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Accountability | American School Counselor Association (ASCA)

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CSCP and Addressing Safety Issues (Streeper)

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CSCP and Addressing Safety Issues (Streeper)

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When schools have a CSCP put in place they are creating a safe  environment for the students and staff.  The program goals are to promote achievement, attendance, behavior and/or school safety (ASCA, 2013).  By having a positive environment where the students feel welcomed and accepted will result in a higher percentage of achievement and a lower percentage of violence.  By offering guidance and assistance to students' they will be more open to learning and their focus will be solely on that.  The action plans that are put into place by the counselor and the overall goals of the school will go hand in hand with the vision and mission of the school and with close the gap of violence throughout the school.

Reference:
https://schoolcounselor.org/ascanationalmodel/media/ramp/rubric-programgoals.pdf

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What is the ASCA Counseling Program? (Streeper)

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What is the ASCA Counseling Program? (Streeper)

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The American School Counseling Association creates programs that promote student achievement.  The ASCA National Model outlines the the framework of a school counseling program, it brings school counselors together that focuses on improving student achievement.  " The framework of a comprehensive school counseling program consists of four components: foundation, management, delivery and accountability (ASCA, n.d).  It coincides with the mission of the school and creates a safe environment for the school.  Just like the CSCP, in order to have an effective program the school counselor must collaborate with parents and fellow educators to help the school achieve academic success.

Reference:
https://schoolcounselor.org/ascanationalmodel/media/anm-templates/anmexecsumm.pdf

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CSCP is a Comprehenseive School Counseling Plan/Program.  The CSCP is driven by student data and it is 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).
In order for the program to work, the counselor must collaborate with the families of the students', members of the community, and fellow educators to create a positive learning environment.

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

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The video explains how to develop a CSCP. A metaphor is presented as the CSCP being a house, starting with the foundation. Everything that comes after the foundation will thrive from a stable base. A foundation is built from beliefs and competencies which develops the vision and mission for the program. Then comes the "walls" or service delivery which provides direct/indirect services for students. The "ceiling" is the management system which provide support for your service delivery. Last, the "roof" or accountability which provides protection or security for overall achievement. The video explains how to create a strong CSCP and what to do to avoid a weak program.

References
SDUSD School Counseling. 2018. What is the ASCA National Model? https://binged.it/2G5s2HM

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Collaboration and consultation practices
Consultation practice could also be called Indirect student services. They are provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations.
Collaboration practices could also be called Direct student services
Are in-person interactions between school counselors and students.   The face-to-face or virtual interactions between school counselors and students and include the following: • School counseling core curriculum • Individual student planning • Responsive services .

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

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One of the roles of a school counselor is make sure to collaborate with students, families, school staff and community stakeholders. School counselors can deliver information in many different ways.

The delivery system has four components: school counseling curriculum, individual student planning, responsive services, and system support

Reference:
https://dpi.wi.gov/sspw/pupil-services/school-counseling/models/national

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Responsive services
address student's direct, immediate concerns and include counseling, consultation and referral.  These services can include activities designed to meet students’ immediate needs and concerns.

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

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School counseling curriculum:

consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. It provides a vehicle for delivering information and connecting with every student in a systematic way

Reference:
https://dpi.wi.gov/sspw/pupil-services/school-counseling/models/national

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Individual student planning
Involves coordinating ongoing systemic activities designed to assist students in establishing personal goals and developing future plans.  Also involves working with students and their families to develop and implement the student’s individual learning plan directed toward identifying and achieving future academic and career goals.

Reference:
https://dpi.wi.gov/sspw/pupil-services/school-counseling/models/national

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ASCA 2012 states, "School counselors create comprehensive school counseling programs that focus on student outcomes, teach student competencies and are delivered with identified professional competencies." The foundation aspect of the program should focus on, vision statement, mission statement, program goals measuring the mission/vision statement and developing personal beliefs. The foundation of the CSCP should also include student standards that adhere to the academic, career and social/emotional achievement for all students. Professional competencies should also be highlighted in the CSCP because "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).

References
American School Counselor Association. 2017. The School Counselor and Comprehensive School Counseling Programs. https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

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Retrieved from: https://www.knoxschools.org/cms/lib7/TN01917079/Centricity/Domain/3614/asca_model_graphic.png

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School counselors self-assess their own competencies. Competencies describe skills and understandings that a school counselor should possess to perform assessment and evaluation activities (Elmore, 2003). Self-analysis of the school counseling programs strengths and areas of improvement using the school counseling’s program assessment (ASCA, 2012). Self-analysis also occurs in terms of the counselor’s strengths, areas of improvement related to knowledge, abilities and skills and attitudes necessary to meet the demands of the profession using the school counselor competencies assessment (ASCA, 2012).

References:
https://files.eric.ed.gov/fulltext/ED480066.pdf
https://www.schoolcounselor.org/school-counselors/asca-national-model/accountability

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After implementing programs, and collecting data, school counselors need to report the information to the appropriate stakeholders. Results reports should be first reported to school administration and then to other various stakeholders in the form of a presentation a written report or a report on the website. The results report will help other stakeholders understand the role they serve.

