Citation Guide

When citing from this publication, use the following reference: American School Counselor
Association (2019). The ASCA National Model: A Framework for School Counseling Programs,
Fourth Edition. Alexandria, VA: Author.

Copyright 2019 by the American School Counselor Association.

The American School Counselor Association (ASCA) supports school counselors’ efforts to help
students focus on academic, career and social/emotional development so they achieve success in
school and are prepared to lead fulfilling lives as responsible members of society. ASCA provides
professional development, publications and other resources, research and advocacy to school
counselors around the globe. For more information, visit www.schoolcounselor.org.

The ASCA National Model® and the ASCA National Model diagram are registered trademarks of
the American School Counselor Association.

1101 King St., Suite 310, Alexandria, VA 22314

(703) 683-ASCA, (800) 306-4722, fax: (703) 997-7572

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ISBN 978-1-929289-59-2
Table of Contents
Preface

Introduction

Executive Summary

Section I: Define
Student Standards
ASCA Mindsets & Behaviors for Student Success
Professional Standards
ASCA School Counselor Professional Standards &
Competencies
ASCA Ethical Standards for School Counselors

Section II: Manage

Program Focus
Beliefs
Vision Statement
Mission Statement
Program Planning
Data
Annual Data Review
Annual Student Outcome Goals
Action Plans
Lesson Plans
Annual Administrative Conference
Use of Time
Calendars
School Counseling Advisory Council
Section III: Deliver
Direct Student Services
Instruction
Appraisal and Advisement
Counseling
Indirect Student Services
Consultation
Collaboration
Referrals

Section IV: Assess

Program Assessment
School Counselor Assessment and Appraisal

Appendices
Changes in the Fourth Edition
Empirical Research Studies Supporting the Value of School
Counseling
Glossary
References
Preface
EMBRACE THE PAST, WELCOME THE FUTURE: A BRIEF
HISTORY OF SCHOOL COUNSELING
By Norman C. Gysbers, Ph.D., Curators’ Professor, University of Missouri –
Columbia

School counseling is 100-plus years old. It evolved shaped by various

economic, social and educational forces guided by the work of many
individuals. The ASCA National Model, first published in 2003 and now in
its fourth edition, is a product of this evolution. By embracing knowledge
from the past, we can learn how school counseling evolved from a position,
to a service, to a program, the organizational concept embedded in the
ASCA National Model. By welcoming the future we can combine the
insights gained from the past with new knowledge, enabling us to continue
to develop and fully implement comprehensive school counseling programs
in every school district in the country.
School counseling as we know it today began as vocational guidance in the
early 1900s. It was established in schools as a position occupied by
administrators and teachers. No organizational structure was provided other
than a list of duties. In the 1920s school counseling began to change, shaped
by the mental hygiene, psychometric and child study movements. As a
result, a more clinically oriented approach to school counseling emerged.
This signaled a shift away from economic issues to psychological issues
with an emphasis on counseling for personal adjustment.
During the 1930s, discussion took place concerning the various personnel
responsible for school counseling, the duties they performed, and their
selection and training. A major milestone occurred with the creation of a
new organizational structure called pupil personnel services. Within that
structure, the concept of guidance services emerged. The field of school
counseling had moved from a position with a list of duties to a position with
a list of duties organized by guidance services all under the overall structure
of pupil personnel services.
The 1940s and 1950s saw the expansion and extension of counseling in the
schools. The literature during years 1941–1945 focused on contributions to
the war effort. After 1945, attention returned to the need for counseling in
the schools and on ways to improve the services provided. The selection
and training of school counselors also received attention and support with
the passage of the Vocational Education Act of 1946 and the National
Defense Education Act (NDEA) of 1958. In addition, the American School
Counselor Association was established in 1952 as a division of the
American Personnel and Guidance Association. Now school counselors had
a national organization and a voice in national affairs.
A major issue being debated in the 1960s and 1970s concerned the nature of
school counseling. Was it more psychological in nature featuring counseling
as a major intervention? Was it more educational in nature featuring a
broader array of interventions including counseling but also information,
assessment, placement and follow-up activities? Although school
counseling at the elementary level had been discussed previously, it wasn’t
until the 1960s that it became a reality. NDEA, amended in the 1960s,
stimulated training practices and procedures that set elementary school
counseling apart from secondary school counseling. The 1960s and 1970s
also witnessed increasing concern about the services model of school
counseling. Calls for change came from a variety of sources ending up in
the beginning development of a comprehensive program approach to school
counseling.
The concept of a program for school counseling began to take form in the
1960s and 1970s and then became a major way to organize and manage
school counseling in the schools in the 1980s, 1990s and into the 21st
century. During this time many states developed state models. Training
programs to help personnel in school districts plan, design and implement
comprehensive school counseling programs also were initiated. The role
and functions of school counselors was of concern during the 1980s and
1990s. Some writers advocated the role of human development specialist;
others recommended the role of change agent. Predominating roles were
coordinating, counseling and consulting. Tied to the role and function issue
was the issue of terminology. Is it guidance, guidance and counseling or
school counseling?
Although progress was made in developing, implementing and evaluating
comprehensive school counseling programs in the first decade of the 21st
century, discussion continued about program purposes and the work of
school counselors. Should the focus be educational (academic), vocational
(career) or social/emotional (mental health)? Some writers focused on
academic achievement and career but not social/emotional or mental health.
Other writers urged the opposite with mental health issues needing more
attention. Still other writers urged the adoption of a holistic approach
emphasizing attention to all three areas.
During this same decade discussion about program purposes and school
counselors’ roles continued with some writers emphasizing an advocacy
change agent focus. Others talked about the need to emphasize
collaboration. Still others recommended school counselors do more indirect
work and less direct work with students. Finally there was a movement for
school counselors to become more data-oriented, using data to identify
school concerns and student needs.
The development and implementation of school counseling programs across
the country grew in the first decade of the 21st century. This growth was
stimulated by the publication of the ASCA National Model in 2003 and its
adoption by many states and school districts. A second edition was
published in 2005, followed by a third edition in 2013 and this fourth
edition in 2019.
As the second decade of the 21st century began, an ongoing issue for school
counseling was accountability. Although this has been part of professional
discussion since the 1920s, and much work was done over the ensuing
years, there is a renewed sense of urgency today concerning accountability.
The literature makes it clear that evaluation is here to stay and needs to be
designed and carried out to not only demonstrate effectiveness but also to
improve the work of school counselors.
What will the next 100 years be like? No one knows for sure, but if the next
100 years are like the first 100 years, school counseling will continue to
evolve. The forces that shaped school counseling so far will continue to do
so, and discussion about purposes and organization will continue. So, while
no one knows what the future holds, current literature suggests that at least
for the near future students and their parents in school districts across the
country will continue to benefit from having fully implemented school
counseling programs. Embrace the past, welcome the future.

This article was adapted from material in Gysbers, N. C. (2010), Remembering the
Past, Shaping the Future: A History of School Counseling. Alexandria, VA: American
School Counselor Association.
Introduction
This fourth edition of “The ASCA National Model: A Framework for
School Counseling Programs” is a logical progression in the journey of the
school counseling profession. As Norm Gysbers, Ph.D., describes, the
history of school counseling has been fraught with many twists and turns,
leaving a trail littered with artifacts of each change of direction. As a result,
the role of school counselors and school counseling had not been clearly
understood among school staff, administrators, parents and even among
school counselors themselves. Consequently, school counseling differed
enormously from state to state, district to district and even school to school.
As a result, the effectiveness of school counseling also was inconsistent.
In 2001, ASCA initiated efforts to reconcile all the developments in the
profession during the previous 100 years. A group of school counseling
professionals and experts was convened to help the profession progress
along its path. The group agreed the practice of school counseling needed
some uniformity to help the profession become as integral, understood and
valued as other disciplines in a school building.
Participating in this effort were three of the most prominent school
counseling professionals at the time, Norm Gysbers, Ph.D.; Clarence D.
“Curly” Johnson, Ph.D.; and Robert Myrick, Ph.D., who had created the
most widely accepted approaches to school counseling: comprehensive
guidance and counseling, developed by Dr. Gysbers and Patricia
Henderson, Ph.D.; results-based counseling developed by Dr. Johnson and
Sharon Johnson, Ph.D.; and Dr. Myrick’s developmental guidance and
counseling. They agreed to meld their three principles into a single,
cohesive framework for the design, implementation and evaluation of
school counseling programs.
Two years later, in 2003, the first edition of the ASCA National Model was
published to serve several purposes.
The ASCA National Model helped move school counseling from a
responsive service provided for some students to an active program for
 every student. School counseling programs don’t address just the highest-
or lowest-performing students or those experiencing a crisis or other need
at a given time. The ASCA National Model reinforced the idea that
school counselors help every student improve academic achievement,
navigate social/emotional learning and prepare for successful careers
after graduation.
The ASCA National Model provided consistency to standardize school
counseling programs across the country. Although flexibility is built in to
allow school counselors to customize the program to meet the individual
needs of their students, the ASCA National Model provides a framework
of components that all school counseling programs should exhibit.
The ASCA National Model helped to reestablish school counseling as a
crucial educational function that is integral to overall student success.
The objective of school counseling is to help students overcome barriers
to learning and to prepare for successful lives after high school
graduation.
The ASCA National Model also required school counselors to think in
terms of new paradigms. School counseling programs need to be
comprehensive in scope, results-oriented in design and developmental in
nature. The transition from service to program necessitated that school
counselors become leaders to manage the program. To do this, school
counselors could no longer operate in isolation. They need to collaborate
with other school staff, parents, community resources and students. Because
school counseling cuts across all curricular areas, school counselors often
are the only adults who have a holistic picture of the students; therefore,
school counselors need to advocate for their students to allow students to
become successful. That advocacy and other work of school counselors
should lead to changes in the school culture to create the optimal
environment for learning.
Since the ASCA National Model was first introduced, ASCA staff has
received thousands of comments, many suggesting changes that could
clarify some confusion in language and help it become easier to read and
implement. Staff compiled the changes into a preliminary draft, which was
reviewed by an advisory committee of school counseling professionals.
Comments and changes from the advisory committee were used to develop
this fourth edition.
The ASCA National Model was originally developed in an era very
different from our current climate. There was still debate about the roles of
school counseling in mental health and education. More importantly, the
Elementary and Secondary Education Act had recently been re-authorized
as No Child Left Behind, which ushered in years of accountability and
standards-based learning.
This fourth edition does not introduce or eliminate any substantive content,
but because the educational environment has changed substantially,
language from the previous edition was clarified to reflect the current state
of education, and in some cases, to revert to language that was originally
proposed in 2003 but was not used because of the prevailing attitudes at the
time. In addition, some sections have been moved to make the ASCA
National Model easier to read, understand and implement.
Most noticeably, the four quadrants were changed from Foundation,
Management, Delivery and Accountability to Define, Manage, Deliver and
Assess. The committee believed using verbs instead of nouns was more
active and descriptive of what school counselors do.
No Child Left Behind gave the word “accountability” a somewhat negative
connotation that some associate with responsibility and, in some cases,
blame. Some school counselors were reluctant to initiate particular
programs because they felt “accountability” was used to find fault when
results were less than anticipated. The ASCA National Model is intended to
help school counselors improve not impair their programs. “Assess” reflects
the need to evaluate efforts to determine their effectiveness and to make
necessary adjustments, without denoting blame or responsibility.
School counseling has addressed academic achievement, career readiness
and social/emotional learning since Dr. Gysbers introduced the idea of
comprehensive school counseling programs in the late 1960s. Although
school counselors try to address all three equally, the educational climate
during No Child Left Behind forced school counselors to place more
emphasis on academic achievement and accountability. Since ESEA was re-
authorized as the Every Student Succeeds Act, the education community
has recognized the importance of social/emotional learning and career
readiness as well as academic achievement.
Further, the reauthorization of the Individuals With Disabilities Education
Act in 2004 introduced the idea of response to intervention, specifically, the
multitiered approach for students with special needs. Since then, multitiered
systems of support (MTSS) have been incorporated into academic
interventions for the general student population. MTSS mirrors the structure
outlined in the ASCA National Model in which all students receive the
benefits of a school counseling program (Tier 1) with targeted interventions
for students who need them (Tier 2) and intense interventions for a small
segment of the student population (Tier 3). The MTSS approach also more
clearly defines the school counselor’s role in providing mental health
services. School counselors provide Tier 1 support for all students, provide
or coordinate Tier 2 targeted intervention for identified students and
primarily collaborate and consult for Tier 3 level of support.
The four themes of leadership, advocacy, collaboration and systemic change
no longer appear around the edge of the ASCA National Model diamond
but instead are woven throughout the ASCA National Model to show they
are integral components of a comprehensive school counseling program. A
full explanation of the changes is presented on p. 116.
Shortly after introducing the ASCA National Model, ASCA initiated the
Recognized ASCA Model Program (RAMP) designation, which highlights
school counseling programs that have demonstrated advanced
implementation of comprehensive, results-based, developmental programs.
School counselors at schools that have received the RAMP designation say
the designation not only was a great honor but the process helped them
improve their program even more.
The school counseling profession has made tremendous strides since the
ASCA National Model was first introduced. This fourth edition and
subsequent editions are intended to carry school counselors and school
counseling farther along their journey and ever closer to their goal of
helping every student succeed.
Kwok-Sze Wong, Ed.D., ASCA Executive Director
Executive Summary
School counselors design and deliver school counseling programs that
improve student outcomes. “The ASCA National Model: A Framework for
School Counseling Programs” outlines the components of a school
counseling program that is integral to the school’s academic mission and is
created to have a significant positive impact on student achievement,
attendance and discipline.
The ASCA National Model guides school counselors in the development of
school counseling programs that:
are based on data-informed decision making
are delivered to all students systematically
include a developmentally appropriate curriculum focused on the
mindsets and behaviors all students need for postsecondary readiness and
success
close achievement and opportunity gaps
result in improved student achievement, attendance and discipline
Training and credentialing matters. School counselors are
certified/licensed educators with a minimum of a master’s degree in school
counseling, making them uniquely qualified to address all students’
academic, career and social/emotional development needs through the
implementation of a school counseling program that promotes and enhances
student success.
Ratios matter. Research shows that appropriate student-to-school-
counselor ratios have a significant effect on student attendance and lead to
higher test scores. The ideal caseload is 250:1.
For research on the effectiveness of school counseling programs, go to
www.schoolcounselor.org/effectiveness.
The framework of the ASCA National Model consists of four components:
define, manage, deliver and assess.
DEFINE
Three sets of school counseling standards define the school counseling
profession. These standards help new and experienced school counselors
develop, implement and assess their school counseling program to improve
student outcomes.
Student Standards
ASCA Mindsets & Behaviors for Student Success: K–12 College- and
Career-Readiness for Every Student
Professional Standards
ASCA Ethical Standards for School Counselors
ASCA School Counselor Professional Standards & Competencies
MANAGE
To be delivered effectively, the school counseling program must be
efficiently and effectively managed. The ASCA National Model provides
school counselors with the following program focus and planning tools to
guide the design and implementation of a school counseling program that
gets results.
Program Focus
Beliefs
Vision Statement
Mission Statement
Program Planning
School Data Summary
Annual Student Outcome Goals
Action Plans
• Classroom and Group
• Closing the Gap
Lesson Plans
Annual Administrative Conference
Use of Time
Calendars
• Annual
• Weekly
Advisory Council
DELIVER
School counselors deliver developmentally appropriate activities and
services directly to students or indirectly for students as a result of the
school counselor’s interaction with others.
These activities and services help students develop the ASCA Mindsets &
Behaviors for Student Success and improve their achievement, attendance
and discipline.
Direct Student Services
Instruction
Appraisal and Advisement
Counseling
Indirect Student Services
Consultation
Collaboration
Referrals
ASSESS
To achieve the best results for students, school counselors regularly assess
their program to:
determine its effectiveness
inform improvements to their school counseling program design and
delivery
show how students are different as a result of the school counseling
program
School counselors also self–assess their own mindsets and behaviors to
inform their professional development and annually participate in a school
counselor performance appraisal with a qualified administrator. The ASCA
National Model provides the following tools to guide assessment and
appraisal.
Program Assessment
School Counseling Program Assessment
Annual Results Reports
School Counselor Assessment and Appraisal
ASCA School Counselor Professional Standards & Competencies
Assessment
School Counselor Performance Appraisal Template
For more information about the ASCA National Model, go to
www.schoolcounselor.org/ascanationalmodel.
Section I: Define
Topics Include:
Student Standards
ASCA Mindsets & Behaviors for Student Success
Professional Standards
ASCA Ethical Standards for School Counselors
ASCA School Counselor Professional Standards
& Competencies
DEFINE
School counseling standards for students and professional practice serve as
the defining documents of the school counseling profession. Three sets of
standards help new and experienced school counselors develop, implement
and assess a school counseling program.
Student Standards
• ASCA Mindsets & Behaviors for Student Success: K–12 College- and
Career-Readiness Standards for Every Student
Professional Standards
• ASCA Ethical Standards for School Counselors
• ASCA School Counselor Professional Standards & Competencies
STUDENT STANDARDS

The ASCA Mindsets & Behaviors for Student Success: K-

12 College- and Career-Readiness for Every Student
The ASCA Mindsets & Behaviors for Student Success describe the
knowledge, skills and attitudes students need to achieve academic success,
college and career readiness and social/emotional development. The
standards are based on a survey of research and best practices in student
achievement from a wide array of educational standards and efforts.
The 35 Mindset & Behavior standards identify and prioritize the specific
attitudes, knowledge and skills students should be able to demonstrate as a
result of a school counseling program. School counselors use the standards
to assess student growth and development, guide the development of
strategies and activities and create a program that helps students achieve
their highest potential. The ASCA Mindsets & Behaviors can be aligned
with initiatives at the district, state and national levels to reflect the district’s
local priorities.
To operationalize the standards, school counselors select or write
competencies aligned with the specific standards, which become the
foundation for classroom lessons, small groups and activities addressing
student developmental needs. The competencies directly reflect the
comprehensive school counseling program’s vision, mission and goals and
align with the school’s academic mission.

Research-Based Standards
The ASCA Mindsets & Behaviors are based on a review of research and
college- and career-readiness documents created by a variety of
organizations that have identified strategies making an impact on student
achievement and academic performance. The ASCA Mindsets & Behaviors
are organized based on the framework of noncognitive factors presented in
the critical literature review “Teaching Adolescents to Become Learners”
conducted by the University of Chicago Consortium on Chicago School
Research (2012).
This literature review recognizes that content knowledge and academic skills
are only part of the equation for student success. “School performance is a
complex phenomenon, shaped by a wide variety of factors intrinsic to
students and the external environment” (Farrington, C.A., et al, 2012). The
ASCA Mindsets & Behaviors are based on the evidence of the importance of
these factors.

Standards
The 35 standards are arranged within categories and subcategories based on
five general categories of noncognitive factors related to academic
performance as identified in the 2012 literature review published by the
University of Chicago Consortium on Chicago School Research. These
categories synthesize the “vast array of research literature” (p. 8) on
noncognitive factors including persistence, resilience, grit, goal-setting,
help-seeking, cooperation, conscientiousness, self-efficacy, self-regulation,
self-control, self-discipline, motivation, mindsets, effort, work habits,
organization, homework completion, learning strategies and study skills,
among others.
Category 1: Mindset Standards – Includes standards related to the
psychosocial attitudes or beliefs students have about themselves in relation
to academic work. These make up the students’ belief system as exhibited in
behaviors.
Category 2: Behavior Standards – These standards include behaviors
commonly associated with being a successful student. These behaviors are
visible, outward signs a student is engaged and putting forth effort to learn.
The behaviors are grouped into three subcategories.
Learning Strategies: Processes and tactics students employ to aid in the
cognitive work of thinking, remembering or learning
Self-management Skills: Continued focus on a goal despite obstacles (grit
or persistence) and avoidance of distractions or temptations to prioritize
higher pursuits over lower pleasures (delayed gratification, self-discipline,
self-control)
Social Skills: Acceptable behaviors that improve social interactions, such
as those between peers or between students and adults
Grade-Level Competencies
Grade-level competencies are specific, measurable expectations students
attain as they make progress toward the standards. Just as the school
counseling program’s vision, mission and program goals are aligned with the
school’s academic mission, school counseling standards and competencies
are also aligned with academic content standards at the state and district
level.
ASCA Mindsets & Behaviors align with specific standards from the
Common Core State Standards through connections at the competency level.
This alignment allows school counselors the opportunity to help students
meet these college- and career-readiness standards in collaboration with
academic content taught in core areas in the classroom. It also helps school
counselors directly align with academic instruction when providing
individual and small-group counseling by focusing on standards and
competencies addressing students’ developmental needs. School counselors
working in states that have not adopted the Common Core State Standards
are encouraged to align competencies with their state’s academic standards
and can use the competencies from the ASCA Mindsets & Behaviors
database as examples of alignment.
Domains
The competencies are organized in three broad domains: academic, career
and social/emotional development. These domains promote mindsets and
behaviors that enhance students’ learning process and create a culture of
college and career readiness for all students. The definitions of each domain
are as follows:
Academic Development – Competencies guiding school counseling
programs to implement strategies and activities to support and maximize
each student’s ability to learn.
Career Development – Competencies guiding school counseling programs to
help students 1) understand the connection between school and the world of
work and 2) plan for and make a successful transition from school to
postsecondary education and/or the world of work and from job to job across
the life span.
Social/Emotional Development – Competencies guiding school counseling
programs to help students manage emotions and learn and apply
interpersonal skills.

ASCA Mindsets & Behaviors Database

Grade-level competencies are housed in the ASCA Mindsets & Behaviors
database at www.schoolcounselor.org/studentcompetencies. School
counselors can search the database by keyword to quickly and easily identify
competencies that will meet student developmental needs and align with
academic content as appropriate. The database also allows school counselors
to contribute to the competencies by sharing other ways to meet or align
with a specific standard.
Implementation Steps
1. Analyze school data to inform the selection of Mindsets and Behaviors
aligned with student needs.
2. Use the classroom and group Mindsets & Behaviors action plan to link
selected Mindsets & Behaviors to specific activities and grade levels, with
the intent to address all 35 standards over the pre-K–12 experience.
3. Review the selected Mindsets & Behaviors when writing or revising
annual student outcome goals.
4. Use the ASCA Mindsets & Behaviors standards as the lens to guide
instruction, appraisal, advisement and counseling.
5. Create or select competencies aligned with the ASCA Mindsets &
Behaviors for Student Success and district or state standards.
a. Identify specific student beliefs, knowledge and skills necessary to
acquire the stated mindset or behavior.
b. Select a competency or write a competency or learning objective that
operationalizes the standard. The competency/objective is an
observable, quantifiable student behavior. For example, Behavior
Standard-Self Management Skill 6 (B-SMS 6.): Demonstrate ability to
overcome barriers to learning can be operationalized by the following
objectives:
• Students will list two strategies to receive extra help for completing
homework.
1. ________________________, 2. ________________________
• Students will explain one focusing strategy to use before the
beginning of class.________________________
6. Track the implementation of the ASCA Mindsets & Behaviors standards
and competencies through the classroom and group Mindsets & Behaviors
results report (see p. 91) to document student attainment of standards and
competencies.
7. Assess the impact of the ASCA Mindsets & Behaviors on student success
through the classroom and group Mindsets & Behaviors results report
(classroom lessons, small groups and closing-the-gap interventions).
PROFESSIONAL STANDARDS

The ASCA School Counselor Professional Standards &

Competencies
The ASCA School Counselor Professional Standards & Competencies
outline the mindsets and behaviors school counselors need to meet the
rigorous demands of the school counseling profession and pre-K–12
students’ needs. These standards and competencies help ensure new and
experienced school counselors are equipped to establish, maintain and
enhance a comprehensive school counseling program addressing academic
achievement, career planning and social/emotional development. These
standards and competencies can be used in a variety of ways including:

School counselors
Self-assess their own mindsets and behaviors
Formulate an appropriate professional development plan
School administrators
Guide the recruitment and selection of competent school counselors
Develop or inform meaningful school counselor performance appraisal
School counselor education programs
Establish benchmarks for ensuring school counseling students graduate
with the knowledge, skills and attitudes needed to develop a
comprehensive school counseling program.

