Springfield Public Schools

Comprehensive School Counseling

Program Guide

Working Document, August 2009

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 SPRINGFIELD PUBLIC SCHOOLS
SCHOOL COUNSELING PROGRAM GUIDE REVISION TEAM

TEAM LEADERS

Yolanda D. Johnson, SPS Director of Student Support Services

Sonia E. Dinnall, SPS Supervisor of Student Support Services

TEAM

Gianna Allentuck Elias Brookings E.L. Museum Magnet School, Adjustment Counselor
Lucy Bowler Margaret C. Ells Elementary School, Adjustment Counselor
Theresa Bryant William B. DeBerry School, Adjustment Counselor
Rosa Burgos Springfield Academy for Excellence – Elementary, Adjustment Counselor
Sandra Collins Alice B. Beal Elementary School, Adjustment Counselor
Kathleen Conlon John F. Kennedy Middle School, Guidance Counselor
Frances Frederick Alfred Zanetti Montesorri School, Adjustment Counselor
Aurie Irizarry Van Sickle Middle School, Adjustment Counselor
Barbara Jacapraro Van Sickle Middle School, Guidance Counselor
Sherann Jackson Springfield Recovery High School, Adjustment Counselor
Dr. Dawna Jenne Marcus Kiley Middle School, Guidance Counselor
Sean Kane Indian Orchard Elementary School, Adjustment Counselor
Katie Moore Springfield Academy for Excellence – Middle School, Guidance
Counselor
Judy Moylan Homer Street School, Adjustment Counselor
Kevin Maxwell High School of Science & Technology, Adjustment Counselor
Tracey Sasanecki STEM Middle School, Adjustment Counselor
Laura Stebbins Early College High School, Guidance Counselor
Joy Straughter Frederick Harris School, Adjustment Counselor
Margaret Wynne Forest Park Middle School, Adjustment Counselor

PROJECT CONSULTANT

Carol Dahir Ed.D., Associate Professor, Counselor Education,

New York Institute of Technology
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 COMPREHENSIVE SCHOOL COUNSELING PROGRAM GUIDE
TABLE OF CONTENTS

EXECUTIVE SUMMARY………………………………………………………….………Pg. 5

SECTION 1 INTRODUCTION TO SCHOOL COUNSELING……………………..…Pg. 7

Defining School Counseling………………………………………………..……. 7
Transitioning from Traditional to Transformed Practice…………………...……. 8
Benefits of Comprehensive School Counseling ………………………...………11
Aligning with District Goals………………………………………….................12

SECTION 2 FOUNDATION…………..…………………………………………………Pg. 14
Mission…………………………………………………………………………...14
Vision…………………………………………………………………………….14
Strategic Priorities…………………………………………...…………………..14
Guiding Principles……………………………………………………………….14
School Counseling Program Standards and Student Priorities…………………..15

SECTION 3 DELIVERY SYSTEM……………………………………………………..Pg. 21

Four Components of the Delivery System………………………………………21
Individual Student Planning……………………………………………..21
Student Development (Guidance) Curriculum………………………..…22
Responsive Services……………………………………………………..23
System Support……………………………………………………….…23

SECTION 4 MANAGEMENT SYSTEM……………………………………………….Pg. 25

School Counselor and Principal Collaboration………………………………..…25
School Centered Decision Making Team (Advisory Council)…………………..26
Quarterly Reports……………………………………………………………..….26
Annual Program Summary Reports……………………………………………...26
Program Mapping………………………………………………………………..26

SECTION 5 ACCOUNTABILITY SYSTEM…………………………………………..Pg. 27

School Improvement Process…………………………………………………….27
Using Data……………………………………………………………………….28
MEASURE Tool………………………………………………………………...29

SECTION 6 NEXT STEPS: IMPLEMENTATION…………………………………...Pg. 31

Steps for Successful Implementation …………………………………………....31

SECTION 7 RESOURCES….............................................................................................Pg. 32
Reference List……………………………………………………………………33
Web Resources………………………………………………………………..….34
Print Resources…………………………………………………………………..35

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SECTION 8 APPENDIX (Separate document)…………………………………………Pg. 36

Appendix A Comprehensive School Counseling Program Policy, Adopted by the School

Committee April 2, 2009

Appendix B Foundation
• The ASCA National Standards
• ASCA Ethical Standards
• Role of the School Counselor
• Research Basis for Comprehensive Programs

Appendix C Delivery
• Best Practices
• Lesson Plan Template

Appendix D Management
• School Counselor and Principal Collaborative Plan
• Quarterly Report
• Annual Program Summary
• Mapping Tool

Appendix E Accountability
• MEASURE

SECTION 9 WEB-BASED COUNSELOR TOOL KIT TBD

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EXECUTIVE SUMMARY

Comprehensive School Counseling Program Guide (CSCPG) of the Springfield Public Schools
(SPS) is a description of the design, implementation, and evaluation of the SPS school
counseling program. More specifically, the sections of the Program Guide include:

• Introduction
• Foundation
• Delivery System
• Management System
• Accountability System
• Next Steps: Implementation
• Resources
• Appendix
• Toolkit

The School Counseling Program Guide (SCPG) highlights the multitude of direct and indirect
counseling services and activities that are integral components of the comprehensive school
counseling program, and ensure that every student acquires the competencies to achieve success
in school and life. Also, the SCPG explains the scope of counselor roles, responsibilities, and
resources; defines parameters of the program; identifies the Pre-K through grade 12 program
priorities; and aligns the school counseling program with the goals of school improvement.

The SPS School Counseling Program is informed by the American School Counselor
Association (ASCA) National Model (2003, 2005), the ASCA National Standards for School
Counseling Programs (1997), the Massachusetts Career Development Education Benchmarks,
and the Springfield Public Schools Strategic Priorities and annual educational goals.

“The revised comprehensive school counseling program,

coupled with relevant and focused professional development,
can change practice from a service driven format to an
intentional programmatic focus resulting in an
alignment of the school counseling program with the district goals for student success.”
(Yolanda Johnson, 2008)

This comprehensive and developmental counseling and guidance program is responsive to

identified student needs and the goals of school improvement. The Springfield Public Schools
program is based on regularly provided individual and group counseling; the implemented
guidance curriculum; professional consultation with teams, parents, and teachers; and
appropriate coordinating functions.

School counseling in the 21st Century must adapt to meet the ever-changing societal demands,
while facilitating student academic, personal/social, and career development. School counseling
in Springfield is continually refined through diligent, ongoing evaluation, focused on the
constantly evolving needs of students and the greater school community.
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The table below offers a summary of the Components of the Springfield Public Schools
Comprehensive School Counseling Program Guide:

FOUNDATION SYSTEM DELIVERY SYSTEM MANAGEMENT ACCOUNTABILITY

SYSTEM SYSTEM

Mission Four Components of the School Counselor and School Improvement Process
Vision Delivery System: Principal Collaboration Using Data
Strategic Priorities (1) Individual Student School Centered MEASURE Tool
Guiding Principles Planning Decision Making Team
School Counseling Program (2) Student Development (Advisory Council)
Standards and Student (Guidance) Curriculum Organization
Priorities(Academic, Career (3) Responsive Services Calendars
and Social-Personal (4) System Support Quarterly Reports
Development) Annual Program Summary
Reports
Program Mapping

The Comprehensive School Counseling Program Guide Revision Team believes that all
stakeholders in the Springfield Public School System should be informed and educated regarding
the comprehensive school counseling program so that it can be productively and effectively
instituted with everyone’s support and cooperation. This guide will assist parents, faculty,
administration, and community members to better understand the scope and impact of the school
counseling program and the primary goal of supporting the success of every student in
Springfield Public Schools.

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SECTION 1 INTRODUCTION TO SCHOOL COUNSELING

Introduction

A general introduction to the discipline of school counseling provides a clearer understanding of

the individual sections included in this School Counseling Program Guide (SCPG).

Specifically, this Section highlights:

• Defining School Counseling

• Transitioning from Traditional to Transformed Practice
• Benefits of Comprehensive School Counseling
• Aligning with District Goals

Quality school counseling programs can have a powerful impact on student

achievement and contribute significantly to state and
national education reform initiatives.
~Massachusetts Model for Comprehensive School Counseling Programs, 2006

Defining School Counseling

School counseling services offered as part of a comprehensive and developmental program

address development of academic/educational, career, personal/social skills and competencies
based on important school data, and are provided for every student, as well as school personnel,
families, and the community at large. Program services are aligned with the overall educational
mission of the Springfield Public Schools System and include a combination of indirect and
direct counseling initiatives to include individual and group counseling, as well as student
development lessons. School counselors develop a program plan based on the assessment of
school improvement and needs-based data; they then coordinate, deliver, evaluate, and revise the
program on a regular basis. The program also is shared with all stakeholders in the school and
community.

A comprehensive program is designed for every student. The student development services are
inclusive and constant; development is ongoing, preventative, and evaluative in a positive and
productive manner. Through ongoing collaboration, counselors engage administrators, teachers,
parents, and community members to participate in planning, delivery and evaluation. The goal is
to provide the most comprehensive opportunities possible to benefit every student.

Comprehensive programs “…employ strategies to enhance academics, provide career awareness,

develop employment readiness, encourage self-awareness, foster interpersonal communication
skills, and impart life success skills for all students” (Savage, 2004) and are a critical component
of every student’s school experience.

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A comprehensive school counseling program follows five primary steps: 1) utilizes needs
assessments and uses school data to identify critical and important needs; 2) implements a “clear
and purposeful” program to address identified needs; 3) aligns with the ASCA National
Standards and National Model and district goals; 4) evaluates progress of efforts; and, 5)
identifies and communicates benefits to students and stakeholders. These steps as well as the
coordination of services are valuable to students and the school community because the efforts
“make a difference” in the lives of all students by maintaining a comfortable and structured
learning environment. By determining ways in which students will acquire the competencies for
appropriate knowledge, skills, attitudes, and behaviors, will assist them in becoming productive
members of school, family and society.

Transitioning from Traditional to Transformed Practice

Contemporary school counseling is comprehensive and proactive. Although traditional mental

health-focused training provided to school counselors throughout the past decades up until the
late 1990’s may have provided ample skill development for practitioners to help students with
personal and social challenges, it was not enough to help students succeed academically in an
ever-changing society. Professional school counselors must be prepared to function as advocates
for high academic achievement for students. Not only must they heighten their role in providing
for the academic and career domains of school counseling, but they must also be prepared to
provide leadership to motivate and inspire students, parents, and colleagues.

“On any given day, I am never sitting for very long.

I am usually interacting with kids in the lunchroom or classroom or hallways…
Checking-in or working together on a problem…
Most counselors are out there and in constant contact with students throughout the day…”
SPS Counselor (2008)

In 1997, The American School Counseling Association (ASCA) published Sharing the Vision:
The National Standards for School Counseling Programs which defined the content for the
school counseling programs in the areas of academic, career and personal/social development.
The ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003, 2005)
was developed to organize and focus the school counseling program to proactively contribute to
student development and align with the expectations of school improvement and NCLB (2001).
The ASCA National Model established a standards-based system with underpinnings in both
accountability and utilization of data to drive student achievement and connects school success
with life success. The National Model has assisted in professional growth and development of
counselors by increasing the awareness of the expectations of the results of school counseling
programs and by helping counselors stay focused and organized in their individual and
collaborative efforts to meet those expectations.

Also introduced in 1997 was the Transforming School Counseling Initiative (TSCI) that
articulates the attitudes, skills, and knowledge that professional school counselors need to
increase educational opportunities for all students. TSCI emphasizes advocacy, leadership, and
contributions to the academic success of students. TSCI encourages a systematic, developmental
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preventative approach in which the school counselor’s focus is to identify systems or patterns
within a school’s operations that might be generating barriers to growth and development for a
student(s).
The following delineates the transition from traditional to transformed school counselor:

Table 1

The Practice of the The Practice of the

Traditional School Counselor Transformed School Counselor

ƒ Counseling ƒ Counseling
ƒ Consultation ƒ Coordination of Services
ƒ Coordination ƒ Consultation
ƒ Leadership
ƒ Social Justice Advocate
ƒ Systemic Change Agent
ƒ Collaboration and Teaming
ƒ Managing Resources
ƒ Data Informed Practice
ƒ Use of Technology

Service-driven Model Data-driven and

Standards-based Model
(Education Trust, 1997)

The SPS Comprehensive School Counseling Program combines the best of the ASCA National
Model with the Transforming School Counseling Initiative to offer SPS professional school
counselors a significant opportunity to re-think, re-frame, and transform the role of school
counseling in the Springfield Public schools. The SPS professional school counselor is in a
pivotal position to serve as a systemic change agent and as an essential contributor to the district
and individual school’s mission. School counselors serve as activists in which collaboration with
the community brings essential resources to the students, schools, staff, and families. In
addition, SPS school counselors work closely with teachers to help students acquire learning and
study skills. The following further describes the contributions of professional school counselors
in Springfield:

Counseling

• Establish a trusting and confidential working relationship with a student or groups of

students to help set goals and/or make changes in behavior.
• Focus on problem solving, decision-making, social-emotional development, and the
personal issues and concerns that impact learning and development.
• Utilize counseling theories and techniques to help each student achieve academic, career,
and personal/social success

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 • Analyze, and explore behaviors and attitudes that impact a student’s ability to perform
successfully in the learning community.

“My school counselor is my hero because she helps me with my problems and
I can do my work after I talk to her…”
SPS 4th Grade Student

Coordination of Services

• Determine the goals of the school counseling program and identify the mechanisms and
resources needed to carry out those goals.
• Prioritize, organize, and deliver the components of the program, such as individual or
group counseling, classroom guidance lessons, consultation services, career and academic
advising, and systemic support.

Leadership

• Serve as leaders who are engaged in building system-wide change to ensure the success
of every student.
• Help every student gain access to rigorous academic preparation that will lead to greater
opportunity and increased academic achievement.
• Promote student success by closing the information, opportunity, and achievement gaps
wherever found.
• Collaborate with other professionals in the school to influence system-wide changes and
implement school reforms.

Advocacy

• Ensure that every student’s academic, personal/social and career needs are addressed.
• Work proactively with every student to remove obstacles to learning.
• Recognize diversity and advocate for acceptance and tolerance in race, ethnic
background, economic status, abilities, and lifestyle choices.

Collaboration and Teaming

• Encourage genuine collaboration among all school staff to work toward the common
goals of equity, access and academic success for every student.
• Work with all stakeholders to support the achievement of every student.
• Build a sense of community within the school by understanding and appreciating the
contributions others make in educating all children.

Managing Resources

• Use creativity to identify internal and external supports and engage all stakeholders in the
implementation of the school counseling program.
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 • Use time and resources efficiently to serve every student.

Data Informed Practice

• Analyze, and interpret data to identify and respond to student needs.