Retrieved from:
https://www.schoolcounselor.org/newsletters/october-2018/accountability-successful-school-counseling

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Composed of three sections (data analysis, self-assessment and program results and evaluation). The purpose of this component is to analyze the data that’s been collected and make program decisions based in the analysis (ASCA, 2012). School counselors have to be accountable and inform stakeholders in order to prove they perform the role effectively.

References:
https://www.google.com/search?q=accountability&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjKtsPmpzgAhVSGt8KHYRkDHAQ_AUIDigB&biw=1366&bih=626#imgrc=Ij5Ls6XB6OglpM:
https://www.schoolcounselor.org/school-counselors/asca-national-model/accountability

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Belief, Philosophy, Mission Statement, Program goals, standards, competencies, and indicators:

Beliefs and philosophy is a set of principles that guides the development, implementation and evaluation of the school counseling program. (PA Department of Education, 2011)

The programs mission statement and goals should reflect the beliefs and mission of the school districts.

In order to implement student standards, competencies and indicators, school counselors should review/analyze the districts, school and students data. This data will help the school counselors identify achievement gaps, increase equity and access to better meet the students needs. School Counselors should also review state academic standards, career education, work standards and ASCA national standards for students. This is aligned with implementing competencies and indicators.

References
Pennsylvania Department of Education. 2011. Tools for Developing a Comprehensive K-12 Guidance & Counseling Plan. https://www.education.pa.gov/Documents/K-12/Career%20and%20Technical%20Education/Guidance%20Counselor%20Resources/Tools%20for%20Developing%20a%20Comprehensive%20K-12%20Guidance%20and%20Counseling%20Plan.pdf

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Management System coordinates and organizes activities and responsibilities associated with the implementing of the school counseling program. After examining school's date, the school counselor consults with stakeholders and determines program needs. Then plans are made to meet those needs are created, as well as responsibilities and timelines are established. Usually the system management is comprised of four different components.
1.) Management Agreement
2.) Advisory Council
3.) Calendar
4.) Program Evaluation Reflection

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

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Is an opportunity to develop
and  discuss goals, expectations, different programs and responsibilities with administrators at the beginning of the school year to addressing how the school counseling program is organized and what goals will be accomplished.
It is also a time for the counselor to align their goals with the schools mission and vision as well as creating a time to analysis your time usage  and to set your goal for either growth or change.

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

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School Counselor Impact (video)(Poole): 

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School Counselor Impact (video)(Poole): 

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This video touches on how the school counseling career has evolved and continues to evolve over time. It also talks about and highlights the various roles school counselors play in the school system and in the community as a whole. It is focused on the impact school counselors have on schools and communities.

References:
https://videos.schoolcounselor.org/2018-school-counselor-of-the-year-wrap-up

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The purpose of the calendar is to develop and publish both weekly and annual events. I also helps the individual prioritize and identify the different types of services. This subsquently helps school counselors incorporate organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs.

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

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The use of collecting and analyzing data can help school counselors and their administrators identify achievement gaps, understand educational issues and assess programs to ensure they are making a difference for all students. Now, for school counseling programs to be considered a pivotal and valued resource to the learning environment, school counselors must commit to formulating and exciting services that would better help service the student so they can be academically and socially successful.

Reference:
https://www.schoolcounselor.org/asca/media/PDFs/WebinarPowerPoints/WEB061217_Shook.pdf

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Accountability (Program Assessment and Evaluation)(Poole): 

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Accountability (Program Assessment and Evaluation)(Poole): 

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The school counseling program assessment aligns with the four components of the ASCA National model and serves as a tool for analyzing each component. The four components are self-analysis of school counselors’ strengths, self-analysis of the school counseling’s programs strengths and areas of improvement, evaluation of a school counselors performance by a school administrator, and a review of the program goals set earlier in the year (ASCA, 2012).

References:
https://www.schoolcounselor.org/school-counselors/asca-national-model/accountability
https://slideplayer.com/slide/5867345/

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The Advisory Council (AC) is a school-based group intended to represent the school, the community, and those persons closest to the students. The group shares responsibility for guiding the school toward continuous improvement. The district school board is responsible, for establishing an advisory council for each school in the district and shall develop procedures for the election and appointment of advisory council members. They are also in responsible  for final decision making at the school relating to the implementation of the provisions of the annual School Improvement Plan (SIP). The AC assists in the annual preparation and evaluation of both the SIP and the school’s annual budget.

Reference:
https://www.schoolcounselor.org/asca/media/PDFs/WebinarPowerPoints/WEB061217_Shook.pdf

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Helps the counselor determine how much time they will allot themselves for an in particular task or assignment. Such task include developmental, prevention and intervention activities and services that measure the desired student competencies and the impact on achievement, behavior and attendance. They also use this to create a schedule to determine the amount of time spent toward the recommended 80 percent or more of the school counselor’s time to direct and indirect services with students.

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