Organization of the ASCA School Counselor Professional

Standards & Competencies
The ASCA School Counselor Professional Standards & Competencies are
organized by mindset standards and behavior standards and competencies.
The standards are broader topics describing the knowledge, attitude and
skills school counselors need to implement a comprehensive school
counseling program. The competencies are more specific and measurable
indicators of the behavior standards.
Mindsets: The mindset standards include beliefs school counselors hold
about student achievement and success. Although it may be possible to
measure these beliefs, the mindsets are more readily recognized through the
behaviors a school counselor demonstrates as a result of the implementation
of a comprehensive school counseling program. Therefore, the mindset
standards do not have correlating competencies.
Behaviors: The behavior standards include essential behaviors school
counselors demonstrate through the implementation of a comprehensive
school counseling program including:
1. Professional foundation – the essential skills that are the basis of a school
counselor’s professional orientation
2. Direct and indirect student services – interactions that are provided
directly to students or indirectly for students in collaboration with
families, teachers, administrators, other school staff and education
stakeholders
3. Planning and assessment – activities necessary for the design,
implementation and assessment of the comprehensive school counseling
program
Each behavior standard has specific competencies that are measurable
indicators of the broader standard. These competencies can be used to
further define the behaviors necessary for the implementation of a
comprehensive school counseling program.
The mindset and behavior standards are found in the following chart, and the
behavior competencies are listed afterwards.
PROFESSIONAL FOUNDATION
B-PF 1. Apply developmental, learning, counseling and
education theories
a. Use human development theories to have an impact on developmental
issues affecting student success
b. Use learning theory to support student achievement and success, including
students with diverse learning needs
c. Use established and emerging evidence-based counseling theories and
techniques that are effective in a school setting to promote academic,
career and social/emotional development, including but not limited to
rational emotive behavior therapy, reality therapy, cognitive-behavioral
therapy, Adlerian, solution-focused brief counseling, person-centered
counseling and family systems
d. Use counseling theories and techniques in individual, small-group,
classroom and large-group settings to promote academic, career and
social/emotional development
e. Use career development theories to promote and support postsecondary
planning
f. Use principles of multitiered systems of support within the context of a
comprehensive school counseling program to provide instruction and
interventions matched to student need

B-PF 2. Demonstrate understanding of educational systems,

legal issues, policies, research and trends in education
a. Explain the organizational structure and governance of the American
educational system as well as cultural, political and social influences on
current educational practices
b. Explain educational systems, philosophies and theories and current trends
in education, including federal and state legislation
c. Explain and/or inform the process for development of policy and
procedures at the building, district, state and national levels
d. Explain the history of school counseling to create a context for the current
state of the profession and comprehensive school counseling programs
e. Explain the nature of academic, career and social/emotional counseling in
schools and the similarities and differences between school counseling
and other fields of counseling, such as mental health, marriage and family,
substance abuse counseling, social work and psychology, within a
continuum of care
f. Delineate the roles of student service providers, such as school social
worker, school psychologist or school nurse, and identify best practices
for collaborating to have an impact on student success
g. Articulate a rationale for a comprehensive school counseling program
h. Use education research to inform decisions and programming
i. Use current trends in technology to promote student success

B-PF 3. Apply legal and ethical principles of the school

counseling profession
a. Practice within the ethical principles of the school counseling profession
in accordance with the ASCA Ethical Standards for School Counselors
b. Adhere to the legal responsibilities of the role of the school counselor
including the unique legal and ethical principles of working with minor
students in a school setting
c. Adhere to the ethical and statutory limits of confidentiality
d. Fulfill legal and ethical obligations to families, teachers, administrators
and other school staff
e. Consult with school counselors and other education, counseling and legal
professionals when ethical and legal questions arise
f. Resolve ethical dilemmas by employing an ethical decision-making model
in accordance with the ASCA Ethical Standards for School Counselors
g. Model ethical behavior
h. Engage in continual professional development to inform and guide ethical
and legal work

B-PF 4. Apply school counseling professional standards and

competencies
a. Stay current with school counseling research and best practices
b. Conduct and analyze self-appraisal and assessment related to school
counseling professional standards and competencies
c. Use personal reflection, consultation and supervision to promote
professional growth and development
d. Develop a yearly professional development plan to ensure engagement in
professional growth opportunities related to relevant professional
standards and competencies and personal limitations

B-PF 5. Use ASCA Mindsets & Behaviors for Student Success

standards to inform the implementation of a comprehensive
school counseling program
a. Select ASCA Mindsets & Behaviors for Student Success standards to
address student needs demonstrated in data
b. Prioritize ASCA Mindsets & Behaviors for Student Success standards
aligned with school improvement goals
c. Select or create competencies aligned with the ASCA Mindsets &
Behaviors for Student Success and the Common Core State Standards or
other state-specific standards

B-PF 6. Demonstrate understanding of the impact of cultural,

social and environmental influences on student success and
opportunities
a. Demonstrate basic knowledge and respect of differences in customs,
communications, traditions, values and other traits among students based
on race, religion, ethnicity, nationality, sexual orientation, gender identity,
physical or intellectual ability and other factors
b. Explain how students’ cultural, social and economic background may
affect their academic achievement, behavior, relationships and overall
performance in school
c. Maintain and communicate high expectations for every student, regardless
of cultural, social or economic background
d. Explain the dynamics of cross-cultural communications and demonstrate
the ability to communicate with persons of other cultures effectively
e. Collaborate with administrators, teachers and other staff in the school and
district to ensure culturally responsive curricula and student-centered
 instruction
f. Understand personal limitations and biases, and articulate how they may
affect the school counselor’s work

B-PF 7. Demonstrate leadership through the development and

implementation of a comprehensive school counseling program
a. Identify sources of power and authority and formal and informal
leadership
b. Identify and demonstrate professional and personal qualities and skills of
effective leaders
c. Apply a model of leadership to a comprehensive school counseling
program
d. Create the organizational structure and components of an effective school
counseling program aligned with the ASCA National Model
e. Apply the results of a school counseling program assessment to inform the
design and implementation of the comprehensive school counseling
program
f. Use leadership skills to facilitate positive change for the comprehensive
school counseling program
g. Define the role of the school counselor and the school counseling program
in the school crisis plan
h. Serve as a leader in the school and community to promote and support
student success
i. Participate in the school improvement process to bring the school
counseling perspective to the development of school goals

B-PF 8. Demonstrate advocacy for a comprehensive school

counseling program
a. Model school counselor advocacy competencies to promote school
counseling program development and student success
b. Advocate responsibly for school board policy and local, state and federal
statutory requirements in students’ best interests
c. Explain the benefits of a comprehensive school counseling program for all
stakeholders, including students, families, teachers, administrators and
 other school staff, school boards, department of education, school
counselors, school counselor educators, community stakeholders and
business leaders
d. Articulate and provide rationale for appropriate activities for school
counselors
e. Articulate and provide rationale for discontinuation of inappropriate
activities for school counselors
f. Use data (e.g., closing-the-gap reports) to promote reduction in student-to-
school-counselor ratios and reduction of inappropriate non-school-
counseling-related tasks
g. Participate in school counseling and education-related professional
organizations

B-PF 9. Create systemic change through the implementation of a

comprehensive school counseling program
a. Act as a systems change agent to create an environment promoting and
supporting student success
b. Use data to identify how school, district and state educational policies,
procedures and practices support and/or impede student success
c. Use data to demonstrate a need for systemic change in areas such as
course enrollment patterns; equity and access; and achievement,
opportunity and/or information gaps
d. Develop and implement a plan to address personal and/or institutional
resistance to change that better supports student success

DIRECT AND INDIRECT STUDENT SERVICES

B-SS 1. Design and implement instruction aligned to the ASCA
Mindsets & Behaviors for Student Success in large-group,
classroom, small-group and individual settings
a. Use student, school and district data to identify achievement, attendance
and discipline issues to be addressed through instruction
b. Assess cultural and social trends when developing and choosing curricula
c. Identify appropriate evidence-based curricula aligned to the ASCA
Mindsets & Behaviors for Student Success or select/develop other
 materials informed by research and best practice if evidence-based
materials do not exist
d. Demonstrate pedagogical skills, including culturally responsive classroom
management strategies, lesson planning and personalized instruction
e. Create lesson plans identifying activities to be delivered, standards to be
addressed, to whom activities will be delivered, how they will be
delivered and how data will be assessed to determine impact on student
outcomes
f. Use a variety of technologies in the delivery of lessons and activities
g. Engage with school administrators, teachers and other staff to ensure the
effective implementation of instruction
h. Analyze data from lessons and activities to determine impact on student
outcomes

B-SS 2. Provide appraisal and advisement in large-group,

classroom, small-group and individual settings
a. Develop strategies to provide appraisal and advisement to students and
families about attaining the ASCA Mindsets & Behaviors for Student
Success
b. Use assessments to help students understand their abilities, values and
career interests
c. Include career opportunities, labor market trends and global economics to
help students develop immediate and long-range plans
d. Help students cross reference individual assessment results (e.g. MBTI,
Holland Code, ASVAB, O*Net) with occupational/career goals
e. Help students understand how academic performance relates to the world
of work, family life and community service
f. Help students understand the importance of postsecondary education
and/or training as a pathway to a career
g. Help students and families navigate postsecondary awareness,
exploration, admissions and financial aid processes
h. Connect students to workplace experiences to deepen understandings and
explore career interests
B-SS 3. Provide short-term counseling in small-group and
individual settings
a. Use data to identify students in need of counseling intervention
b. Provide support for students, including individual and small-group
counseling, during times of transition, heightened stress, critical change or
other situations impeding student success
c. Explain the difference between appropriate short-term counseling and
inappropriate long-term therapy
d. Explain the impact of adverse childhood experiences and trauma, and
demonstrate techniques to support students who have experienced trauma
e. Respond with appropriate intervention strategies to meet the needs of the
individual, group or school community before, during and after crisis
response

B-SS 4. Make referrals to appropriate school and community

resources
a. Maintain a list of current referral resources, consistent with school and
district policies, for students, staff and families to effectively address
academic, career and social/emotional issues
b. Communicate the limits of school counseling and the continuum of mental
health services
c. Articulate why diagnoses and long-term therapy are outside the scope of
school counseling

B-SS 5. Consult to support student achievement and success

a. Gather information on student needs from families, teachers,
administrators, other school staff and community organizations to inform
the selection of strategies for student success
b. Share strategies that support student achievement with families, teachers,
administrators, teachers, school staff and community organizations
c. Consult with school counselors and other education and counseling
professionals when questions of school counseling practice arise
d. Facilitate in-service training or workshops for families, administrators,
other school staff, teachers or other stakeholders to share school
 counseling expertise

B-SS 6. Collaborate with families, teachers, administrators, other

school staff and education stakeholders for student
achievement and success
a. Partner with others to advocate for student achievement and educational
equity and opportunities
b. Explain the potential for dual roles with families and other caretakers
c. Identify and involve appropriate school and community professionals as
well as the family in a crisis situation
d. Supervise school counseling interns consistent with the principles of the
ASCA School Counseling Professional Standards & Competencies

PLANNING AND ASSESSMENT

B-PE 1. Create school counseling program beliefs, vision and
mission statements aligned with the school and district
a. Analyze personal, school, district and state beliefs, assumptions and
philosophies about student success
b. Compose a personal beliefs statement about students, families, teachers,
school counseling programs and the educational process consistent with
the school’s educational philosophy and mission
c. Analyze the school’s vision and mission
d. Create a school counseling vision statement describing a future world
where student outcomes are successfully achieved
e. Create a school counseling mission statement aligned with school, district
and state missions
f. Communicate the vision and mission of the school counseling program to
administrators, teachers, other school staff and stakeholders

B-PE 2. Identify gaps in achievement, attendance, discipline,

opportunity and resources
a. Collect and analyze data to identify areas of success or gaps between and
among different groups of students in achievement, attendance, discipline
and opportunities
b. Review, disaggregate and interpret student achievement, attendance and
discipline data to identify and implement interventions as needed
c. Create goals based on student, school and/or district data to close the
achievement, opportunity and/or information gaps

B-PE 3. Develop annual student outcome goals based on

student data
a. Use achievement, attendance and/or discipline data to create annual
student outcome goals aligned with school improvement plans
b. Write goals in a measurable format such as the SMART goal format, and
include baseline and target data within the goal statement
c. Use student data and results from survey tools to monitor and refine
student outcome goals
d. Communicate student outcome goals to administrators, teachers, other
school staff and stakeholders

B-PE 4. Develop and implement action plans aligned with

student outcome goals and student data
a. Design and implement school counseling action plans aligned with school
and annual student outcome goals and student data
b. Determine appropriate students for the target group of action plans based
on student, school and district data
c. Identify appropriate ASCA Mindsets & Behaviors for Student Success
standards addressing needs identified in action plans
d. Select evidence-based curricula and activities to accomplish objectives, or
select/develop other materials informed by research and best practice if
evidence-based materials do not exist
e. Identify appropriate resources needed to implement action plans
f. Identify intended impact on academics, attendance and discipline as result
of action plan implementation
g. Explain basic research sampling, methodology and analysis concepts as
they relate to research outcomes and action research
B-PE 5. Assess and report program results to the school
community
a. Explain concepts related to program results and accountability within a
comprehensive school counseling program
b. Review progress toward annual student outcome goals
c. Analyze data to assess school counseling program effectiveness and to
inform program development
d. Collaborate with members of the school counseling team and with
administration to decide how school counseling programs are assessed
and how results are shared
e. Use data to demonstrate the value the school counseling program adds to
student achievement
f. Use presentation skills to share effectiveness data and results of action
plans and activities with administrators, advisory councils, teachers,
faculty and staff, families, school boards and stakeholders

B-PE 6. Use time appropriately according to national

recommendations and student/school data
a. Articulate the distinction between direct and indirect student services
b. Assess use of time in direct and indirect student services and program
management and school support to determine how much time is spent in
each school counseling program component
c. Articulate the best use of a school counselor’s time to meet student needs
as identified through student data and annual student outcome goals
d. Organize and manage time to effectively implement a comprehensive
school counseling program using skills including scheduling, publicizing
and prioritizing time
e. Create annual and weekly calendars to plan activities reflecting annual
student outcome goals
f. Identify, evaluate and participate in fair-share responsibilities

B-PE 7. Establish agreement with the principal and other

administrators about the comprehensive school counseling
program
a. Complete management templates for the school counseling program with
other members of the school counseling staff
b. Discuss school counseling annual agreement with the principal and/or
supervising administrator to formalize delivering, managing and assessing
the comprehensive school counseling program
c. Explain and model the appropriate role of the school counselor and the
organization of the school counseling program
d. Explain annual student outcome goals, their basis in student data and their
alignment with the school improvement plan
e. Advocate for the appropriate use of school counselor time based on
national recommendations and student needs
f. Finalize the school counseling annual agreement after presentation to and
discussion with the principal and/or supervising administrator

B-PE 8. Establish and convene an advisory council for the

comprehensive school counseling program
a. Determine appropriate education stakeholders for representation on the
advisory council
b. Develop effective and efficient advisory council meeting agendas to
inform stakeholders about the comprehensive school counseling program
c. Explain and discuss school data, school counseling program assessment
and annual student outcome goals with the advisory council
d. Record advisory council meeting notes, and distribute as appropriate
e. Analyze and incorporate feedback from the advisory council related to
annual student outcome goals as appropriate

B-PE 9. Use appropriate school counselor performance

appraisal process
a. Explain and advocate for appropriate school counselor performance
appraisal process based on school counselor standards and implementation
of the comprehensive school counseling program
b. Explain how school counseling activities fit within categories of a
performance appraisal instrument
c. Utilize components of the ASCA National Model to document data-
informed, student-focused activities that demonstrate evidence of meeting
standards of performance appraisal instruments

Implementation Steps
1. Conduct and analyze self-assessment related to school counseling
professional standards and competencies. For example, complete an
annual ASCA School Counselor Professional Standards & Competencies
assessment to inform professional development goals.
2. Stay current with school counseling research and best practices. Read
school counseling journals for the latest research and magazines and
websites for the latest in best practice.
3. Use personal reflection, consultation and supervision to promote
professional growth and development. For example, reflect on how the
selected mindset and behavior standards serve as the foundation for
instruction, appraisal, advisement and counseling.
4. Develop a yearly professional development plan to ensure engagement in
professional growth opportunities related to relevant professional
standards and competencies and personal limitations. For example, use the
ASCA National Model’s annual administrative conference template to
organize the scheduling of professional development activities and share
how these activities help the school counseling program and the school
reach its goals.
5. Use district or state evaluation initiatives for planning and assessment. For
example, incorporate district school improvement goals as part of
professional development plan.
ASCA Ethical Standards for School Counselors
The ASCA Ethical Standards for School Counselors specify the principles of
ethical behavior necessary to maintain the highest standard of integrity,
leadership and professionalism. They guide school counselors’ decision-
making and help standardize professional practice to protect both students
and school counselors.

The ASCA Ethical Standards:

Serve as a guide for the ethical practices of all school counselors,
supervisors/directors of school counseling programs and school counselor
educators regardless of level, area, population served or membership in
this professional association.
Provide support and direction for self-assessment, peer consultation and
evaluations regarding school counselors’ responsibilities to students,
parents/guardians, colleagues and professional associates, schools district
employees, communities and the school counseling profession.
Inform all stakeholders, including students, parents/guardians, teachers,
administrators, community members and courts of justice of best ethical
practices, values and expected behaviors of the school counseling
professional.

A. RESPONSIBILITY TO STUDENTS
A.1. Supporting Student Development
School counselors:
a. Have a primary obligation to the students, who are to be treated with
dignity and respect as unique individuals.
b. Aim to provide counseling to students in a brief context and support
students and families/guardians in obtaining outside services if the student
needs long-term clinical counseling.
c. Do not diagnose but remain acutely aware of how a student’s diagnosis
can potentially affect the student’s academic success.
d. Acknowledge the vital role of parents/guardians and families.
e. Are concerned with students’ academic, career and social/emotional needs
and encourage each student’s maximum development.
f. Respect students’ and families’ values, beliefs, sexual orientation, gender
identification/expression and cultural background and exercise great care
to avoid imposing personal beliefs or values rooted in one’s religion,
culture or ethnicity.
g. Are knowledgeable of laws, regulations and policies affecting students
and families and strive to protect and inform students and families
regarding their rights.
h. Provide effective, responsive interventions to address student needs.
i. Consider the involvement of support networks, wraparound services and
educational teams needed to best serve students.
j. Maintain appropriate boundaries and are aware that any sexual or romantic
relationship with students whether legal or illegal in the state of practice is
considered a grievous breach of ethics and is prohibited regardless of a
student’s age. This prohibition applies to both in-person and electronic
interactions and relationships.

A.2. Confidentiality
School counselors:
a. Promote awareness of school counselors’ ethical standards and legal
mandates regarding confidentiality and the appropriate rationale and
procedures for disclosure of student data and information to school staff.
b. Inform students of the purposes, goals, techniques and rules of procedure
under which they may receive counseling. Disclosure includes informed
consent and clarification of the limits of confidentiality. Informed consent
requires competence, voluntariness and knowledge on the part of students
to understand the limits of confidentiality and, therefore, can be difficult
to obtain from students of certain developmental levels, English-language
learners and special-needs populations. If the student is able to give
assent/consent before school counselors share confidential information,
school counselors attempt to gain the student’s assent/consent.
c. Are aware that even though attempts are made to obtain informed consent,
it is not always possible. When needed, school counselors make
 counseling decisions on students’ behalf that promote students’ welfare.
d. Explain the limits of confidentiality in developmentally appropriate terms
through multiple methods such as student handbooks, school counselor
department websites, school counseling brochures, classroom curriculum
and/or verbal notification to individual students.
e. Keep information confidential unless legal requirements demand that
confidential information be revealed or a breach is required to prevent
serious and foreseeable harm to the student. Serious and foreseeable harm
is different for each minor in schools and is determined by students’
developmental and chronological age, the setting, parental rights and the
nature of the harm. School counselors consult with appropriate
professionals when in doubt as to the validity of an exception.
f. Recognize their primary ethical obligation for confidentiality is to the
students but balance that obligation with an understanding of
parents’/guardians’ legal and inherent rights to be the guiding voice in
their children’s lives. School counselors understand the need to balance
students’ ethical rights to make choices, their capacity to give consent or
assent, and parental or familial legal rights and responsibilities to make
decisions on their child’s behalf.
g. Promote the autonomy of students to the extent possible and use the most
appropriate and least intrusive method to breach confidentiality, if such
action is warranted. The child’s developmental age and the circumstances
requiring the breach are considered, and as appropriate, students are
engaged in a discussion about the method and timing of the breach.
Consultation with peers and/or supervision is recommended.
h. In absence of state legislation expressly forbidding disclosure, consider
the ethical responsibility to provide information to an identified third party
who, by his/her relationship with the student, is at a high risk of
contracting a disease that is commonly known to be communicable and
fatal. Disclosure requires satisfaction of all of the following conditions:
1) Student identifies partner, or the partner is highly identifiable
2) School counselor recommends the student notify partner and refrain
from further high-risk behavior
3) Student refuses
 4) School counselor informs the student of the intent to notify the partner
5) School counselor seeks legal consultation from the school district’s
legal representative in writing as to the legalities of informing the
partner
i. Request of the court that disclosure not be required when the school
counselor’s testimony or case notes are subpoenaed if the release of
confidential information may potentially harm a student or the counseling
relationship.
j. Protect the confidentiality of students’ records and release personal data in
accordance with prescribed federal and state laws and school board
policies.
k. Recognize the vulnerability of confidentiality in electronic
communications and only transmit student information electronically in a
way that follows currently accepted security standards and meets federal,
state and local laws and board policy.
l. Convey a student’s highly sensitive information (e.g., a student’s suicidal
ideation) through personal contact such as a phone call or visit and not
less-secure means such as a notation in the educational record or an e-
mail. Adhere to state, federal and school board policy when conveying
sensitive information.
m. Advocate for appropriate safeguards and protocols so highly sensitive
student information is not disclosed accidentally to individuals who do not
have a need to know such information. Best practice suggests a very
limited number of educators would have access to highly sensitive
information on a need-to-know basis.
n. Advocate with appropriate school officials for acceptable encryption
standards to be utilized for stored data and currently acceptable algorithms
to be utilized for data in transit.
o. Avoid using software programs without the technological capabilities to
protect student information based upon currently acceptable security
standards and the law.

