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The comprehensive school counseling programs is created and planned to meet the academic, career, and personal/social needs of all students while providing the needed services. High school counselors create the comprehensive school counseling program (CSCP) to address the needs captured in the school's academic, attendance and behavioral data. Once the students’ needs are identified, school counselors are able to consult administrators to further the development of the CSCP. High school counselors provide services by addressing students’ academic, career and social/emotional developmental needs in addition to balancing delivery methods. The result of the CSCP can be seen in improvements in academics, attendance, and behavior as it relates to academic development, college and career readiness, and social/emotional development. The ASCA National Model is a framework that can be used by high school counselors to develop the CSCP that meets the unique and specific needs of the students they serve.

The Essential Role of High School Counselors [PDF]. (2017). American School Counselor Association.

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According to ASCA, a mission statement provides the focus and direction to reach the vision. The school counseling mission statement aligns with and is a subset of the school and district’s mission. The school counseling program supports the learning environment and at the same time makes unique contributions to meeting students’ needs and nurturing their growth. It clearly states the intent of the program and what the program will contribute to the overall mission of schools(2012).

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

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It is important that the beliefs are discussed early when developing a comprehensive school counseling program. The belief needs to support students and their families.

According to ASCA, the belief should
-Indicate agreed-upon beliefs about the ability of all students to achieve  -Address how the school counseling program meets student developmental needs
-Address the school counselor’s role as an advocate for every student
-Include how data inform program decisions
-Include how ethical standards guide the work of school counselors

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

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There are two competencies we must take in mind with the foundation system. We have student competencies and professional competencies. With student competencies, we must make sure that we use ASCA Mindset and Behavior Program and state/district initiatives to prepare and teach our students. Professionally, we need to make sure that we are "equipped to meet the rigorous demands of the profession and the needs of our preK-12 students" (ASCA, 2012). We have Ethical Standards (ASCA, 2016) and decision making models to help us ensure that we are being ethically during dilemmas.

American School Counseling Association. (2016). Ethical standards for school counselors. Alexandria, VA: Author.

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

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According to ASCA, program goals define how the vision and mission will be accomplished and guide the development of curriculum, small-group and closing-the-gap action plans. These goal statements address specific student outcomes, including improved student achievement, attendance, behavior and school safety through academic, career or social/emotional 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 foundation system is one of the four systems within a comprehensive school counseling program. According to ASCA, it serves as the solid ground upon which the rest of the comprehensive school counseling program is built. The decisions made as the foundation is being developed or modified become the “what” of the program (2012). The foundation is built on not just the counselor and staff, but the parents of the students, students, and even the community.

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

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The standards are one of the three elements of the foundation system. According to ASCA, "School counselors use the ASCA Mindset and Behavior standards to assess student growth and development, guide the development of strategies and activities and create a program that helps students achieve their highest potential" (2012). These standards focus on three domains: Academic, Career, and Social/emotional. Along with these standards, often times district and state initiatives often contain educational standards, too.

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

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School counselors utilize organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. These include annual agreements, use of time, calendaring, advisory councils, and use of data and action plans.

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One key role of the school counselor is to serve as a sort of liaison between parents, the community, students, and staff.  The way in which information is provided and dispersed is referred to as the delivery system.  According to the ASCA National Model, there are five systems which the counselor can utilize to disseminate information, share knowledge, and educate the community at hand.

https://www.youtube.com/watch?v=sCKqZANYMzE

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

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Accountability system is a component of the ASCA National Model. The accountability system uses data to determine the effectiveness of the school counseling program (American, 2012). School counselors study the data collected to see how school counseling programs are benefiting students. The data collected by the school counselor can show how the students' academic achievement(s) and/or behavior(s) are impacted by the counseling programs.

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. Part V, “Accountability” (pp. 99–108)

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The philosophy of the Foundation system is the program focus, student standards, and professional competencies.

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According to ASCA, the indicators and competencies outline the knowledge, attitudes, and skills that ensure school counselors are equipped to meet the demands and needs our students. Counselors may use them as benchmark or checklist to self evaluate and make a plan (2012).

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

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The annual agreements will be used to outline the overall focus of the school counseling program. Each school counselor within the school will need to complete their own annual agreement. The template that will need to be utilized is has been attached for reference. This form is to be thoroughly completed by the school counselors then signed by both the school counselors and the school administrator(s) within the first two months of the school year.