• Use data to work in tandem with building administrators and faculty to close the
achievement gap.
• Monitor student attendance and class performance and devise strategies that will enable
every student to achieve academic success.
• Demonstrate how school counseling programs positively impact student achievement and
share accountability for school improvement by coordinating resources.

Use of Technology

• Use technology as an efficient and effective way of disseminating information and

analyzing results.
• Apply basic computer literacy skills, knowledge of internet resources and software that
relates to school counseling.
• Utilize virtual guidance offices that help students access internet resources related to
career guidance, the college planning process, and resources to support the guidance and
counseling program.
• Take appropriate and reasonable measures for maintaining confidentiality of student
information (ASCA A 10, 2004).
• Collaborate with faculty to teach students safe practices when using technology.

“When my mom couldn’t buy me a uniform,

my counselor arranged for me and my brothers to get one,
so that we would not get in trouble and could go to school…” SPS 7th Grade Student

Benefits of Comprehensive School Counseling in Springfield

In addition to the empirically-supported benefits, bulleted below are sample ways in which
District and School-level stakeholders benefit from the implementation of a comprehensive and
developmental counseling program:

Students
• Participate in relevant curriculum, individual student planning, and responsive services.
• Participate in proactive strategies and responsive interventions to minimize and eliminate
educational barriers.
• Receive multiple opportunities to develop skills in the three counseling domains:
academic, personal/social, and career.

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Faculty
• Enjoy collaborative and positive relationships with school counselors, students, parents,
and teachers.
• Receive direct support in the classroom in order to improve student achievement.

Administration
• Receive support from school counselor as a critical stakeholder and leader in the
educational process.
• Gain data to inform the School Improvement Plan and strengthen school climate and
student performance/achievement.
• Receive input regarding opportunities for professional development.

Parents and Guardians

• Participate in educational and informational sessions.
• Participate in ongoing communication between parent, teacher, administrators, and
school counselor.
• Enjoy increased access to school and community resources.

Community
• Participate in partnership with school stakeholders.
• Assists with the school’s access to community resources.
• Connect with school stakeholders and students who impact community well-being and
workforce.

School Committee
• Understand the involvement and commitment of school counselors to student
achievement.
• Gain insight as to the perspective of parent/guardians and students regarding their
development and aspirations.
• Based on the common vision and alignment with the district goals, school counselors will
have a unified focus to design, implement, and evaluate a comprehensive school
counseling program.

Aligning with District Goals

In order to ensure that those benefits are generated and achievements are reached for students
and stakeholders, counseling services must be aligned with district educational goals and
priorities. According to counseling experts, “a strong, clear statement of philosophy compatible
with the [school] system’s philosophy forms the foundation of any coherent programmatic
effort” (Rye and Sparks, 1991), and so the role of the counselor in creating and implementing the
counseling program is to ensure alignment with the educational mission of Springfield Public
Schools.

In 2002, Springfield Public School’s School Counseling Program, in coordination with the
University of Massachusetts (UMASS) Center for School Counseling Outcome Research,
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formed a study group to examine other models to ensure that every student in the district receives
outstanding school counseling services. On April 1, 2004, the Springfield School Committee
approved a Comprehensive Developmental School Counseling Program Policy for the district.

Since the approval, the district has provided school counselor leadership and a variety of
professional development experiences. Quality professional development equips counselors and
administrators with the best knowledge and practices to help ensure that each student succeeds in
accordance with the educational mission of the district and the school improvement plan of each
school. As evidenced by these district supportive measures, school adjustment and guidance
counselors serve a vital role in maximizing student achievement and in preparing students to
meet high academic, career, and personal standards.

“As 2009 dawns, we must shine the bright sunlight on a school system that is in need of major,
district-wide reform. We can no longer allow our problems to hide in the shadows, threatening
the futures of our children. Our work to bring about this Renaissance will use five specific
actions, both educational and managerial…” Dr. Alan Ingram (2008, p.1)

The 2009 Springfield Public Schools Comprehensive School Counseling Program follows the
ASCA National Model (2003, 2005) and the Massachusetts Department of Elementary and
Secondary Education expectations for student achievement. It is aligned with the following
district goals and strategic priorities:

• improve student achievement

• safe and nurturing learning environment
• a high performance organization
• learning community
• accountability for results

The Springfield Public School System is dedicated to the formation and sustainment of a culture
of educational excellence for students, teachers, staff, and the community. School counselors are
committed to this goal. A comprehensive school counseling program that aligns with district
priorities is key to the successful involvement of all counselors.

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SECTION 2 FOUNDATION

Introduction

The purpose of this section is to provide an overview of the Foundation which is the basis of a
comprehensive school counseling program plan that informs the development of the philosophy,
vision, and standards for school counselors. More specifically, this section focuses on the
following SPS Counseling Program elements:

• Mission
• Vision
• Strategic Priorities
• Guiding Principles
• Counseling Standards and Student Priorities

Mission Statement of the SPS Counseling Program

The Springfield Public Schools Counseling Program supports every student within the learning
environment. The Counseling Program promotes and facilitates academic, personal/social, and
career development, so that every student is empowered to realize his/her full potential in the 21st
Century.

Vision Statement of the SPS Counseling Program

The SPS Counseling Program intends to facilitate a culture of educational excellence in which
every student will be academically prepared to be a lifelong learner and a productive citizen.

Strategic Priorities of the SPS Counseling Program

• Advocate to improve student achievement

• Foster and contribute to a safe and nurturing learning environment
• Share accountability for results
• Facilitate effective communication and collaborative partnerships

Guiding Principles of the SPS Counseling Program

• Every student will benefit from a quality, comprehensive, developmental school

counseling program that is vital to academic success.
• Every student will be prepared for success in post-secondary pursuits.
• Every student will be prepared to be positive contributors and leaders in the community.
• Every student will be prepared to develop meaningful relationships with peers and adults.
• Every student will be provided a safe and nurturing learning environment.

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 • Every student will be prepared to make successful transitions from elementary to middle
school, from middle school to high school, from high school to post secondary education
or the world of work.

School Counseling Program Standards

The nine school counseling program standards are identical to the American School Counselor
Association National Standards (ASCA, 1997) and support the Counseling Department's mission
and vision. The standards are statements of what students should know and be able to do as a
result of participating in a school counseling program (ASCA, 1997) and follow the three
universally accepted domains of counseling programs: academic, career, and personal/social
development. Student competencies, which help to identify student knowledge and skills, follow
each of the standards. Priorities were established based on the district strategic priorities and
school improvement and are delineated by the Pre-K, Elementary, Middle, or High school levels.

The developmental organization for the acquisition of knowledge and skills is based on Bloom’s
Taxonomy. Pre – K students become aware; elementary students learn; middle schoolers
practice; and, high school students are expected to demonstrate or model what they have learned.
.

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 SPRINGFIELD PUBLIC SCHOOLS
SCHOOL COUNSELING PROGRAM STANDARDS AND STUDENT PRIORITIES

PRE-K LEVEL
Academic Development Academic Development Academic Development
ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the attitudes, knowledge, and skills contributing to Students will complete school with the academic preparation essential to Students will understand the relationship of academics to the
effective learning in school and across the lifespan. choose from a wide range of substantial post-secondary options, world of work and to life at home and in the community.
including college.
Students will Students will Students will

• Become aware of communication skills for knowing when and • Become aware of the relationship between classroom • Become aware of the relationship between
how to ask for help performance and success in school classroom performance and success in school
• Become aware of school rules and expectations • Become a self-directed and independent learner • Become aware of how school success and
Take responsibility for their actions • Be exposed to problem-solving and decision-making skills academic achievement enhance future career and
• Develop a positive attitude and interest in learning vocational opportunities

Career Development Career Development Career Development

ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the skills to investigate the world of work in relation Students will employ strategies to achieve future career goals with Students will understand the relationship between personal
to knowledge of self and to make informed career decisions. success and satisfaction. qualities, education, training, and the world of work.
Students will Students will Students will

• Become aware of the world of work and why people work • Become aware of career interests • Become aware of the relationship between
• Develop an understanding of family needs, roles and jobs • Become aware of the education and training needed to educational achievement and career success
• Identify different kinds of jobs that people do at home, school achieve career interests
and their community

Personal/ Social Development Personal /Social Development Personal/Social Development

ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the knowledge, attitudes, and interpersonal skills to Students will make decisions, set goals, and take necessary action to Students will understand safety and survival skills.
help them understand and respect self and others. achieve goals.
Students will Students will Students will

• Become aware of the difference between appropriate and • Become aware of consequences of decisions and choices • Become aware of safe and healthy choices
inappropriate behavior • Become aware of coping skills for dealing with problems • Become aware of the emotional, physical dangers
• Identify and express feelings • Become aware of when, where and how to seek help for of substance use and abuse as well as
• Identify friendship qualities solving problems environmental abuse
• Respect similarities and y and differences amongst one another • Become aware of personal information (I.e. name,
etc.)

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 ELEMENTARY SCHOOL LEVEL
Academic Development Academic Development Academic Development
ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the attitudes, knowledge, and skills contributing Students will complete school with the academic preparation essential Students will understand the relationship of academics to the world of work
to effective learning in school and across the lifespan. to choose from a wide range of substantial post-secondary options, and to life at home and in the community.
including college
Students will Students will Students will
ƒ Take responsibility for their actions Learn the study skills necessary for academic success at each level ƒ Learn to understand the value of lifelong learning as essential to
ƒ Learn to work independently, as well as cooperatively with ƒ Become a self-directed and independent learner seeking, obtaining, and maintaining life goals
others ƒ Learn the relationship between classroom performance and success
ƒ Learn how effort and persistence positively effect learning in school
ƒ Learn communication skills for knowing when and how to ask Learn problem-solving and decision making skills
for help
Career Development Career Development Career Development
ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the skills to investigate the world of work in Students will employ strategies to achieve future career goals with Students will understand the relationship between personal qualities,
relation to knowledge of self and to make informed career decisions. success and satisfaction. education, training, and the world of work.
Students will Students will Students will
• Learn how to work in teams • Learn to use the Internet to access college career-planning • Know the relationship between educational achievement and career
• Learn to make good decisions information success
• Learn to set goals • Know the education and training needed to achieve career goals • Learn that the changing workplace requires lifelong learning and
• Learn the importance of responsibility, dependability, acquiring new skills
punctuality, integrity and effort in all aspects of life • Learn how to use conflict management skills with peers and adults
• Develop time-and task-management skills
• Develop an awareness of personal abilities, skills, interests, and
motivations
e
Personal/ Social Development Personal /Social Development Personal/Social Development
ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the knowledge, attitudes, and interpersonal Students will make decisions, set goals, and take necessary action to Students will understand safety and survival skills.
skills to help them understand and respect self and others. achieve goals.
Students will Students will Students will
ƒ Understand consequences of decisions and choices ƒ Know the difference in situations requiring peer support and situations
Develop a positive self attitude ƒ Develop effective coping skills requiring adult professional help
ƒ Learn the difference between appropriate and inappropriate ƒ Learn conflict management and resolution skills ƒ Learn effective problem-solving and decision-making skills to make
behavior ƒ Learn when, where and how to seek help for solving problems and safe and healthy choices
ƒ Learn to appreciate diversity making decisions ƒ Learn about the emotional and physical dangers of substance use and
ƒ Learn appropriate speaking, listening, and non-verbal behaviors ƒ Know when peer pressure is influencing decisions abuse
ƒ Learn to identify and express feelings ƒ Know personal information (i.e., telephone number, home address,
ƒ Learn how to make and keep friends emergency contact)

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 MIDDLE SCHOOL LEVEL
Academic Development Academic Development Academic Development
ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the attitudes, knowledge, and skills Students will complete school with the academic preparation essential Students will understand the relationship of academics to the world of work
contributing to effective learning in school and across the lifespan. to choose from a wide range of substantial post-secondary options, and to life at home and in the community.
including college.
Students will Students will Students will
ƒ Work independently, as well as cooperatively with others ƒ Practice critical-thinking skills ƒ Understand the value of lifelong learning as essential to seeking,
ƒ Understand how effort and persistence positively effect ƒ Practice the study skills necessary for academic success at each obtaining and maintaining life goals
learning level ƒ Seek co-curricular and community experiences to enhance the school
ƒ Take responsibility for their actions ƒ Be a self-directed and independent learner experience
ƒ Practice time management and task management skills ƒ Practice problem-solving and decision making skills to assess
ƒ Practice communication skills to know when and how to ask progress toward educational goals
for help ƒ Understand the relationship between classroom performance and
success in school
ƒ Understand the requirements for success in high school
Career Development Career Development Career Development
ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the skills to investigate the world of work in Students will employ strategies to achieve future career goals with Students will understand the relationship between personal qualities,
relation to knowledge of self and to make informed career success and satisfaction. education, training, and the world of work.
decisions.
Students will Students will Students will
ƒ Practice using the Internet to access college and career-planning ƒ Understand the relationship between educational achievement and career
ƒ Practice working in teams information success
ƒ Practice making good decisions ƒ Be aware of the education and training needed to achieve career ƒ Understand that the changing workplace requires lifelong learning and
ƒ Practice setting goals goals acquiring new skills
ƒ Develop an awareness of personal abilities, skills, interests, ƒ Understand the college and career-planning process ƒ Describe the effect of work on lifestyle
and motivations
ƒ Understand the importance of responsibility, dependability,
punctuality, integrity and effort in the workplace

Personal /Social Development Personal/ Social Development Personal /Social Development

ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the knowledge, attitudes, and interpersonal Students will make decisions, set goals, and take necessary action to Students will understand safety and survival skills.
skills to help them understand and respect self and others. achieve goals.

Students will Students will Students will

ƒ Develop a positive self-attitude ƒ Understand consequences of decisions and choices ƒ Differentiate between situations requiring peer support and situations
ƒ Distinguish between appropriate and inappropriate behavior ƒ Practice effective coping skills requiring adult professional help
ƒ Appreciate diversity ƒ Practice conflict resolution skills ƒ Practice effective problem-solving and decision-making skills to make
ƒ Know that communication involves speaking, listening and ƒ Know when peer pressure is influencing decisions safe and healthy choices
nonverbal behavior ƒ Develop an action plan to set and achieve realistic goals ƒ Learn the emotional and physical dangers of substance use and abuse
ƒ Respect alternative points of view ƒ Learn the relationship between rules, laws, safety and the protection of
ƒ Identify and express feelings rights of the individual
ƒ Practice techniques for managing stress and conflicts

Working Document, August 2009 19

 High School Level
Academic Development Academic Development Academic Development
ASCA Standard A ASCA Standard B ASCA Standard C
Students will acquire the attitudes, knowledge, and skills Students will complete school with the academic Students will understand the relationship of academics to the world of work and to life at home and in the
contributing to effective learning in school and across the preparation essential to choose from a wide community.
lifespan. range of substantial post-secondary options,
including college.

