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Organizational Skills Lesson Plan: Challenges 

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Organizational Skills Lesson Plan: Challenges 

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One challenge I anticipate with this lesson is potential student pushback. Since this lesson is aimed at 9th-grade students, teaching organizational skills may be challenging because they are often set in their ways. I currently teach middle school (5th-8th grade), where students also struggle with organization. While the focus on Google Calendar is beneficial, it doesn’t guarantee that students will consistently keep track of their assignments and where they put them.

Another challenge is the possibility of students pretending to add items to their calendar without actually following through. To address this, I think having students share their calendars with me could be helpful. However, as a counselor, it may be difficult to maintain and monitor this process given the variety of courses and levels students are taking. It will be crucial to ensure that students understand that this responsibility falls on them to be successful.

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The goal of this lesson is to help students to effectively manage their schoolwork and increase their motivation to complete it. The lesson thoroughly explores strategies for staying organized and shows the connection between organization, time management, and stress reduction. Students will also be introduced to various tools designed to help them maintain organization. By understanding and applying these key concepts, students can reduce their stress (social/emotional), complete assignments in a timely manner (academic), and prepare for future success (career development).

Many students on my caseload struggle with organizational skills, which often leads to issues such as losing papers, forgetting assignments, and being unprepared for classes. These challenges negatively impact their academic performance, resulting in poor grades due to missing assignments or a lack of preparation for tests. As their grades decline, students' confidence diminishes, and their motivation to complete work decreases. I believe this would be an impactful and beneficial lesson for them.

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Understanding ASCA School Counseling Assessments 

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Understanding ASCA School Counseling Assessments 

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Program Assessment: This refers to the evaluation of a school counseling program's effectiveness in supporting students and promoting their overall well-being.

Annual Results Reports: These reports compile data collected throughout the year, enabling school counselors to assess student progress in the three key areas: academic, career, and social/emotional development.

School Counselor Assessment and Appraisal: This assessment allows school counselors to evaluate their effectiveness in promoting student growth and development.

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Middle School Lesson for 8th Grade Classrooms

Alignment with Mindsets and Behaviors: The lesson is aligned with the Mindsets and Behaviors framework as it focuses on helping students understand and accept their emotions, as well as express them effectively.

Pre/Post Assessment Alignment: The pre and post assessments correspond directly with the lesson content. They are designed to measure students' ability to identify and communicate their emotions and feelings, reflecting the expected outcomes.

Material Alignment: The materials provided, including the feeling wheel, align well with the targeted Mindsets and Behaviors. The feeling wheel helps students in recognizing their emotions, while journaling allows them to express and communicate these emotions more effectively.

Lesson Length: The length of the lesson is appropriate for this age group. It is short enough to maintain student engagement but long enough to effectively convey the objectives. However, considering that these lessons occur after lunch, it may be challenging to refocus students who may still be energetic. Therefore, this timing may not be ideal.

Modifications: To enhance the lesson, I would start with modifications to the materials. In my district, technology plays a significant role, so I would implement the pre and post assessments using Google Forms. This would allow for quicker and more efficient analysis of results. Additionally, I have created a daily check-in for all my students, which includes an option for them to request a conversation with me. If a conversation is urgent, it appears immediately, allowing me to respond quickly. I would extend this idea to the lesson by creating a similar resource for students to access indefinitely, facilitating ongoing communication.

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COUN 6111S Middle School Lesson Plan and Results Report

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Definition: Services provided to students on their behalf.

Importance: This approach enables counselors to offer a broader range of services to students. By extending these services to others, students gain more opportunities for growth and development.

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(Adopted 1988; revised 1993, 1997, 2005, 2012, 2017)

ASCA Position

School counselors design and deliver school counseling programs that improve a range of student learning and behavioral outcomes (Carey & Dimmitt, 2012). These programs are comprehensive in scope, preventive in design and developmental in nature. "The ASCA National Model: A Framework for School Counseling Programs" (ASCA, 2019a) outlines the components of a school counseling program. The ASCA National Model brings school counselors together with one vision and one voice, which creates unity and focus toward improving student achievement and supporting student development.