Within the annual agreement, will reflect the vision, mission, and goals of the school’s counseling program, lists the specific responsibilities and duties of the school counselor (i.e. caseload, program components, activities), and identifies any professional development that the school counselor will be participating in.

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

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The following are appropriate and inappropriate activities/tasks for school counselors:

ASCA National Model: A Framework For School Counseling Programs [PDF]. (n.d.). Alexandria, VA: American School Counselor Association.

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School counselors must decide on the allotted time for each of the components of the comprehensive school counseling program. Doing a use-of-time assessment is needed in conjunction with calendaring to make sure that the daily duties and responsibilities are being met. 80% of the time should be allocated to the delivery component (i.e Individual student planning, school counseling curriculum, responsive services, consultation practices, collaboration practices), while the other 20% can be used towards the other components. For instance, if you were using a 174 day school year in a high school a breakdown of time would be:

15%-School Counseling Core Curriculum/ Indirect Student Services (26 Days)

35%-Individual Student Planning (61 Days)

30%-Responsive Services (52 Days)

20%- Additional Components (35 Days)

Stanley, B., & Gysbers, N. C. (2012). Calendaring: The Key to Fully Implemented Guidance and Counseling Programs [PDF]. Missouri Department of Elementary and Secondary Education.

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What is the purpose of having an advisory council? A school counseling advisory council is pertinent part of the comprehensive school counseling program. The advisory council is comprised of stakeholders, which include: teachers, students, administrators, parents, and community members. There should be a least one to two of each type of stakeholder willing to participate. Once the committee is put together, they will need to meet at least two times per year. It is the school counseling team’s responsibility to create the agendas and lead the discussion throughout. The overall purpose of the advisory council is to allow an opportunity for feedback on goals created by the school counselors, review results and data of the delivery component, and be able to make recommendations. Each of member of the advisory council will also serve as an advocate for the comprehensive school counseling program.

Atkins, R. (2016, December 15). ASCA National Model: Tips for Your Advisory Council. Retrieved May 4, 2019, from https://www.counselorup.com/blog/asca-national-model-advisory-council

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In order to ensure that the delivery component of the comprehensive school counseling program, the school counselors will need to create a plan of action that provides the details for the events and activities planned, and how these will aid in the goals being met. Action plans will also include structured lessons created to help students achieve their personal and academic goals, and the standards set forth by the high school, school district, and/or state. Action Plans can consist of the following:

ASCA domain and standards to be addressed

Description of the activity

Curriculum/materials needed

Timeline/dates

Evaluation tools

Projected results/ outcome

Contact person(s)

West Virginia Department of Education. (2013, February 1). Comprehensive Developmental School Counseling Model Reference Guide. Retrieved from http://wvde.state.wv.us/counselors/documents/wvsc_model_booklet_final_Feb_1_2013.pdf

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The ASCA suggests that all students seeking services are due their own individual plan.  Much like a 504 plan, or an Individualized Education Plan, within the counseling setting, the student will be given his or her own form of treatment plan.  It is the role of the school counselor to plan for and implement activities and services which will meet the needs of the individual student.

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

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Chameleon Video Scribes & Whiteboard Animation

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Career Guidance Week for High School Students

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Career Planning for High School Students

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Uploaded by Longbin Zheng on 2014-09-06.

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According to the ASCA, each school must have a formulated curriculum, consisting of structured lessons designed to help students reach personal goals and developmental milestones, and to provide all students with the knowledge, attitudes, and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school’s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in K-12 classroom and group activities.  This means much of the school counseling curriculum will take place in the classroom setting, often with both the subject specialist and school counselor present.

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

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Responsive Services (Individual and Group Counseling)

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Responsive Services (Individual and Group Counseling)

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Responsive services are what the ASCA model describes as the activities which are designed to meet the needs of the students in the present situation.  This is typically in reference to a crisis situation and will usually be delivered through individual or small group counseling.