Students will Students will Students will

ƒ Work independently as well as cooperatively with other ƒ Demonstrate critical-thinking skills ƒ Demonstrate an understanding of the value of lifelong learning as essential to seeking,
ƒ Demonstrate how effort and persistence positively effect ƒ Demonstrate the study skills necessary for obtaining, and maintaining life goals
learning academic success at each level ƒ Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and
ƒ Take responsibility for their actions ƒ Be a self-directed and independent learner family life
ƒ Demonstrate time management and task management ƒ Identify post-secondary options consistent ƒ Understand how school success and academic achievement enhance future career and
skills with interests, achievements, aptitude and vocational opportunities
abilities ƒ Demonstrate 21st century academic, technical and employability skills for success in school,
ƒ Understand the requirements for success in career, and life
high school
Career Development Career Development Career Development
ASCA Standard A ASCA Standard B ASCA Standard C

Students will acquire the skills to investigate the world of work Students will employ strategies to achieve future Students will understand the relationship between personal qualities, education, training, and the world of
in relation to knowledge of self and to make informed career career goals with success and satisfaction. work.
decisions.

Students will Students will Students will

ƒ Understand the relationship between educational achievement and career success
ƒ Demonstrate teamwork ƒ Utilize the Internet to access career- ƒ Understand that the changing workplace requires lifelong learning and acquiring new skills
ƒ Make good decisions planning information ƒ Demonstrate conflict management skills with peers and adults
ƒ Set goals ƒ Demonstrate awareness of the education ƒ Apply academic and employment readiness skills in work-based learning situations such as
ƒ Model responsibility, dependability, punctuality, and training needed to achieve career goals internships, shadowing, and/or mentoring experiences
integrity and effort in school and in the workplace ƒ Assess and modify educational plan to
ƒ Demonstrate employability skills such as working support career
on a team, problem-solving and organizational ƒ Model problem-solving techniques
skills

Personal/Social Development Personal /Social Development Personal/ Social Development

ASCA Standard A ASCA Standard B ASCA Standard C

Students will make decisions, set goals, and take Students will understand safety and survival skills.
Students will acquire the knowledge, attitudes, and necessary action to achieve goals.
interpersonal skills to help them understand and respect self
and others.
Students will Students will Students will
ƒ Have a positive self-attitude ƒ Understand consequences of decisions and ƒ Differentiate between situations requiring peer support and situations requiring adult professional
ƒ Model self-control choices ƒ help
ƒ Accept and appreciate diversity ƒ Demonstrate effective coping skills ƒ Model effective problem-solving and decision-making skills to make safe and healthy choices
ƒ Demonstrate effective speaking, listening and nonverbal ƒ Learn the emotional and physical dangers of substance use and abuse
behavior ƒ Know when peer pressure is influencing ƒ Model techniques for managing stress and conflicts
ƒ Respect alternative points of view decisions
ƒ Identify and discuss changing personal and social roles

Working Document, August 2009 20

SECTION 3 THE DELIVERY SYSTEM

Introduction

The purpose of this section is to outline the Delivery System for the comprehensive counseling
program. Specific components of the Delivery section include:

• Individual Student Planning

• Student Development Curriculum (Guidance Curriculum)
• Responsive Services
• System Support

Four Components of the Delivery System

Comprehensive school counseling programs integrate academic, career and personal/social

development. Within the Delivery system there are four components: 1) individual student
planning, 2) responsive services, 3) student development curriculum, and, 4) system support. All
school counseling activities should align with one of the component areas.

The following table provides time guidelines for those components:

Component Elementary Middle School High School

Individual Planning w/ 5% - 10% 15% - 25% 25% - 35%

Students
Responsive Services 30% - 40% 30% - 40% 25% - 35%
Student Development
Curriculum 35% - 45% 25% - 35% 15% - 25%
System Support 10% - 15% 10% - 15% 15% - 20%

Adapted from Gysbers, N.C. & Henderson, P. (Eds.) (2000). Developing and managing your
school guidance program, (3rd ed.), Alexandria, VA: American Counseling Association.

Individual Student Planning

School counselors develop, coordinate, and monitor Individual Student Plans as a means of
ensuring academic excellence for all students. Plans consist of the coordination of all systemic
activities provided within the school setting focusing on academic, career, and personal-social
development. Through Individual Student Planning, counselors can assist students in planning,
monitoring, and managing their own learning and behavior.

Individual Student Plans provide the structures to promote successful transition from school to
school, school to career and/or school to higher education. Individual students plans are
developed and follow the student, as needed, through all grade levels. Individual student
planning can be delivered in the following ways:

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21
 • Individual: Meet with student to develop and monitor the plan
• Small Group: Provide service delivery in a small group setting focusing on plan
development, review, and implementation
• Classroom: Consult with teaching staff in the development and monitoring of plans
• Case Management: Monitor student progress via individual meetings with students,
review of graded work, assessments and report cards, and consultation with teaching staff
• Crisis Intervention: Provide responsive crisis intervention as needed to the student or
via a preventative behavioral management plan
• Parents/Guardians: Establish and coordinate the delivery of individual student plans
and meet with the counselor and student

Moreover, student planning occurs within the three domains of academic, career and
personal/social development.

• Academic planning consists of reviewing test scores i.e. MCAS, PSAT, SAT’s,
developing four year educational plans and plans for higher education, identification of
strengths and weaknesses, and credit reviews (at the secondary level).
• Career planning consists of utilizing career assessments tools, identification of strengths
and weaknesses and the development of a post high school career and/or academic plan
prior to graduation.
• Personal-social consists of identification of awareness of self and respect for others,
assessment of personal management skills, development of strategies for processing
feelings, emotions, problem solving, conflict resolution, and the development and
monitoring of behavior management plans.

Student Development Curriculum

Student Development (Guidance) Curriculum

The student development curriculum promotes knowledge, attitudes, and skills through
instruction in three areas: academic achievement, career development, and personal-social
growth. The curriculum is planned, ongoing, and systematic with units of instruction. The scope
and sequence of the curriculum incorporates the School Improvement Plan (SIP), the counseling
standards, and input from school and community stakeholders.

Lessons are delivered through the following methods:

• Classroom Instruction: School counselors provide instruction, in collaboration with
classroom teachers, staff, and/or other stakeholders around topics such as motivation,
getting along with others, goal setting, decision making, career and college planning,
respecting self and others, peer pressure, conflict resolutions, etc. Existing curricula such
as Second Step, Steps to Respect, Bully Busters, Student Success Skills, Positive
Behavior Management may also be used as part of classroom instruction.
• Interdisciplinary Curriculum Development: School counselors work in conjunction
with staff to develop lessons which connect content areas and the student

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22
 development/(guidance) curriculum. Examples may include organizational and study
skills, test taking strategies, community service, etc..
• Group Activities: School counselors provide instruction to students in a small group
setting outside of the classroom. This has a different purpose than group counseling.

Classroom lessons and curriculum activities are an integral part of the total comprehensive
counseling program and important to every student’s affective development. It is important that
school counselors organize their schedules to deliver guidance curriculum, but also have ample
opportunity to involve students in all aspects of the school counseling program, including
responsive services, and individual student planning.

Responsive Services

“If my counselor hadn’t bought me an alarm clock or called my uncle when I was late,
I would never be on time and I would probably not graduate…” SPS 8th Grade Student

Focused on the immediate needs of individuals and groups, the school counselor uses individual
and group counseling, groups, consultation, and crisis intervention to provide proactive and
responsive services. Responsive services ensure appropriate and timely responses to academic,
career and personal-social concerns and are available to every student. Services are often
student initiated through self-referral; teachers, staff, and parents may refer students for
assistance. Responsive strategies include, but are not limited to:

• Individual Counseling: An opportunity to identify and clarify a concern to guide a

student towards individual growth.
• Small Group Counseling: Group counseling that focuses on mediation and prevention
issues.
• Referral: May be made within and outside the school setting for services to deal with
crises.
• Crisis Counseling: Prevention, intervention, and follow-up services to students in
emergency situations.
• Consultation: The process of sharing expertise with school and community
professionals, and parents to develop a plan for a student’s success.
• Conflict Resolution: Counselors provide direct services to students engaged in conflict
and/or train peer mediators to aid in the conflict resolution process.

System Support

System support consists of activities that establish, maintain and enhance the total school
counseling program as part of the overall educational program. System support can include:

• Professional Development: Participation in and presentation of in-service training,

membership in professional associations, and continued post graduate education,
workshops, training, and research.

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23
• Consultation/Collaboration/Teaming: Consultation and collaboration with staff,
parents/guardian and community members and organizations in order to meet student
needs and provide/receive information relevant to the school counseling program.
• Participation in School Committees: School counselors serving on important school
committees.
• Workshops and Seminars: Planning and implementing afterschool and evening
programs for parents, students and faculty.

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24
SECTION 4 MANAGEMENT SYSTEM

Introduction
The Management System is the organizational and planning structure for the comprehensive
school counseling program which includes:

• School Counselor and Principal Collaboration

• School-Centered Decision Making Team (Advisory Council)
• Organization
• Quarterly Reports
• Annual Program Summary Report
• Program Mapping

Organization

The key to an effective program management system is organization. To insure the participation
of all students in a comprehensive school counseling program, it is important to establish
calendars that list the delivery of activities. Calendars should be set by the amount of time school
counselors can allocate to the different formats in the Delivery system: curriculum, individual
planning, responsive services, and system support.

The school counselor documents activities conducted throughout the school day by using a
tool/system of the counselor’s choosing. Documentation serves to annotate activities and is a
guide for planning and program evaluation. The ASCA National Model recommends that school
counselors spend the majority of their time in delivering direct services to students. Research
recommends that counselors spend 80 % of their time in direct services to students and 20% of
their time in system support activities. Student needs require that school counselors focus on
program delivery and direct counseling services with non-counseling activities reassigned
whenever possible. An annual and weekly calendar is published to keep students, parents,
teachers, and administrators informed. This communication also assists in planning and ensuring
active participation in the program.

School Counselor and Principal Collaboration

Collaborative agreements bring principals and school counselors to consensus on annual goals.
The counselor(s) produce and present a yearly draft of the collaboration; the principal then
reviews the document and arrives at consensus with the school counselors as to how students
will be assigned to specific counselors and how the student development curriculum and
preventive and responsive services will be delivered. Decisions will be made based on the
school site needs and data analysis. When the principal and school counselors meet and agree on
program priorities, implementation strategies, and the organization of the counseling department,
the entire program will produce the desired results for students. (See Appendix for Sample
Collaboration Template).
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25
School Centered Decision Making (SCDM) Team/Advisory Council

Each school has a School-Centered Decision Making (SCDM) Team that will serve as the
advisory council, a representative group of persons who advise and assist with all facets of the
school’s educational program, including the school counseling program. Membership reflects the
community’s diversity and may include school staff, parents, school board members, students,
and business and community representatives. The SCDM Team meets regularly and is organized
at the district and school level.

Quarterly Reports

School counselors provide quarterly reports that identify the number of students receiving
services. These services are categorized as: individual counseling, group counseling, classroom
guidance, parent workshops, and other counseling activities. Quarterly reports provide school
counselors with data critical to evaluate the services that have been provided and an ongoing
opportunity to review student needs. The template is provided in the Appendix.

Annual Program Summary Reports

School counselors submit one program summary per school reflecting counselor activities,
responsibilities, non-counseling activities and responsibilities, program information, and lesson
plans. The report templates by level are included in the Appendix.

Mapping

Mapping helps to identify grade level competencies and the strategies for each grade levels.
Gaps in service delivery and activities can be easily identified through the mapping process.
Mapping benefits the student and counselor by providing a comprehensive timeline for service
delivery and can be used to develop a Pre-K through 12 scope and sequence. The Mapping tool
(see appendix) is used not only for the identification and recording of all of the components of
the delivery system, but also includes the student development curriculum.

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26
SECTION 5 THE ACCOUNTABILITY SYSTEM

Introduction

The purpose of this section is to provide an overview of the comprehensive counseling

program’s Accountability System that emphasizes and highlights the significance of school
counseling’s essential role in student achievement and school improvement efforts. More
specifically, this section offers methods for collecting, analyzing, and utilizing data to
demonstrate the impact of the counseling plan. Highlights of this section are:

• School Improvement Process

• Using Data
• MEASURE: School Counselor’s Sharing Accountability

School Improvement Process

School improvement efforts nationwide, statewide, and in the City of Springfield, Massachusetts,
continue to emphasize the need for data-informed practice and for addressing the question:

“How are students different as a result of the school counseling program?”

To demonstrate the effectiveness of the school counseling program in measurable terms,

school counselors will report on immediate, intermediate and long-range results showing how
students are different as a result of the school counseling program.
Counselors will use data to show the impact of the school counseling program on
school improvement and student achievement. ~ASCA 2005

School counselors share responsibility in improving student learning and academic success, as
well as implementing strategies to narrow the achievement gap. When school counselors work
with the same school-based data as their colleagues, they share accountability for student
outcomes and contribute to moving critical data in a positive direction.

Additionally, a successful school counseling program affords counselors the ability to measure
effectiveness of services in order to demonstrate the benefits and impact of those services or
identify ways in which the services can be improved. Schools are required to develop a School
Improvement Plan to include a mission statement and goals. School counselors are critical
contributors to the goals of school improvement. Each School Improvement Plan (SIP) self-
assesses the needs of the school and how the school intends to meet those needs. The counseling
program goals align with the goals and objectives adopted by the school to educate students,
parents, staff and community on the benefits and needs of a school counseling program to
support its development and implementation process.

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To evaluate the program and demonstrate accountability, school counselors must collect and use
data that link the program to both student achievement and school improvement. School
counselor accountability includes measurement, data collection, decision making, and evaluation
focusing on student achievement and contributing to the school and system improvement goals.

Counselors also monitor student progress towards achieving the ASCA National Standards.
Counselors review delivery strategies to support every student’s academic, career, and personal
social development. Progress is assessed by analyzing student achievement data and
achievement-related data, monitoring through student self reports, report card grades and
comments, assessment data and student portfolios. Monitoring efforts include, but are not
limited to:

• Demographic Data: Ethnicity; language; socioeconomics; mobility rate; immigration

patterns, free/reduced lunch eligibility, special education placements.

• Academic Data: Test scores; dropout rates; promotions/retentions; special course

enrollments; patterns in students’ grades: percent of students with failing grades;
Massachusetts Comprehensive Assessment System Report; success of graduates
attending college; post secondary attendance rates; course enrollment patterns, report
cards, career and educational plans, promotion rates.

• Climate Data: Discipline referrals; participation in extracurricular activities; attendance

rates; suspensions; in-school suspensions; follow up graduate surveys, observations,
anecdotal, needs assessments, parental involvement, participation in afterschool and extra
curricular activities.

Using Data

A comprehensive school counseling program is data-driven, meaning that the use of data to
affect change within the school system is integral to ensuring student success. School counselors
should be knowledgeable in the collection, analysis, and interpretation of data. School
counselors monitor student progress through collection of various types of data:

ƒ Process Data: Offers evidence only that an event or activity occurred. For example,
school counselors may present the numbers of students seen individually, in groups, or in
classrooms.