A.3. Comprehensive Data-Informed Program

School counselors:
a. Collaborate with administration, teachers, staff and decision makers
around school-improvement goals.
b. Provide students with a comprehensive school counseling program that
ensures equitable academic, career and social/emotional development
opportunities for all students.
c. Review school and student data to assess needs including, but not limited
to, data on disparities that may exist related to gender, race, ethnicity,
socioeconomic status and/or other relevant classifications.
d. Use data to determine needed interventions, which are then delivered to
help close the information, attainment, achievement and opportunity gaps.
e. Collect participation, Mindsets & Behaviors and outcome data and
analyze the data to determine the progress and effectiveness of the school
counseling program. School counselors ensure the annual student outcome
goals and action plans are aligned with district’s school improvement
goals.
f. Use data-collection tools adhering to confidentiality standards as
expressed in A.2.
g. Share data outcomes with stakeholders.

A.4. Academic, Career and Social/Emotional Plans

School counselors:
a. Collaborate with administration, teachers, staff and decision makers to
create a culture of postsecondary readiness
b. Provide and advocate for individual students’ pre-K–postsecondary
college and career awareness, exploration and postsecondary planning and
decision-making, which supports the students’ right to choose from the
wide array of options when students complete secondary education.
c. Identify gaps in college and career access and the implications of such
data for addressing both intentional and unintentional biases related to
college and career counseling.
d. Provide opportunities for all students to develop the ASCA Mindsets &
Behaviors necessary to learn work-related skills, resilience, perseverance,
an understanding of lifelong learning as a part of long-term career success,
a positive attitude toward learning and a strong work ethic.
A.5. Dual Relationships and Managing Boundaries
School counselors:
a. Avoid dual relationships that might impair their objectivity and increase
the risk of harm to students (e.g., counseling one’s family members or the
children of close friends or associates). If a dual relationship is
unavoidable, the school counselor is responsible for taking action to
eliminate or reduce the potential for harm to the student through use of
safeguards, which might include informed consent, consultation,
supervision and documentation.
b. Establish and maintain appropriate professional relationships with
students at all times. School counselors consider the risks and benefits of
extending current school counseling relationships beyond conventional
parameters, such as attending a student’s distant athletic competition. In
extending these boundaries, school counselors take appropriate
professional precautions such as informed consent, consultation and
supervision. School counselors document the nature of interactions that
extend beyond conventional parameters, including the rationale for the
interaction, the potential benefit and the possible positive and negative
consequences for the student and school counselor.
c. Avoid dual relationships beyond the professional level with school
personnel, parents/guardians and students’ other family members when
these relationships might infringe on the integrity of the school
counselor/student relationship. Inappropriate dual relationships include,
but are not limited to, providing direct discipline, teaching courses that
involve grading students and/or accepting administrative duties in the
absence of an administrator.
d. Do not use personal social media, personal e-mail accounts or personal
texts to interact with students unless specifically encouraged and
sanctioned by the school district. School counselors adhere to professional
boundaries and legal, ethical and school district guidelines when using
technology with students, parents/guardians or school staff. The
technology utilized, including, but not limited to, social networking sites
or apps, should be endorsed by the school district and used for
professional communication and the distribution of vital information.
A.6. Appropriate Referrals and Advocacy
School counselors:
a. Collaborate with all relevant stakeholders, including students, educators
and parents/guardians when student assistance is needed, including the
identification of early warning signs of student distress.
b. Provide a list of resources for outside agencies and resources in their
community to student(s) and parents/guardians when students need or
request additional support. School counselors provide multiple referral
options or the district’s vetted list and are careful not to indicate an
endorsement or preference for one counselor or practice. School
counselors encourage parents to interview outside professionals to make a
personal decision regarding the best source of assistance for their student.
c. Connect students with services provided through the local school district
and community agencies and remain aware of state laws and local district
policies related to students with special needs, including limits to
confidentiality and notification to authorities as appropriate.
d. Develop a plan for the transitioning of primary counseling services with
minimal interruption of services. Students retain the right for the referred
services to be done in coordination with the school counselor or to
discontinue counseling services with the school counselor while
maintaining an appropriate relationship that may include providing other
school support services.
e. Refrain from referring students based solely on the school counselor’s
personal beliefs or values rooted in one’s religion, culture, ethnicity or
personal worldview. School counselors maintain the highest respect for
student diversity. School counselors should pursue additional training and
supervision in areas where they are at risk of imposing their values on
students, especially when the school counselor’s values are discriminatory
in nature. School counselors do not impose their values on students and/or
families when making referrals to outside resources for student and/or
family support.
f. Attempt to establish a collaborative relationship with outside service
providers to best serve students. Request a release of information signed
by the student and/or parents/guardians before attempting to collaborate
with the student’s external provider.
g. Provide internal and external service providers with accurate, objective,
meaningful data necessary to adequately assess, counsel and assist the
student.
h. Ensure there is not a conflict of interest in providing referral resources.
School counselors do not refer or accept a referral to counsel a student
from their school if they also work in a private counseling practice.

A.7. Group Work

School counselors:
a. Facilitate short-term groups to address students’ academic, career and/or
social/emotional issues.
b. Inform parent/guardian(s) of student participation in a small group.
c. Screen students for group membership.
d. Use data to measure member needs to establish well-defined expectations
of group members.
e. Communicate the aspiration of confidentiality as a group norm, while
recognizing and working from the protective posture that confidentiality
for minors in schools cannot be guaranteed.
f. Select topics for groups with the clear understanding that some topics are
not suitable for groups in schools and accordingly take precautions to
protect members from harm as a result of interactions with the group.
g. Facilitate groups from the framework of evidence-based or research-based
practices.
h. Practice within their competence level and develop professional
competence through training and supervision.
i. Measure the outcomes of group participation (process, perception and
outcome data).
j. Provide necessary follow up with group members.

A.8. Student Peer-Support Program

School counselors:
a. Safeguard the welfare of students participating in peer-to-peer programs
under their direction.
b. Supervise students engaged in peer helping, mediation and other similar
peer-support groups. School counselors are responsible for appropriate
skill development for students serving as peer support in school
counseling programs. School counselors continuously monitor students
who are giving peer support and reinforce the confidential nature of their
work. School counselors inform peer-support students about the
parameters of when students need to report information to responsible
adults.

A.9. Serious and Foreseeable Harm to Self and Others

School counselors:
a. Inform parents/guardians and/or appropriate authorities when a student
poses a serious and foreseeable risk of harm to self or others. When
feasible, this is to be done after careful deliberation and consultation with
other appropriate professionals. School counselors inform students of the
school counselor’s legal and ethical obligations to report the concern to
the appropriate authorities unless it is appropriate to withhold this
information to protect the student (e.g. student might run away if he/she
knows parents are being called). The consequence of the risk of not giving
parents/guardians a chance to intervene on behalf of their child is too
great. Even if the danger appears relatively remote, parents should be
notified.
b. Use risk assessments with caution. If risk assessments are used by the
school counselor, an intervention plan should be developed and in place
prior to this practice. When reporting risk-assessment results to parents,
school counselors do not negate the risk of harm even if the assessment
reveals a low risk as students may minimize risk to avoid further scrutiny
and/or parental notification. School counselors report risk assessment
results to parents to underscore the need to act on behalf of a child at risk;
this is not intended to assure parents their child isn’t at risk, which is
something a school counselor cannot know with certainty.
c. Do not release a student who is a danger to self or others until the student
has proper and necessary support. If parents will not provide proper
support, the school counselor takes necessary steps to underscore to
 parents/guardians the necessity to seek help and at times may include a
report to child protective services.
d. Report to parents/guardians and/or appropriate authorities when students
disclose a perpetrated or a perceived threat to their physical or mental
well-being. This threat may include, but is not limited to, physical abuse,
sexual abuse, neglect, dating violence, bullying or sexual harassment. The
school counselor follows applicable federal, state and local laws and
school district policy.

A.10. Underserved and At-Risk Populations

School counselors:
a. Strive to contribute to a safe, respectful, nondiscriminatory school
environment in which all members of the school community demonstrate
respect and civility.
b. Advocate for and collaborate with students to ensure students remain safe
at home and at school. A high standard of care includes determining what
information is shared with parents/guardians and when information
creates an unsafe environment for students.
c. Identify resources needed to optimize education.
d. Collaborate with parents/guardians, when appropriate, to establish
communication and to ensure students’ needs are met.
e. Understand students have the right to be treated in a manner consistent
with their gender identity and to be free from any form of discipline,
harassment or discrimination based on their gender identity or gender
expression.
f. Advocate for the equal right and access to free, appropriate public
education for all youth, in which students are not stigmatized or isolated
based on their housing status, disability, foster care, special education
status, mental health or any other exceptionality or special need.
g. Recognize the strengths of students with disabilities as well as their
challenges and provide best practices and current research in supporting
their academic, career and social/emotional needs.

A.11. Bullying, Harassment and Child Abuse

School counselors:
a. Report to the administration all incidents of bullying, dating violence and
sexual harassment as most fall under Title IX of the Education
Amendments of 1972 or other federal and state laws as being illegal and
require administrator interventions. School counselors provide services to
victims and perpetrator as appropriate, which may include a safety plan
and reasonable accommodations such as schedule change, but school
counselors defer to administration for all discipline issues for this or any
other federal, state or school board violation.
b. Report suspected cases of child abuse and neglect to the proper authorities
and take reasonable precautions to protect the privacy of the student for
whom abuse or neglect is suspected when alerting the proper authorities.
c. Are knowledgeable about current state laws and their school system’s
procedures for reporting child abuse and neglect and methods to advocate
for students’ physical and emotional safety following abuse/neglect
reports.
d. Develop and maintain the expertise to recognize the signs and indicators
of abuse and neglect. Encourage training to enable students and staff to
have the knowledge and skills needed to recognize the signs of abuse and
neglect and to whom they should report suspected abuse or neglect.
e. Guide and assist students who have experienced abuse and neglect by
providing appropriate services.

A.12. Student Records

School counselors:
a. Abide by the Family Educational Rights and Privacy Act (FERPA), which
defines who has access to students’ educational records and allows parents
the right to review and challenge perceived inaccuracies in their child’s
records.
b. Advocate for the ethical use of student data and records and inform
administration of inappropriate or harmful practices.
c. Recognize the difficulty in meeting the criteria of sole-possession records.
d. Recognize that sole-possession records and case notes can be subpoenaed
unless there is a specific state statute for privileged communication
expressly protecting student/school counselor communication.
e. Recognize that electronic communications with school officials regarding
individual students, even without using student names, are likely to create
student records that must be addressed in accordance with FERPA and
state laws.
f. Establish a reasonable timeline for purging sole-possession records or case
notes. Suggested guidelines include shredding paper sole-possession
records or deleting electronic sole-possession records when a student
transitions to the next level, transfers to another school or graduates.
School counselors do not destroy sole-possession records that may be
needed by a court of law, such as notes on child abuse, suicide, sexual
harassment or violence, without prior review and approval by school
district legal counsel. School counselors follow district policies and
procedures when contacting legal counsel.

A.13. Evaluation, Assessment and Interpretation

School counselors:
a. Use only valid and reliable tests and assessments with concern for bias
and cultural sensitivity.
b. Adhere to all professional standards when selecting, administering and
interpreting assessment measures and only utilize assessment measures
that are within the scope of practice for school counselors and for which
they are licensed, certified and competent.
c. Are mindful of confidentiality guidelines when utilizing paper or
electronic evaluative or assessment instruments and programs.
d. Consider the student’s developmental age, language skills and level of
competence when determining the appropriateness of an assessment.
e. Use multiple data points when possible to provide students and families
with accurate, objective and concise information to promote students’
well-being.
f. Provide interpretation of the nature, purposes, results and potential impact
of assessment/evaluation measures in language the students and
parents/guardians can understand.
g. Monitor the use of assessment results and interpretations and take
reasonable steps to prevent others from misusing the information.
h. Use caution when utilizing assessment techniques, making evaluations
and interpreting the performance of populations not represented in the
norm group on which an instrument is standardized.
i. Conduct school counseling program assessments to determine the
effectiveness of activities supporting students’ academic, career and
social/emotional development through accountability measures, especially
examining efforts to close information, opportunity and attainment gaps.

A.14. Technical and Digital Citizenship

School counselors:
a. Demonstrate appropriate selection and use of technology and software
applications to enhance students’ academic, career and social/emotional
development. Attention is given to the ethical and legal considerations of
technological applications, including confidentiality concerns, security
issues, potential limitations and benefits and communication practices in
electronic media.
b. Take appropriate and reasonable measures for maintaining confidentiality
of student information and educational records stored or transmitted
through the use of computers, social media, facsimile machines,
telephones, voicemail, answering machines and other electronic
technology.
c. Promote the safe and responsible use of technology in collaboration with
educators and families.
d. Promote the benefits and clarify the limitations of various appropriate
technological applications.
e. Use established and approved means of communication with students,
maintaining appropriate boundaries. School counselors help educate
students about appropriate communication and boundaries.
f. Advocate for equal access to technology for all students.

A.15. Virtual/Distance School Counseling

School counselors:
a. Adhere to the same ethical guidelines in a virtual/distance setting as
school counselors in face-to-face settings.
b. Recognize and acknowledge the challenges and limitations of
virtual/distance school counseling.
c. Implement procedures for students to follow in both emergency and
nonemergency situations when the school counselor is not available.
d. Recognize and mitigate the limitation of virtual/distance school
counseling confidentiality, which may include unintended viewers or
recipients.
e. Inform both the student and parent/guardian of the benefits and limitations
of virtual/distance counseling.
f. Educate students on how to participate in the electronic school counseling
relationship to minimize and prevent potential misunderstandings that
could occur due to lack of verbal cues and inability to read body language
or other visual cues that provide contextual meaning to the school
counseling process and school counseling relationship.

B. RESPONSIBILITIES TO PARENTS/GUARDIANS, SCHOOL AND

SELF
B.1. Responsibilities to Parents/Guardians
School counselors:
a. Recognize that providing services to minors in a school setting requires
school counselors to collaborate with students’ parents/guardians as
appropriate.
b. Respect the rights and responsibilities of custodial and noncustodial
parents/guardians and, as appropriate, establish a collaborative
relationship with parents/guardians to facilitate students’ maximum
development.
c. Adhere to laws, local guidelines and ethical practice when assisting
parents/guardians experiencing family difficulties interfering with the
student’s welfare.
d. Are culturally competent and sensitive to diversity among families.
Recognize that all parents/guardians, custodial and noncustodial, are
vested with certain rights and responsibilities for their children’s welfare
by virtue of their role and according to law.
e. Inform parents of the mission of the school counseling program and
program standards in academic, career and social/emotional domains that
promote and enhance the learning process for all students.
f. Inform parents/guardians of the confidential nature of the school
counseling relationship between the school counselor and student.
g. Respect the confidentiality of parents/guardians as appropriate and in
accordance with the student’s best interests.
h. Provide parents/guardians with accurate, comprehensive and relevant
information in an objective and caring manner, as is appropriate and
consistent with ethical and legal responsibilities to the student and parent.
i. In cases of divorce or separation, follow the directions and stipulations of
the legal documentation, maintaining focus on the student. School
counselors avoid supporting one parent over another.

B.2. Responsibilities to the School

School counselors:
a. Develop and maintain professional relationships and systems of
communication with faculty, staff and administrators to support students.
b. Design and deliver comprehensive school counseling programs that are
integral to the school’s academic mission; driven by student data; based
on standards for academic, career and social/emotional development; and
promote and enhance the learning process for all students.
c. Advocate for a school counseling program free of non-school-counseling
assignments identified by “The ASCA National Model: A Framework for
School Counseling Programs” as inappropriate to the school counselor’s
role.
d. Provide leadership to create systemic change to enhance the school.
e. Collaborate with appropriate officials to remove barriers that may impede
the effectiveness of the school or the school counseling program.
f. Provide support, consultation and mentoring to professionals in need of
assistance when in the scope of the school counselor’s role.
g. Inform appropriate officials, in accordance with school board policy, of
conditions that may be potentially disruptive or damaging to the school’s
mission, personnel and property while honoring the confidentiality
 between the student and the school counselor to the extent feasible,
consistent with applicable law and policy.
h. Advocate for administrators to place in school counseling positions
certified school counselors who are competent, qualified and hold a
master’s degree or higher in school counseling from an accredited
program.
i. Advocate for equitable school counseling program policies and practices
for all students and stakeholders.
j. Strive to use translators who have been vetted or reviewed and
bilingual/multilingual school counseling program materials representing
languages used by families in the school community.
k. Affirm the abilities of and advocate for the learning needs of all students.
School counselors support the provision of appropriate accommodations
and accessibility.
l. Provide workshops and written/digital information to families to increase
understanding, improve communication and promote student
achievement.
m. Promote cultural competence to help create a safer more inclusive school
environment.
n. Adhere to educational/psychological research practices, confidentiality
safeguards, security practices and school district policies when conducting
research.
o. Promote equity and access for all students through the use of community
resources.
p. Use culturally inclusive language in all forms of communication.
q. Collaborate as needed to provide optimum services with other
professionals such as special educators, school nurses, school social
workers, school psychologists, college counselors/admissions officers,
physical therapists, occupational therapists, speech pathologists,
administrators.
r. Work responsibly to remedy work environments that do not reflect the
profession’s ethics.
s. Work responsibly through the correct channels to try and remedy work
conditions that do not reflect the ethics of the profession.
B.3. Responsibilities to Self
School counselors:
a. Have completed a counselor education program at an accredited
institution and earned a master’s degree in school counseling.
b. Maintain membership in school counselor professional organizations to
stay up to date on current research and to maintain professional
competence in current school counseling issues and topics. School
counselors maintain competence in their skills by utilizing current
interventions and best practices.
c. Accept employment only for those positions for which they are qualified
by education, training, supervised experience and state/national
professional credentials.
d. Adhere to ethical standards of the profession and other official policy
statements such as ASCA Position Statements and Role Statements,
school board policies and relevant laws. When laws and ethical codes are
in conflict school counselors work to adhere to both as much as possible.
e. Engage in professional development and personal growth throughout their
careers. Professional development includes attendance at state and
national conferences and reading journal articles. School counselors
regularly attend training on school counselors’ current legal and ethical
responsibilities.
f. Monitor their emotional and physical health and practice wellness to
ensure optimal professional effectiveness. School counselors seek
physical or mental health support when needed to ensure professional
competence.
g. Monitor personal behaviors and recognize the high standard of care a
professional in this critical position of trust must maintain on and off the
job. School counselors are cognizant of and refrain from activity that may
diminish their effectiveness within the school community.
h. Seek consultation and supervision from school counselors and other
professionals who are knowledgeable of school counselors’ ethical
practices when ethical and professional questions arise.
i. Monitor and expand personal multicultural and social-justice advocacy
awareness, knowledge and skills to be an effective culturally competent
 school counselor. Understand how prejudice, privilege and various forms
of oppression based on ethnicity, racial identity, age, economic status,
abilities/disabilities, language, immigration status, sexual orientation,
gender, gender identity expression, family type, religious/spiritual identity,
appearance and living situations (e.g., foster care, homelessness,
incarceration) affect students and stakeholders.
j. Refrain from refusing services to students based solely on the school
counselor’s personally held beliefs or values rooted in one’s religion,
culture or ethnicity. School counselors respect the diversity of students
and seek training and supervision when prejudice or biases interfere with
providing comprehensive services to all students.
k. Work toward a school climate that embraces diversity and promotes
academic, career and social/emotional development for all students.
l. Make clear distinctions between actions and statements (both verbal and
written) made as a private individual and those made as a representative of
the school counseling profession and of the school district.
m. Respect the intellectual property of others and adhere to copyright laws
and correctly cite others’ work when using it.

C. SCHOOL COUNSELOR ADMINISTRATORS/SUPERVISORS

School counselor administrators/supervisors support school counselors in
their charge by:
a. Advocating both within and outside of their schools or districts for
adequate resources to implement a comprehensive school counseling
program and meet their students’ needs.
b. Advocating for fair and open distribution of resources among programs
supervised. An allocation procedure should be developed that is
nondiscriminatory, informed by data and consistently applied.
c. Taking reasonable steps to ensure school and other resources are available
to provide appropriate staff supervision and training.
d. Providing opportunities for professional development in current research
related to school counseling practice and ethics.
e. Taking steps to eliminate conditions or practices in their schools or
organizations that may violate, discourage or interfere with compliance
 with the ethics and laws related to the profession.
f. Monitoring school and organizational policies, regulations and procedures
to ensure practices are consistent with the ASCA Ethical Standards for
School Counselors.

D. SCHOOL COUNSELING INTERN SITE SUPERVISORS

Field/intern site supervisors:
a. Are licensed or certified school counselors and/or have an understanding
of comprehensive school counseling programs and the ethical practices of
school counselors.
b. Have the education and training to provide clinical supervision.
Supervisors regularly pursue continuing education activities on both
counseling and supervision topics and skills.
c. Use a collaborative model of supervision that is on-going and includes,
but is not limited to, the following activities: promoting professional
growth, supporting best practices and ethical practice, assessing
supervisee performance and developing plans for improvement,
consulting on specific cases and assisting in the development of a course
of action.
d. Are culturally competent and consider cultural factors that may have an
impact on the supervisory relationship.
e. Do not engage in supervisory relationships with individuals with whom
they have the inability to remain objective. Such individuals include, but
are not limited to, family members and close friends.
f. Are competent with technology used to perform supervisory
responsibilities and online supervision, if applicable. Supervisors protect
all electronically transmitted confidential information.
g. Understand there are differences in face-to face and virtual
communication (e.g., absence of verbal and nonverbal cues) that may
have an impact on virtual supervision. Supervisors educate supervisees on
how to communicate electronically to prevent and avoid potential
problems.
h. Provide information about how and when virtual supervisory services will
be utilized. Reasonable access to pertinent applications should be
 provided to school counselors.
i. Ensure supervisees are aware of policies and procedures related to
supervision and evaluation and provide due-process procedures if
supervisees request or appeal their evaluations.
j. Ensure performance evaluations are completed in a timely, fair and
considerate manner, using data when available and based on clearly stated
criteria.
k. Use evaluation tools measuring the competence of school counseling
interns. These tools should be grounded in state and national school
counseling standards. In the event no such tool is available in the school
district, the supervisor seeks out relevant evaluation tools and advocates
for their use.
l. Are aware of supervisee limitations and communicate concerns to the
university/college supervisor in a timely manner.
m. Assist supervisees in obtaining remediation and professional
development as necessary.
n. Contact university/college supervisors to recommend dismissal when
supervisees are unable to demonstrate competence as a school counselor
as defined by the ASCA School Counselor Professional Standards &
Competencies and state and national standards. Supervisors consult with
school administrators and document recommendations to dismiss or refer
a supervisee for assistance. Supervisors ensure supervisees are aware of
such decisions and the resources available to them. Supervisors document
all steps taken.