The Rationale

The school counseling program is an integral component of the school's mission. Informed by student data and based on the ASCA National Model, school counseling programs are provided by a state-credentialed school counselor and:

are delivered to all students systematically

include a developmentally appropriate curriculum focused on the mindsets and behaviors all students need for postsecondary readiness and success

close achievement and opportunity gaps

result in improved student achievement, attendance and discipline

Effective school counseling programs are a collaborative effort between the school counselor, families, community stakeholders and other educators to create an environment resulting in a positive impact on student achievement. Education professionals, including school counselors, value and respond to the diversity and individual differences in our societies and communities in culturally sensitive and responsive ways. School counseling programs in both the brick-and-mortar and virtual settings ensure equitable access to opportunities and rigorous curriculum for all students to participate fully in the educational process.
One study found that schools designated as Recognized ASCA Model Program (RAMP) schools had significantly higher schoolwide proficiency rates in English as compared with the control schools (Wilkerson, Perusse, & Hughes, 2013). This same study also found four-year longitudinal results indicating a significant positive difference between RAMP-designated elementary schools and their control schools in math. "Findings provide support for the impact of comprehensive, datadriven, accountable school counseling programs at the elementary level..." (Wilkerson et al., 2013, p. 172).

According to Lapan (2012), "When highly trained, professional school counselors deliver ASCA National Model comprehensive school counseling program services, students receive measurable benefit" (p. 88).

The School Counselor's Role

School counselors focus their skills, time and energy on direct and indirect services to students. To achieve maximum program effectiveness, ASCA recommends a student-to-school-counselor ratio of 250:1. Although ratios vary across states, school districts and even grade levels, the growing body of research as summarized by Carey and Martin (2015) supports that implementation of school counseling programs positively affects outcome data (e.g., student achievement and discipline referrals) at all grade levels.

ASCA also recommends that school counselors spend 80 percent or more of their time in direct and indirect services to students. These direct and indirect activities should come from the ASCA National Model rather than inappropriate duties assigned to school counselors as listed in the ASCA National Model Executive Summary (2019b). The 20 percent or less of the school counselor's time should be focused on program planning and school support including:

Reviewing school data

Developing annual student outcome goals

Creating classroom, group and closing the gap action plans

Reporting results of action plans to the school community

Discussing the priorities of the school counseling program in the annual administrative conference

Duties that fall outside of the school counselor framework as described in the ASCA National Model should be limited and performed by other school staff to support a school's smooth operation and allow school counselors to continue to focus on students' academic, career and social/emotional needs. Fair-share responsibilities should not preclude implementing and managing a school counseling program.
School counselors participate as members of the educational team and use the skills of leadership, advocacy and collaboration to promote systemic change as appropriate. The framework of a school counseling program consists of the following four components: define, manage, deliver and assess. See "The ASCA National Model: A Framework for School Counseling Programs" for more detailed information.

DEFINE
Three sets of school counseling standards define the school counseling profession. These standards help new and experienced school counselors develop, implement and assess their school counseling program to improve student outcomes.

Student Standards

ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness for Every Student
Professional Standards

ASCA Ethical Standards for School Counselors

ASCA School Counselor Professional Standards & Competencies

MANAGE
To be delivered effectively, the school counseling program must be efficiently and effectively managed. The ASCA National Model provides school counselors with the following program focus and planning tools to guide the design and implementation of a school counseling program that gets results.
Program Focus

Beliefs

Vision Statement

Mission Statement

Program Planning

School Data Summary

Annual Student Outcome Goals

Action Plans

Classroom and Group

Closing the Gap

Lesson Plans

Annual Administrative Conference

Use of Time

Calendars

Advisory Council

DELIVER
School counselors deliver a school counseling program in collaboration with students, families, school staff and community stakeholders. The ASCA National Model (2019) and the ASCA National Model Implementation Guide (2019d) have specific details and examples about each of the following areas:
Direct Services With Students
Direct services are face-to-face or virtual interactions between school counselors and students and include the following:

Instruction

Appraisal and Advisement

Counseling

Indirect Services for Students
Indirect services are provided on behalf of students as a result of the school counselors' interactions with others including:

Consultation

Collaboration

Referrals

ASSESS
To achieve the best results for students, school counselors regularly assess their program to:

determine its effectiveness

inform improvements to their school counseling program design and delivery

show how students are different as a result of the school counseling program

Annually a qualified administer completes the school counselor performance appraisal to evaluate the school counselor's overall performance. Appraisal documents are often developed in alignment with state or district guidelines and may appear in a variety of frameworks selected by state and district leaders.
Essential components of performance appraisal include evidence of:

Design of a school counseling program

Data-informed annual goals along with the measured impact of direct services delivery

Data-informed classroom, small-group and closing-the-gap activities and interventions

Calendars reflecting appropriate use of time aligned with ASCA National Model recommendation of 80% of time in direct and indirect services to students

Collection and analysis of results data from classroom, small-group and closing-the-gap activities and interventions

Summary

School counselors in both the brick-and-mortar and virtual/online environments develop and deliver school counseling programs supporting and promoting student achievement and standardizing the measurement of program effectiveness. As outlined in the ASCA National Model (2019a), these programs include a systematic and planned program delivery involving all students and enhancing the learning process. The school counseling program is supported by appropriate resources and implemented by a credentialed school counselor. The ASCA National Model brings school counselors together with one vision and one voice, which creates unity and focus toward improving student achievement and supporting student development.

References

American School Counselor Association. (2019a). ASCA National Model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

American School Counselor Association. (2019b). ASCA National Model: Executive summary. Alexandria, VA: Author. Retrieved from https://schoolcounselor.org/Ascanationalmodel/media/ANM-templates/ANMExecSumm.pdf

American School Counselor Association. (2019c). ASCA school counselor professional standards & competencies. Alexandria, VA: Author. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

American School Counselor Association. (2019d). ASCA National Model implementation guide: Foundation, management and accountability. Alexandria, VA: Author.

Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling, 16(2), 146-153. doi: 10.5330/PSC.n.2012-16.146

Carey, J. C., & Martin, I. (2015). A review of the major school counseling policy studies in the United States: 2000-2014. Amherst, MA: The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation.

Lapan, R. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for all students. Professional School Counseling, 16(2), 84-88.

Wilkerson, K., Perusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.

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The School Counselor and School Counseling Programs

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(Adopted 1988; revised 1993, 1997, 2005, 2012, 2017) School counselors design and deliver school counseling programs that improve a range of student learning and behavioral outcomes (Carey & Dimmitt, 2012). These programs are comprehensive in scope, preventive in design and developmental in nature.

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Definition: Services delivered directly to the student.

Importance: Counselors play a crucial role as the primary providers of most services offered to students.

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(Adopted 1988; revised 1993, 1997, 2005, 2012, 2017)

ASCA Position

School counselors design and deliver school counseling programs that improve a range of student learning and behavioral outcomes (Carey & Dimmitt, 2012). These programs are comprehensive in scope, preventive in design and developmental in nature. "The ASCA National Model: A Framework for School Counseling Programs" (ASCA, 2019a) outlines the components of a school counseling program. The ASCA National Model brings school counselors together with one vision and one voice, which creates unity and focus toward improving student achievement and supporting student development.