ƒ Perception Data: Is gathered from needs assessments or surveys and report opinions at
the time of data collection.

ƒ Results Data: Answers the question "so what?" and provides evidence that student
competency is not just mastered, but has affected course-taking patterns, graduation rates,
knowledge attainment, attendance, behavior, and/or academic achievement (ASCA,
2003).

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 ƒ School Improvement Data: Presents the picture of the current status of student needs,
accomplishments, and progress. Publicizing the results of an effective school counseling
program is a vital step in the accountability process, and, as a result, both internal and
external stakeholders will have a deeper understanding of the contributions of the
program that focus on student success. As partners in school improvement, school
counselors have demonstrated a willingness to be accountable for impacting critical data
and are viewed as essential to the school’s mission.

.
When the school counseling program impacts school improvement data, effectiveness is
self evident and these intentional practices lead to higher levels of student success.
(Stone & Dahir, 2004)

MEASURE

MEASURE, adapted with permission for The Springfield Public Schools Policy Guide from
Stone, C. & Dahir, C. (2010) School Counselor Accountability: A Measure of Student Success.3rd
edition, Upper Saddle River, NJ: Merrill Prentice-Hall, is a six-step accountability process that
confirms the impact of the school counseling program on critical data and shows how school
counselors act as agents of school and community change and contribute to a climate where
access and support for quality and rigor is the norm. In doing so, underserved and under-
represented students now have a chance at acquiring the education skills necessary to fully
participate in the 21st Century economy. With an accountable, data-driven school counseling
program, school counselors are seen as powerful partners and collaborators in school
improvement and essential to fulfill the mission of every school. School counselor
accountability becomes a MEASURE of student success.

MEASURE supports the accountability component of the ASCA National Model (2003, 2005)
and moves school counselors from a “counting tasks” system to aligning the school counseling
program with standards-based reform. MEASURE is a way of using information such as
retention rates, test scores, and post-secondary going-rates to develop specific strategies for
connecting school counseling to the accountability agenda of today’s schools.

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The following table outlines MEASURE:

MEASURE

Mission Connect the comprehensive K-12 school-counseling program to the mission of the
school and to the goals of the annual school improvement plan

Student achievement and success in rigorous academics is at the heart of every school's mission
statement. School counselors need to ask how every aspect of their program supports the mission of the
school and contributes to student achievement. Preparing students to choose from a wide array of options
after high school is part of every school district’s mission for academic success for every student and is
congruent with the goals of the school district.

Elements Identify the critical data elements that are important to the internal and external
stakeholders

Critical data elements can usually be found on the school's district or building report card (accountability
data). School districts routinely collect and store both academic and demographic data in a retrievable
form and school counselors have ready access to data in areas such as course enrollment patterns and
attendance that contribute to achievement. Disaggregating data into separate elements in a variety of
ways ensures that the system addresses access and equity issues. This approach to looking at data
guarantees that no group of students is ignored or left behind.

Analyze Discuss carefully which elements need to be aggregated or disaggregated and why

Analysis of the data will determine the institutional or environmental barriers that may be impeding
student achievement. Data alone does not tell the whole story, it is important to disaggregate the critical
data elements on which to focus and to look at them in terms of gender, race/ethnicity, socio-economic
status, and perhaps by teacher to shed light on areas of success or areas in need. The data elements that
impact the school improvement plan then become more apparent.

Stakeholders
Unite Determine which stakeholders need to be involved in addressing these school-
improvement issues and unite to develop strategies

By collaborating with other stakeholders, school counselors avoid tackling issues in isolation. Creating
and implementing strategies collaboratively will begin to move the data in a positive direction.

Results Examine your results or your impact and rethink and refine the strategies, refocus
efforts as needed

School counselors periodically review the data and strategies to see if the goals of the MEASURE were
met. This requires refining and reflecting on which interventions and strategies successfully moved the
critical data elements in a positive direction. If the targeted results were not met, then it is important to
also reanalyze and refocus the strategies to determine why the interventions were unsuccessful in moving
the data in a positive direction.

Educate Show the positive impact the school-counseling program has had on student
achievement and on the goals of the school improvement plan.

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SECTION 6 THE NEXT STEPS: IMPLEMENTATION

Introduction

The purpose of this section is to outline the essential steps for successful program
implementation.

All of our students must be empowered to realize their full-potential and lead fulfilling lives as lifelong
learners, responsible citizens and leaders in the 21st Century. Aggressive pursuit of these priorities:
improving student achievement; creating safe and nurturing learning environments; high performance
management; aligned learning communities; accountability for results; and effective communications
and collaborative partnerships will ultimately lead to the Renaissance we seek -- the creation of a
culture of educational excellence and a school system of which we can all be proud.
(2008 Plan of Entry Summary Report)

Steps for Successful Implementation

• Utilizing the SCDM as the comprehensive school counseling program Advisory Council
offers opportunities for collaboration with, and input from, school and community stakeholders.
• New counselors will receive guidance and support from the information and tools in the
Guide.
• Emphasis/focus will be placed on specific counseling activities and services and will
allow school counselors to focus on the program priorities and decrease non-counseling duties.
• The comprehensive school counseling program puts student success first. School
counselors are encouraged to join professional organizations, and attend conferences and
workshops to acquire and refine skills.
• The school counseling program is an integral component of every child’s education.

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 REFERENCES

American School Counselor Association. (1997). Executive summary: The national standards
for school counseling programs. Alexandria, VA: Author.
American School Counselor Association. (2003). The ASCA National model: A framework for
school counseling programs. Alexandria, VA: Author.
American School Counselor Association. (2005). The ASCA National model: A framework for
school counseling programs. 2nd ed. Alexandria, VA: Author.
Campbell, C. & Dahir, C. (1997), Sharing the vision: The national standards for school
counseling programs. Alexandria, VA: American School Counselor Association.
Gysbers , N.C. & Henderson, P. (Eds.) (2006). Developing and managing your school guidance
program, (4th ed.) Alexandria, VA: American Counseling Association
Ingram, A. J. (2008, December). Executive Summary, Superintendent's Entry Plan Summary
Report.p. 1.
No Child Left Behind Act of 2001, Pub. L. No. 107-110.
Rye, D. R., & Sparks, R. (1991). Planning and management: Keys to a successful K-12
counseling program. The School Counselor 38, 263-267
Savage, R. ( 2004). Lecture notes. School counseling program. Johns Hopkins University.
Baltimore: MD.
Stone, C., & Dahir, C. (2004). School counselor Accountability: A measure of student success.
Upper Saddle River, NJ: Pearson Education.
Stone, C. & Dahir, C. (2006) School Counselor Accountability: A Measure of Student Success.
2nd edition, Upper Saddle River, NJ

Working Document, August 2009

32
SECTION 7 RESOURCES

WEB RESOURCES

Alliance for Excellent Education http://www.all4ed.org/

American School Counselor Association (ASCA) www.schoolcounselor.org

College Board National Center for School Counselor Advocacy www.collegeboard.org

Education Trust www.edtrust.org (Transforming School Counseling Initiative; data slides;

Achievement in America power point)

Massachusetts School Counselor Association www.masca.org

National Association of College Admissions Counseling http://www.nacacnet.org

National Center for Educational Statistics http://nces.ed.gov/ (student's classroom)

National Center for School Counselor Advocacy www.collegeboard.com

Post Secondary Updates (poster) www.postsecondary.org

University of Massachusetts Center for School Counseling Outcome Research

http://www.umass.edu/schoolcounseling/masca.htm

Tools for School Improvement http://www.annenberginstitute.org/Tools

Working Document, August 2009

33
 PRINT RESOURCES

BOOKS

American School Counselor Association. (2005). The ASCA National model: A framework for
school counseling programs. 2nd ed. Alexandria, VA: Author.

Collins, J. (2001). Good to great. New York: Harper Row.

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

Gysbers , N.C. & Henderson, P. (Eds.) (2006). Developing and managing your school guidance
program, (4th ed.) Alexandria, VA: American Counseling Association

Johnson, C., Johnson, S. & Downs, L. (2006). Building a results-based student support
program. Boston, MA: Houghton-Mifflin.

Massachusetts School Counselor Association (2006), Massachusetts model for comprehensive

school counseling programs. Boston, MA: Author

Schmoozer, M. (2006). Results now. Alexandria, VA: Association for Supervision and
Curriculum Development.

Stone, C. & Dahir, C. (2006). The transformed school counselor. Boston: MA

Houghton-Mifflin/Lahaska Press.

Stone, C. & Dahir, C. (2006) School Counselor Accountability: A Measure of Student Success.
2nd edition, Upper Saddle River, NJ

JOURNALS

Professional School Counseling

Educational Leadership
Journal of Counseling and Development
Phi Delta Kappan
National Association of Secondary School Principals
National Association of Elementary School Principals
College Admissions Counseling

Working Document, August 2009

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 SECTION 8
APPENDIX
TABLE OF CONTENTS

Comprehensive School Counseling Program Policy, Pg. 2

Adopted by the School Committee April 2, 2009

Foundation

• The ASCA National Standards Pg. 7

• ASCA Ethical Standards Pg. 13
• Role of the School Counselor Pg. 20
• Research Basis for Comprehensive Programs Pg. 22

Delivery

• Best Practices Pg. 26

• Lesson Plan Template Pg. 27

Management

• School Counselor and Principal Collaborative Plan Pg. 29

• Annual Program Summary Pg. 31
• Mapping Tool Pg. 39

Accountability

• MEASURE Pg. 41

1
 Central Office 
P.O. Box 1410 
195 State Street 
Springfield, MA 
01102‐1410
 

 
 
T H E   P U B L I C   S C H O O L S   of   S P R I N G F I E L D ,   M A S S A C H U S E T T S 
 
Springfield School Committee Policy 
Adopted 4/1/2004 
Readopted/Revised:  4/2/2009 
 
COMPREHENSIVE SCHOOL COUNSELING PROGRAM 
 
The Springfield School Committee is committed to creating pathways for every student to help them successfully 
transition from grade level to grade level and to quality postsecondary opportunities through the implementation 
of a comprehensive school counseling program. Comprehensive school counseling programs assist every student 
in acquiring the knowledge, skills, and attitudes needed to achieve success in school and in life.  Springfield Public 
School’s Comprehensive School Counseling Program is a systemic and developmental program that is an integral 
part of the total educational program for every student in every school.   
 
Springfield Public Schools’ counselors are professional educators certified by the Massachusetts Department of 
Elementary & Secondary Education as School Adjustment Counselors and/or School Guidance Counselors.  School 
counselors are trained to service the entire PRE‐K to 12 school community including students, families, staff, and 
school leadership through their area of certification.  The comprehensive school counseling program in Springfield 
Public Schools is implemented by both school adjustment and school guidance counselors.  The work of school 
counselors positively impacts student academic success in alignment with Massachusetts standards of educational 
expectations, social emotional development, readiness for higher education, and transition to a career.  The 
framework for the delivery of school counseling practices and services are guided by the American School 
Counselor Association (ASCA), the Massachusetts School Counselor Association’s Counseling Models, National 
Association of Social Work (NASW) Standards for School Social Workers, and the American School Counselor 
Association’s Ethical Standards. 
 
The Springfield Public School’s Comprehensive School Counseling Program is aligned with the Massachusetts 
Model for Comprehensive School Counseling Program (2005), which includes professional and ethical standards 
set forth in the American School Counselor Association National Model (2003, 2005).   The Comprehensive School 
Counseling Program is aligned with the district’s strategic priorities and the goals of school improvement.  
 
The below table offers a summary of the Components of the Springfield Public Schools Comprehensive School 
Counseling Program Guide (2009):  
 

2
FOUNDATION SYSTEM  DELIVERY SYSTEM  MANAGEMENT SYSTEM  ACCOUNTABILITY SYSTEM

 Mission    Four Components of the  School Counselor and  School Improvement 

 Vision   Delivery System:       Principal Collaboration  Process 
 Strategic Priorities   (1)    Individual Student   School Centered  Using Data 
 Guiding Principles           Planning       Decision Making Team  MEASURE Tool  
 School Counseling Program  (2)   Student Development     (Advisory Council)               
 Standards and Student          (Guidance)  Organization 
 Priorities(Academic, Career Curriculum  Calendars                               
 and Social‐Personal   (3)   Responsive Services  Quarterly Reports 
 Development)   (4)   System Support  Annual Program 
Summary        Reports 
Program Mapping 
 
 
FOUNDATION SYSTEM: 
This component of the Program Guide is the basis of a comprehensive school counseling program and informs the 
development of the philosophy, vision, and school counseling standards. 
 
The National Standards for School Counseling Program Standards (ASCA, 1997) are based on the three domains of 
student development: academic, career, and personal‐social development.  The following identifies some of the 
student development priorities: 
Academic Development 
™ supports student success through study and test taking skills 
™ contributes to improving student attendance 
™ ensures students receive academic intervention support 
™ assures students and families have knowledge of and access to promotion and graduation requirements 
™ focuses on increased graduation rates 
™ uses data informed practice to increase opportunity and promote achievement 
™ supports teachers in their work with students 
 
  Career and Post‐Secondary Development 
™ helps students explore post‐secondary options including college and career choices 
™ facilitates the college application process 
™ engages parents in educational and career planning for their children  
™ helps parents to navigate the school’s role in the educational process 
™ provides skills necessary for student success in school, community, and the world of work 
™ connects career goals to educational goals 
 
Personal‐Social Development: 
™ focuses on reducing disciplinary referrals and suspension rates 
™ positively impacts school climate 
™ helps students acquire resiliency skills 
™ encourages positive character development traits 
™ promotes successful student transition from grade level to grade level 
™ teaches students mediation and conflict resolution skills 
™ facilitates access to community resources 
™ encourages positive motivation and aspiration 
 

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DELIVERY SYSTEM:
The comprehensive program is delivered through four components:  (1) individual student planning, (2) student 
development curriculum, (3) responsive services, and (4) system support; and all school counseling activities 
should be aligned with one of the four component areas.      
 
Individual Student Planning 
School counselors develop, coordinate, and monitor Individual Student Plans as a means of ensuring academic 
excellence for all students.  Plans consist of the coordination of all systemic activities provided within the school 
setting focusing on academic, career, and personal‐social development.   Through Individual Student Planning, 
counselors can assist students in planning, monitoring, and managing their own learning and behavior.  
 
Individual Student Plans provide the structures to promote successful transition from school to school, school to 
career and/or school to higher education. Individual students plans are developed and follow the student, as 
needed, through all grade levels.  Individual student planning can be delivered in the following ways:  
 
• Individual:  Meet with student to develop and monitor the plan 
• Small Group:  Provide service delivery in a small group setting focusing on plan development, review, and  
  implementation 
• Classroom:  Consult with teaching staff in the development and monitoring of plans 
• Case Management:  Monitor student progress via individual meetings with students, review of graded  
  work, assessments and report cards, and consultation with teaching staff 
• Crisis Intervention:  Provide responsive crisis intervention as needed to the student or via a preventative  
  behavioral management plan 
 
• Parents/Guardians:  Establish and coordinate the delivery of individual student plans and meet with the  
  counselor and student  
Moreover, student planning occurs within the three domains of academic, career and personal/social 
development. 
 