E. MAINTENANCE OF STANDARDS
When serious doubt exists as to the ethical behavior of a colleague(s) the
following procedures may serve as a guide:
a. School counselors consult with professional colleagues to discuss the
potentially unethical behavior and to see if the professional colleague
views the situation as an ethical violation. School counselors understand
mandatory reporting in their respective district and states.
b. School counselors discuss and seek resolution directly with the colleague
whose behavior is in question unless the behavior is unlawful, abusive,
 egregious or dangerous, in which case proper school or community
authorities are contacted.
c. If the matter remains unresolved at the school, school district or state
professional practice/standards commission, referral for review and
appropriate action should be made in the following sequence:
• State school counselor association
• American School Counselor Association (Complaints should be
submitted in hard copy to the ASCA Ethics Committee, c/o the
Executive Director, American School Counselor Association, 1101
King St., Suite 310, Alexandria, VA 22314.)

F. ETHICAL DECISION MAKING

When faced with an ethical dilemma, school counselors and school
counseling program directors/supervisors use an ethical decision-making
model such as Solutions to Ethical Problems in Schools (STEPS) (Stone,
2001):
a. Define the problem emotionally and intellectually
b. Apply the ASCA Ethical Standards for School Counselors and the law
c. Consider the students’ chronological and developmental levels
d. Consider the setting, parental rights and minors’ rights
e. Apply the ethical principles of beneficence, autonomy, nonmaleficence,
loyalty and justice
f. Determine potential courses of action and their consequences
g. Assess the selected action
h. Consult
i. Implement the course of action

Implementation Steps
1. Practice in accordance with the ASCA Ethical Standards for School
Counselors.
2. Adhere to the legal responsibilities of the role of the school counselor.
3. Adhere to the ethical and statutory limits of confidentiality.
4. Fulfill legal and ethical obligations to families, teachers and
administrators.
5. Consult with school counselors and other education, counseling and legal
professionals.
6. Resolve ethical dilemmas by employing an ethical decision-making
model.
7. Model ethical behavior.
8. Engage in continual professional development.

Reflection
Foster growth in implementing the defining documents and reflect on:
1. How the ASCA Ethical Standards for School Counselors inform practice
2. How the ASCA School Counselor Professional Standards &
Competencies inform professional growth
How the ASCA Mindsets & Behaviors for Student Success:
• Were intentionally and carefully selected
• Serve as the foundation for instruction, appraisal, advisement and
counseling
• Are reviewed or revised each year
Section II: Manage
Topics Include:
Program Focus
Beliefs
Mission Statement
Vision Statement
Program Planning
Data (Participation, Mindsets & Behaviors, Outcomes)
Annual Student Outcome Goals School Data
Summary
Program Results Data Action Plans
• Classroom and Group Mindsets & Behaviors Action
Plan
• Closing-the-Gap Action Plan/Results Report
Lesson Plans
Calendars
Advisory Council
Annual
Administrative Conference
MANAGE
To effectively deliver school counseling planned activities, strategies and
interventions and to address all students’ developmental needs, the school
counseling program must be effectively and efficiently managed. The manage
component of the ASCA National Model provides organizational tools and
assessments designed to guide, target, structure and construct a school
counseling program to get results. The assessments and tools help school
counselors develop, implement and assess their school counseling program
based on clearly defined priorities reflecting student needs.
PROGRAM FOCUS

Beliefs
Beliefs matter. Beliefs are personal and individual and are derived from our
backgrounds, culture and experiences. Beliefs drive our behaviors.
Examining and reflecting upon individual beliefs about students, families,
teachers and the educational process is imperative. Unexamined beliefs can lead
to inequities and limited access for some students. Without personal reflection,
we act without awareness of our own influencers. Understanding personal
limitations and biases as well as articulating how they may affect the school
counselor’s work are critical steps in determining the program focus, ensuring
equity and access for all.
ASCA’s Ethical Standards for School Counselors call for the examination of
one’s own beliefs and consideration of how they may have an impact on
practice. School counselors need to engage in open, honest dialogue with other
stakeholders to reach understanding of each other’s beliefs.
By reflecting on personal beliefs, school counselors can promote equity and
social justice. It’s important to require some nonnegotiable principles upon
which school counselors must reflect and incorporate into personal beliefs,
ensuring the following mindsets from the ASCA Professional Standards &
Competencies are integrated:
School counselors believe:
M 1. Every student can learn, and every student can succeed.
M 2. Every student should have access to and opportunity for a high-quality
education.
M 3. Every student should graduate from high school prepared for
postsecondary opportunities.
M 4. Every student should have access to a school counseling program.
M 5. Effective school counseling is a collaborative process involving school
counselors, students, families, teachers, administrators and education
stakeholders.
M 6. School counselors are leaders in the school, district, state and nation.
 M 7. Comprehensive school counseling programs promote and enhance
student academic, career and social/emotional outcomes.

Implementation Steps
1. Analyze personal, school, district and state beliefs, assumptions and
philosophies about student success.
2. Review and adopt ASCA School Counselor Professional Standards &
Competencies.
3. Analyze the school’s vision and mission.
4. Compose a personal beliefs statement about students, families, teachers,
school counseling programs and the educational process consistent with the
school’s educational philosophy and mission
Vision Statement
The school counseling vision statement communicates what school counselors
hope to see for students five to 15 years in the future. It aligns with the school
and district vision statements (if available) and is informed by the school
counseling program’s beliefs.
An effective vision statement:
Creates a clear picture of success for all students
Describes the future world where student outcomes are successfully achieved
States the best possible outcomes desired for all students that are five to 15
years away
Aligns with the school and district vision statement

Implementation Steps
1. Consider how school counseling beliefs influence vision statement
development.
2. Create a school counseling vision statement describing a future world where
student outcomes are successfully achieved.
3. Communicate the vision of the school counseling program to administrators,
teachers and stakeholders.

Leadership – Having a vision is a characteristic of effective leadership.

Articulating that vision motivates followers to accomplish goals and work
cohesively toward a shared purpose. (“School Counselor Leadership: An
Essential Practice”)
Advocacy and Systemic Change – School counselors advocate for student
success by creating a vision statement describing a future world where student
outcomes are successfully achieved. They promote systemic change by
communicating that vision to stakeholders and designing and implementing a
program that brings that vision to life.
Mission Statement
A mission statement provides the focus and direction to reach the vision. It
creates one focus or purpose in the school counseling program development and
implementation.
The school counseling mission statement aligns with and is a subset of the
school and/or district mission statements. It ensures all students benefit from a
school counseling program emphasizing equity, access, success and long-range
results.
Further, the mission statement provides a succinct way to inform all
stakeholders of the school counseling program’s overarching purpose, including
administrators, teachers, other school staff, stakeholders and parents. Finally, as
outlined in the ASCA Ethical Standards, school counselors act as “advocates,
leaders, collaborators and consultants who create systemic change by providing
equitable educational access and success by connecting their school counseling
programs to the district’s mission and improvement plans.”
An effective mission statement:
Creates a clear focus for the school counseling program to reach the vision
Describes the school counseling program’s overarching focus or purpose
Aligns with the school’s mission statement and may show linkages to district
and state department of education mission statements
Emphasizes equity, access and success for every student
Indicates the long-range results desired for all students

Implementation Steps
1. Create a school counseling mission statement aligned with school, district and
state missions.
2. Communicate the school counseling program’s mission to administrators,
teachers and stakeholders.

Reflection
Foster growth around school counseling beliefs, vision and mission by
answering these questions:
1. How did the discussion of and work on defining your beliefs influence your
current work and practice?
2. How are the stated beliefs reflected in the vision and mission statements?
3. How are your statements aligned with statements of the school, district or
state?
4. What evidence can you cite within the various components of your school
counseling program that link them to your beliefs, vision and/or mission?

Leadership – School counselors demonstrate leadership in a school counseling

program by developing vision and mission statements aligning the school
counseling program with the school’s vision and mission. Without this leadership,
the school counseling program is disconnected to the overall mission of the
school.
PROGRAM PLANNING

DATA
Data-Informed School Counseling
The school counseling program’s focus and direction are based on student needs
as determined through a review of the school’s data. Understanding and using
data are essential to ensuring equitable services and that every student receives
the benefits of the school counseling program.
A data-informed school counselor consistently reviews school data to reveal
trends across grades or years; inequities in student achievement, opportunity or
attainment; and student needs revealed by changes such as school attendance,
disciplinary problems and/or academic performance. A data-responsive school
counselor further uses data to determine if school counseling program strategies,
interventions and activities are effective and to make decisions about future
practice.
A school counseling program requires school counselors to be proficient in the
collection, analysis and interpretation of student achievement, attendance and
disciplinary data. While the ASCA National Model Manage component guides
school counselors by providing tools for planning and data collection, the assess
component helps with data analysis and program results.
The use of data helps school counselors:
Monitor student progress
Identify students who are having difficulties or discipline problems
Identify barriers to learning
Understand factors affecting student behavior
Identify access and equity issues
Close achievement, opportunity and attainment gaps
Assess the effectiveness of school counseling program activities
Improve, modify or change services provided to students
Educate stakeholders about the power of a school counseling program

Ethics – It is the school counselor’s ethical responsibility to review school and

student data to determine needed interventions to close information, attainment,
achievement and opportunity gaps. (ASCA Ethical Standards A.3.c&d)
Advocacy – School counselors use data to advocate for student needs and the
school counseling program. Data can be used to promote reduction of
inappropriate non-school-counseling-related tasks, which then creates more time
to address student needs revealed in the data.

School Data Summary

The school data summary template guides school counselors’ review of school
data and helps establish annual school counseling priorities. By responding to
the detailed questions of the template, school counselors identify the following:
1. Who in the building can help the school counselor access, collect and
understand school data?
2. What are the school’s annual improvement plan goals?
3. What trends are evident across multiple years of data?
4. How does your school’s data compare with district and state data and similar
schools’?
5. What other data do you need?
6. Which prioritized data points will guide your school counseling program?

School Data Summary Template

Create your school’s data story by reviewing the school improvement
plan, school data reports, other data resources (e.g., student behavior
surveys, climate surveys, school engagement surveys, etc.).

1. Identify who in the building can help you. Who is your data expert; who
can help you interpret the data?

2. Identify the school improvement plan goals.

In which areas can the school counseling program support the work?

List those goals:

3. Review available school data reports for previous years to identify

trends. For example:
Is there a subgroup that historically underperforms on standardized
achievement benchmarks?
 Is there a grade level that historically has the most absences?
Is there a subgroup that historically receives the majority of discipline
referrals?
What is working well according to your school data reports?
• Achievement
• Attendance
• Discipline

Highlight possible areas of need according to your school data

reports.
• Achievement
• Attendance
• Discipline

4. Compare your school’s data with district and state data or other
comparable data points.

5. Identify what else you need to know.

6. Identify and prioritize data points you will address through your school
counseling program.

Collaboration – School counselors collaborate with administrators, data

specialists and other school staff to access, collect and review school data.
School counselors don’t complete this process in isolation.

The school data summary template provides an annual starting point for setting
school counseling program priorities. It is the source for creating annual student
outcome goals and can, in turn, help select ASCA Mindsets & Behaviors to
address. It also demonstrates a commitment to matching the school counseling
program to the school’s unique needs, ensuring the school counselor and the
school counseling program are established as an essential position in the
building directly linked to the school’s overarching mission.

Primary Data Types

Data defines the who, what and why of school counselors’ work with students.
Data shows:
Who: how many students are participating, how often they participate and for
what length of time (participation data)
What: the attitudes, knowledge and skills, as identified by the ASCA
Mindsets & Behaviors, taught to students (Mindsets & Behaviors data)
Why: the impact of instruction, advisement, appraisal and counseling on
achievement, attendance and discipline (outcome data)
In addition, the three data types allow a school counselor to know how the
school counseling program is effectively managed, delivered and assessed.
Tracking the data types reveals the program’s overall impact. It ensures school
counselors know:
Each and every student is being served
Which students may need more support because of issues of equity and social
justice
What to share with stakeholders summarizing the who, what and why of the
school counseling program
Examples of how data identifies issues include:
1. The school improvement plan and/or school reports of student achievement,
attendance and discipline link the work of the school counseling program to
current school and district priorities. For example, school data may reveal
boys represent 49% of the fifth-graders and 79% of the discipline referrals.
The school counseling program responds to the data-identified issue.

2. The school data summary, which tracks school data over time, reveals
ongoing concerns. In collaboration with administrators and school staff,
school counselors identify gaps, trends and systemic issues, establishing the
 school’s commitment and priority of allocation of resources, such as time,
student access and budget.

3. Surveys identify additional information for what may be contributing to issues

identified from the above data. Surveys can be used with a variety of
stakeholders, such as parents, teachers, students and community groups. It is
important to remember that surveys clarify barriers and influencers related to
a known need rather than reveal a need. For more information on surveys, see
Supplemental Information Gathering Steps (p. 37).
Data can be used as one measure to assess the school counseling program
effectiveness. To document how students are different as a result of the school
counseling program, school counselors collect and analyze the primary data
types:
Participation data
Mindsets & Behaviors data
Outcome data
Participation data: A central tenet of the school counseling program is that it
is to be delivered to all students. Participation data answers the question, “Who
participated in what activities?” This data describes how many students were
affected by the activity, how much time was devoted to the activity and how
many sessions were conducted. Examples of participation data include:
Eight fourth-grade students participated in study skills sessions that met six
times for 45 minutes.
243 of 250 sixth-grade students participated in three career awareness lessons;
six of seven students who were absent for initial lessons participated in make-
up sessions.
450 ninth-graders completed an individual learning plan.

Advocacy – School counselors advocate for students by selecting evidence-

based or research-informed activities and interventions whenever possible and
deliver those activities and interventions in a manner that will have the most
significant impact on the largest number of students possible. These activities and
interventions may be delivered in classroom or group settings to have the impact
on the most students possible with follow-up to individual students as needed.

Mindsets & Behaviors data: Mindsets & Behaviors data show what
progress students have made toward attaining the ASCA Mindsets & Behaviors
standards and answer the question, “What did students learn through
participation in school counseling activities?” The ASCA Mindsets &
Behaviors, based on a meta-analysis of research on noncognitive factors,
provide the frame for the instructional content. School counselors then measure
student changes in attitudes, knowledge and skills from content delivered.
The ASCA Mindset standards are attitudes or beliefs students have about
themselves in relation to self and work. Although it may be possible to measure
mindsets, they are more easily recognized in student behavior. School
counselors encourage these mindsets and assess them through self-reports from
students.
The ASCA Behavior standards include behaviors commonly associated with
being a successful student. They are the visible, outward signs of students’
efforts to learn (Farrington, C.A., et al., 2012, p. 2).
Behavior standards are grouped into three subcategories: learning strategies,
self-management skills and social skills. Students demonstrate the standards as a
result of school counselor instruction, appraisal, advisement and counseling,
which is covered more thoroughly in the Deliver component of the ASCA
National Model.
Mindsets & Behaviors data can be collected before and after an activity or
intervention through tools administered to students to measure a change in
student attitudes, knowledge and skills. Questions or prompts are based on
content delivered and focus on specific Mindsets and Behaviors.
Mindsets data examples:
75 percent of the eighth-grade students report they can play a sport and
complete homework on time. (M 1.)
69 percent of third-grade students believe they can pass the end-of-grade test.
(M 2.)
83 percent of first-graders report they have friends at recess. (M 3.)
69 percent of ninth-grade students report school is a safe place. (M 3.)
92 percent of seniors believe education is necessary after high school. (M 4.)
88 percent of fifth-grade students are willing to engage in challenging
academic tasks. (M 5. or M 6.)
Behaviors data examples:
 88 percent of fourth-graders can write a goal using the SMART format. (B-LS
7.)
90 percent of ninth-graders can develop a plan for homework completion. (B-
LS 3.)
71 percent of seventh-graders can list two ways to get help on an assignment.
(B-SMS 6.)
83 percent of second-graders can name two ways to calm down. (B-SMS 2.)
77 percent of eleventh-graders seek adult help appropriately. (B-SS 3.)
90 percent of sixth-graders can describe upstander behavior. (B-SS 8.)

Leadership – School counselors demonstrate leadership by systematically

selecting and delivering activities and interventions addressing a wide variety of
Mindsets & Behaviors informed by school data. Although not all Mindsets &
Behaviors can be addressed in a single year, school counselors look for ways to
deliver as many standards as possible for as many students as possible.

Outcome data: Outcome data answers the question, “How did the learning
affect students’ achievement, attendance or discipline?” Reviewing outcome
data after a series of activities and interventions based on ASCA Mindsets &
Behaviors helps school counselors understand what impact the activities and
interventions had on achievement, attendance and discipline. This data is
collected from multiple sources and includes:
Elementary school: promotion rates, reading levels, standardized tests,
number of days absent, discipline referrals, loss of instructional minutes
Middle school: discipline referrals, standardized tests, number of days absent,
GPA, failure rate
High school: credits earned, GPA, on track for graduation, graduation rate,
attendance, dropout rate, discipline referrals, standardized test scores
Causality is not the goal of tracking outcome data. Rather, outcome data
provides school counselors with the leverage to demonstrate the impact of their
activities on students’ ability to utilize their noncognitive abilities to improve
their achievement, attendance and discipline.

Collaboration – School counselors can collaborate with researchers to advance

scholarship in the field of school counseling on topics such as causality. ASCA’s
SCALE Research Center (scale-research.org) helps connect university-based
faculty and researchers with school counselors willing to participate in research
studies or who wish to partner in joint work.

Although data collection and analysis are important, school counselors are not
expected to monitor every activity within the school counseling program. School
counselors prioritize data collection and analysis based on student needs and
school priorities at the local site.
Data collection and analysis also do not imply school counselors are data
analysts or attendance clerks. Schools and district administrators may ask
building-level administrators, data managers or other school staff to assist in
data collection and management, or they may hire paraprofessionals to assist
with these tasks. Commitment to data collection and analyses enables the school
counseling program to most effectively benefit students.

Advocacy – School counselors cannot advocate for student achievement and

success without accessing, collecting and reviewing outcome data. Without a
thorough understanding of the most recent data on student achievement,
attendance and discipline, school counselors are blindly implementing activities
and interventions that may or may not lead to better results for students with the
greatest need.

Supplemental Information-Gathering Steps

After identifying student needs through school data analysis, it is often helpful
to gather background information about possible contributing factors. This
further exploration helps school counselors understand what might be
contributing to the problem.
Supplemental methods solicit additional information from students and relevant
stakeholders about the need identified in school data. They help contextualize
the problems by providing input on what is contributing to the identified need.
The contextual information gathered helps school counselors respond with more
effectively targeted interventions. Methods include conversations, interviews,
needs assessments, climate surveys and opinion surveys. This information
provides context or additional information about identified needs based on
students’ or stakeholders’ perspectives or experiences.
For example, parents and teachers may be able to provide perceived factors
contributing to why students are missing school, underperforming in math or
fighting on the playground. Identifying poor attendance, low math scores or
aggressive incidents during recess occurs as achievement, attendance and
discipline data are analyzed. Supplemental data helps us gain understanding
about what might be happening with students that contributes to problems with
attendance, math or conflict.
As a cautionary note, administering needs assessments or opinion surveys as a
first step or for any purpose other than gathering supplemental information
about an identified student need can lead to misinformation. Asking others to
identify needs based on their perspective as a first step of data collection
provides limited data and is problematic. An individual’s perception may be
narrow, such as not including the whole school or the bigger picture, and relying
on that perception undermines the school counselor’s expertise. Needs
assessments are not the best source to identify student needs, develop annual
student outcome goals or direct school counseling activities or interventions.
They are best used for gathering additional information about previously
identified needs in participation, Mindsets & Behaviors and outcome data.
For example, small groups are frequently used as interventions to address
specific needs. The needs for which small groups are developed are best
identified through school achievement, attendance and discipline data. This data
informs the school counselor’s decisions about group topics and group
participants. School counselors have the necessary training to determine which
interventions are needed and appropriate and with whom they should be
conducted. Teachers, parents and students do not. Surveys asking teachers,
parents or students to identify which small groups are needed or which students
belong in a specific group are inappropriate.
School counseling program activities and interventions are not determined by
how many students are affected. Needs exist even when only a few students are
experiencing them. For example, schools with high levels of achievement and
attendance or low incidences of discipline events may find it challenging to
identify a need. A school with 98% of students meeting all achievement metrics
may not view that 2% of students as a critical school need, but it is important to
reflect on the belief that the school counseling program supports all students.
Using data to determine programmatic needs and priorities for the school
counseling program does not limit the school counselor’s scope of work.
Students with concerns that are not yet affecting school performance, such as
sadness or regular developmental issues, receive support from the school
counselor through classroom instruction, appraisal and advisement. School
counselors provide follow-up and respond to referrals with individual students to
provide additional support such as counseling as appropriate.

Collaboration – Accessing, collecting and analyzing supplemental information is

an excellent way to promote collaboration with students, teachers, administrators,
school staff, families and other stakeholders. Supplemental information requires a
diligent focus on the thoughts, ideas and beliefs of others, which can inform better
understanding of data and better decisions made by the school counselor.
Annual Data Review

Identifying School Data & Priorities

A data review involves a systematic examination of current school achievement,
attendance and discipline data. It is standard practice for school staff to review
and analyze school data annually. This collaborative practice may be the
responsibility of the entire faculty, leadership teams or specific data teams.
It’s important for school counselors to be knowledgeable, skilled and involved in
this standard practice so they can contribute to data discussions, inform and
guide school priorities and align the school counseling program with the
identified priorities. Based on data analysis, the school counselor determines
what gaps exist, which students need more support and to which goals the
school counseling program is willing to devote resources. The school counseling
program is then integrated into the overall school mission and operates as an
essential program in the building. Collecting data over time can help provide a
better understanding of the impact of the school counseling program.
The following data examples help school counselors better understand the needs
of all students.
Achievement gaps or concerns:
• Identifying students with two or more F’s during first grading period
• Identifying students off track for on-time graduation
• Identifying subgroups performing below expectations or enrolled in
remedial programs
Attendance gaps or concerns:
• Identifying average daily attendance by school, grade level or subgroup
• Identifying students absent for a specific number of days (i.e., four or more
during the first six weeks of school, more than 16 during the previous
school year or absent from first period three or more days per week)
• Identifying percent of students within subgroups with higher-than-expected
absences
Discipline gaps or concerns:
• Identifying total number of disciplinary referrals during a specified time
period
 • Identifying students with two or more disciplinary referrals during specified
time period
• Identifying percent of students in each subgroup receiving disciplinary
referrals or specific consequences (for example, suspensions)

Systemic Change – School counselors use data to identify how school, district
and state educational policies, procedures and practices support and/or impede
student success and to demonstrate a need for systemic change in areas such as
course enrollment patterns; equity and access; and achievement, opportunity
and/or information gaps.

Implementation Steps
1. School counselors identify achievement, attendance, discipline, opportunity
and resource gaps.
2. School counselors collect and analyze data to identify areas of success or gaps
between and among different groups of students in achievement, attendance,
discipline and opportunities.
Access student information system.
Determine what is working well and think about why.
Highlight possible areas of need.
Identify patterns over time.
Compare your school’s data with similar schools, district and state data or
other comparable data points.
Identify who in the building can help you; don’t do this alone. Who is your
data expert; who can help you interpret your data?
Identify what else you need to know.
Review the school improvement plan to identify school priorities.
Identify a specific school improvement plan goal with which the school
counseling program may align.
Have a discussion with the principal about the school’s goals and how the
school counseling program may support them.
3. School counselors review, disaggregate and interpret student achievement,
attendance and discipline data to identify and implement interventions as
needed.
Identify one or two overarching needs based on analyzed data.
 Disaggregate the data for each identified need, reviewing the number and
percentage of students within subgroups evidencing that need, including:
• Federally identified subgroups (race/ethnicity, gender, socioeconomic
status, language, etc.)
• Grade levels or instructor assigned
Use supplemental methods to understand the achievement, attendance or
disciplinary data.
• Talk with administrators, teachers or other stakeholders to discuss impact
and possible influencers.
• Develop and distribute needs assessments or opinion surveys to identify
impact and influencers.

