Overall, this video shows how a professional school counselor interacts with a child within individual counseling and how to implement direct services by multi-tasking with different components of the delivery system.
Reference:
[Dawn Sherrill]. (2011, April 4). Brief Individual Counseling Session [Video File]. Retrieved from http://www.youtube.com

# data[].attributes.attachment_link.title
Brief Individual Counseling Session (4th grade)

# data[].attributes.body
School counselors focus on student outcomes, teach student competencies and are delivered with identified professional competencies to create a strong foundation for their program (ASCA, 2012). For example, the counselor will create a mission and vision statement to define what it will measure, as well as the focus on student outcomes. They will focus on academic, career, and personal/social development for all students to enhance their learning process (ASCA, 2012). To make sure school counselors are fully competent to make the appropriate decisions, they must follow the ASCA Ethical Standards for School Counselors as well as the ASCA School Counselor Competency outline (ASCA, 2012).  This outline is designed to gain knowledge, attitudes, and skills so make sure they are fully equipped to meet the rigorous demands of their profession (ASCA, 2012).

The beliefs of a school is the force that powers the school counseling program (ASCA, 2012). They must believe in high expectations, rigorous course planning, post-secondary/career planning, and a safe and respectful learning environment for all students, or they will not be able to truly advocate for their counseling program to successfully serve all students (ASCA, 2012). To make sure the school counseling program is designed to meet all student needs they must continue to evaluate their personal beliefs and commit to self-reflection in order to support and advocate for all students (ASCA, 2012).  Systemic change demands school counselors to be aware of their beliefs, share their beliefs with all stakeholders and ensure they shared beliefs will drive the change in school practices, procedure and policies that deprives students (ASCA, 2012).

When they share their beliefs they create a vision that focuses on success for every student that is also supported by all stakeholders. Their vision should focus on the future of their program, school, and district. When they create a vision statement it is designed to describe  the future of the program, outline the success of the program, inspire the goals of the program, and incorporates the beliefs of the school counselor (ASCA, 2012). To promote the vision statement a mission statement is also created to provide the focus and the direction of the vision of the school program goals. These program goals are deigned to define the vision and the mission to accomplish and guide the development of the curriculum (ASCA, 2012). In order to make sure their program is enhancing student growth and success counselors must use standards to assess their program. Academic, career, and personal/social development are three domains the ASCA Student Standard organized to promote behaviors the learning process (ASCA, 2012).  Each standard provides guidance and direction for the school systems, and individual schools to develop of an effective school counseling program (ASCA, 2012).  According to the ASCA National Model (2012), "student competencies define the specific knowledge, attitudes and skills students should obtain, and indicators demonstrate skill acquisitions. Counselors must consider these student standards complement and inform their school counseling program and select competencies from these standards that are aligned with ASCA Student Standards and their program's mission and goals (ASCA, 2012). These competencies are benchmarks to ensure students graduate with knowledge, attitudes and skills needed to develop and implement school counseling programs, yet they must be effectively and efficiently managed (ASCA, 2012).

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

AtkinsCounseling. (2016). Counselor Up: Advisory Council. Retrieved November 2, 2018 from https://www.youtube.com/watch?v=Qwd_8Zm9QJY

National Association of School Psychologists. (2012). A Framework for Safe and Successful Schools.  Retrieved from https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/a-framework-for-safe-and-successful-schools

Beginners Guide to School Counseling Data - Who, What, Where & When. (2018, July 14). Retrieved from https://simplyimperfectcounselor.com/beginners-guide-to-school-counseling-data/

Campbell County Middle School (CCMS). (n.d.). CCMS School Counseling Advisory Council Meeting #1. Retrieved November 2,, 2018 from http://www.campbell.k12.ky.us/docs/Ppt%20for%20Advisory%20Council.pdf

Cook, K., Mayorga, M.G., & Ball, V. (2016). Mandala Mornings: A Creative Approach for Elementary School Counselors. Journal of School Counseling, 14(6), 3-19.