• Academic planning consists of reviewing test scores i.e. MCAS, PSAT, SAT’s, developing four year  
  educational plans and plans for higher education, identification of strengths and weaknesses, and credit 
 reviews (at the secondary level). 
• Career planning consists of utilizing career assessments tools, identification of strengths and weaknesses 
 and the development of a post high school career and/or academic plan prior to graduation. 
• Personal‐social consists of identification of awareness of self and respect for others, assessment of  
personal management skills, development of strategies for processing feelings, emotions, problem  
solving, conflict resolution, and the development and monitoring of behavior management plans. 
 
Student Development (Guidance) Curriculum 
The student development curriculum promotes knowledge, attitudes, and skills through instruction in three areas:  
academic achievement, career development, and personal‐social growth. The curriculum is planned, ongoing, and 
systematic with units of instruction. The scope and sequence of the curriculum incorporates the School 
Improvement Plan (SIP), the counseling standards, and input from school and community stakeholders.   
 

4
Lessons are delivered through the following methods: 
• Classroom Instruction:  School counselors provide instruction,  in collaboration with classroom teachers, 
staff, and/or other stakeholders  around topics such as motivation, getting along with others, goal setting, 
decision making, career and college planning, respecting self and others, peer pressure, conflict resolutions, etc.  
Existing curricula such as  Second Step, Steps to Respect, Bully Busters, Student Success Skills, Positive Behavior 
Management may also be used as part of classroom instruction. 
• Interdisciplinary Curriculum Development:  School counselors work in conjunction with staff to develop 
lessons which connect content areas and the student development/(guidance) curriculum. Examples may include 
organizational and study skills, test taking strategies, community service, etc.. 
• Group Activities: School counselors provide instruction to students in a small group setting outside of the 
classroom. This has a different purpose than group counseling. 
 
Responsive Services 
This component of the Delivery System is focused on the immediate needs of individuals and groups.  The school 
counselor uses individual and group counseling, groups, consultation, and crisis intervention to provide proactive 
and responsive services.  Responsive services ensure appropriate and timely responses to academic, career, and 
personal‐social concerns and are available to every student.   Services are often student initiated through self‐
referral, and teachers, staff, and parents may refer students for assistance.  Responsive strategies include, but are 
not limited to:    
 
• Individual:  An opportunity to identify and clarify a concern to guide a student towards individual growth. 
• Small Group Counseling:  Group counseling that focuses on mediation and prevention issues. 
• Referral:  May be made within and outside the school setting for services to deal with crises.  
• Crisis Counseling:  Prevention, intervention, and follow‐up services to students in emergency situations. 
• Conflict Resolution:  Counselors can provide direct services to students engaged in conflict and/or train 
peer mediators to aid in the conflict resolution process. 
 
System Support 
System support consists of activities that establish, maintain, and enhance the total school counseling program as 
part of the overall educational program.  System support can include: 
 
• Professional Development:  Participation in and presentation of in‐service training, membership in 
professional associations, and continued post graduate education and research. 
• Consultation/Collaboration/Teaming:  Consultation and collaboration with staff, parents/guardian, and 
community members and organizations in order to meet student needs and provide/receive information relevant 
to the school counseling program. 
• Program Management and Operations:  Planning and management tasks which support the activities of a 
comprehensive development school counseling program, including data analysis. 
• Participation in School Committees:  School counselors serving on key school committees. 
 
 
• Workshops and Seminars:  Planning and implementing after school and evening programs for parents, 
students, and faculty. 
 
MANAGEMENT SYSTEM:
Key to the success of the comprehensive school counseling program is organization and structure. This 
component addresses the organizational and planning structure for the comprehensive school counseling 
program which includes: 
• School Counselor and Principal Collaboration  
• School Centered Decision Making Team (Advisory Council) 

5
• Organization 
• Calendars 
• Quarterly Reports 
• Annual Program Summary Reports 
• Program Mapping  

The above components ensure that planning and goal setting is collaborative, that input is assured from members 
of the school and community, a timeline is established for the delivery of services and programs, and the program 
is aligned with the school counseling standards and goals of school improvement.  
 
The Mapping process identifies grade level competencies and strategies as well as assists with the identification of 
gaps in service delivery.  Program mapping benefits the student and counselor by providing a comprehensive 
timeline for service delivery and is used to develop a Pre‐K through 12 scope and sequence. Mapping can also 
help identify all the services in the delivery system to include individual student planning and responsive services.  
 
ACCOUNTABILITY SYSTEM:
School counselors share responsibility to improve student learning and academic success, as well as to implement 
strategies to narrow the achievement gap. When school counselors work with the same school‐based data as 
their colleagues, they share accountability for student outcomes and contribute to moving critical data in a 
positive direction i.e. attendance rate, MCAS test scores, graduation rate, high school promotion rate, 
postsecondary enrollment rates, etc. The accountability system includes: 
• Alignment with the School Improvement Process 
• Using Data 
• MEASURE Tool (action plan) 
 
A successful school counseling program affords counselors the ability to measure effectiveness of services so that 
they can then demonstrate the benefits and impact of those services or identify ways in which the services can be 
improved. Each year, school counseling programs set measurable goals in the academic, career, and personal‐
social development domains based on data, school improvement plans (SIP), and collaboration with school and 
community stakeholders.  To evaluate the program and demonstrate accountability, school counselors must 
collect and use data that link the program to both student achievement and school improvement. School 
counselor accountability includes measurement, data collection, decision making, and evaluation focusing on 
student achievement and contributing to the school and district improvement goals.   
 
Summary: 
The School Committee supports Springfield Public School’s Comprehensive School Counseling Program as a 
systemic and developmental program that is an integral part of the total educational program for every student in 
every school.  Springfield Public School’s counselors collaborate with all members of the school community to 
develop and deliver a comprehensive program which supports every student’s academic, career, and personal‐
social development. 
 
Massachusetts Department of Elementary & Secondary Education: 
603 CMR 7.11 Regulations for Educator Licensure and Preparation Program Approval
 
      
 

6
 National Standards and Student Competencies for School Counseling Programs
(ASCA, 1997; Campbell & Dahir, 1997)

I. Academic Development

Standard A:
Students will acquire the attitudes, knowledge and skills that contribute to effective learning in
school and across the life span.

STUDENT COMPETENCIES
Improve Academic Self Concept

Students will:

ƒ articulate feelings of competence and confidence as a learner

ƒ display a positive interest in learning
ƒ take pride in work and in achievement
ƒ accept mistakes as essential to the learning process
ƒ identify attitudes and behaviors which lead to successful learning

Acquire Skills for Improving Learning

Students will:

ƒ apply time management and task management skills

ƒ demonstrate how effort and persistence positively effect learning
ƒ use communication skills to know when and how to ask for help when needed
ƒ apply knowledge of learning styles to positively influence school performance

Achieve School Success

Students will:

ƒ take responsibility for their actions

ƒ demonstrate the ability to work independently as well as the ability to work cooperatively with other
students
ƒ develop a broad range of interests and abilities
ƒ demonstrate dependability, productivity and initiative
ƒ share knowledge

Standard B:

Students will complete school with the academic preparation essential to choose from a wide range
of substantial post-secondary options including college.

7
STUDENT COMPETENCIES

Improve Learning

Students will:

ƒ demonstrate the motivation to achieve individual potential

ƒ learn and apply critical thinking skills
ƒ apply the study skills necessary for academic success at each level
ƒ seek information and support from faculty, staff, family, and peers
ƒ organize and apply academic information from a variety of sources
ƒ use knowledge of learning styles to positively influence school performance
ƒ become self-directed and independent learners

Plan to Achieve Goals

Students will:

ƒ establish challenging academic goals in elementary, middle/junior high, and high school
ƒ use assessment results in educational planning
ƒ develop and implement an annual plan of study to maximize academic ability and achievement
ƒ apply knowledge of aptitudes and interests to goal setting
ƒ use problem-solving and decision making skills to assess progress towards educational goals
ƒ understand the relationship between classroom performance and success in school
ƒ identify post-secondary options consistent with interests, achievement, aptitude and abilities

Standard C:

Students will understand the relationship of academics to the world of work and to life at home and
in the community.

STUDENT COMPETENCIES

Relate School to Life Experiences

Students will:

ƒ demonstrate the ability to balance school, studies, extra-curricular activities, leisure time and family
life
ƒ seek co-curricular and community experiences to enhance the school experience
ƒ understand the relationship between learning and work
ƒ demonstrate an understanding of the value of life long learning as essential to seeking, obtaining, and
maintaining life goals
ƒ understand that school success is the preparation in making the transition from student to community
member
ƒ understand how school success and academic achievement enhance future career and vocational
opportunities

8
II. Career Development
The career development standards reflect the recommendations of the Secretary’s Commission on
Achieving Necessary Skills (SCANS, 1991) and the content of the National Career Development
Guidelines (NOICC, 1989).

Standard A:

Students will acquire the skills to investigate the world of work in relation to knowledge of self and
to make informed career decisions.

STUDENT COMPETENCIES:

Develop Career Awareness

Students will:

ƒ develop skills to locate, evaluate, and interpret career information

ƒ learn about the variety of traditional and non-traditional occupations
ƒ develop an awareness of personal abilities, skills, interests, and motivations
ƒ learn how to interact and work cooperatively in teams
ƒ learn to make decisions
ƒ learn how to set goals
ƒ understand the importance of planning
ƒ pursue and develop competency in areas of interest
ƒ develop hobbies and vocational interests
ƒ develop a balance between work and leisure time

Develop Employment Readiness

Students will:

ƒ acquire employability skills such as working on a team, problem-solving and organizational skills
ƒ apply job readiness skills to seek employment opportunities
ƒ demonstrate knowledge about the changing workplace
ƒ learn about the rights and responsibilities of employers and employees
ƒ learn to respect individual uniqueness in the workplace
ƒ learn how to write a resume'
ƒ develop a positive attitude toward work and learning
ƒ understand the importance of responsibility, dependability, punctuality, integrity, and effort in the
workplace
ƒ utilize time and task management skills

Standard B:

Students will employ strategies to achieve future career goals with success and satisfaction.

STUDENT COMPETENCIES

Acquire Career Information

9
Students will:

ƒ apply decision making skills to career planning, course selection and career transitions
ƒ identify personal skills, interests, and abilities and relate them to current career choices
ƒ demonstrate knowledge of the career planning process
ƒ know the various ways which occupations can be classified
ƒ use research and information resources to obtain career information
ƒ learn to use the Internet to access career planning information
ƒ describe traditional and non traditional occupations how these relate to career choice
ƒ understand how changing economic and societal needs influence employment
ƒ recognize trends and future training

Identify Career Goals

Students will:

ƒ demonstrate awareness of the education and training needed to achieve career goals
ƒ assess and modify educational plan to support career goals
ƒ use employability and job readiness skills in internship, mentoring, shadowing, and/or other world of
work experiences
ƒ select coursework that is related to career interests
ƒ maintain a career planning portfolio

Standard C:

Students will understand the relationship between personal qualities, education, training and the
world of work.

STUDENT COMPETENCIES

Acquire Knowledge to Achieve Career Goals

Students will:

ƒ understand the relationship between educational achievement and career success

ƒ explain how work can help to achieve personal success and satisfaction
ƒ identify personal preferences and interests which influence career choices and success
ƒ understand that the changing workplace requires lifelong learning and acquisition of new skills
ƒ describe the effect of work on lifestyles
ƒ understand the importance of equity and access in career choice
ƒ understand that work is an important and satisfying means of personal expression

Apply Skills to Achieve Career Goals

Students will:

ƒ demonstrate how interests, abilities and achievement relate to achieving personal, social, educational,
and career goals
ƒ learn how to use conflict management skills with peers and adults
ƒ learn to work co-operatively with others as a team member
ƒ apply academic and employment readiness skills in work-based learning situations such as
10
 internships, shadowing and/or mentoring experiences

III. Personal/Social Development

Standards in the personal/social area guide the school counseling program to implement strategies and
activities to support and maximize each student’s personal growth and enhance the educational and career
development of the student.

The school counseling program enables all students to achieve success in school and develop into
contributing members of our society.

Standard A:

Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and
respect self and others.

STUDENT COMPETENCIES

Acquire Self Knowledge

Students will:

ƒ develop a positive attitude toward self as a unique and worthy person

ƒ identify personal values, attitudes, and beliefs
ƒ learn the goal-setting process
ƒ understand change as a part of growth
ƒ identify and express feelings
ƒ distinguish between appropriate and inappropriate behaviors
ƒ recognize personal boundaries, rights, and privacy needs
ƒ understand the need for self-control and how to practice it
ƒ demonstrate cooperative behavior in groups
ƒ identify personal strengths and assets
ƒ identify and discuss changing personal and social roles
ƒ identify and recognize changing family roles

Acquire Interpersonal Skills

Students will:

ƒ recognize that everyone has rights and responsibilities, including family and friends
ƒ respect alternative points of view
ƒ recognize, accept, respect, and appreciate individual differences
ƒ recognize, accept, and appreciate ethnic and cultural diversity
ƒ recognize and respect differences in various family configurations
ƒ use effective communication skills
ƒ know that communication involves speaking, listening, and nonverbal behavior
ƒ learn how to communicate effectively with family
ƒ learn how to make and keep friends

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Standard B:

Students will make decisions, set goals and take necessary action to achieve goals.

STUDENT COMPETENCIES

Self Knowledge Applications

Students will:

ƒ use a decision-making and problem-solving model

ƒ understand consequences of decisions and choices
ƒ identify alternative solutions to a problem
ƒ develop effective coping skills for dealing with problems
ƒ demonstrate when, where, and how to seek help for solving problems and making decisions
ƒ know how to apply conflict resolution skills
ƒ demonstrate a respect and appreciation for individual and cultural differences
ƒ know when peer pressure is influencing a decision
ƒ identify long and short term goals
ƒ identify alternative ways of achieving goals
ƒ use persistence and perseverance in acquiring knowledge and skills
ƒ develop an action plan to set and achieve realistic goals

Standard C:

Students will understand safety and survival skills.