Reflection
Foster growth around data by answering these questions:
1. What data revealed specific needs and/or gaps in your school?
2. What other data is needed to more fully understand students’ needs?
3. How can you more easily access and track data in your school?
Annual Student Outcome Goals
Annual student outcome goals are statements identifying the measurable impact
the school counseling program will have on student achievement, attendance or
discipline. They guide implementation of school counseling activities and
interventions and promote the school counseling program’s vision and mission.
Annual student outcome goals are based on school data and focus attention on
issues related to a gap in achievement, attendance or discipline.
The school improvement plan is a key component in the alignment of annual
student outcome goals and school priorities. The goals written in the school
improvement plan identify the school’s big-picture needs. Annual student
outcome goals may be written in alignment with these goals or may address
subsets of students identified in the school improvement plan goal.
See annual student outcome goal template on p. 42.
Leadership – School counselors participate in the school improvement process
to bring the school counseling perspective to the development of school goals.

Annual Student Outcome Goals:

Are based on school outcome data
Promote improved student achievement, attendance or discipline
 Give focus to the school counseling program
Are written to be implemented at the beginning of the school year
Are written using the ASCA SMART goal template

Collaboration – School counselors collaborate with administrators, teachers,

staff and other stakeholders to ensure annual student outcome goals align with
school data and priorities.

The SMART goal format (Doran, 1981) is frequently used for writing annual
student outcome goals. SMART is an acronym for specific, measurable,
attainable, results-oriented and time-bound. This acronym is often used to help
an individual identify goals and the necessary steps needed to accomplish a
given tasks. (See “The ASCA National Model Implementation Guide” for
examples.)

Examples of effective annual goals written in the SMART format:

Achievement goal:
By Dec. 18, 2020, students earning an F in algebra I at the end of the first nine
weeks will reduce the total number of F’s earned by 20% from 38 F’s (as of Oct.
15, 2020) to 30 F’s.
In this example, 38 students had a class average of 69 or less at the first progress
report nine weeks into the school year on Oct. 15, 2020. The goal is designed to
reduce the number of failures by the end of the first semester on Dec. 18, 2020.
Algebra I was targeted because it is an important predictor of high school
graduation.
Attendance goal:
By June 10, 2021, students who had 10–16 absences during the previous school
year (2019–2020) will decrease the cumulative number of absences by 15%
from 180 total absences (2019–2020) to 153 absences (2020–2021).
In this example, 15 students currently enrolled had 10–16 absences during the
previous school year. Adding their absences resulted in the cumulative number
of 180 absences. A percent change of 15% was selected in an effort to be
reasonable with a slight stretch.
Discipline goal:
By June 2, 2021, the number of disciplinary referrals for peer-on-peer conflict
will decrease by 20% from 24 referrals first semester (Dec. 18, 2020) to 19
referrals second semester.
In this example, discipline referrals for conflict between peers is calculated at
the end of the first semester and targeted for reduction during the second
semester for the same school year. Peer conflict is a subset of disciplinary
referral categories and deemed important by school stakeholders.

Implementation Steps
1. Use achievement, attendance and/or discipline data to create annual student
outcome goals aligned with school improvement plans.
2. Write goals in a measurable format, including baseline and target data within
the goal statement.
3. Use student data and results from survey tools to monitor and refine annual
student outcome goals.
4. Communicate student outcome goals to administrators, teachers and other
stakeholders.

Reflection
Foster growth around writing the highest-quality student outcome goals by
answering these questions:
Are the SMART components included with no extraneous information?
What process did you use to develop these goals?
How do your annual student outcome goals address student outcomes or
student inequalities?
How are the goals founded in your school’s data?
Why are these goals important to your school?
Action Plans
School counselors design and implement instruction aligned to the ASCA
Mindsets & Behaviors for Student Success in classroom, large- and small-group
and individual settings. To efficiently and effectively deliver the school
counseling program requires intentional planning, which is facilitated by
developing action plans. The classroom and group Mindsets & Behaviors action
plan and the closing-the-gap action plan/results report define the scope, focus,
timing and setting of planned instruction.
The templates for the two plans are similar and contain the following
information:
Participants selected for each activity based on school data
Description of school counseling activities to be delivered
Specific setting for each activity
Selected ASCA Mindsets & Behaviors for each activity
Timing of activities
The closing-the-gap action plan/results report also identifies:
Specific goal to be addressed
Intended methods of assessing school success using participation, Mindsets &
Behaviors and outcome data
Intended impact on measurable student outcome data (achievement,
attendance, discipline)
Action plans are intended to be working documents. They are created and
revised annually and may be adjusted during the school year as needed.

Ethics – School counselors ensure the school counseling program’s goals and
action plans are aligned with the school and district school improvement goals.
(ASCA Ethical Standard A.3.e)

Implementation Steps
1. Design and implement school counseling action plans aligned with school and
annual student outcome goals and student data.
2. Determine appropriate students for the target group of action plans based on
student, school and district data.
3. Identify appropriate ASCA Mindsets & Behaviors standards addressing action
plans’ identified needs.
4. Select evidenced-based curricula and activities to accomplish or
select/develop other materials informed by research and best practice if
evidence-based materials do not exist.
5. Identify appropriate resources needed to implement action plans.
6. Explain action plans’ anticipated intended impact on academics, attendance
and discipline and program results.
7. Explain basic research sampling, methodology and analysis concepts as they
relate to research outcomes and to conduct action research.

Classroom and Group Mindsets & Behaviors Action Plan

The delivery of school counseling activities and services to students improves
student achievement, behaviors and attitudes. The classroom and small group
Mindsets & Behaviors action plan template helps school counselors create an
effective plan to teach students the knowledge, attitudes and skills appropriate
for their developmental level, informed by specific ASCA Mindsets &
Behaviors, in a variety of settings.
Completing the plan ensures:
A systematic approach is used to provide all students access to specific school
counseling program activities.
Targeted ASCA Mindsets & Behaviors are adequately and appropriately
addressed.
Activities and services are thoughtfully scheduled.
Optimal settings for delivery content are identified.
School counselors deliver direct student services in four settings: classroom,
large and small groups, and individual. The different settings provide alternative
methods for ensuring targeted students have the best chance of acquiring the
desired knowledge, attitudes and skills being delivered.
See the classroom and group Mindsets & Behaviors action plan template on p.
48.
Classroom and Group Mindsets & Behaviors Action Plan
Template
The ASCA Mindsets & Behaviors guide the planning and delivery of all student
activities and interventions. The purpose of the classroom and group Mindsets &
Behaviors action plan is to provide an overview of the delivery of direct services
in large group (LG), classroom (Class) and small group (SG) settings. This plan
presents the topics addressed, and the annual calendar presents schedule of all
classroom and groups activities.
Use the classroom and group Mindsets & Behaviors action plan to identify all
ASCA Mindsets & Behaviors addressed through classroom and group activities.
While some activities address multiple ASCA Mindsets & Behaviors, list the
activity with the primary mindset or behavior addressed by the activity. It is not
necessary to repeat activities with all ASCA Mindsets & Behaviors addressed
through that activity.
Classroom and Group Mindsets & Behaviors Results Report
The classroom and group Mindsets & Behaviors results report provides the
template for documenting specific assessments of selected classroom and group
activities and interventions. To ensure classroom and group activities are
assessed and amended annually, school counselors are encouraged to measure
three or more classroom lessons and one or more small groups (defined as four
or more sessions) each year. The specific planning to measure these activities
and data results are documented on this template (p. 91).

Implementation Steps
1. Classroom lesson or classroom unit
Design – School counselors select one or two ASCA Mindsets & Behaviors
standards and competencies addressing student needs as demonstrated
 through school data. The selected standards provide focus for the lesson and
direct the activities’ assessment. Lessons are selected or created to help
students gain the appropriate knowledge, attitudes or skills specified in
selected mindsets and/or behaviors.
Document – The classroom lesson(s) selected for measurement is
documented through the classroom and group Mindsets & Behaviors action
plan, lesson plan, and classroom and group Mindsets & Behaviors results
report.
Implement – The instruction is implemented through direct instruction, team
teaching or in coordination with other educators. The competencies are
taught using a variety of curriculum materials or activities. Student
attainment of the competencies is assessed using pre-/post-tests, product
creation or activity completion.

2. A small group (four or more sessions, three–12 students)

Design – School counselors select students for small groups based on
academic, attendance or discipline needs as reflected in school data.
Specific standards and competencies addressing student needs are selected
from the ASCA Mindsets & Behaviors. Lessons or activities are selected or
created to help each group of students gain the appropriate knowledge,
attitudes or skills specified in the plan.
Document – The small group is documented through classroom and group
Mindsets & Behaviors action plan, lesson plan and classroom, and group
Mindsets & Behaviors results report.
Implement – The small group is implemented using counseling skills and
techniques appropriate for the group and a variety of curriculum materials
or activities. Student attainment of the selected Mindsets & Behaviors is
assessed using pre-/post-tests and success toward reaching the established
group goals.

Closing-the-Gap Action Plan/Results Report

The closing-the-gap action plan template serves as a guide to address academic,
attendance or disciplinary discrepancies existing between student groups. These
discrepancies, often referred to as gaps, are identified through the review of
disaggregated data, and school counselors develop detailed action plans
indicating activities and resources leveraged to close the gaps.
Closing-the-gap activities often change from year to year based on student needs
as demonstrated in the school’s data. As the closing-the-gap action plan/results
report is grounded in data to identify gaps, the students with needs identified in
the gap and activities and interventions delivered to close the gap often change
from year to year. The template (p. 54) helps school counselors with the design,
implementation and documentation of closing-the-gap action plans.

Ethics – School counselors review school and student data to assess needs
including, but not limited to, data on disparities that may exist related to gender,
race, ethnicity, socioeconomic status and/or other relevant classifications. Data is
used to determine needed interventions, which are then delivered to help close
the information, attainment, achievement and opportunity gaps. (ASCA Ethical
Standards A.3.c & d)

The closing-the-gap action plan/results report is goal-driven. It is often most

effective to have at least one of the annual student outcome goals focus on a gap
or discrepancy identified in data. That annual student outcome goal then may
drive the closing-the-gap action plan/results report, including documentation of
a variety of activities and services used attempting to close an achievement,
opportunity, information or attainment gap.
The closing-the-gap action plan/results report includes detailed plans on how the
gap will be closed, including:
the goal statement
selected Mindsets & Behaviors
survey items for measuring attainment of selected Mindsets & Behaviors
a variety of activities and interventions
a data collection plan addressing participation, Mindsets & Behaviors and
outcome data
The template specifies the selection of one to three Mindsets & Behaviors used
as the basis of the activities and strategies to be delivered. It also guides in the
creation of the data collection plan, including participation data, pre-/post-data
for Mindsets & Behaviors data and outcome data. Further assistance on the
development of these items is possible through the completion of the annual
student outcome goal template (page 42).
The closing-the-gap action plan/results report allows for the creation of
inventions including both direct and indirect services to support students and to
work with those who hold the potential to influence the students. For example:
Student strategies may include relevant lessons in classroom settings, a
specific small-group experience, individual counseling, appraisal and
advising.
Stakeholders may be addressed by providing specific training or information
to teachers and parents.
Additional strategies may involve referrals to others whose work supports the
alleviation of the identified gap, such as mentors.
Systemic issues may be addressed as processes/procedures that possibly
contribute to the gap are identified and changed.
The completion of the closing-the-gap action plan/results report encourages
planning for the documentation of participation, Mindsets & Behaviors and
outcome data. The single document for the action plan and results report guides
the school counselor to create the data plan as the initial plan is developed and
collect and analyze the data after implementation.

Implementation Steps
1. Design – School counselors identify students for closing-the-gap activities
based on academic, attendance and discipline needs as reflected in school
data. Specific standards and competencies addressing student needs are
selected from the ASCA Mindsets & Behaviors. Varied activities and
interventions addressing different target groups or audiences are selected or
created to help students meet the goals specified in the plan, thereby closing
the identified gap.
2. Document – Activities and interventions are documented through the closing-
the-gap action plan/results report. The plan includes activities and
interventions, competencies addressed, curriculum used, timelines, projected
students, assessment methods and persons responsible.
3. Implement – The activities and interventions are implemented using direct and
indirect student services appropriate for the identified students. Student
attainment of the Mindsets & Behaviors data is assessed using pre-/post-tests
and changes in achievement, attendance or discipline data are also recorded
on the document.
Lesson Plans
To successfully deliver classroom lessons related to the school counseling
curriculum, the importance of lesson planning cannot be overstated. School
counselors have limited time to spend in classrooms, and it is imperative to give
enough time and thought about what will be delivered, to whom it will be
delivered, how it will be delivered and how student attainment of the lesson’s
plans goals will be assessed.
The lesson plan template (see p. 56) can help school counselors plan an effective
classroom or large-group lesson. Lesson plans should include:
1. ASCA Mindsets & Behaviors – Identify one to three standards for the
lesson. The selected standards guide the lesson content.
2. Learning objectives – State a clear, measurable learning objective related
to the selected competency. Verb lists from the revised Bloom’s Taxonomy
(Krathwohl, 2002), available via an online search, may be helpful in writing
measurable learning objectives.
3. Materials – List any curriculum and materials needed to deliver the lesson.
When copyrighted materials are used, include appropriate citations.
4. Evidence base – Identify the level of evidence available regarding the
anticipated efficacy of the lesson.
5. Procedure – Include steps to:
Introduce the lesson
Present the content
Practice the content. For example, check for understanding during the
lesson by using simple assessments such as think-pair-share (Jones, Jones &
Vermette, 2011).
Summarize and close
6. Assessment plan – Determine how participation, Mindsets & Behaviors
and outcome data will be collected.
Participation data – Identify the expected number of students who will
participate.
Mindsets & Behaviors data – Allowing students time to create a tangible
product that matches the learning objective or competency during class is an
active and visible assessment of whether or not the learning objective or
 competency was attained (Jones, et al., 2011). In addition, pre-/post-tests
provide data toward the attainment of specific Mindsets & Behaviors.
Outcome data – Identify what academic, attendance or disciplinary data the
lesson is designed to affect. While it is unlikely one lesson will have a
strong impact on outcome data, a full curriculum or series of lessons on a
topic may have a more significant impact. Although it is impractical to
collect outcome data on every lesson presented, collect all three types of
data on several lessons each year to measure the extent to which the lesson
has had a positive impact on student outcomes.
7. Follow up – If the lesson is important enough to teach, it is important that all
students master the competency and learning objective. Plan for how you will
follow up with any students who do not master the lesson competencies.
Implementation Steps
1. Identify three lessons or one unit with three or more lessons for which to
write formal lesson plans.
2. Review and complete the ASCA lesson plan template for each of the
lessons selected.
3. Implement the plan(s) as written, and make adjustments based on
experiences with delivery.
4. Edit the lesson as needed.
5. Establish a file or storage method for maintaining accurate lessons.
6. Repeat each year until all lessons have been formalized.

Reflection
Foster growth around your lesson plans by answering these questions:
1. How do the ASCA Mindsets & Behaviors inform the lesson content?
2. What teaching strategies are used to deliver lessons?
3. How can the data collection plan be improved?
4. How was access to the lessons for all students ensured?
Annual Administrative Conference
The annual administrative conference is a formal discussion between school
counselors and the administrator in charge of the school counseling program.
The discussion can increase an administrator’s understanding of a school
counseling program and includes information such as:
The school counseling program priorities
How school counseling goals align with the school’s goals
How school counselors currently use their time and how they would like
to use their time in the future
Ratios and caseload
Direct and indirect services to be delivered
Advisory council dates and members
Plans for professional development
The school counselor’s role on committees or other professional work
When school counselors and administrators meet and agree on program
priorities, implementation strategies and the school counseling program
organization, the school counseling program is likely to run more smoothly
and is more likely to produce the desired results for students.
The annual administrative conference template provides an outline for the
discussion and can be used to document the agreement made between the
administrator and each school counselor. School counselors meet with the
administrator and complete the annual administrative conference template
within the first two months of school.
School counselors maintain records for how the annual administrator
conference template is developed, including dates and notes for meetings
between and among school counselors and for meetings with administrators.
The use-of-time calculator, used at least twice each school year, also
provides excellent documentation on how school counselors spend their
time, which then supports the discussion of use of time during the meeting.
When developing the annual agreement, it is important to:
1. Review the annual administrative conference template as a school
counseling team, if appropriate, as early in the year as possible to discuss
areas of information needed.
2. Determine any sections of the template that will be the same for all school
counselors in the building, if appropriate.
3. Complete the annual administrative conference template within the first
month of school (one per school counselor).
4. Schedule an appointment to meet with the principal or administrator who
oversees school counseling to review the agreement.
5. Provide a quick but thorough overview of annual student outcome goals
and priorities when meeting with the administrator, using the completed
annual administrative conference template to guide the conversation.
6. Consider feedback from the administrator, and adjust template as needed.
7. Collect signatures of school counselor(s) and administrator before the end
of the second month of school.

Advocacy – School counselors advocate for the school counseling program

by explaining the benefits of a comprehensive school counseling program to
administrators and providing rationale for appropriate activities for school
counselors.

Implementation Steps
1. Discuss the annual administrative conference template with the principal
and/or supervising administrator to formalize the development,
implementation and assessment of the school counseling program.
2. Explain and model the appropriate role of the school counselor and the
organization of the school counseling program.
3. Explain annual student outcome goals, their basis in student data and their
alignment with the school improvement plan.
4. Advocate for the appropriate use of school counselor time based on
national recommendations (80% or more of time in direct and indirect
services) and student needs.
5. Finalize the school counseling annual administrative conference template
after presentation to and discussion with the principal and/or supervising
administrator.

Reflection
Foster growth around the annual administrative conference by answering
these questions:
1. How did the school counseling department work together to generate each
school counselor’s annual administrative conference template? If a solo
school counselor, how do you seek support on developing your conference
template?
2. What important understandings were reached in the formal discussion
between the school counselor(s) and the administrator?
3. What difficulties were encountered in the formal discussion between the
school counselor(s) and the administrator?
4. What rationale was given for the school counselors’ use of time?
5. How were various duties and responsibilities assigned/distributed?
Use-of-Time
ASCA recommends school counselors spend at least 80% of their time in
direct and indirect services to students. The use-of-time calculator provides a
snapshot of how school counselors spend their time in each of the
components of the ASCA National Model.
The use-of-time calculator also helps school counselors document how much
time is currently being spent on school counseling activities versus non-
school-counseling activities. It is recommended school counselors use the
use-of-time calculator at least twice each year.

Advocacy – School counselors can use a use-of-time calculator to support a

reduction in activities limiting the school counselor’s capacity for delivery of
student services.

Direct student services are in-person interactions between school

counselors and students. Through the direct services of instruction, appraisal,
advisement and counseling, school counselors help students develop the
knowledge, attitudes and skills outlined in the ASCA Mindsets & Behaviors
for Student Success to help students improve achievement, attendance and
discipline.
Indirect student services are services provided on behalf of students as
a result of the school counselor’s interactions with others. Through indirect
services of collaboration, consultation and referrals, school counselors
enhance student achievement and promote equity and access for all students.
It is recommended that school counselors spend 80% or more of their time in
direct student services and indirect student services combined. The
remaining 20% of time is set aside for program management and school
support services, such as school counseling program defining, managing and
assessing tasks. In addition, a small portion of the 20% of the school
counselor’s time is spent in fair-share responsibilities – the routine “running
of the school” responsibilities all members of the school staff take equal
turns doing to ensure the school’s smooth operation” (Gysbers & Henderson,
2012, p. 83).
Although spending 80% of time in direct and indirect student services is the
general recommendation for a school counseling program, use of time within
the 80% may be allocated differently from school to school based on needs
identified in school data. All components of direct and indirect student
services are necessary for a program to be considered a school counseling
program, but decisions about specific time allocation are based on student
needs as demonstrated in analysis of school and program data and in
alignment with school and annual student outcome goals.
School counselors may find it necessary to adjust the percentage of time in
each of the delivery categories from year to year to meet student needs. In
addition, school counselors are able to justify their modification to the
suggested use of time by providing a rationale for an increase or decrease to
any category based on research and best practice. In programs with more
than one school counselor per site, there is often flexibility between and
among school counselors in determining how much time individual school
counselors spend in the delivery components.
Use of Time: Appropriate and Inappropriate School Counseling
Activities
School counselors’ duties are focused on the overall delivery of the school
counseling program – direct and indirect student services and program
management and school support. Administrators are encouraged to eliminate
or reassign inappropriate tasks, allowing school counselors to focus on the
prevention and intervention needs of their program.
The chart on p. 67 represents a comparison between the two similar types of
activities and serves as a helpful teaching tool when explaining school
counseling program activities.
Non-School-Counseling Duties
Non-school-counseling duties take away valuable time from implementing a
school counseling program that meets students’ needs. Consider these steps
for the reassignment of non-school-counseling duties.
Identify tasks school counselors are currently responsible for that do not
align with the appropriate duties of a school counselor.
 Use data from the use-of-time calculator or estimate the amount of time in
hours these duties take away from school counseling program
implementation.
Consider if the tasks really need to be completed and how else the tasks
might be completed, including through technology usage for increased
efficiency.
Determine what school counseling activities would replace these tasks if
they were removed, and estimate the impact on students.
Express willingness to be a part of a plan for successful transfer of the
tasks to staff who have skills to complete the task, keeping in mind that
other staff members may already have a large list of responsibilities as
well.
Recognize that reassigning tasks may take time.

Ethics – School counselors advocate for a school counseling program free of

non-school-counseling assignments identified by “The ASCA National Model:
A Framework for School Counseling Programs” as inappropriate to the school
counselor’s role. (ASCA Ethical Standards B.2.c)

Implementation Steps
1. Articulate the distinction between direct and indirect student services.
2. Assess use of time of direct and indirect student services and program
management and school support to determine how much time is spent in
each school counseling program component.
3. Articulate the best use of a school counselor’s time to meet student needs
as identified through student data and annual student outcome goals.
4. Identify, evaluate and participate in fair-share responsibilities.