The Rationale

The school counseling program is an integral component of the school's mission. Informed by student data and based on the ASCA National Model, school counseling programs are provided by a state-credentialed school counselor and:

are delivered to all students systematically

include a developmentally appropriate curriculum focused on the mindsets and behaviors all students need for postsecondary readiness and success

close achievement and opportunity gaps

result in improved student achievement, attendance and discipline

Effective school counseling programs are a collaborative effort between the school counselor, families, community stakeholders and other educators to create an environment resulting in a positive impact on student achievement. Education professionals, including school counselors, value and respond to the diversity and individual differences in our societies and communities in culturally sensitive and responsive ways. School counseling programs in both the brick-and-mortar and virtual settings ensure equitable access to opportunities and rigorous curriculum for all students to participate fully in the educational process.
One study found that schools designated as Recognized ASCA Model Program (RAMP) schools had significantly higher schoolwide proficiency rates in English as compared with the control schools (Wilkerson, Perusse, & Hughes, 2013). This same study also found four-year longitudinal results indicating a significant positive difference between RAMP-designated elementary schools and their control schools in math. "Findings provide support for the impact of comprehensive, datadriven, accountable school counseling programs at the elementary level..." (Wilkerson et al., 2013, p. 172).

According to Lapan (2012), "When highly trained, professional school counselors deliver ASCA National Model comprehensive school counseling program services, students receive measurable benefit" (p. 88).

The School Counselor's Role

School counselors focus their skills, time and energy on direct and indirect services to students. To achieve maximum program effectiveness, ASCA recommends a student-to-school-counselor ratio of 250:1. Although ratios vary across states, school districts and even grade levels, the growing body of research as summarized by Carey and Martin (2015) supports that implementation of school counseling programs positively affects outcome data (e.g., student achievement and discipline referrals) at all grade levels.

ASCA also recommends that school counselors spend 80 percent or more of their time in direct and indirect services to students. These direct and indirect activities should come from the ASCA National Model rather than inappropriate duties assigned to school counselors as listed in the ASCA National Model Executive Summary (2019b). The 20 percent or less of the school counselor's time should be focused on program planning and school support including:

Reviewing school data

Developing annual student outcome goals

Creating classroom, group and closing the gap action plans

Reporting results of action plans to the school community

Discussing the priorities of the school counseling program in the annual administrative conference

Duties that fall outside of the school counselor framework as described in the ASCA National Model should be limited and performed by other school staff to support a school's smooth operation and allow school counselors to continue to focus on students' academic, career and social/emotional needs. Fair-share responsibilities should not preclude implementing and managing a school counseling program.
School counselors participate as members of the educational team and use the skills of leadership, advocacy and collaboration to promote systemic change as appropriate. The framework of a school counseling program consists of the following four components: define, manage, deliver and assess. See "The ASCA National Model: A Framework for School Counseling Programs" for more detailed information.

DEFINE
Three sets of school counseling standards define the school counseling profession. These standards help new and experienced school counselors develop, implement and assess their school counseling program to improve student outcomes.

Student Standards

ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness for Every Student
Professional Standards

ASCA Ethical Standards for School Counselors

ASCA School Counselor Professional Standards & Competencies

MANAGE
To be delivered effectively, the school counseling program must be efficiently and effectively managed. The ASCA National Model provides school counselors with the following program focus and planning tools to guide the design and implementation of a school counseling program that gets results.
Program Focus

Beliefs

Vision Statement

Mission Statement

Program Planning

School Data Summary

Annual Student Outcome Goals

Action Plans

Classroom and Group

Closing the Gap

Lesson Plans

Annual Administrative Conference

Use of Time

Calendars

Advisory Council

DELIVER
School counselors deliver a school counseling program in collaboration with students, families, school staff and community stakeholders. The ASCA National Model (2019) and the ASCA National Model Implementation Guide (2019d) have specific details and examples about each of the following areas:
Direct Services With Students
Direct services are face-to-face or virtual interactions between school counselors and students and include the following:

Instruction

Appraisal and Advisement

Counseling

Indirect Services for Students
Indirect services are provided on behalf of students as a result of the school counselors' interactions with others including:

Consultation

Collaboration

Referrals

ASSESS
To achieve the best results for students, school counselors regularly assess their program to:

determine its effectiveness

inform improvements to their school counseling program design and delivery

show how students are different as a result of the school counseling program

Annually a qualified administer completes the school counselor performance appraisal to evaluate the school counselor's overall performance. Appraisal documents are often developed in alignment with state or district guidelines and may appear in a variety of frameworks selected by state and district leaders.
Essential components of performance appraisal include evidence of:

Design of a school counseling program

Data-informed annual goals along with the measured impact of direct services delivery

Data-informed classroom, small-group and closing-the-gap activities and interventions

Calendars reflecting appropriate use of time aligned with ASCA National Model recommendation of 80% of time in direct and indirect services to students

Collection and analysis of results data from classroom, small-group and closing-the-gap activities and interventions

Summary

School counselors in both the brick-and-mortar and virtual/online environments develop and deliver school counseling programs supporting and promoting student achievement and standardizing the measurement of program effectiveness. As outlined in the ASCA National Model (2019a), these programs include a systematic and planned program delivery involving all students and enhancing the learning process. The school counseling program is supported by appropriate resources and implemented by a credentialed school counselor. The ASCA National Model brings school counselors together with one vision and one voice, which creates unity and focus toward improving student achievement and supporting student development.

References

American School Counselor Association. (2019a). ASCA National Model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

American School Counselor Association. (2019b). ASCA National Model: Executive summary. Alexandria, VA: Author. Retrieved from https://schoolcounselor.org/Ascanationalmodel/media/ANM-templates/ANMExecSumm.pdf

American School Counselor Association. (2019c). ASCA school counselor professional standards & competencies. Alexandria, VA: Author. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

American School Counselor Association. (2019d). ASCA National Model implementation guide: Foundation, management and accountability. Alexandria, VA: Author.

Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling, 16(2), 146-153. doi: 10.5330/PSC.n.2012-16.146

Carey, J. C., & Martin, I. (2015). A review of the major school counseling policy studies in the United States: 2000-2014. Amherst, MA: The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation.

Lapan, R. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for all students. Professional School Counseling, 16(2), 84-88.

Wilkerson, K., Perusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.

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The School Counselor and School Counseling Programs

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(Adopted 1988; revised 1993, 1997, 2005, 2012, 2017) School counselors design and deliver school counseling programs that improve a range of student learning and behavioral outcomes (Carey & Dimmitt, 2012). These programs are comprehensive in scope, preventive in design and developmental in nature.

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ASCA School Counselor Professional Standards and Competencies 

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ASCA School Counselor Professional Standards and Competencies 

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Definition: The thought processes and actions that school counselors must master to achieve success in their profession.

Importance: This framework equips school counselors with the necessary tools and strategies to thrive in their roles, enabling them to effectively support students and navigate the challenges of their profession.

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ASCA Ethical Standards for School Counseling

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ASCA Ethical Standards for School Counseling

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Definition: The standards that hold school counselors accountable for their ethical behavior.

Importance: Adhering to these standards is crucial for counselors, as they outline the protocols for their role. Following these guidelines ensures that the school maintains good legal standing and that the counselor provides the necessary services effectively.

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Definition: The ASCA model of mindsets and behaviors establishes a set of standards that serve as a framework for students' academic, career, and social-emotional development.

Importance: Counselors play a vital role in promoting well-being by teaching essential skills through small groups, classroom lessons, and individual instruction. This approach helps create positive mindsets and behaviors, ultimately supporting students' overall success.

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Definition: This aspect of the counselor's role focuses on developing students' social skills. It helps students learn to manage their emotions, cope with difficult feelings, and build appropriate social interactions with their peers.

Importance: It is crucial for a counselor to foster these skills to prepare students for their future. Students who struggle with emotional regulation and social interactions often face greater challenges in their daily lives, including difficulties in building relationships and handling routine tasks. Developing these skills early on equips students to navigate both school and life more successfully.