STUDENT COMPETENCIES

Acquire Personal Safety Skills

Students will:

ƒ demonstrate knowledge of personal information (i.e. telephone number, home address, emergency
contact)
ƒ learn about the relationship between rules, laws, safety and the protection of an individual’s rights
ƒ learn the difference between appropriate and inappropriate physical contact
ƒ demonstrate the ability to assert boundaries, rights, and personal privacy
ƒ differentiate between situations requiring peer support and situations requiring adult professional
help
ƒ identify resource people in the school and community and know how to seek their help
ƒ apply effective problem-solving and decision-making skills to make safe and healthy choices
ƒ learn about the emotional and physical dangers of substance use and abuse
ƒ learn how to cope with peer pressure
ƒ learn techniques for managing stress and conflict
ƒ learn coping skills for managing life events

12
 ETHICAL STANDARDS FOR SCHOOL COUNSELORS (ASCA, 2004)
Preamble high standards of integrity, leadership and
professionalism among its members. The Ethical
The American School Counselor Association Standards for School Counselors were developed to
(ASCA) is a professional organization whose clarify the nature of ethical responsibilities held in
members are certified/licensed in school common by school counseling professionals. The
counseling with unique qualifications and skills purposes of this document are to:
to address the academic, personal/social and
career development needs of all students. • Serve as a guide for the ethical practices of all
Professional school counselors are advocates, professional school counselors regardless of level,
leaders, collaborators and consultants who create area, population served or membership in this
opportunities for equity in access and success in professional association;
educational opportunities by connecting their
programs to the mission of schools and • Provide self-appraisal and peer evaluations
subscribing to the following tenets of regarding counselor responsibilities to students,
professional responsibility: parents/guardians, colleagues and professional
associates, schools, communities and the counseling
• Each person has the right to be respected, be profession; and
treated with dignity and have access to a
comprehensive school counseling program that • Inform those served by the school counselor of
advocates for and affirms all students from acceptable counselor practices and expected
diverse populations regardless of ethnic/racial professional behavior.
status, age, economic status, special needs,
English as a second language or other language A.1. Responsibilities to Students
group, immigration status, sexual orientation, The professional school counselor:
gender, gender identity/expression, family type, a. Has a primary obligation to the student, who is to
religious/spiritual identity and appearance. be treated with respect as a unique individual.

• Each person has the right to receive the b. Is concerned with the educational, academic,
information and support needed to move toward career, personal and social needs and encourages the
self-direction and self-development and maximum development of every student.
affirmation within one’s group identities, with
special care being given to students who have c. Respects the student’s values and beliefs and does
historically not received adequate educational not impose the counselor’s personal values.
services: students of color, low socio-economic
students, students with disabilities and students d. Is knowledgeable of laws, regulations and policies
with nondominant language backgrounds. relating to students and strives to protect and inform
students regarding their rights.
• Each person has the right to understand the full
magnitude and meaning of his/her educational A.2. Confidentiality
choices and how those choices will affect future The professional school counselor:
opportunities. a. Informs students of the purposes, goals,
techniques and rules of procedure under which they
• Each person has the right to privacy and may receive counseling at or before the time when
thereby the right to expect the counselor-student the counseling relationship is entered. Disclosure
relationship to comply with all laws, policies and notice includes the limits of confidentiality such as
ethical standards pertaining to confidentiality in the possible necessity for consulting with other
the school setting. professionals, privileged communication, and legal
or authoritative restraints. The meaning and limits of
In this document, ASCA specifies the principles
of ethical behavior necessary to maintain the
13
confidentiality are defined in developmentally g. Recognizes his/her primary obligation for
appropriate terms to students. confidentiality is to the student but balances that
obligation with an understanding of the legal and
b. Keeps information confidential unless inherent rights of parents/guardians to be the guiding
disclosure is required to prevent clear and voice in their children’s lives.
imminent danger to the student or others or when
legal requirements demand that confidential A.3. Counseling Plans
information be revealed. Counselors will consult The professional school counselor:
with appropriate professionals when in doubt as a. Provides students with a comprehensive school
to the validity of an exception. counseling program that includes a strong emphasis
c. In absence of state legislation expressly on working jointly with all students to develop
forbidding disclosure, considers the ethical academic and career goals.
responsibility to provide information to an
identified third party who, by his/her relationship b. Advocates for counseling plans supporting
with the student, is at a high risk of contracting a students right to choose from the wide array of
disease that is commonly known to be options when they leave secondary education. Such
communicable and fatal. Disclosure requires plans will be regularly reviewed to update students
satisfaction of all of the following conditions: regarding critical information they need to make
• Student identifies partner or the partner is informed decisions.
highly identifiable
• Counselor recommends the student notify A.4. Dual Relationships
partner and refrain from further high-risk The professional school counselor:
behavior a. Avoids dual relationships that might impair
• Student refuses his/her objectivity and increase the risk of harm to
• Counselor informs the student of the intent to the student (e.g., counseling one’s family members,
notify the partner close friends or associates). If a dual relationship is
• Counselor seeks legal consultation as to the unavoidable, the counselor is responsible for taking
legalities of informing the partner action to eliminate or reduce the potential for harm.
Such safeguards might include informed consent,
d. Requests of the court that disclosure not be consultation, supervision and documentation.
required when the release of confidential
information may potentially harm a student or b. Avoids dual relationships with school personnel
the counseling relationship. that might infringe on the integrity of the
counselor/student relationship
e. Protects the confidentiality of students’
records and releases personal data in accordance
A.5. Appropriate Referrals
with prescribed laws and school policies. Student
The professional school counselor:
information stored and transmitted electronically
a. Makes referrals when necessary or appropriate to
is treated with the same care as traditional
outside resources. Appropriate referrals may
student records.
necessitate informing both parents/guardians and
students of applicable resources and making proper
f. Protects the confidentiality of information
plans for transitions with minimal interruption of
received in the counseling relationship as
services. Students retain the right to discontinue the
specified by federal and state laws, written
counseling relationship at any time.
policies and applicable ethical standards. Such
information is only to be revealed to others with
the informed consent of the student, consistent A.6. Group Work
with the counselor’s ethical obligation. The professional school counselor:
a. Screens prospective group members and maintains
an awareness of participants’ needs and goals in
14
relation to the goals of the group. The counselor
takes reasonable precautions to protect members c. Recognizes the limits of sole-possession records
from physical and psychological harm resulting and understands these records are a memory aid for
from interaction within the group. the creator and in absence of privilege
communication may be subpoenaed and may
b. Notifies parents/guardians and staff of group become educational records when they 1) are shared
participation if the counselor deems it with others in verbal or written form, 2) include
appropriate and if consistent with school board information other than professional opinion or
policy or practice. personal observations and/or 3) are made accessible
to others.
c. Establishes clear expectations in the group d. Establishes a reasonable timeline for purging sole-
setting and clearly states that confidentiality in possession records or case notes. Suggested
group counseling cannot be guaranteed. Given guidelines include shredding sole possession records
the developmental and chronological ages of when the student transitions to the next level,
minors in schools, the counselor recognizes the transfers to another school or graduates. Careful
tenuous nature of confidentiality for minors discretion and deliberation should be applied before
renders some topics inappropriate for group destroying sole-possession records that may be
work in a school setting. needed by a court of law such as notes on child
abuse, suicide, sexual harassment or violence.
d. Follows up with group members and
documents proceedings as appropriate. A.9. Evaluation, Assessment and
Interpretation
A.7. Danger to Self or Others The professional school counselor:
The professional school counselor: a. Adheres to all professional standards regarding
a. Informs parents/guardians or appropriate selecting, administering and interpreting assessment
authorities when the student’s condition measures and only utilizes assessment measures that
indicates a clear and imminent danger to the are within the scope of practice for school
student or others. This is to be done after careful counselors.
deliberation and, where possible, after
consultation with other counseling professionals. b. Seeks specialized training regarding the use of
electronically based testing programs in
b. Will attempt to minimize threat to a student administering, scoring and interpreting that may
and may choose to 1) inform the student of differ from that required in more traditional
actions to be taken, 2) involve the student in a assessments.
three-way communication with parents/guardians
when breaching confidentiality or 3) allow the c. Considers confidentiality issues when utilizing
student to have input as to how and to whom the evaluative or assessment instruments and
breach will be made. electronically based programs.

A.8. Student Records d. Provides interpretation of the nature, purposes,

The professional school counselor: results and potential impact of assessment/evaluation
a. Maintains and secures records necessary for measures in language the student(s) can understand.
rendering professional services to the student as
required by laws, regulations, institutional e. Monitors the use of assessment results and
procedures and confidentiality guidelines. interpretations, and takes reasonable steps to prevent
others from misusing the information.
b. Keeps sole-possession records separate from
students’ educational records in keeping with f. Uses caution when utilizing assessment
state laws. techniques, making evaluations and interpreting the

15
performance of populations not represented in students participating in peer-to-peer programs under
the norm group on which an instrument is his/her direction.
standardized.
B. Responsibilities to Parents/Guardians
g. Assesses the effectiveness of his/her program
in having an impact on students’ academic, B.1. Parent Rights and Responsibilities
career and personal/social development through The professional school counselor:
accountability measures especially examining a. Respects the rights and responsibilities of
efforts to close achievement, opportunity and parents/guardians for their children and endeavors to
attainment gaps. establish, as appropriate, a collaborative relationship
with parents/guardians to facilitate the student’s
A.10. Technology maximum development.
The professional school counselor:
a. Promotes the benefits of and clarifies the b. Adheres to laws, local guidelines and ethical
limitations of various appropriate technological standards of practice when assisting
applications. The counselor promotes parents/guardians experiencing family difficulties
technological applications (1) that are that interfere with the student’s effectiveness and
appropriate for the student’s individual needs, (2) welfare.
that the student understands how to use and (3)
for which follow-up counseling assistance is c. Respects the confidentiality of parents/guardians.
provided. d. Is sensitive to diversity among families and
recognizes that all parents/guardians, custodial and
b. Advocates for equal access to technology for noncustodial, are vested with certain rights and
all students, especially those historically responsibilities for the welfare of their children by
underserved. virtue of their role and according to law.

c. Takes appropriate and reasonable measures for B.2. Parents/Guardians and

maintaining confidentiality of student
Confidentiality
information and educational records stored or
The professional school counselor:
transmitted over electronic media including
a. Informs parents/guardians of the counselor’s role
although not limited to fax, electronic mail and
with emphasis on the confidential nature of the
instant messaging.
counseling relationship between the counselor and
student.
d. While working with students on a computer or
b. Recognizes that working with minors in a school
similar technology, takes reasonable and
setting may require counselors to collaborate with
appropriate measures to protect students from
students’ parents/guardians.
objectionable and/or harmful online material.
c. Provides parents/guardians with accurate,
e. Who is engaged in the delivery of services
comprehensive and relevant information in an
involving technologies such as the telephone,
objective and caring manner, as is appropriate and
videoconferencing and the Internet takes
consistent with ethical responsibilities to the student.
responsible steps to protect students and others
from harm.
d. Makes reasonable efforts to honor the wishes of
parents/guardians concerning information regarding
A.11. Student Peer Support Program the student, and in cases of divorce or separation
The professional school counselor: exercises a good-faith effort to keep both parents
Has unique responsibilities when working with informed with regard to critical information with the
student-assistance programs. The school exception of a court order.
counselor is responsible for the welfare of

16
C. Responsibilities to Colleagues and a. Supports and protects the educational program
Professional Associates against any infringement not in students’ best
interest.
C.1. Professional Relationships
b. Informs appropriate officials in accordance with
The professional school counselor:
school policy of conditions that may be potentially
a. Establishes and maintains professional
disruptive or damaging to the school’s mission,
relationships with faculty, staff and
personnel and property while honoring the
administration to facilitate an optimum
confidentiality between the student and counselor.
counseling program.
c. Is knowledgeable and supportive of the school’s
b. Treats colleagues with professional respect,
mission and connects his/her program to the school’s
courtesy and fairness. The qualifications, views
mission.
and findings of colleagues are represented to
accurately reflect the image of competent
d. Delineates and promotes the counselor’s role and
professionals.
function in meeting the needs of those served.
Counselors will notify appropriate officials of
c. Is aware of and utilizes related professionals,
conditions that may limit or curtail their
organizations and other resources to whom the
effectiveness in providing programs and services.
student may be referred.
e. Accepts employment only for positions for which
C.2. Sharing Information with Other he/she is qualified by education, training, supervised
Professionals experience, state and national professional
The professional school counselor: credentials and appropriate professional experience.
a. Promotes awareness and adherence to
appropriate guidelines regarding confidentiality, f. Advocates that administrators hire only qualified
the distinction between public and private and competent individuals for professional
information and staff consultation. counseling positions.

b. Provides professional personnel with accurate, g. Assists in developing: (1) curricular and
objective, concise and meaningful data necessary environmental conditions appropriate for the school
to adequately evaluate, counsel and assist the and community, (2) educational procedures and
student. programs to meet students’ developmental needs and
(3) a systematic evaluation process for
c. If a student is receiving services from another comprehensive, developmental, standards-based
counselor or other mental health professional, the school counseling programs, services and personnel.
counselor, with student and/or parent/guardian The counselor is guided by the findings of the
consent, will inform the other professional and evaluation data in planning programs and services.
develop clear agreements to avoid confusion and
conflict for the student. D.2. Responsibility to the Community
The professional school counselor:
d. Is knowledgeable about release of information a. Collaborates with agencies, organizations and
and parental rights in sharing information. individuals in the community in the best interest of
students and without regard to personal reward or
D. Responsibilities to the School and remuneration.
Community
b. Extends his/her influence and opportunity to
D.1. Responsibilities to the School deliver a comprehensive school counseling program
The professional school counselor: to all students by collaborating with community
resources for student success.
17
E. Responsibilities to Self a. Accepts the policies and procedures for handling
ethical violations as a result of maintaining
E.1. Professional Competence membership in the American School Counselor
The professional school counselor: Association.
a. Functions within the boundaries of individual
professional competence and accepts b. Conducts herself/himself in such a manner as to
responsibility for the consequences of his/her advance individual ethical practice and the
actions. profession.

b. Monitors personal well-being and c. Conducts appropriate research and report findings
effectiveness and does not participate in any in a manner consistent with acceptable educational
activity that may lead to inadequate professional and psychological research practices. The counselor
services or harm to a student. advocates for the protection of the individual
student’s identity when using data for research or
c. Strives through personal initiative to maintain program planning.
professional competence including technological
literacy and to keep abreast of professional d. Adheres to ethical standards of the profession,
information. Professional and personal growth other official policy statements, such as ASCA’s
are ongoing throughout the counselor’s career. position statements, role statement and the ASCA
National Model, and relevant statutes established by
federal, state and local governments, and when these
E.2. Diversity
are in conflict works responsibly for change.
The professional school counselor:
a. Affirms the diversity of students, staff and
e. Clearly distinguishes between statements and
families.
actions made as a private individual and those made
as a representative of the school counseling
b. Expands and develops awareness of his/her
profession.
own attitudes and beliefs affecting cultural
values and biases and strives to attain cultural
f. Does not use his/her professional position to
competence.
recruit or gain clients, consultees for his/her private
practice or to seek and receive unjustified personal
c. Possesses knowledge and understanding about
gains, unfair advantage, inappropriate relationships
how oppression, racism, discrimination and
or unearned goods or services.
stereotyping affects her/him personally and
professionally.
F.2. Contribution to the Profession
d. Acquires educational, consultation and The professional school counselor:
training experiences to improve awareness, a. Actively participates in local, state and national
knowledge, skills and effectiveness in working associations fostering the development and
with diverse populations: ethnic/racial status, improvement of school counseling.
age, economic status, special needs, ESL or ELL,
immigration status, sexual orientation, gender, b. Contributes to the development of the profession
gender identity/expression, family type, through the sharing of skills, ideas and expertise
religious/spiritual identity and appearance. with colleagues.

c. Provides support and mentoring to novice

F. Responsibilities to the Profession
professionals.
F.1. Professionalism
The professional school counselor:

18
G. Maintenance of Standards 4. If the matter still remains unresolved, referral for
Ethical behavior among professional school review and appropriate action should be made to the
counselors, association members and Ethics Committees in the following sequence:
nonmembers, is expected at all times. When - state school counselor association
there exists serious doubt as to the ethical - American School Counselor Association
behavior of colleagues or if counselors are forced
to work in situations or abide by policies that do 5. The ASCA Ethics Committee is responsible for:
not reflect the standards as outlined in these • educating and consulting with the membership
Ethical Standards for School Counselors, the regarding ethical standards
counselor is obligated to take appropriate action • periodically reviewing and recommending changes
to rectify the condition. The following procedure in code
may serve as a guide: • receiving and processing questions to clarify the
application of such standards; Questions must be
1. The counselor should consult confidentially submitted in writing to the ASCA Ethics chair.
with a professional colleague to discuss the • handling complaints of alleged violations of the
nature of a complaint to see if the professional ethical standards. At the national level, complaints
colleague views the situation as an ethical should be submitted in writing to the ASCA Ethics
violation. Committee, c/o the Executive Director, American
School Counselor Association, 1101 King St., Suite
2. When feasible, the counselor should directly 625, Alexandria, VA 22314.
approach the colleague whose behavior is in
question to discuss the complaint and seek
resolution.