Reflection
Foster growth around use of time by answering these questions:
1. What are the most significant difficulties for reaching 80% of time for
direct and indirect student services?
2. Which of those difficulties can you most effectively work to change this
year?
3. What can you do this year to address that one challenge?
Calendars
School counselors develop and publish calendars of school counseling
events to inform students, parents, teachers and administrators of what, when
and where school counseling activities will be held. Creating calendars also
helps school counselors develop a school counseling program that provides
activities and services for all students in the school. Additionally, calendars
serve as an advocacy tool for school counselors’ role and a layer of
accountability for delivery of services in that they publicly document
planned activities and may serve to protect needed time for those activities.
Publicizing the school counseling program calendar encourages staff, parent,
student and community involvement as partners in student education. As the
program grows and multiple activities are developed, a calendar validates
the important support the school counseling program provides students,
parents or guardians, teachers and administrators.
A well-developed calendar that is complete, timely and visually appealing
can be a powerful public relations booster. Time and thought in the
following areas can help to produce a useful tool:
Format for ease of understanding
Consistency in timing and distribution methods (weekly, monthly,
annually)
Attractiveness of the design, color and detail
Identification of grade levels, dates and activities
Distribution to appropriate persons: students, staff, parents or guardians
and community
Comparison with established goals for time spent in the elements and
strategies of the delivery
(Gysbers & Henderson, 2012; Johnson & Johnson, 2001; Myrick, 2003)

Annual calendar
School counselors use the annual calendar to prioritize and communicate
school counseling program priorities. The school counseling program has
one annual calendar that includes all major school counseling activities
delivered or coordinated by the school counselor(s).
The annual calendar can increase visibility of the school counseling program
and provide focus on events or activities of value for the students, parents
and staff. To facilitate use by stakeholders, sufficient details, especially dates
and times, should be included.
The annual calendar includes activities such as:
school counseling classroom lessons
back-to-school night
open house
student/parent/teacher meeting days
career or college nights
evening activities provided through the school and the community
Organizing the annual calendar in a monthly format can be useful in
reminding students, teachers, parents and administrators about upcoming
events. The current or upcoming month’s events can be posted in prominent
places such as the school’s website, department and classroom bulletin
boards, administrative offices, career center and other sites used to
communicate school events. It may also be submitted to the student
newspaper or the local newspaper to increase the program’s visibility.

Weekly calendars
Each school counselor creates a weekly calendar that provides a detailed
plan of the school counselor’s activities for the week. Although the weekly
calendar is somewhat flexible due to crises or immediate student needs that
may occur unexpectedly, this calendar serves as a plan for program
implementation on a daily basis.
It is important to balance the need for flexibility with the intentional delivery
of scheduled events. The weekly calendar provides a source for monitoring
time spent on delivery of a school counseling program and may also serve as
documentation of contacts with students. A weekly calendar including all
planned activities, with all student identification removed to protect
confidentiality, should be published to stakeholders.
See weekly calendar template on p. 71.
The weekly calendar includes activities such as:
 classroom lessons
group and individual counseling
meetings with students
special events
consultation
data analysis
committee and fair-share responsibilities

Implementation Steps
1. Articulate the distinction between direct and indirect student services.
2. Assess use of time of direct and indirect student services and program
management and school support to determine how much time is spent in
each school counseling program component.
3. Organize and manage time to effectively implement a comprehensive
school counseling program using skills including scheduling, publicizing
and prioritizing time.
4. Create annual and weekly calendars to plan activities reflecting annual
student outcome goals.

Reflection
Foster growth around calendars by answering these questions:
1. How do you develop your annual calendar and weekly calendars?
2. How do you identify priorities?
3. How do you share your annual calendar and weekly calendars with
stakeholders?
4. What adjustments need to be in the annual calendar for next year?
5. What can you do differently to ensure your weekly calendars reflect your
desired use of time?
Advisory Council
An advisory council is a representative group of stakeholders selected to
review and advise on the implementation of the school counseling program.
It is explicitly focused on the school counseling program and gives a voice
to stakeholders through dialog and critique. The council meets at least twice
a year and maintains an agenda and minutes for each meeting.
Advisory councils assist school counselors by:
Advising on annual student outcome goals
Reviewing annual student outcome goal results
Making recommendations about the school counseling program
Advocating and engaging in public relations for the school counseling
program
Advocating for funding and resources

Creating an Advisory Council

When creating an advisory council, school counselors consider items such
as:
Purpose – The advisory council’s purpose and function are set in advance
of selecting advisory council members. School counselors are responsible
for helping the members understand and maintain their roles.
Representation – The broader the representation on the advisory council,
the more the group’s work will accurately reflect the community’s values,
concerns and interests. Ideally, members of the advisory council reflect
the community’s diversity and include students, parents, teachers, school
counselors, administrators, school board members and business and
community members. Including students may be a challenge depending
on their ages, developmental level and availability. If students are not able
to participate, consider alternate ways of giving them a voice in
programming. For example, elementary school counselors may conduct
separate advisory council meetings for students only, following the same
agendas and soliciting their specific feedback.
Size – Although broad representation is crucial, the advisory council’s size
is an important issue. It is important to create an environment that
encourages informed, constructive discussion. A council with too many or
too few members may be ineffective and struggle with purposeful
discussion. Generally, a good guide is to establish a council with a
minimum of eight members and a maximum of 20 members.
Appropriate candidates – Advisory councils function as a communications
link between the school counseling program and the various groups in the
school and community: students, parents or guardians, educators,
businesses and community organizations. Appointing members with
sincere interest in the school counseling program is recommended.
Consider members beyond those who are always supportive and agreeable
as a council composed of everyone who approves may limit meaningful
feedback. As well, you may want to avoid those, at least initially, who are
inclined to have a negative outlook as they may derail conversations for
their own agendas.
• Officially invite potential members by letter to serve on the advisory
council, and provide a brief explanation of the council’s purpose and
the amount of time that may be needed. Also give potential members
an opportunity to decline.
• Provide dates and times of all meetings for the year, which
demonstrates respect for potential members’ schedules and allows for
informed decisions to participate.
Chairperson – An effective advisory council chairperson has skills in
planning and conducting meetings. Additionally, the chairperson should
possess group facilitation skills and consistently demonstrate effective
working relationships with others.
Membership terms – Membership terms include appointments to definite
terms of office serving from one to three years. Consider staggering terms
so there will always be experienced members on the council. When a
member’s term has expired, appoint a new council member for a new
term. Be sure these terms are evident in the initial invitation to participate.
Agenda and minutes – To ensure effectiveness, each advisory council
meeting should have a specific agenda and goals to be accomplished.
• Create clear agendas specifically identifying topics and information.
Maintaining the same format across meetings and even years enhances
professional appearance.
 • Present data analysis results and annual student outcome goals at the
fall meeting.
• Report results/progress at the spring meeting.
• Send minutes of previous meetings and an agenda of the upcoming
meeting to each member several days in advance.
• Be sure the minutes match the agenda, provide sufficient details to
reflect the discussion and include all suggestions/recommendations
proffered. Exemplary minutes may include an “action required”
section along with identification of the person responsible.
• Be respectful – Respecting members’ time and commitment is
essential. Begin and end each meeting on time. In addition, consider
the scheduling of each meeting, avoiding holidays and important
events and considering time of day and day of the week.
Although the number of meetings may vary, the school counseling advisory
council should meet at least twice a year to collaborate and provide input.
First meeting – The chairperson calls the first meeting of the council.
Detailed information is provided to council members to inform members
of the council’s purpose. In addition, reports, school data and other
information previously collected are included in an information packet to
each member. Setting meeting dates and times and other organizational
activities should take place at the first meeting, if not already scheduled.
Part of the focus for the first meeting of the school year may be presenting
the school counseling program calendar and goals.
Final meeting – The end-of-year meeting should provide a summary of the
program impact on students grounded in the three types of data. Present
and explain results reports for goals. Discuss and solicit recommendations
for program improvement.
Additional meetings – As the group forms and develops an identity,
agenda topics may naturally arise. Additional meetings might include:
• Orientation to advisory council (optional) – conducted prior to first
meeting for those who are new to the process; offers a brief training
on role and expectations
• Special event – a meeting to discuss/review some special circumstance
or event during the school year with the focus on the school
counseling program’s plans
 • Response to unusual situation – the advisory council might be a
powerful resource when unexpected events occur during the school
year. The school counselor, in consultation with administration, might
consider calling the council together to provide accurate information
and/or the school counseling department’s planned response.

Implementation Steps
1. Determine appropriate education stakeholders for representation on the
advisory council.
2. Develop effective and efficient advisory council meeting agendas to
inform stakeholders about the school counseling program.
3. Explain and discuss school data, school counseling program assessment
and school counseling annual student outcome goals with advisory
council.
4. Record advisory council meeting notes, and distribute as appropriate.
5. Analyze and incorporate feedback from the advisory council related to
annual student outcome goals as appropriate.
6. Use data to demonstrate the value the school counseling program adds to
student achievement.
7. Use presentation skills to share effectiveness data and results of action
plans and activities with advisory councils.

Reflection
Foster growth around the advisory council by answering these questions:
1. How was your advisory council developed? (provide examples)
2. How did you select members this year? How will you select them next
year?
3. How can you improve the way in which the advisory council offers
meaningful feedback for your program?
4. In what specific ways did your advisory council strengthen or change your
comprehensive counseling program?
Section III: Deliver
Topics Include:
Direct Student Services
Instruction
Appraisal and Advisement
Counseling
Indirect Student Services
Consultation
Collaboration
Referrals
DELIVER
The Deliver component defines the methods school counselors use to
provide activities and services to students and for students. This component
consists of two broad categories: direct and indirect student services.
Direct student services are in-person interactions between school
counselors and students. Through the direct services of instruction,
appraisal, advisement and counseling, school counselors help students
develop the knowledge, attitudes and skills outlined in the ASCA
Mindsets & Behaviors for Student Success: K–12 College- and Career-
Readiness Standards for Every Student to help students improve
achievement, attendance and discipline.
Indirect student services are services provided on behalf of students
as a result of the school counselor’s interactions with others. Through
indirect services of collaboration, consultation and referrals, school
counselors enhance student achievement and promote equity and access
for all students.
ASCA recommends school counselors spend 80% or more of their time in
direct and indirect student services to achieve the most effective delivery of
the school counseling program. For more information on how school
counselors manage their time, see the Use of Time and Calendar sections
(pp. 63 and 68) in the Manage component.

Ethics – School counselors provide students with a comprehensive school

counseling program that ensures equitable academic, career and
social/emotional development opportunities for all students. (ASCA Ethical
Standards A.3.c)
Systemic Change – School counselors act as a systems change agent to
create an environment promoting and supporting student success. (ASCA
Professional Standards & Competencies B-PF 9a)
DIRECT STUDENT SERVICES
Direct student services of the school counseling program include activities
that help students attain the ASCA Mindsets & Behaviors for Student
Success to improve student achievement, attendance and discipline. School
counselors review achievement, attendance and discipline data to inform
their decisions about what activities they will deliver to create the most
significant impact on these outcomes.
Direct student services are delivered in several ways: instruction, appraisal,
and advisement and counseling. Through each of these direct services, the
school counselor and students work together toward a specific goal.
Instruction includes teaching the school counseling curriculum to students
focused through the lens of selected student standards from the ASCA
Mindsets & Behaviors. The intent of instruction is to help all students
maximize their potential by enhancing academic, career and
social/emotional development and improving the outcomes of achievement,
attendance and discipline.
The school counseling curriculum is a planned, written instructional program
that is comprehensive in scope, preventive in nature and developmental in
design. School counselors plan, design and assess the curriculum through the
classroom and group Mindsets & Behaviors action plan, and it is delivered
to every student by school counselors or other educators who may deliver
sections of the curriculum as appropriate under the school counselor’s
advisement. See the Manage component (p. 29) for more details on the
school counseling curriculum.
Instruction occurs in classrooms, large and small groups or individually.
School counselors may provide instruction through direct instruction, team
teaching or assisting in learning activities. School counselors provide follow-
up to small groups or individual students as needed to enhance student
attainment of the ASCA Mindsets & Behaviors and improvement in
achievement, attendance or discipline.
Classroom Instruction: School counseling curriculum instruction most often
occurs in classroom settings. School counselors develop lesson plans aligned
with the classroom and group Mindsets & Behaviors action plan to organize
the delivery of the school counseling curriculum in classroom settings.
Examples include:
Academic lessons on topics such as study skills; goal setting; long-term
planning; self-motivation; and balancing school, home and activities.
Career lessons on topics such as building self-awareness of skills and
interests, exploring careers and understanding connections between
lifestyle and career choices.
Social/emotional lessons on topics such as self-discipline, peer
relationships, personal safety and coping skills.
Classroom instruction may be supplemented with activities involving larger
groups of students than in a classroom setting. These activities focus on
specific planned experiences that further the development of students’
educational possibilities.
Examples include:
Academic activities such as school tours focused on successfully
navigating significant school transitions (entering kindergarten, third
grade, middle school, high school), motivational presentations and
academic-success focused assemblies
Career activities such as college/career fairs, postsecondary site visits,
college/community/business tours and application workshops that boost
students’ skills around completion of essays for college acceptance, job or
scholarships
Social/emotional activities designed to broaden student development
through activities such as student leadership opportunities, service-
learning experiences and activities that intentionally give attention to
specific student populations with the purpose of bolstering identity,
support and opportunity
Small-Group Instruction: School counselors work with small groups of
students to provide instruction and activities designed to improve student
success. A small group typically includes up to 10 students in a minimum of
four group sessions. Examples include:
 Academic small groups on topics such as study skills, goal-setting,
motivational support or training for peer mentoring and tutoring programs
that partner older students with younger students to support specific goals
for success.
Career small group focusing on specialized activities for in-depth
experiences around specific career interests.
Social/emotional small groups on topics such as stress management, self-
regulation, overcoming obstacles or positive approaches for building self-
management skills and social skills.
Individual Instruction: School counselors work with individual students to
provide additional opportunity for mastery of ASCA Mindsets & Behaviors
based on specific needs. It may occur when additional time or varied
methods are needed to improve specific student outcomes. Examples
include:
Academic individual instruction helping a student learn skills to manage a
period of transition or adapt to changing situations and responsibilities
Career individual instruction supporting individual students with career
research or pursuit of postsecondary options
Social/emotional individual instruction helping students learn relationship
skills when feeling isolated at school or learning steps for ethical decision-
making and social responsibility
Appraisal and Advisement
School counselors provide appraisal and advisement to students to help them
understand their abilities, values and career interests and to attain the ASCA
Mindsets & Behaviors for Student Success. This two-part process often
results in students establishing personal goals and developing future plans. It
occurs with individual students, small groups and in classroom settings.
Appraisal is the process where school counselors work with students to
analyze and assess their abilities, interests, skills and achievement. The
defining characteristic for appraisal is its focus on a student test, inventory
or other data that includes some level of interpretation, assessment and
feedback leading to the development of academic, career and/or
social/emotional plans. Test information, inventories and other data are
used as the basis for appraisal to help students develop immediate,
intermediate and long-range plans. A common example of appraisal is the
analysis of a completed interest inventory to inform the student’s selection
of a career pathway.
Advisement is the process through which school counselors make
recommendations based on appraisal of tests, inventories and other data to
help students make decisions for their future. It serves to inspire students
to realize their maximum potential.
Through advisement, school counselors help students explore educational,
career and social/emotional opportunities, expectations or requirements.
After careful consideration and continued exploration and discussions with
other key individuals such as families, teachers and community members,
students are empowered to make decisions about their future.
Advisement includes recommendations for exploring services and
opportunities available at the school and community, making appropriate
course selections, determining meaningful educational goals and selecting
programs of study. It is a collaborative process promoting student success.
Counseling is the professional assistance and support provided to a student
or small group of students during times of transition, heightened stress,
critical change or other situations impeding student success. It is short-term
and based on counseling theories and techniques that are effective in a
school setting to promote academic, career and social/emotional
development.
Counseling can be proactive as well as responsive and helps students
identify problems, causes, potential consequences and benefits, alternatives
and outcomes so they can make decisions and take appropriate actions.
School counselors use the ASCA Mindsets & Behaviors to provide focus in
the counseling process.
Counseling is used to support students during and after a crisis. A crisis is
defined as a significant time of intense difficulty, distress or danger and
requires an immediate response. When students require long-term
counseling to address mental health issues or to provide long-term support
after a crisis, school counselors collaborate with families and other
professionals and make referrals to appropriate community resources.

Leadership – School counselors engage in a thoughtful, intentional approach

around selection of strategies, activities and interventions by focusing on the
ASCA Mindsets & Behaviors for Student Success to inform the
implementation of a comprehensive school counseling program. (ASCA
Professional Standards & Competencies B-PF 5)
Advocacy – School counselors advocate for the profession by explaining the
nature of academic, career and social/emotional counseling in schools and
the similarities and differences between school counseling and other fields of
counseling such as mental health, marriage and family, substance abuse,
social work and psychology, within a continuum of care. (ASCA Professional
Standards & Competencies B-PF 2e)
Systemic Change – School counselors demonstrate understanding of the
impact of cultural, social and environmental influences on student success
and opportunities. (ASCA Professional Standards & Competencies B-PF 6)
Ethics – School counselors use the best available research to drive the
school counseling program’s delivery services and the provision of instruction,
advisement and appraisal, and counseling in educational setting to ensure the
school counseling program is operating from a position of evidence. (ASCA
Ethical Standards for School Counselors, A.1.f, A.1.h, A.3.e, A.7.h, B.2.b)
INDIRECT STUDENT SERVICES
School counselors provide indirect student services to support student
success and to promote equity and access for all students. Although students
are the beneficiaries of indirect services, school counselors work with
parents, teachers, administrators, school staff and community stakeholders to
promote achievement for a specific student or to promote systemic change to
address the needs of groups of students such as underachieving or
underrepresented groups of students in the school.
Through indirect student services, school counselors gather and share
information about student developmental issues, problems and successes.
When a situation requires a school counselor to share information that could
identify a specific student to a third party who is not already aware of the
situation, school counselors receive student or parent permission or take
significant precautions to protect student confidentiality following ASCA’s
Ethical Standards for School Counselors.
Indirect student services are delivered through the following strategies.

Consultation is the process of providing information, opinions and

recommendations to individuals who can support a student’s need or
seeking information from an expert about student needs. School
counselors both provide and seek consultation.

School counselors, as experts in academic achievement, college/career

access and social/emotional development, share strategies that support
student success with families, teachers, other educators and community
organizations through consultation. School counselors serve as student
advocates to promote academic, career and social/emotional development
through this strategy.

School counselors also use consultation to seek information on student

needs and to identify strategies promoting improvement in achievement,
attendance and discipline. School counselors may consult with
educational, legal and mental health experts to inform decisions and
design strategies to promote student success.
Collaboration is the process in which multiple individuals work toward
a common goal and share responsibility for the associated tasks. It occurs
in a variety of situations.
• Teaming and partnering: School counselors work with families,
administrators, teachers, school staff, businesses and community
organizations to support improvement of achievement, attendance and
discipline and fulfill the annual student outcome goals. Teaming and
partnering occur through resource sharing, joint presentations,
advisory councils or formalized partnerships with specific focus or
agenda.
• School/district committees: By serving on committees or advisory
boards, school counselors promote student success and assist in
generating schoolwide and district support for the school counseling
program.
• Parent workshops: School counselors facilitate or organize
informational sessions about student developmental issues to address
students’ needs and to enhance the attainment of the school counseling
curriculum.
• Community partnerships: Establishing partnerships with community
members and organizations strengthens the school, the school
counseling program and the community. Businesses in the community
may partner with the school to provide internships for students,
facilitate skill development with specialized training opportunities or
solidify community growth through school-to-work initiatives. Other
organizations may offer opportunities to help students achieve high-
quality results and outcomes.
• Crisis Response: School counselors work with administrators,
teachers, other school staff, families and community members to
provide immediate and follow-up intervention to meet urgent needs
and prevent situations from becoming more severe. Crisis response
provides leadership and organization to crisis situations and
supplements the direct student service of counseling. When
responding to a crisis, school counselors follow written procedures or
guidelines provided by the school or district.
 Referrals occur when students’ needs extend beyond the training and/or
responsibilities of the school counseling role. School counselors provide
instructional, advisement and counseling services through brief, targeted
approaches. When a student needs support beyond short-term services or
counseling, it is a school counselors’ ethical duty to refer students and
parents to school or community resources for additional assistance or
information.

Referrals are as varied as students’ needs. School referral sources may

include academic support such as tutoring; career support such as college
planning websites or employment training; and social/emotional support
such as community agencies that treat mental health issues including
suicidal ideation, violence, abuse and depression.

Ethics – School counselors partner with all relevant stakeholders, including

students, educators and parents/guardians when student assistance is
needed, including the identification of early-warning signs of student distress.
(ASCA Ethical Standards.A.6.a)
Advocacy – School counselors advocate for students and the profession by
delineating the roles of student service providers, such as school social
worker, school psychologist or school nurse, and identify best practices for
collaborating to have an impact on student success. (ASCA Professional
Standards & Competencies B-PF 2f)
Collaboration/Consultation – School counselors consult with school
counselors and other education, counseling and legal professionals when
ethical and legal questions arise. (ASCA Professional Standards &
Competencies B-PF 3e)
Section IV: Assess
Topics Include:
Program Assessment
School Counseling Program Assessment
Annual Results Report
• Classroom Results Report
• Small-Group Results Report
• Closing-the-Gap Results Results Report
School Counselor Assessment and Appraisal
ASCA School Counselor Professional Standards
& Competencies
School Counselor Performance Appraisal
Reporting Results
ASSESS
To achieve the best results for students, school counselors regularly assess
their program to determine its effectiveness. School counselors engage in
assessment to inform potential improvements to school counseling program
design and delivery and to show how students are different as a result of the
school counseling program.
School counselors collect and analyze data to answer questions such as:
Who participated in what activities through instruction, appraisal,
advisement and counseling?
What ASCA Mindsets & Behaviors did students learn through
participation in school counseling activities?
How did the learning affect students’ attendance, achievement or
discipline?
School counselors demonstrate the effectiveness of the school counseling
program as they answer each question, illustrating how the school
counseling program affects student success. School counselors share the
school counseling program results to educate stakeholders about the school
counseling program’s impact on student outcomes.
PROGRAM ASSESSMENT
A school counseling program is multifaceted and designed with continuous
assessment and improvement in mind. School counselors regularly assess
their progress toward the design and delivery of a comprehensive school
counseling program as well as assess the impact on students as indicated by
participation, Mindsets & Behaviors and outcome data.
The school counseling program assessment is used to analyze progress
toward full implementation of a comprehensive school counseling program
and to identify program strengths and areas for improvement. Each section
of the program assessment includes benchmarks for program implementation
within each component of the ASCA National Model.
The primary purpose for completing and analyzing the program assessment
is to guide future actions within the school counseling program to lead to
better results for students. The school counseling program assessment is
conducted annually, typically in the latter part of the school year.
After completing the assessment, school counselors analyze the responses to
determine the following:
Program strengths
Areas for improvement
Short- and long-range plans for improvement
Noticing program implementation trends over time encourages reflection
and discussion by school counselors and stakeholders about ways to
continually improve the program. Reviewing the program assessment also
informs professional development plans, training and goals for the following
year.