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

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School counselors use evaluations and assessments to determine the outcome of each program currently in place. Data that is collected includes information that describes the process (how many students, session, dates), perception (attitudes, skills, understanding), and outcome (behavior, attendance, or achievement).

https://videos.schoolcounselor.org/results-reports-outcomes-leading-to-systemic-impact

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School counselors should be committed in making a positive impact on students' emotional, physical, and social well-being. In order to provide the best and up to date care for students, school counselors must ensure that they are providing their students the best school counseling programs. School counselors use self assessment to make sure they are holding themselves to the accountability standards expected for a professional school counselor. Self-assessment bring forth the pros and cons for each program.

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Professional school counselors are required to follow accountability standards. These standards are put in place to ensure professional school counselors are performing at a high-level and enhancing professional growth (American). The purpose for enhancing professional growth is for the school counselor to be able to provide students, families, schools, and communities with the best counseling services, tools and resources available.

American School Counselor Association. (n.d.). The professional school counselor and annual performance evaluation. Retrieved May, 3 2019, from http://web.archive.org/web/20130603203133/http://www.schoolcounselor.org/files/PS_Evaluation.pdf

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How does a CSCP impact various levels of school safety from individual to the entire school?

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How does a CSCP impact various levels of school safety from individual to the entire school?

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There are various ways that a comprehensive school counseling program impacts school safety from individual high school students to the entire high school.
1. Fully integrates learning, supports instruction, and school
management within a comprehensive, cohesive approach.
2. A responsive service provided for all high school students.
3.Built on a strong foundation, incorporates organization tools (management), provided for all students (delivery), and data is collected (accountability).
4. Helps create an orderly and welcoming learning environment for all high school students.
5. Grounded in the mission of the high school and district.

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Comprehensive school counseling program is  designed and delivered by all school counselors. According to the ASCA National Model, a Comprehensive School Counseling Program is "driven by student data and based on standards in academic, career and social/emotional development, promote and enhance the learning process for all students" (ASCA, 2012)

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

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A comprehensive school counseling program is put in place to allow school counselors to utilize 100% of their time towards addressing the needs of students’ academic, career, and personal/social development needs. Calendaring allows a plan to be in a hard-copy or digital format that can be referred to throughout the school year, and creates a schedule that can be viewed by the counseling department, administrators, teachers, and other stakeholders. The calendars also allows for events and appointments to be scheduled and plans to be put into action. In order for school counselors to reach their 100% use-of-time goal, calendaring is required to fill each day, week, and month of the school year with the tasks and activities for which school counselors are responsible for.(Stanley & Gysbers, 2012) By using a comprehensive calendar, school counselors will be move from “random acts of guidance” to a systematic, developmental program that actually addresses the academic, career, and personal/social development of all students K-12.(Stanley & Gysbers, 2012)

Stanley, B., & Gysbers, N. C. (2012). Calendaring: The Key to Fully Implemented Guidance and Counseling Programs [PDF]. Missouri Department of Elementary and Secondary Education.

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A comprehensive school counseling program is created after school counselors have taken time to analyze important school data. Because the comprehensive school counseling program is created to meet the needs of the students, the school data must be obtained and reviewed to meet the overall goals. It is the duty of the school counselors to effectively collect and closely analyze the data so that it can be correctly interpreted. The following types of data can be used:

Process Data - Number of students attending an event, number of individual/small-group student visits, number of students in a classroom visit, etc.

Perception Data - Needs assessments, surveys, feedback, etc.

Results Data - Graduation rates, attendance, behavior referrals, etc.

School Improvement Data - Feedback from advisory council, strategic planning committee, dropout prevention team, crisis team, etc.

West Virginia Department of Education. (2013, February 1). Comprehensive Developmental School Counseling Model Reference Guide. Retrieved from http://wvde.state.wv.us/counselors/documents/wvsc_model_booklet_final_Feb_1_2013.pdf

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Consultation practices are sometimes referred to as indirect student services.  These are the practices which take place in support of the student, but not with the child present.  This may consist of consultation with other professionals in the building, or with outside services.  This may include working with the parents, community, or special services to create a team-approach in meeting the needs of each individual.

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

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According to the ASCA, collaborative practices are highly recognized as being an appropriate and successful way to meet the needs of the students.  This could consist of a team of professional contracted by the school, professionals within the system, or often involving others, such as family members of the student.  Without the collaboration of all members of a child's team, the needs of the individual may not be met.

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

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An example of a results report
ASCA on Air. (n.d.). Retrieved May 5, 2019 from https://videos.schoolcounselor.org/category/reports

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.