Curry, Jennifer R.; DeVoss, Joyce A.; Professional School Counseling, Vol 13(2), Dec, 2009 Special Issue: The school counselor as leader. pp. 64-67. Publisher: American School Counselor Assn; [Journal Article], Database: PsycINFO

[Dawn Sherrill]. (2011, April 4). Brief Individual Counseling Session [Video File]. Retrieved from http://www.youtube.com

Dimmitt, C., Carey, J. C. & Hatch, T. (2007).  Evidence-based school counseling:  Making a difference with data-driven practices.  Thousand Oaks, CA:  Corwin Press

Dixon, A. L. Davis, E. S. DeVoss, J. A. (n.d.). Collaboration for Successful Student Transitions. Retrieved November 4, 2018 from http://jsc.montana.edu/articles/v6n21.pdf
.

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

Gsybers, N.C. (2013). Career-Ready Students: A goal of Comprehensive School Counseling Programs. National Career Development Association, 61(3), 283-289.

Gysbers, N.C., & Henderson, P. (2012). Developing and managing your school guidance program  (5th ed.). Alexandria, VA: American Counseling Association.

Weinberg, R. B. (1989). Consultation and training with school-based crisis teams. Professional Psychology: Research and Practice, 20(5), 305–308. https://doi-org.ezp.waldenulibrary.org/10.1037/0735-7028.20.5.305

# data[].attributes.body
To promote student achievement, school counselors design and deliver comprehensive school counseling programs that is outlined in the ASCA National Model (ASCA, 2012).  These programs are an essential element of the school's academic mission.  To enhance the learning process for all students, each program is driven by student data and based on standards in academic, career, and personal and social development (ASCA, 2012).

Creating an Effect School Counseling Program

To have an effective school counseling program, school counselors should collaborate with parents and other educators to create an environment to promote student achievement (ASCA, 2012).  They should also ensure equitable access to opportunities to a rigorous curriculum for all students to participate fully in the educational process and have (ASCA, 2012). To achieve maximum effectiveness, school counselors should focus their skills, time and energy on direct and indirect services for all students (with a student ratio of 1:250) (ASCA, 2012). As a member of the educational team, school counselors will use skills of leadership, advocacy, and collaboration to promote systemic change (ASCS, 2012).  The structure of the comprehensive school counseling program consists of four components: foundation, management, delivery, and accountability.

# data[].attributes.body
The intent of the program assessment is to document four critical areas for program evaluation and data-driven implementation, namely, the strengths of the program, areas to improve, and short- and long-range goals for improvement (Dollarhide & Saginak, 2017).  Sharing this information with all stakeholders the impact of the school counseling program will likely improve their understanding of the program.  It may also add value if everyone collaboratively buys into the program.  According to Dollarhide & Saginak (2017), “At the conclusion of the school year, as part of the program evaluation, the school counselor reviews the program goals identified in the beginning of the school year.”

# data[].attributes.headline
Beginners Guide to School Counseling Data

# data[].attributes.subject
Beginners Guide to School Counseling Data

# data[].attributes.body
This is a blog on how to collect and interpret data for a school counselor.  This article will explain how and when to collect and what to do with school counseling data. The article explains process, perception, and outcome data. It provides different examples on areas where a school counselor can collect data that is important to the success of their counseling program.  Once the data is collected it is used to see the effectiveness of the school counseling program. Last the data is shared with all stakeholders.

# data[].attributes.attachment_link.readable_text
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?

# data[].attributes.attachment_link.title
Beginners Guide to School Counseling Data - Who, What, Where & When

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
The Professional School Counselor and Annual Performance Evaluation

# data[].attributes.subject
The Professional School Counselor and Annual Performance Evaluation

# data[].attributes.body
This article discusses the importance of conducting proper end of year evaluations for school counselors.  The annual performance evaluation of professional school counselors should accurately reflect the unique profession- al training and practices of school counselors working within a comprehensive school counseling program (ASCA, 2016).   School counselor evaluations should be based on performance standards for the ASCA National Model.  The purpose of the evaluation is to make sure there is positive impact on the students and school stakeholders.

The Professional School Counselor and Annual Performance Evaluation. (1978). PsycEXTRA Dataset. doi:10.1037/e514492011-001