Leadership and advocacy: By completing program assessments and taking

action on areas needing improvement, school counselors demonstrate
leadership through a commitment to continuous school counseling program
improvement and advocacy for a fully implemented comprehensive school
counseling program.
Annual Results Reports
Annual results reports are designed to ensure school counseling programs
are assessed for effectiveness and to inform decisions related to program
improvement. These reports are an essential component of a data-informed
school counseling program. There are two types of annual results reports:
Classroom and group Mindsets & Behaviors results reports
Closing-the-gap results reports
Analyzing data from these reports contributes to a more-informed approach
to addressing student needs and to more focused and effective activities and
interventions. These reports align with the action plans typically created for
the beginning of a school year and developed as part of the Manage
component of the ASCA National Model.
Data for these results reports is collected throughout the implementation of
the classroom and group Mindsets & Behaviors action plans and closing-the-
gap action plans. Three types of data are collected: participation, Mindsets &
Behaviors and outcome data.
The purpose of analyzing results reports is to determine the extent of change
in student learning and student outcomes and to use the data to promote
school counseling program improvement and systemic change throughout
the school. Data analysis helps school counselors determine what worked
and what did not and brings clarity to what needs to be changed or
improved.
Results reports serve as tools to:
Document instruction was carried out as planned or modified to meet
additional student needs
Verify all students were served
Analyze and explain participation, Mindsets & Behaviors and outcome
data
Share the impact of the activities and services
Inform improvement to future activities and interventions
Support advocacy for systemic change

Systemic change – School counselors build an environment to promote

systemic change when the analysis of results is integral to the school
counselor’s role.
Analysis of Classroom and Group Mindsets & Behaviors
Results Report
The classroom and group Mindsets & Behaviors results report is used to
organize and report results of classroom lessons and small-group sessions.
School counselors analyze the results report to determine the effectiveness of
the classroom and group activities and inform program improvement.
The following questions may be helpful when analyzing classroom results
reports and can be recorded in the implications section of the report:
Did the Mindsets and/or Behaviors selected match the lesson topic?
Did the lesson content/materials match the selected Mindsets and/or
Behaviors skill?
Did the length of lessons allow time for students to acquire content?
Were the lessons delivered at the best time and in the most effective way?
How did the lessons support the desired change in achievement,
attendance and/or discipline data?
Small-group sessions are analyzed in their entirety rather than by individual
session. One results report is used to report results of all sessions of a small
group.
The following questions may be helpful when analyzing small-group results
reports and can be recorded in the implications section of the report:
How was data used to identify small-group topics?
How was data used to select participants for inclusion?
How did the group content/materials align with evidence-based, action
research or best practice?
How did the group content/materials match the selected Mindsets &
Behaviors?
How did the session topics support the desired change in achievement,
attendance and/or discipline data?
Analysis of the Closing-the-Gap Action Plan/Results
Reports
The closing-the-gap action plan/results report (see p. 54) is used to organize
and report results of targeted, multifaceted closing-the-gap activities and
interventions. School counselors analyze the results report to determine the
effectiveness of the activities and/or interventions and inform future practice.
The following questions may be helpful when analyzing closing-the-gap
results reports and can be recorded in the implications section of the report:
What data was used to identify the gap?
How were evidence-based, research-informed or best-practice activities
selected?
How did multiple strategies/activities involve a variety of stakeholders
who may affect the desired outcome?
How did the content/materials of the strategies/activities match the
selected Mindsets & Behaviors?
How did the activities and interventions support the desired change in
achievement, attendance and/or discipline data?

Ethics – School counselors conduct school counseling program assessment

to determine the effectiveness of activities supporting students’ academic,
career and social/emotional development through accountability measures,
especially examining efforts to close information, opportunity and attainment
gaps. (ASCA Ethical Standard A.13.i)
Data Over Time
Tracking the school’s achievement, attendance and discipline data over
multiple years contributes to a better understanding of trends at the school.
Using student and school site data to monitor student progress helps the
school counselor determine which students need support to achieve school
success.
Reviewing data over time identifies strengths, gaps and systemic issues and
helps school counselors prioritize annual goals. Both aggregated and
disaggregated data are necessary to understand whether or not achievement
gaps or equity issues exist at the school.
Data analysis is best conducted in collaboration with district or school data
specialists who are equipped to generate data reports on achievement,
attendance and discipline trends. Initial reports become the baseline data
from which school counselors measure future school counseling program
results. Creating charts or graphs with year-by-year data is a helpful way to
show changes and trends in student success.

Ethics – School counselors create opportunities to advocate for students by

collecting participation, Mindsets & Behaviors and outcome data and
analyzing the data over time to determine student progress and effectiveness
of the school counseling program. When disparities exist between subgroups
such as gender, race, ethnicity, socioeconomic status and/or other relevant
classifications, school counselors prioritize programs and activities designed
to close information, attainment, achievement and opportunity gaps and
create systemic change within the school. (ASCA Ethical Standards A.3.c& d)
Collaboration – School counselors collaborate with administrators, data
specialists and other school staff to generate student data reports, analyze
the data and create plans to improve student achievement, attendance and
behavior.
Reporting Program Results
School counselors share data from results reports to show how students
benefit from a school counseling program. The school counseling program
results can be used to educate stakeholders about the program’s impact on
student achievement, attendance and discipline. Results reports can also
communicate the organizational structure and core philosophical tenants of
an ASCA National Model program.
Reporting program results is essential to supporting all students’
achievement and success. Empirical research studies show schools
implementing comprehensive school counseling programs have higher
achievement and attendance and fewer disciplinary events. See
www.schoolcounselor.org/effectiveness for examples.
School counselors demonstrate their impact on student success by analyzing
and reporting results of specific school counseling strategies. Building a
culture of assessment and reporting with stakeholders further demonstrates
how the school counselor and the school counseling program are essential to
the school’s academic mission.
Program results can take on many forms and be shared in numerous ways,
such as:
Websites
Infographics
Slideshow presentations to stakeholders
One-page handouts
Inclusion in a larger report to administrators and school board members
Inclusion in school or district data materials

Implementation
1. Use the templates to organize and share the results for the annual reports.
Electronic copies of all templates in this book can be downloaded from
www.schoolcounselor.org/ascanationalmodel.
2. Use charts or graphs to summarize data showing what students learned
through participation in the school counseling program (Mindsets &
Behaviors data) and the impact learning had on achievement, attendance
and discipline (outcome data).
3. Share a one-page document or slide summarizing topics addressed by
school counselors with individuals, small groups, classroom lessons and
large group activities.
4. Explain how data results will help improve future practice such as:
delivering lessons more effectively; collecting data more efficiently;
targeting ASCA Mindsets & Behaviors standards more effectively; and
making decisions about which activities to continue, add or discontinue.
5. Use the ASCA lesson plan template to share detailed lesson plans for one
classroom unit and group that met at least four times.

Reflection
Foster growth in assessing ASCA National Model implementation by
reflecting on:
1. How results reports can inform improvement of activity and intervention
delivery
2. How to collect data more accurately by asking better questions based on
quality content
3. How to target ASCA Mindsets & Behaviors that will have the greatest
impact on student outcomes
4. How to make decisions about which activities and interventions to
continue, adjust or discontinue
5. How data informs the selection of group topics and the participants who
are most appropriate for the group
6. How gaps were defined through data (e.g. school data summary, school
improvement plan/goals, disaggregated data reports, etc.).
School Counselor Assessment and Appraisal
Assessing and appraising school counselor performance is a multifaceted
process. This process includes self-assessment, formal appraisal of school
counselor performance by a qualified administrator and individual reflection
of the data that informs the assessment and appraisal.

ASCA School Counselor Professional Standards &

Competencies Assessment
The ASCA School Counselor Professional Standards & Competencies
assessment is used to self-assess the school counselor’s knowledge, attitudes
and skills. The assessment is a self-report of the acquisition of the mindsets
and behaviors school counselors need to meet the school counseling
profession’s rigorous demands and pre-K–12 students’ needs.
These standards and competencies help ensure new and experienced school
counselors are equipped to establish, maintain and enhance a school
counseling program addressing academic achievement, career planning and
social/emotional development. The standards and competencies are provided
in an assessment format and can be used in a variety of ways such as:
Practicing school counselors can use them as a check to self-assess to
make a professional development plan.
School administrators can use them as a guide to seeking and hiring
competent school counselors and for informing meaningful school
counselor performance appraisal.
School counselor education programs can use them as benchmarks for
training.
ASCA School Counselor Professional Standards &
Competencies Assessment
School counselors use this document to:
Self-assess their own mindsets and behaviors
Formulate an appropriate professional development plan
School/district administrators use this document to:
Guide the recruitment and selection of competent school
counselors
Develop or inform meaningful school counselor performance
appraisal
School counselor education programs use this document to:
Establish benchmarks for ensuring school counseling students
graduate with the knowledge, skills and attitudes needed to
develop a comprehensive school counseling

ASCA School Counselor Professional Standards &

Competencies
MINDSETS
School counselors believe:
M 1. Every student can learn, and every student can succeed.
M 2. Every student should have access to and opportunity for a
high-quality education.
M 3. Every student should graduate from high school prepared for
postsecondary opportunities.
M 4. Every student should have access to a comprehensive school
counseling program.
M 5. Effective school counseling is a collaborative process involving
school counselors, students, families, teachers, administrators,
other school staff and education stakeholders.
 M 6. School counselors are leaders in the school, district, state and
nation.
M 7. Comprehensive school counseling programs promote and
enhance student academic, career and social/emotional
outcomes.
BEHAVIORS: PROFESSIONAL FOUNDATION
B-PF 1. Apply developmental, learning, counseling and
education theories
a. Use human development theories to have an impact on
developmental issues affecting student success
b. Use learning theory to support student achievement and
success, including students with diverse learning needs
c. Use established and emerging evidence-based counseling
theories and techniques that are effective in a school setting to
promote academic, career and social/emotional development,
including but not limited to rational emotive behavior therapy,
reality therapy, cognitive-behavioral therapy, Adlerian, solution-
focused brief counseling, person-centered counseling and family
systems
d. Use counseling theories and techniques in individual, small-
group, classroom and large-group settings to promote academic,
career and social/emotional development
e. Use career development theories to promote and support
postsecondary planning
f. Use principles of multitiered systems of support within the
context of a comprehensive school counseling program to
provide instruction and interventions matched to student need

B-PF 2. Demonstrate understanding of educational systems,

legal issues, policies, research and trends in education
a. Explain the organizational structure and governance of the
American educational system as well as cultural, political and
social influences on current educational practices
 b. Explain educational systems, philosophies and theories and
current trends in education, including federal and state legislation
c. Explain and/or inform the process for development of policy and
procedures at the building, district, state and national levels
d. Explain the history of school counseling to create a context for
the current state of the profession and comprehensive school
counseling programs
e. Explain the nature of academic, career and social/emotional
counseling in schools and the similarities and differences
between school counseling and other fields of counseling, such
as mental health, marriage and family, substance abuse
counseling, social work and psychology, within a continuum of
care
f. Delineate the roles of student service providers, such as school
social worker, school psychologist or school nurse, and identify
best practices for collaborating to have an impact on student
success
g. Articulate a rationale for a comprehensive school counseling
program
h. Use education research to inform decisions and programming
i. Use current trends in technology to promote student success

B-PF 3. Apply legal and ethical principles of the school

counseling profession
a. Practice within the ethical principles of the school counseling
profession in accordance with the ASCA Ethical Standards for
School Counselors
b. Adhere to the legal responsibilities of the role of the school
counselor including the unique legal and ethical principles of
working with minor students in a school setting
c. Adhere to the ethical and statutory limits of confidentiality
d. Fulfill legal and ethical obligations to families, teachers,
administrators and other school staff
 e. Consult with school counselors and other education, counseling
and legal professionals when ethical and legal questions arise
f. Resolve ethical dilemmas by employing an ethical decision-
making model in accordance with the ASCA Ethical Standards
for School Counselors
g. Model ethical behavior
h. Engage in continual professional development to inform and
guide ethical and legal work

B-PF 4. Apply school counseling professional standards and

competencies
a. Stay current with school counseling research and best practices
b. Conduct and analyze self-appraisal and assessment related to
school counseling professional standards and competencies
c. Use personal reflection, consultation and supervision to promote
professional growth and development
d. Develop a yearly professional development plan to ensure
engagement in professional growth opportunities related to
relevant professional standards and competencies and personal
limitations

B-PF 5. Use ASCA Mindsets & Behaviors for Student Success

standards to inform the implementation of a comprehensive
school counseling program
a. Select ASCA Mindsets & Behaviors for Student Success
standards to address student needs demonstrated in data
b. Prioritize ASCA Mindsets & Behaviors for Student Success
standards aligned with school improvement goals
c. Select or create competencies aligned with the ASCA Mindsets
& Behaviors for Student Success and the Common Core State
Standards or other state-specific standards

B-PF 6. Demonstrate understanding of the impact of cultural,

social and environmental influences on student success and
opportunities
 a. Demonstrate basic knowledge and respect of differences in
customs, communications, traditions, values and other traits
among students based on race, religion, ethnicity, nationality,
sexual orientation, gender identity, physical or intellectual ability
and other factors
b. Explain how students’ cultural, social and economic background
may affect their academic achievement, behavior, relationships
and overall performance in school
c. Maintain and communicate high expectations for every student,
regardless of cultural, social or economic background
d. Explain the dynamics of cross-cultural communications and
demonstrate the ability to communicate with persons of other
cultures effectively
e. Collaborate with administrators, teachers and other staff in the
school and district to ensure culturally responsive curricula and
student-centered instruction
f. Understand personal limitations and biases, and articulate how
they may affect the school counselor’s work

B-PF 7. Demonstrate leadership through the development and

implementation of a comprehensive school counseling program
a. Identify sources of power and authority and formal and informal
leadership
b. Identify and demonstrate professional and personal qualities and
skills of effective leaders
c. Apply a model of leadership to a comprehensive school
counseling program
d. Create the organizational structure and components of an
effective school counseling program aligned with the ASCA
National Model
e. Apply the results of a school counseling program assessment to
inform the design and implementation of the comprehensive
school counseling program
 f. Use leadership skills to facilitate positive change for the
comprehensive school counseling program
g. Define the role of the school counselor and the school
counseling program in the school crisis plan
h. Serve as a leader in the school and community to promote and
support student success
i. Participate in the school improvement process to bring the school
counseling perspective to the development of school goals

B-PF 8. Demonstrate advocacy for a comprehensive school

counseling program
a. Model school counselor advocacy competencies to promote
school counseling program development and student success
b. Advocate responsibly for school board policy and local, state
and federal statutory requirements in students’ best interests
c. Explain the benefits of a comprehensive school counseling
program for all stakeholders, including students, families,
teachers, administrators and other school staff, school boards,
department of education, school counselors, school counselor
educators, community stakeholders and business leaders
d. Articulate and provide rationale for appropriate activities for
school counselors
e. Articulate and provide rationale for discontinuation of
inappropriate activities for school counselors
f. Use data (e.g., closing-the-gap reports) to promote reduction in
student-to-school-counselor ratios and reduction of inappropriate
non-school-counseling-related tasks
g. Participate in school counseling and education-related
professional organizations

B-PF 9. Create systemic change through the implementation of a

comprehensive school counseling program
a. Act as a systems change agent to create an environment
promoting and supporting student success
 b. Use data to identify how school, district and state educational
policies, procedures and practices support and/or impede
student success
c. Use data to demonstrate a need for systemic change in areas
such as course enrollment patterns; equity and access; and
achievement, opportunity and/or information gaps
d. Develop and implement a plan to address personal and/or
institutional resistance to change that better supports student
success
BEHAVIORS: DIRECT AND INDIRECT STUDENT SERVICES

B-SS 1. Design and implement instruction aligned to the ASCA

Mindsets & Behaviors for Student Success in large-group,
classroom, small-group and individual settings
a. Use student, school and district data to identify achievement,
attendance and discipline issues to be addressed through
instruction
b. Assess cultural and social trends when developing and choosing
curricula
c. Identify appropriate evidence-based curricula aligned to the
ASCA Mindsets & Behaviors for Student Success or
select/develop other materials informed by research and best
practice if evidence-based materials do not exist
d. Demonstrate pedagogical skills, including culturally responsive
classroom management strategies, lesson planning and
personalized instruction
e. Create lesson plans identifying activities to be delivered,
standards to be addressed, to whom activities will be delivered,
how they will be delivered and how data will be assessed to
determine impact on student outcomes
f. Use a variety of technologies in the delivery of lessons and
activities
g. Engage with school administrators, teachers and other staff to
ensure the effective implementation of instruction
 h. Analyze data from lessons and activities to determine impact on
student outcomes

B-SS 2. Provide appraisal and advisement in large-group,

classroom, small-group and individual settings
a. Develop strategies to provide appraisal and advisement to
students and families about attaining the ASCA Mindsets &
Behaviors for Student Success
b. Use assessments to help students understand their abilities,
values and career interests
c. Include career opportunities, labor market trends and global
economics to help students develop immediate and long-range
plans
d. Help students cross reference individual assessment results
(e.g. MBTI, Holland Code, ASVAB, O*Net) with
occupational/career goals
e. Help students understand how academic performance relates to
the world of work, family life and community service
f. Help students understand the importance of postsecondary
education and/or training as a pathway to a career
g. Help students and families navigate postsecondary awareness,
exploration, admissions and financial aid processes
h. Connect students to workplace experiences to deepen
understandings and explore career interests

B-SS 3. Provide short-term counseling in small-group and

individual settings
a. Use data to identify students in need of counseling intervention
b. Provide support for students, including individual and small-
group counseling, during times of transition, heightened stress,
critical change or other situations impeding student success
c. Explain the difference between appropriate short-term
counseling and inappropriate long-term therapy
 d. Explain the impact of adverse childhood experiences and
trauma, and demonstrate techniques to support students who
have experienced trauma
e. Respond with appropriate intervention strategies to meet the
needs of the individual, group or school community before,
during and after crisis response

B-SS 4. Make referrals to appropriate school and community

resources
a. Maintain a list of current referral resources, consistent with
school and district policies, for students, staff and families to
effectively address academic, career and social/emotional issues
b. Communicate the limits of school counseling and the continuum
of mental health services
c. Articulate why diagnoses and long-term therapy are outside the
scope of school counseling

B-SS 5. Consult to support student achievement and success

a. Gather information on student needs from families, teachers,
administrators, other school staff and community organizations to
inform the selection of strategies for student success
b. Share strategies that support student achievement with families,
teachers, administrators, teachers, school staff and community
organizations
c. Consult with school counselors and other education and
counseling professionals when questions of school counseling
practice arise
d. Facilitate in-service training or workshops for families,
administrators, other school staff, teachers or other stakeholders
to share school counseling expertise

B-SS 6. Collaborate with families, teachers, administrators, other

school staff and education stakeholders for student
achievement and success
 a. Partner with others to advocate for student achievement and
educational equity and opportunities
b. Explain the potential for dual roles with families and other
caretakers
c. Identify and involve appropriate school and community
professionals as well as the family in a crisis situation
d. Supervise school counseling interns consistent with the
principles of the ASCA School Counseling Professional
Standards & Competencies
BEHAVIORS: PLANNING AND ASSESSMENT

B-PE 1. Create school counseling program beliefs, vision and

mission statements aligned with the school and district
a. Analyze personal, school, district and state beliefs, assumptions
and philosophies about student success
b. Compose a personal beliefs statement about students, families,
teachers, school counseling programs and the educational
process consistent with the school’s educational philosophy and
mission
c. Analyze the school’s vision and mission
d. Create a school counseling vision statement describing a future
world where student outcomes are successfully achieved
e. Create a school counseling mission statement aligned with
school, district and state missions
f. Communicate the vision and mission of the school counseling
program to administrators, teachers, other school staff and
stakeholders

B-PE 2. Identify gaps in achievement, attendance, discipline,

opportunity and resources
a. Collect and analyze data to identify areas of success or gaps
between and among different groups of students in achievement,
attendance, discipline and opportunities
 b. Review, disaggregate and interpret student achievement,
attendance and discipline data to identify and implement
interventions as needed
c. Create goals based on student, school and/or district data to
close the achievement, opportunity and/or information gaps

B-PE 3. Develop annual student outcome goals based on

student data
a. Use achievement, attendance and/or discipline data to create
annual student outcome goals aligned with school improvement
plans
b. Write goals in a measurable format such as the SMART goal
format, and include baseline and target data within the goal
statement
c. Use student data and results from survey tools to monitor and
refine annual student outcome goals
d. Communicate annual student outcome goals to administrators,
teachers, other school staff and stakeholders

B-PE 4. Develop and implement action plans aligned with annual

student outcome goals and student data
a. Design and implement school counseling action plans aligned
with school and annual student outcome goals and student data
b. Determine appropriate students for the target group of action
plans based on student, school and district data
c. Identify appropriate ASCA Mindsets & Behaviors for Student
Success standards addressing needs identified in action plans
d. Select evidence-based curricula and activities to accomplish
objectives, or select/ develop other materials informed by
research and best practice if evidence-based materials do not
exist
e. Identify appropriate resources needed to implement action plans
f. Identify intended impact on academics, attendance and discipline
as result of action plan implementation
 g. Explain basic research sampling, methodology and analysis
concepts as they relate to research outcomes and action
research

B-PE 5. Assess and report program results to the school

community
a. Explain concepts related to program results and accountability
within a comprehensive school counseling program
b. Review progress toward annual student outcome goals
c. Analyze data to assess school counseling program effectiveness
and to inform program development
d. Collaborate with members of the school counseling team and
with administration to decide how school counseling programs
are assessed and how results are shared
e. Use data to demonstrate the value the school counseling
program adds to student achievement
f. Use presentation skills to share effectiveness data and results of
action plans and activities with administrators, advisory councils,
teachers, faculty and staff, families, school boards and
stakeholders

B-PE 6. Use time appropriately according to national

recommendations and student/school data
a. Articulate the distinction between direct and indirect student
services
b. Assess use of time in direct and indirect student services and
program management and school support to determine how
much time is spent in each school counseling program
component
c. Articulate the best use of a school counselor’s time to meet
student needs as identified through student data and annual
student outcome goals
d. Organize and manage time to effectively implement a
comprehensive school counseling program using skills including
scheduling, publicizing and prioritizing time
 e. Create annual and weekly calendars to plan activities reflecting
annual student outcome goals
f. Identify, evaluate and participate in fair-share responsibilities

B-PE 7. Establish agreement with the principal and other

administrators about the comprehensive school counseling
program
a. Complete administrative conference templates for the school
counseling program with other members of the school counseling
staff
b. Discuss administrative conference template with the principal
and/or supervising administrator to formalize the school
counseling program’s priorities and organization
c. Explain and model the appropriate role of the school counselor
and the organization of the school counseling program
d. Explain annual student outcome goals, their basis in student
data and their alignment with the school improvement plan
e. Advocate for the appropriate use of school counselor time based
on national recommendations and student needs
f. Finalize the administrative conference template after
presentation to and discussion with the principal and/or
supervising administrator

B-PE 8. Establish and convene an advisory council for the

comprehensive school counseling program
a. Determine appropriate education stakeholders for representation
on the advisory council
b. Develop effective and efficient advisory council meeting
agendas to inform stakeholders about the comprehensive school
counseling program
c. Explain and discuss school data, school counseling program
assessment and annual student outcome goals with the advisory
council
 d. Record advisory council meeting notes, and distribute as
appropriate
e. Analyze and incorporate feedback from the advisory council
related to annual student outcome goals as appropriate

B-PE 9. Use appropriate school counselor performance

appraisal process
a. Explain and advocate for appropriate school counselor
performance appraisal process based on school counselor
standards and implementation of the comprehensive school
counseling program
b. Explain how school counseling activities fit within categories of a
performance appraisal instrument
c. Utilize components of the ASCA National Model to document
data-informed, student-focused activities that demonstrate
evidence of meeting standards of performance appraisal
instruments
School Counselor Performance Appraisal
Annually a qualified administer completes the school counselor performance
appraisal to evaluate the school counselor’s overall performance. Appraisal
documents are often developed in alignment with state or district guidelines
and may appear in a variety of frameworks selected by state and district
leaders.
The sample performance appraisal template (see p. 104) included here can
be used as a guide for language to include in a performance appraisal
document that aligns with state, district or school frameworks. Essential
components of performance appraisal include evidence of:
Design of a comprehensive school counseling program
Data-informed annual goals along with the measured impact of direct
services delivery
Data-informed classroom, small-group and closing-the-gap activities and
interventions
Calendars reflecting appropriate use of time aligned with ASCA National
Model recommendation of 80% of time in direct and indirect services to
students
Collection and analysis of results data from classroom, small-group and
closing-the-gap activities and interventions
School counselors can use templates from the Manage component of the
ASCA National Model as artifacts demonstrating performance that meets
professional standards. Receiving the Recognized ASCA Model Program
(RAMP) distinction demonstrates exemplary work of current best practice.