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Definition: Career development begins at a young age as students explore various interests and skill sets that will shape their future. Students are also introduced to a wide range of career opportunities and paths.

Importance: A school counselor plays a huge role in guiding students through their career development. Counselors help students identify their interests and skills, and ensure they are prepared for their chosen career paths. One way counselors can support career readiness is by organizing events like career days, providing students with exposure to different professions and industries.

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Definition: A school counselor helps students overcome academic barriers by collaborating with school staff to create a supportive and safe learning environment. Counselors also work to ensure that teachers understand each student's background and how it may impact their academic performance.

Importance: This is important because every student comes to school with unique backgrounds and levels of knowledge. By working closely with other staff members involved in the student's life, the counselor can provide the necessary support to help students overcome challenges and succeed academically.

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How does a counselor help with academic development?

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What is the School Counseling Scope of Practice?

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What is the School Counseling Scope of Practice?

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Definition: A school counselor plays multiple roles, including developing and implementing a comprehensive school counseling program. This program supports students in decision-making, emotional management, overcoming barriers (such as academic, social, or economic challenges), and career development.

Importance: This is important because it provides clear guidelines for the counselor, helping them structure their efforts to effectively support students' growth and success in all aspects of their lives.

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What is a comprehensive school counseling program?

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What is a comprehensive school counseling program?

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Definition: A comprehensive system designed to address students' academic, social, and emotional needs throughout their educational journey, from the moment they begin school until graduation.

Importance: This plan is crucial because it shifts the counselor's approach from being reactive to proactive. Having a well-structured plan in place allows the counselor to clearly understand their role and the necessary steps to support students effectively, ensuring consistent, meaningful guidance and intervention.

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What is a comprehensive school counseling program?

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Professional School Counseling Philosophy: Ethical Standards 

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Professional School Counseling Philosophy: Ethical Standards 

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The ASCA Ethical Standards will guide my practice as a school counselor. One important aspect is identifying and addressing potential dilemmas related to the student's background—such as religion, culture, or other factors—and finding ways to overcome them (ASCA, 2024). By doing this, I will ensure that each individual is treated with respect and dignity. This approach fosters an environment of acceptance, setting a positive example for the entire school community, and helping create a space where everyone has an equal chance to succeed.

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A counselor must collaborate with all adults who interact with the student—principals, teachers, cafeteria staff, aides, and others—to gain a comprehensive understanding of the student's needs. Since we don’t see the student all day, it’s important to gather input from those who do. Different perspectives can offer valuable insights into the student’s challenges and help develop effective strategies. By working together and advocating for the student, the counselor and other adults can create a plan that supports the student's success.

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I understand that a school counselor’s role is to advocate for students, especially when they cannot advocate for themselves. Sometimes, students may not feel comfortable expressing their needs or concerns. In these cases, advocating on their behalf by voicing their concerns can make a significant difference. For example, if a student is disengaged from their work or peers, it might be interpreted as defiance. However, there is often a deeper reason behind this behavior. By meeting with the student, I can uncover the root cause and collaborate with the teacher to provide insight, allowing for understanding and grace in addressing the student’s needs. As a special education teacher, I have often been the voice for students who cannot fully express themselves, and this experience will be valuable as I transition into a school counseling role.

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Personal School Counseling Philosophy: Core Beliefs

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Personal School Counseling Philosophy: Core Beliefs

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A fundamental belief I hold is that students are significantly influenced by their environment and those around them. Students facing challenges at home often exhibit behaviors that mirror these difficulties. By equipping them with the right tools to manage and overcome these behaviors, they can succeed. I recognize that not all students come into the school setting with the same resources or opportunities. Therefore, I believe in promoting equity, ensuring that every student has access to the same opportunities for growth and success. Additionally, I believe students must be challenged and pushed beyond their comfort zones to truly learn and grow. If they remain comfortable, they are not expanding their knowledge but merely maintaining what they already know.