3. If resolution is not forthcoming at the personal

level, the counselor shall utilize the channels
established within the school, school district, the © Copyright 2006-2008 American School Counselor
state school counseling association and ASCA’s Association. All Rights Reserved.
Ethics Committee.

19
 THE ROLE OF THE PROFESSIONAL SCHOOL COUNSELOR (ASCA, 2004)

The professional school counselor is a certified/licensed educator trained in school counseling with
unique qualifications and skills to address all students’ academic, personal/social and career development
needs. Professional school counselors implement a comprehensive school counseling program that
promotes and enhances student achievement. Professional school counselors are employed in elementary,
middle/junior high and high schools and in district supervisory, counselor education and post-secondary
settings. Their work is differentiated by attention to developmental stages of student growth, including the
needs, tasks and student interests related to those stages.
Professional school counselors serve a vital role in maximizing student achievement. Incorporating
leadership, advocacy and collaboration, professional school counselors promote equity and access to
opportunities and rigorous educational experiences for all students. Professional school counselors
support a safe learning environment and work to safeguard the human rights of all members of the school
community. Collaborating with other stakeholders to promote student achievement, professional school
counselors address the needs of all students through prevention and intervention programs that are a part
of a comprehensive school counseling program. To achieve maximum program effectiveness, the
American School Counselor Association recommends a counselor-to-student ratio of 1:250.
Professional school counselors have a master’s degree or higher in school counseling or the substantial
equivalent, meet the state certification/licensure standards and abide by the laws of the states in which
they are employed. They uphold the ethical and professional standards of professional counseling
associations and promote the development of the school counseling program based on the following areas
of the ASCA National Model: foundation, delivery, management and accountability.
Foundation
Professional school counselors identify personal beliefs and philosophies as to how all students benefit
from the school counseling program and act on these beliefs and philosophies to guide the development,
implementation and evaluation of a comprehensive school counseling program. Professional school
counselors create a mission statement supporting the school’s mission and collaborate with other
individuals and organizations to promote all students’ academic, career and personal/social development.
Delivery
Professional school counselors provide services to students, parents, school staff and the community in
the following areas:
• School Guidance Curriculum – This curriculum consists of structured lessons designed to help students
achieve the desired competencies and to provide all students with the knowledge and skills appropriate for
their developmental level. The school guidance curriculum is delivered throughout the school's overall
curriculum and is systematically presented by professional school counselors in collaboration with other
professional educators in K-12 classroom and group activities.
• Individual Student Planning – Professional school counselors coordinate ongoing systemic activities
designed to help students establish personal goals and develop future plans.
• Responsive Services – Responsive services are preventative and/or interventive activities meeting
students’ immediate and future needs. These needs can be necessitated by events and conditions in
students’ lives and may require any of the following:
o individual or group counseling
20
o consultation with parents, teachers and other educators
o referrals to other school support services or community resources
o peer helping
o information
Professional school counselors develop confidential relationships with students to help them resolve or
cope with problems and developmental concerns.
• System Support – System support consists of management activities establishing, maintaining and
enhancing the total school counseling program. These activities include professional development,
consultation, collaboration, program management and operations. Professional school counselors are
committed to continual personal and professional development and are proactively involved in
professional organizations promoting school counseling at the local, state and national levels.
Management
Professional school counselors incorporate organizational processes and tools that are concrete, clearly
delineated and reflective of the school’s needs. Tools and processes include:
• Agreements developed with and approved by administrators at the beginning of the school year
addressing how the school counseling program is organized and what goals will be accomplished
• Advisory councils made up of students, parents, teachers, counselors administrators and community
members to review school counseling program results and to make recommendations
• Use of student data to affect systemic change within the school system so every student receives the
benefit of the school counseling program
• Action plans for prevention and intervention services defining the desired student competencies and
achievement results
• Allotment of 80 percent of the professional school counselor's time in direct service with students
• Use of master and weekly calendars to keep students, parents, teachers and administrators informed and
to encourage active participation in the school counseling program
Accountability
To demonstrate the effectiveness of the school counseling program in measurable terms, professional
school counselors report on immediate, intermediate and long-range results showing how students are
different as a result of the school counseling program. Professional school counselors use data to show the
impact of the school counseling program on school improvement and student achievement. Professional
school counselors conduct school counseling program audits to guide future action and improve future
results for all students. The performance of the professional school counselor is evaluated on basic
standards of practice expected of professional school counselors implementing a school counseling
program.
Summary
Professional school counselors are certified/licensed professionals with a masters’ degree or higher in
school counseling or the substantial equivalent and are uniquely qualified to address the developmental
needs of all students. Professional school counselors deliver a comprehensive school counseling program
encouraging all students’ academic, career and personal/social development and helping all students in
maximizing student achievement.

21
 RESEARCH BASIS FOR COMPREHENSIVE SCHOOL COUNSELING PROGRAMS

The motivation for adopting a comprehensive school counseling program is to provide counselors with
the model for successfully managing the 21st Century issues facing students, families, and the extended
community. Comprehensive counseling programs reflect the impetus for change and are the foundation to
provide each child, adolescent, and family with the tools necessary for developing enduring skills to
manage school and future challenges. School counselors continue to identify innovative ways of meeting
those ever-changing demands of students’ lives and societal changes in Springfield.

Research associated with the impact of school counseling has typically assumed two distinctive
modalities. Studies have either assessed the effectiveness of particular activities or interventions utilized
by counselors (Poynton, 2006; Webb, 2005; Campbell & Brigman, 2005; Webb, Brigman, & Campbell,
2005; Brigman & Campbell, 2003) or the influence of school counseling or comprehensive school
counseling programs have been evaluated (Sink, Akos, Turnbull, & Mvududu, 2008; Stroh, 2004; Sink &
Stroh, 2003; Lapan, Gysbers, & Petroski, 2001; Lapan, Gysbers, & Sun, 1997; Nelson & Gardner, 1998).

The evolution of school counseling to where we are today can be characterized by the philosophical shift
from a direct student service model to a comprehensive model. The Comprehensive Developmental
Guide (CDG) Program model (Gysbers & Henderson, 2000), initiated in the 1970’s, emphasized school
counseling as an essential component of the educational program, rather than ancillary systems of support
services. Guidance curriculum, which reinforced specific structured competencies in the Academic,
Career, and Personal/Social domains, was designed for application to the entire student population
(McGannon, Carey, & Dimmmitt, 2005). The advancement of school counseling continued when the
American School Counselor Association released “The ASCA National Model: A Framework for School
Counseling Programs” (ASCA, 2003, 2005). The ASCA framework was established in response to the
demand for a more standards-based system with underpinnings in both accountability and utilization of
data to drive student achievement.

Research supporting the significance of school counseling is extensive, some originating over a half
century ago (Kefauver & Hand, 1941). In the modern era of school counseling, several researchers have
assessed the significance of comprehensive school counseling programs (Lapan, Gysbers, & Sun, 1997;
Nelson & Gardner, 1998; Lapan, Gysbers, & Petroski, 2001; Sink & Stroh, 2003; Sink et al., 2008).
Lapan, Gysbers, and Sun (1997) in a statewide study which included 22,964 participants from 236
separate Missouri high schools. It was found that students who attended schools with more fully
implemented comprehensive guidance and counseling programs reported more positive school
experiences. Lapan and colleagues (1997) found statistically significant relationships between guidance
program implementation and: higher self-reported grades; perceptions that their education was preparing
them for the future; and the perception that their school delivered more career and college information.
Additionally, significant associations were found between guidance implementation and school climate
factors—feelings of belonging and safety in school, perception of less frequent classroom disruption, and
improved behavioral management by peers.

22
Nelson and Gardner (1998) conducted two separate assessments involving secondary school students in
Utah. Study II contrasted high school students from high- and low-implementation comprehensive
guidance counseling programs. Results favored schools that supported highly implemented counseling
programs. The researchers reported statistical significance between high- and low-implementation
schools with regard to the following factors: the perception of preparation for careers and continuing
education; the perception that academics targeted interest areas related to education and careers; and
students enrolled in high-implementation school scored remarkably higher on the ACT College Entrance
Examination.

Lapan, Gysbers, and Petroski (2003) conducted data analysis utilizing information from 22,601 seventh
graders and 4,868 teachers attending 184 Missouri schools. Lapan et al. discovered more fully
implemented counseling programs significantly predicted: perceptions around safety in school; positive
relationships between teachers and students; greater overall satisfaction with the education; the perception
that the education was relevant and important to one’s future; and higher academic grades.

Sink and Stroh (2003) randomly drew from 150 public schools in Washington State. The schools
represented the entire population range and were situated in rural, suburban, and urban locations; the
participants in the study numbered 20,131. The central findings were that students enrolled (for three or
more years) in comprehensive school counseling programs benefited academically even if the
comprehensive program wasn’t being fully implemented. Second, regardless of socioeconomic status,
students who remained in a well implemented comprehensive school counseling program for multiple
years generated significantly higher achievement scores than students who attended schools without such
programs.

Sink, Akos, Turnbull, and Mvududu (2008) conducted a study involving 146 Washington State middle
schools. The middle schools sampled were predominantly located in western Washington and reflected
rural (33.6%), suburban (44.5%), and urban (21.9%) regions. The participants were divided along the
continuum of schools utilizing comprehensive counseling programs (N = 31,010) and schools without
such programs (N = 29,321). Subjects were further categorized based on high (N = 15,474) and low (N =
15,536) implementation of the comprehensive school counseling program. Classification of high- or low-
implementation was operationally defined by the length of time the school employed a comprehensive
program (a threshold level of five or more years was deemed high-implementation). Sink et al. found
sixth graders in high-implementation schools significantly outperformed non-comprehensive schools on
the Iowa Test of Basic Skills (language, math, and core total scores). Seventh graders enrolled in high-
implementation schools scored significantly higher in reading and math on the Washington Assessment of
Student Learning than those students in non-comprehensive schools. Furthermore, students in high-
implementation schools tended to outperform their low-implementation counterparts.

Dahir, Burnham, & Stone (2009) analyzed the impact of school counselor involvement in critical school
improvement issues and the results of the MEASURE plans (Dahir & Stone, 2009) illustrated the valuable
contribution made through collaboration and teaming to improve school data. What can be ascertained
from these research studies is that comprehensive school counseling programs positively shape a wide-
spectrum of critical factors effecting and affecting students. These factors are both perceptual (i.e.
personal safety within the school community, import of schooling both immediate and in the future, and
overall satisfaction with school) and tangible (academic achievement and standardized test scores).
23
Furthermore, as evidenced in this summary, when the comprehensive school counseling programs are
fully implemented over time (five or more years) the benefits of comprehensive school counseling
programs are even more profound.

As the profession of school counseling continues to evolve and transform to meet the needs of 21st
Century schools and students, researchers will continue to look carefully on the impact of school
counseling programs on the goals of school improvement and school counselor contributions to closing
the achievement gap.

REFERENCES

American School Counselor Association. (2003). American school counselor association national model:
A framework for school counseling programs. Alexandria, VA: Author.

American School Counselor Association. (2005). American school counselor association national model:
A framework for school counseling programs. 2nd edition Alexandria, VA: Author.

Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school
success behavior. Professional School Counseling, 7, 91–99.

Dahir, C., Burnham, J., Stone, C. (2009). Listen to the voices: School counselors and
comprehensive school counseling programs. Professional School Counseling. v.12, 182-
192.
Dahir, C. & Stone, C. (2009). School counselor accountability: The path to social justice and
systemic change. Journal of Counseling and Development. v. 87. 12-20.

Gysbers, N. C., & Henderson, P. (2006). Developing and managing your school guidance program (4th
ed.). Alexandria, VA: American Counseling Association.

Lapan, R. T., Gysbers, N. C., & Petroski, G. (2001). Helping seventh graders be safe and successful: A
statewide study of the impact of comprehensive guidance programs. Journal of Counseling and
Development, 79, 320–330.

Lapan, R.T., Gysbers, N. C., & Sun, Y. (1997).The impact of more fully implemented guidance programs
on the school experiences of high school students: A statewide evaluation study. Journal of
Counseling & Development, 75, 292-302.

Kefauver, G. N., & Hand, H. C. (1941). Appraising guidance in secondary schools. New
York:Macmillan.

McGannon,W., Carey, J., & Dimmitt, C. (2005). The current status of school counseling outcome
research (Research Monograph No. 2). Amherst, MA: University of Massachusetts, Center for
School Counseling Outcome Research.

Nelson, D. E., Gardner, J. L., & Fox, D. G. (1998).An evaluation of the comprehensive guidance program
in the Utah public schools. Salt Lake City, UT: Utah State Office of Education.

24
Sink, C., Akos, P., Turnbull, R., & Mvududu, N. (2008). An investigation of comprehensive school
counseling programs and academic achievement in Washington state middle schools.
Professional School Counseling, 12, 43-53.

Stroh, H. R. (2004). An investigation of comprehensive guidance and counseling programs and academic
achievement with sixth-grade Washington state students. Unpublished doctoral dissertation,
Seattle Pacific University, Seattle, WA.

Sink, C.A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students
through comprehensive school counseling programs. Professional School Counseling, 6, 352–364.

25
 BEST PRACTICES IN SCHOOL COUNSELING

Domain Area: Academic Career Personal-Social Development

Name: _____________________________________ Job Title: _________________________________

School: ______________________________________________________________________________

Title/Name of the Program/Activity: _______________________________________________________

Grade Level: __________

ASCA Standard:_______________________________________________________________________

Competencies: ________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Resources/materials: ___________________________________________________________________

____________________________________________________________________________________

Strategies: ___________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Evaluation methods: ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Results/Measurable Outcomes: ___________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Follow Up: __________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

26
 Student Development Curriculum Lesson Plan Template

Counselor: Topic or Title of Lesson:

District Standard of Counselor Performance: Principle I and Principle IV

Student Development Curriculum Domain (circle all that apply):

ACADEMIC CAREER PERSONAL-SOCIAL

Standard (circle all that apply): A B C

Learning Expectations
The student will:

Core Curriculum Connection:

Assessments:
How will you know when your students have met the Learning Expectations above?
Samples listed. Circle those you will use and/or add your own.

Formative: Assessments that provide data (may include):

9 activators, journal prompts, learning log entries
9 Venn diagrams, t-charts, word splashes
9 large and small group discussion, shared inquiry, think-pair-share
9 text annotation
9 pop quizzes
9 Open Response questions/answers
9 vocabulary checks
9 dipsticking, yes-no-maybe
9 ticket-to-leave, 3-2-1, one-sentence summarizer
9 jig-sawing

Summative/Unit: Assessments occurring at the end of a unit, evidence of the extent to

which students have mastered the unit Learning Expectations.
9 a rigorous assessment includes: multiple choice, matching, fill-in-the-blank, Open
Response items (MCAS format)
and one of the following:
9 multi-paragraph essay (MCAS format)
or
9 a 5-10 minute (group or individual) presentation demonstrating achievement of the
Learning Expectations.

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Materials:

Learning Activities: What activities will be used to meet and apply the Learning
Expectations? Samples listed. Circle those you chose to use and/or add your own.
• Create a K-W-L
• Identify any new words, word wall
• Predict meaning/discuss the significance of the topic
• Use t-charts
• Study guides, self-tests
• flash cards, word slash
• Think Pair Share, cooperative learning
• Jig-saw: Groups of three to four students are assigned a topic element. They
review, provide examples, and explain the significance of these elements to the
topic. Finally, they share their work with each other.

Procedure (Describe in detail the sequence of events in the lesson):

9 Activator: An activator is a question/task springing from the lesson/topic,
intended to focus the students on the unit of instruction (i.e. pre-test).

9 Mini lesson: A mini lesson is direct instruction on the objective of the day,
what students need to know and be able to do during the learning activity.

9 Learning Activity: The learning activity is a key activity that gives students
the intellectual experiences you want them to have.

9 Wrap-up: The wrap-up requires all students to summarize their learning

from this lesson.

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 SCHOOL COUNSELOR AND PRINCIPAL COLLABORATIVE PLAN

The purpose of joint planning is to foster collaboration and to help us meet our school improvement goals.
Please note: This plan should be completed while reviewing the SIP. In addition, this plan is not an
evaluative tool.
Principal’s Name: ________________________ Counselor’s Name(s):_________________________________

1. Delivery
The school counselor will spend approximately the following time in each component area to ensure
delivery of the school counseling program:

Actual Use: Component at a glance: Recommended Time: 

_____% of time Provides Comprehensive Developmental Elementary: Middle: High School:

Delivering Student Student Development curriculum 35% - 45% 25% - 35% 15% - 25%
Development Curriculum in a systemic way to all students; K-12

_____% of time Assists students and parents in Elementary: Middle: High School:
With Individual development of academic 5% - 10% 15% - 25% 25% - 35%
Student planning and career plans

_____% of time Addresses the immediate Elementary: Middle: High School:

With Responsive Services concerns of all students 30% - 40% 30% - 40% 25% - 35%

_____% of time Includes program, staff, and Elementary: Middle: High School:
with System Support school support activities and services 10% - 15% 10% - 15% 15% - 20%

2. Programs will be delivered in the academic, personal/social, and career domains.

List the general priorities for each domain and the strategies to be used with each group to support/reinforce
the priorities.
DOMAIN GROUPS
Academic Student Staff Parents Community

Career Student Staff Parents Community

Personal/social Student Staff Parents Community

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3. Professional Development
The school counselor(s) will participate in one or more of the following professional development
opportunities this year:
State counselor conference _____ National counselor conference ______ Classes/workshops/trainings
______
District counselor meetings_____ Other (please specify) _____

Please specify Professional Development funding source(s):

________________________________________

4. Professional Collaboration.
The school counselor(s) will meet on a regular basis, as well as when needed, with the following:
School staff/faculty Principal/administration Subject area departments School
Leadership Team
Counseling Department School Decision Making Team Other:
________________________________

5. Additional Planning & Comments:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Date agreement completed: ________ School year: ________ # of counselors in department: ____

________________________________________ ________________________________________

Principals’ Signature ________________________________________

________________________________________

________________________________________

________________________________________
Counselor Signature(s)

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 Springfield Public Schools Comprehensive Developmental School Counseling
Elementary School Program Summary
20__ – 20__ School Year

Please return this form to Bertha Iglesias at Central Office by __________________

School Name: ______________________ Adjustment Counselor(s):___________________

Directions:

Please submit one Program Summary per school reflecting all counselors totals for each category and
attach copies of the following:

• 20__ - 20__ School Counselor Calendar

• 20__ - 20__ Responsibilities (counseling related duties, committees involved in, etc.)
• List of additional non-counseling related activities and responsibilities
• Lesson/activity plan(s), flyers, brochures, etc

ACTIVITIES:

Number of students participating in group counseling sessions:

Number of students participating in individual counseling sessions:

Number of students who participated in conflict mediation:

Number of students referred to a talent development program (TAG, Talent Search, etc):

Number of students participating in a talent development program:

Number of students referred to community/counseling agencies:

CAREER:

Number of applications processed for charter and/or private schools

Number of students completing a career interest inventory

Number of students attending a career fair

Number of students attending a college fair/campus visit

GUIDANCE UNITS/LESSONS/WORKSHOPS:

On the following page, list school wide guidance programs, lessons, parent information sessions or
workshops, including the attendance numbers for each.

31
 ACTIVITY SUMMARY

Academic Development

List below any activities conducted related to increasing academic rigor, helping parents understand
student expectations and requirements (e.g. orientations), reducing test anxiety, and anything else related
to a students academic development.

Name of Activity (including grade levels if applicable) Date(s) of Activity # in Attendance

Career Development

List below any activities conducted to help students explore career options, share information with parents
about careers and life planning, and understand the connection between school options and careers.

Name of Activity (including grade levels if applicable) Date(s) of Activity # in Attendance

Personal-Social Development

List below any activities related to helping students develop and refine social skills, learn to problem
solve, resolve conflicts, and deal with personal wellness and safety issues.

Name of Activity (including grade levels if applicable Date(s) of Activity # in Attendance

32
 Springfield Public Schools Comprehensive Developmental School Counseling
Middle School Program Summary
20__ – 20__ School Year
Please return this form to Bertha Iglesias at Central Office by _________________

School Name: ______________________Department Chair:_______________________

Directions:
Please submit one Program Summary per school reflecting all counselors totals for each category and
attach copies of the following:
• 20__ - 20__ Guidance Calendar
• 20__ - 20__ Responsibilities (counseling related duties, committees involved in, etc.)
• List of additional non-counseling related activities and responsibilities
• Lesson/activity plan(s), flyers, brochures, etc

ACTIVITIES:

Number of students participating in group counseling sessions:

Number of students participating in individual counseling sessions:

Number of students who participated in conflict mediation:

Number of students referred to a talent development program (Talent Search etc.):

Number of students participating in a talent development program:

Number of students referred to community/counseling agencies:

CAREER:

Number of applications processed for vocational, charter, and/or private schools

Number of students completing a career portfolio

Number of students attending a high school choice form

Number of students attending a college fair/campus visit

Number of students attending a career fair

GUIDANCE UNITS/LESSONS/WORKSHOPS:

On the following page, list school wide guidance programs, lessons, parent information sessions or
workshops, including the attendance numbers for each.

33
 ACTIVITY SUMMARY

Academic Development

List below any activities conducted related to increasing academic rigor, helping parents understand
student expectations and requirements (e.g. orientations), reducing test anxiety, and anything else related
to a students academic development.

Name of Activity (including grade levels if applicable) Date(s) of Activity # in

Attendance

Career Development

List below any activities conducted to help students explore career options, share information with parents
about careers and life planning, and understand the connection between school options and careers.

Name of Activity (including grade levels if applicable) Date(s) of Activity # in

Attendance

Personal-Social Development

List below any activities related to helping students develop and refine social skills, learn to problem
solve, resolve conflicts, and deal with personal wellness and safety issues.

Name of Activity (including grade levels if applicable Date(s) of Activity # in Attendance

34
 Springfield Public Schools Comprehensive Developmental School Counseling
High School Program Summary
20__ – 20__ School Year

Please return this form to Bertha Iglesias at Central Office by __________________

School Name: _____________________________Department Chair:_____________________

Directions:

Please submit one Program Summary per school reflecting all counselors totals for each category and
attach copies of the following:

• 20__- 20__ Guidance Calendar

• 20__ - 20__ Responsibilities (counseling related duties, committees involved in, etc.)
• List of additional non-counseling related activities and responsibilities
• Lesson/activity plan(s), flyers, brochures, etc

ACTIVITIES:

Number of students completing a four year & post secondary plan:

Number of students receiving an individual course and career planning meeting:

Number of students participating in group counseling sessions:

Number of student participating in individual counseling sessions:

Number of students who participated in conflict mediation:

Number of students referred to a TRIO/Gear Up program (Upward Bound, etc.)

Number of students participating in a TRIO/Gear Up program (Upward Bound, etc.)

CAREER:

Number of students taking the ASVAB

Number of students taking the PSAT

Number of students taking the ACT

Number of students taking the SAT

Number of students taking an SAT Subject Test

35
Total number of college applications processed

Total number of scholarship applications processed

Total number of FASFA applications completed

Total number of students enrolled in an SLC for 20__-20__ school year

GUIDANCE UNITS/LESSONS/WORKSHOPS:

On the following page, list school wide guidance programs, lessons, parent information sessions or
workshops, including the attendance numbers for each.

36
 ACTIVITY SUMMARY

Academic Development

List below any activities conducted related to increasing academic rigor, helping parents understand
student expectations and requirements (e.g. orientations), reducing test anxiety, and anything else related
to a students academic development.

Name of Activity (including grade levels if applicable) Date(s) of Activity # in Attendance

Career Development

List below any activities conducted to help students explore career options, share information with parents
about careers and life planning, and understand the connection between school options and careers.

Name of Activity (including grade levels if applicable) Date(s) of Activity # in Attendance

Personal/Social Development

List below any activities related to helping students develop and refine social skills, learn to problem
solve, resolve conflicts, and deal with personal wellness and safety issues.

Name of Activity (including grade levels if applicable Date(s) of Activity # in Attendance

37
38
 MAPPING

Comprehensive School Counseling Program

Building________________________ School Counselor(s) ____________________________________

ASCA Standard Academic___ Career____ Personal-Social____ Grade Level(s)______

Service/activit Competency Grade Level/ Timeline Who’s School Measurable Delivery Process
y Students (Management) Involved Improvement Outcomes (I C R S)
Involved (Management) Data (Accountability
(Delivery; (Accountabilit )
Management) y)

I = Individual Student Planning C= Curriculum R = Responsive Services S= System Support

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40
 MEASURE
Mission, Element, Analyze, Stakeholders-Unite, Results, Educate
A Six-step Accountability Process for School Counselors

Name and Address of School:

Principal:

Name of Counselor(s) Leading the Initiative:

Enrollment:

School Demographics:
Caucasian/Non-Hispanic
African American
Hispanic
Asian/Pacific Islander
Native American
Multi-Racial
Free-Reduced lunch
English as Second Language

Exceptional Student Education/Special Education

STEP ONE: MISSION

Mission
Connect your work to your school’s mission in keeping with the ASCA or your state’s
comprehensive school counseling model.

Your school or department’s mission statement is:

STEP TWO: ELEMENT

Element
What critical data element are you trying to impact? (Examples include: grades; test scores;
attendance; promotion rates; graduation rates; postsecondary-going rate; enrollment into honors or
AP courses, special education; discipline referral data; etc.
What is the baseline for the data element? Where do you hope to move it goal?
Element:

Baseline:

Goal:

41
STEP THREE: ANALYZE

ANALYZE

Analyze the data element. You can use percentages, averages, raw scores, quartiles, or stanines. You
can aggregate or disaggregate the data to better understand which students are meeting success. You
can disaggregate by gender, race, ethnicity, socio-economic status or in a multitude of ways to look at
student groupings.
The Baseline Data revealed:

STEP FOUR: STAKEHOLDERS - UNITE

STAKEHOLDERS - UNITE to develop strategies to impact the data element

Beginning Date:

Ending Date:

Strategies
Stakeholders

School Counselor(s) ƒ .
Administrator(s) ƒ

Teachers ƒ

Students ƒ

Student Organizations (clubs, teams, etc.) ƒ

Parents ƒ

Parent Teacher Associations ƒ

School Psychologists ƒ

Social Workers ƒ

Community Agency Members ƒ

Faith Based Organizations ƒ
Youth and Community Associations ƒ
Colleges and Universities ƒ

Classroom Teacher Assistants ƒ

Other Support Staff (front office, custodial, cafeteria, ƒ

playground)

School Improvement Team ƒ

42
Resources (grants, technology, etc.) ƒ

STEP FIVE: RESULTS

Results: Restate your baseline data. State where your data is now. Did you meet your goal?

Restate baseline data: Results (data now): Met Goal: Yes____ No ____

Questions to Consider as you examine results and revise your MEASURE:

Which strategies had a positive impact on the data?

Which strategies should be replaced, changed, added?

Based on what you have learned, how will you revise Step Four “Stakeholders-Unite?”

How did your MEASURE contribute to systemic change(s) in your school and/or in your community?

STEP SIX: EDUCATE

Educate others as to your efforts to move data. Develop a report card that shows how the work of the
school counselor(s) is connected to the mission of the schools and to student success. Below is an example
of a report card.

The Educate step in MEASURE has been adapted with permission from the Student Personnel
Accountability Report Card sponsored by the California Department of Education and Los Angeles
County Office of Education.

43
 MEASURE OF SUCCESS
(School Name)

Principal: School Counselor(s):

Enrollment:

Principal Comment Results

School Counselor(s) Comment

Critical Data Element(s)

Systemic Changes

Stakeholders Involved Faces behind the Data

Counselors

Administrators

Teachers

Parents

Students

Colleges and Universities

Business Partners

44