Advocacy: School counselors advocate for the appropriate role of the school
counselor by advocating for appropriate appraisal processes aligned with the
ASCA School Counselor Professional Standards & Competencies.
Appendices

A. ASCA National Model Fourth Edition Changes

B. Empirical Research Studies Supporting the Value of School Counseling
C. Glossary
D. References
 APPENDIX A

ASCA National Model Fourth Edition

Changes

The following is a brief synopsis of the changes made in the fourth edition of
the ASCA National Model.
General Information
The fourth edition does not introduce or eliminate any substantive content,
but because the educational environment has changed substantially, language
from the previous edition was clarified to reflect the current state of
education.
The four components of the ASCA National Model have changed from
Foundation, Management, Delivery and Accountability to Define, Manage,
Deliver and Assess. Using verbs instead of nouns is more active and
descriptive of what school counselors do. In addition, No Child Left Behind
gave the word “accountability” a somewhat negative connotation that some
associate with responsibility and, in some cases, blame. Some school
counselors were reluctant to initiate particular programs because they felt
“accountability” was used to find fault when results were less than
anticipated. The ASCA National Model is intended to help school
counselors improve not impair their programs. “Assess” reflects the need to
evaluate efforts to determine their effectiveness and to make necessary
adjustments, without denoting blame or responsibility.
Themes
The four themes of leadership, advocacy, collaboration and systemic change
no longer appear around the edge of the ASCA National Model diamond but
instead are woven throughout the ASCA National Model to show they are
integral components of a comprehensive school counseling program.
Implementing the ASCA National Model requires leadership, advocacy and
collaboration with a focus on systemic change in outcomes. Examples of
each theme are highlighted throughout the text to give practical examples of
how the theme relates to that section. These are examples but are not an
exhaustive list of examples. Other examples of the themes can and should
occur.
DEFINE (PREVIOUSLY FOUNDATION)
This component identifies the standards that define the school counseling
profession.
The fourth edition includes two sections:
Student Standards
Professional Standards
The Program Focus section from the previous edition has been moved to the
Manage chapter.
MANAGE (PREVIOUSLY MANAGEMENT)
This component helps school counselors effectively and efficiently manage
the school counseling program.
The fourth edition includes two sections:
Program Focus
Program Planning
DELIVER (PREVIOUSLY DELIVERY)
This component focuses on the method of implementing the school
counseling program directly to students and indirectly for students.
The fourth edition includes two sections:
Direct Student Services
Indirect Student Services
ASSESS (PREVIOUSLY ACCOUNTABILITY)
This component has been renamed to emphasize the ongoing formative
assessment of the school counseling program to inform improvements to the
design and implementation of a school counseling program.
The fourth edition includes two sections:
Program Assessment
School Counselor Assessment and Appraisal
 APPENDIX B

Empirical Research Studies Supporting

the Value of School Counseling

This document presents a number of recent journal articles that describe

research examining the impact of school counselors and school counseling
programs on K-12 student outcomes. The research articles support the value
of school counseling for students in the domains of academic development,
college and career readiness, and social/emotional development. All of the
articles are data-based and drawn from national peer-reviewed journals and
research reports.
ACADEMIC DEVELOPMENT

Measuring the Impact of School Counselor Ratios on Student

Outcomes
Parzych, J., Donohue, P., Gaesser, A., Chiu, M. (2019). Measuring the
impact of school counselor ratios on student outcomes. ASCA Research
Report. Retrieved from
www.schoolcounselor.org/asca/media/asca/Publications/Research-Release-
Parzych.pdf
Abstract: A series of studies in three states (Indiana, Connecticut and New
York) funded by an ASCA research grant reveals the impact of school
counselor ratios on student outcomes. Results from the Indiana study
indicated school counselor ratios of 1:250 have a significant correlation
with lower student absenteeism and higher SAT math, verbal and writing
scores. Preliminary findings in Connecticut school districts with lower
student-to-school-counselor ratios produce higher graduation rates, higher
college entrance and persistence rates, lower chronic absenteeism rates and
fewer suspensions. Concurrently, socioeconomic status and community
resources have an impact on school counselors’ ability to effectively deliver
comprehensive school counseling programs.
Take-away: Lowering ratios allows school counselors to effectively
deliver a comprehensive school counseling program to better meet students’
academic, career and social/emotional needs. School-counselor-to-student
ratios may be optimal at 1:250, but grade level and socioeconomic factors
of a district require close consideration.

An Ecological View of School Counselor Ratios and Student

Academic Outcomes: A National Investigation
Goodman-Scott, E., Sink, C., Cholewa, B., Burgess, M. (2018). An
ecological view of school counselor ratios and student academic outcomes:
A national investigation. Journal of Counseling and Development, 96(10),
388-398. doi: 10.1002/jcad.12221
Abstract: Using the nationally representative High School Longitudinal
Study: 2009 dataset, the authors found ratios were significantly associated
with student GPA and graduation. Attending a Title I school also was
associated with students’ GPA, advanced placement/international
baccalaureate credits earned and postsecondary course taking. The authors
contextualized their findings within an ecological framework, positing that
lower school counseling ratios must be considered while tending to multiple
cross-system dimensions that also influence academic performance, such as
Title 1 status. Given the many factors influencing student academic
performance, school counselors must discuss lowering ratios while also
addressing other variables related to student academic outcomes, such as
student and environmental factors.
Take-away: While this research supports prior research on the influence
of school counselor ratios on student achievement, to meet all student
needs, school counselors should advocate for lower ratios while also using
an ecological lens to support students.

School Counseling and Student Outcomes: Summary Of Six

Statewide Studies
Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes:
Summary of six statewide studies. Professional School Counseling, 16 (2),
146-153. doi: 10.1177/2156759X0001600204
Abstract: This article presents a summary of the six studies featured in a
special issue of Professional School Counseling. The six statewide research
studies presented in this special issue use a variety of designs,
instrumentation, and measures. Nevertheless, they can be integrated at the
level of results to shed light on some important questions related to
effective practice in the field of school counseling. These six studies
provide valuable evidence of the relationship between positive student
educational outcomes and school counseling program organization, student-
to-school-counselor ratios, counselor time use, and specific school
counseling activities. Several of these research studies focused on whether
student outcomes are influenced by how the school counseling program is
organized. These studies clearly indicate that certain school counseling
activities create specific and measurable results and that all school
counseling activities are not equally impactful for students and for critical
school-wide outcomes such as attendance and discipline. With this
knowledge comes both a professional imperative and an ethical obligation
to increase those activities that best support student success. The primary
methodological limitation shared by all six studies is their common
correlational research design. The second major limitation of these studies
stems from instrumentation issues.
Take-away: A growing body of research indicates comprehensive, data-
driven school counseling programs improve a range of student learning and
behavioral outcomes.

Comprehensive School Counseling Programs and Student

Achievement Outcomes: A Comparative Analysis of RAMP
Versus Non-RAMP Schools
Wilkerson, K., Perusse, R., & Hughes, A. (2013). Comprehensive school
counseling programs and student achievement outcomes: A comparative
analysis of RAMP versus non-RAMP schools. Professional School
Counseling, 16 (3), 172-184. doi: 10.1177/2156759X1701600302
Abstract: This study compares school-wide Annual Yearly Progress
(AYP) results in Indiana schools earning the Recognized ASCA Model
Program (RAMP) designation (n = 75) with a sample of control schools
stratified by level and locale (n = 226). K-12 schools earning the RAMP
designation in 2007, 2008, and 2009 comprise the experimental group.
Findings indicate that school-wide proficiency rates in English/Language
Arts and Math are significantly higher in RAMP-designated elementary
schools compared to elementary controls. Four-year longitudinal results
indicate a significant positive difference between RAMP-designated
elementary schools and their controls in Math. Findings provide support for
the impact of comprehensive, data-driven, accountable school counseling
programs at the elementary level and suggest further research is needed at
the middle and secondary levels. This article presents and discusses
additional results and implications for practice.
Take-away: There is strong evidence that elementary schools with
comprehensive data-driven school counseling programs display higher
academic outcomes compared to schools without such programs.

Missouri Professional School Counselors: Ratios Matter,

Especially in High-Poverty Schools
Lapan, R. T., Gysbers, N. C., Bragg, S., & Pierce, M. E. (2012). Missouri
professional school counselors: Ratios matter, especially in high-poverty
schools. Professional School Counseling, 16 (2), 108-116. doi:
10.1177/2156759X0001600207
Abstract: Results link lower student-to-school-counselor ratios to better
graduation rates and lower disciplinary incidents across Missouri high
schools. An interaction favorable for promoting student success in school
was found between increasing percentages of students receiving free or
reduced-price lunch and smaller student-to-school-counselor ratios. In high-
poverty schools, those schools that met the ASCA criteria of having at least
one professional school counselor for every 250 students had better
graduation and school attendance rates, and lower disciplinary incidents.
Take-away: Students who have greater access to school counselors and
comprehensive school counseling programs are more likely to succeed
academically and behaviorally in school; this is particular true for students
in high-poverty schools.

The School Counselor’s Role in Addressing the Advanced

Placement Equity and Excellence Gap for African American
Students
Davis, P., Davis, M. P., & Mobley, J. A. (2013). The school counselor’s role
in addressing the Advanced Placement equity and excellence gap for
African American students. Professional School Counseling, 17 (1), 32-39.
doi: 10.1177/2156759X0001700104
Abstract: This study describes the collaboration among a school
counselor, a school counselor intern, an Advanced Placement Psychology
teacher, and a counselor educator to improve African American access to
Advanced Placement (AP) coursework and increase success on the AP
Psychology national examination. The team initiated a process that
recruited African American students into AP Psychology and supported
them through group and individual counseling to create an achievement-
minded cohort that emphasized peer relationships and academic success.
Take-away: Intentional efforts by school counselors can help reduce the
racial disparities in proportions of students taking Advanced Placement
courses.

Closing the Achievement Gap of Latina/Latino Students: A

School Counseling Response
Leon, A., Villares, E., Brigman, G., Webb, L, & Peluso, P. (2011). Closing
the achievement gap of Latina/Latino students: A school counseling
response. Counseling Outcome Research and Evaluation, 2 (1), 73-86. doi:
10.1177/2150137811400731
Abstract: This article addresses the achievement gap of Latina/Latino
students and evaluates the impact of a Spanish culturally translated
classroom program, delivered by bilingual/bicultural school counselors in
five 45-minute lessons and three booster lessons. Latina/o limited English
proficient (LEP) students in Grades 4 and 5 from three schools were
assigned to treatment and comparison groups. A quasi-experimental,
nonequivalent control group design was used. Significant improvement in
reading and math, as measured by standardized tests, were found for
students who received the treatment as compared to those who did not. This
resulted in a reading and math effect size of .37.
Take-away: A school counseling intervention designed to be culturally-
and language-appropriate can make a significant difference in reducing the
achievement gap with Latina/Latino students with limited English
proficiency.
All Hands On Deck: A Comprehensive, Results-Driven
Counseling Model
Salina, C., Girtz, S., Eppinga, J., Martinez, D., Blumer Kilian, D., Lozano,
E., Martinez, A., Crowe, D., De La Barrera, M., Mendez, M., Shines, T.
(2013). All hands on deck: A comprehensive, results-driven counseling
model. Professional School Counseling, 17 (1), 63-75. doi:
10.1177/2156759X0001700112
Abstract: A graduation rate of 49% alarmed Sunnyside High School in
2009. With graduation rates in the bottom 5% statewide, Sunnyside was
awarded a federally funded School Improvement Grant. The “turnaround”
principal and the school counselors aligned goals with the ASCA National
Model through the program All Hands On Deck (AHOD), based on
academic press, social support, and relational trust. In 2012, 78.8% of
students graduated. This case study describes student success resulting from
the counselor-led program AHOD.
Take-away: School counselors can be a critical part of school
improvement efforts in low-performing schools.

Bringing Out the Brilliance: A Counseling Intervention for

Underachieving Students
Berger, C. (2013). Bringing out the Brilliance: A counseling intervention
for underachieving students. Professional School Counseling, 17 (1), 86-96.
doi: 10.1177/2156759X000170012
Abstract: This study evaluated the impact of a small group counseling
intervention designed for students who underachieve. The results of the
study demonstrated significant improvement for ninth- and tenth-grade
underachieving students in the areas of organizational skills, time
management, and motivation. The author discusses implications and
recommendations for school counselors working with underachieving
students.
Take-away: School counselors can effectively assist underachieving
students using a small group intervention.
At-Risk Ninth-Grade Students: A Psychoeducational Group
Approach to Increase Study Skills and Grade Point Averages
Kayler, H., & Sherman, J. (2009). At-risk ninth-grade students: A
psychoeducational group approach to increase study skills and grade point
averages. Professional School Counseling, 12 (6), 434-439. doi:
10.1177/2156759X0901200608
Abstract: The purpose of this article is to describe a large-scale
psychoeducational study skills group for ninth-grade students whose
academic performance is in the bottom 50 percent of their class. The ASCA
National Model was used as a framework for development, delivery, and
evaluation. The authors found that a small-group counseling intervention
strengthened studying behaviors as measured by pretest-posttest design.
Additional results include promoting school counselor visibility and
increasing and improving school counselor relationships with students,
parents and other stakeholders.
Take-away: Targeted efforts by school counselors can improve students’
learning behaviors, including study skills, time usage and persistence.

Closing The Gap: A Group Counseling Approach to Improve

Test Performance of African-American Students
Bruce, A. M., Getch, Y. Q., & Ziomek-Daigle, J. (2009). Closing the gap: A
group counseling approach to improve test performance of African-
American students. Professional School Counseling, 12 (6), 450-457. doi:
10.1177/2156759X0901200603
Abstract: This article evaluated the impact of a group counseling
intervention on African-American students’ achievement rates during the
spring administration of high-stakes testing at a rural high school in
Georgia. Eighty percent of eligible students who participated in the
intervention received passing scores on the four sections tested during the
spring administration of the Georgia High School Graduation Tests
(GHSGT), and all participating students received passing scores on the
English Language Arts and Math sections of the GHSGT. Additionally, the
achievement gap between African-American students and White students
on the Enhanced Math narrowed during the 2007-2008 testing period, with
63.2% of African-American students achieving pass rates as compared to
70.5% of White students. The pass rate increased from the 38.7% pass rate
among African-American students from the previous school year, indicating
that the intervention was successful in improving pass rates on high-stakes
testing. Implications for professional school counselors include utilizing the
practice of group counseling and disaggregating data to promote
achievement among underachieving student subsets.
Take-away: School counselors can impact the achievement gap by
examining school-wide data and using the data to deliver an effective group
intervention.

Student Success Skills: An Evidence-Based School Counseling

Program Grounded in Humanistic Theory
Villares, E., Lemberger, M., Brigman, G., & Webb, L. (2011). Student
Success Skills: An evidence-based school counseling program grounded in
humanistic theory. Journal of Humanistic Counseling, 50, 42-55. doi:
10.1002/j.2161-1939.2011.tb00105.x
Abstract: The Student Success Skills program is an evidence-based,
counselor-led intervention founded on a variety of humanistic principles.
Five studies and a recent meta-analysis provide evidence that integrating
human potential practices into the school by teaching students foundational
learning skills strengthens the link between school counseling interventions
and student achievement.
Take-away: The Student Success Skills program results in substantial
student gains in reading and math; school counselors can use this evidence-
based program to improve students’ achievement.
COLLEGE AND CAREER READINESS

ASCA National Model Implementation and Appropriate School

Counselor Ratios Promote More Informed College Decision-
Making.
Lapan, R., Poynton, T., Balkin, R., Jones L. (2019). ASCA National Model
implementation and appropriate school counselor ratios promote more
informed college decision-making. ASCA Research Report. Retrieved from
www.schoolcounselor.org/asca/media/asca/Publications/Research-Release-
Lapan.pdf
Abstract: In a study partially funded by an ASCA research grant,
researchers found that graduating 12th-graders attending schools with lower
student-to-school-counselor ratios and more complete implementation of
the ASCA National Model were more engaged in higher-quality college
counseling learning activities. These activities helped students make more
informed college decisions. Further, schools with lower ratios were more
likely to be more fully implementing the ASCA National Model. More than
300 12th-graders, attending 10 different high schools across the United
States, participated in this online research study. The sample was highly
diverse in terms of minority status (nearly half of the students are minority
students), socioeconomic status and parent education level, first-generation
college students, gender, region of the country where the high school is
located and type of high school attended.
Take-away: Low student-to-school-counselor ratios combined with full
implementation of the ASCA National Model can lead to more-informed
college decision-making for graduating high school students.

Exploring the Career and College Readiness of High School

Students Serviced by RAMP and Non-RAMP School Counseling
Programs in North Carolina
Jones, S., Ricks, J., Warren, J., Mauk, G. (2019). Exploring the career and
college readiness of high school students serviced by RAMP and non-
RAMP school counseling programs in North Carolina. ASCA Research
Report. Retrieved from
https://www.schoolcounselor.org/asca/media/asca/Careers-
Roles/Effectiveness-CCR-ResearchReport.pdf
Abstract: Researchers conducted a study to determine if differences
existed in high school student college and career readiness between those
enrolled at high schools with Recognized ASCA Model Programs (RAMP)
and non-RAMP high schools. Results indicated that students who are
serviced by RAMP school counseling programs had statistically significant
higher SAT and ACT WorkKeys scores and college enrollment. As school
counselors continue to be inundated with other duties as assigned by
supervisors, it is imperative to demonstrate the individual and systemic
impact of school counselors who are devoted to career and college
readiness. RAMP designation and student career- and college-readiness
outcomes are positively correlated; therefore, a commitment to increasing
the number of RAMP schools and supporting more college readiness efforts
could prove to be advantageous for all.
Take-away: The ASCA National Model and the ASCA Mindsets &
Behaviors for Student Success provide frameworks for school counselors to
provide the appropriate support to students for career and college
readiness. Increasing the number of RAMP schools and supporting more
college-readiness efforts both better prepare students for college and career
readiness and benefit students beyond high school.

Operation Occupation: A College and Career Readiness

Intervention for Elementary Students
Mariani, M., Berger, C., Koerner, K., Sandlin, C. (2016). Operation
Occupation: A college and career readiness intervention for elementary
students. Professional School Counseling, 20 (1), 65-76. doi: 10.5330/1096-
2409-20.1.65
Abstract: This article describes efforts undertaken to design, deliver and
evaluate a college and career readiness unit for fifth-grade students.
Findings from the school counselor-developed and -delivered intervention,
Operation Occupation, supported interdisciplinary and collaborative efforts
between school counselors and classroom teachers. Students reported
significant increases in their knowledge and awareness of college- and
career-readiness standards. For example, at pre-test only 9% reported they
were knowledgeable about college and career readiness, while at post-test
this percentage increased to 100%. While only 74% of students reported
having at least two ideas of job/careers they found interesting at pre-test,
100% reported “yes” on this objective by post-test. Last, at post-test, 100%
of students reported they knew their learning style and personality type.
Teacher assessment results from pre- to post-test periods reflected that upon
completion of the unit both teachers (100%) felt all six of the Operation
Occupation learning objectives were reached.
Take-away: School counselors can help elementary-aged students
increase their knowledge of occupations, raise their desire to pursue
postsecondary education and learn more about themselves, their education
and the world of work. Once school counselors can demonstrate that
career- and college-readiness interventions improve both Mindsets &
Behaviors and outcome data for elementary-aged students, school
counselors can more effectively advocate for implementing these types of
programs within their schools.

Are School Counselors Impacting Underrepresented Students’

Thinking About Postsecondary Education? A Nationally
Representative Study
Cholewa, B., Burkhardt, C., Hull, M. (2015). Are school counselors
impacting underrepresented students’ thinking about postsecondary
education? A nationally representative study. Professional School
Counseling, 19 (1), 144-154. doi: 10.5330/1096-2409-19.1.144
Abstract: Researchers examined which student and school characteristics
predicted students’ identification of their school counselor as the person
who had the most influence in their thinking about postsecondary
education. Results indicated that African American, first-generation and
private school students were more likely to name their school counselor as
having had the greatest influence. Although previous research suggested
that school counselors can play a vital role in the transmission of social
capital regarding postsecondary education, this study’s findings indicate
that school counselors are not only providing information through basic
contact but are able to serve as significant influencers in underrepresented
students’ thinking about postsecondary education. Although this is
understood by many school counselors, these findings from a nationally
representative data set provide critical empirical support to further
substantiate the impact of school counselors among stakeholders and policy
makers.
Take-away: School counselors must be allotted the time and resources to
provide underrepresented students and their families with an equitable
opportunity to access the social capital necessary to make informed
postsecondary decisions, especially in environments with large populations
of underrepresented students. By doing so, school counselors may have the
potential to increase the number of underrepresented students attending
two-year and four-year institutions or postsecondary certification
programs.

School Counselors As Social Capital: The Effects of High

School College Counseling on College Application Rates
Bryan, J., Moore-Thomas, C., Day-Vines, N. L., & Holcomb-McCoy, C.
(2011). School counselors as social capital: The effects of high school
college counseling on college application rates. Journal of Counseling and
Development, 89 (2), 190-199. doi: 10.1002/j.1556-6678.2011.tb00077.x
Abstract: Using social capital theory as a framework, the authors
examined data from the Educational Longitudinal Study of 2002 (Ingels,
Pratt, Rogers, Siegel, & Stutts, 2004) to investigate how student contact
with high school counselors about college information and other college-
related variables influence students’ college application rates. In addition to
some college-related variables, the number of school counselors and student
contacts were significant predictors of college application rates.
Implications for school counselors and counselor training are included.
Take-away: College counseling, as provided by school counselors,
matters: high school students who saw their school counselor for college
information were more likely to apply for college.

Estimating Causal Impacts of School Counselors with

Regression Discontinuity Designs
Hurwitz, M., & Howell, J. (2014). Estimating causal impacts of school
counselors with regression discontinuity designs. Journal of Counseling &
Development, 92 (3), 316-327. doi: 10.1002/j.1556-6667.2014.00159.x
Abstract: This article presents a causal regression discontinuity
framework for quantifying the impact of high school counselors on
students’ education outcomes. To demonstrate this method, the authors used
data from the National Center for Education Statistics’ Schools and Staffing
Survey (SASS). Using high school counselor staffing counts and 4-year
college-going rates collected through the SASS, the authors found that an
additional high school counselor is predicted to induce a 10 percentage
point increase in 4-year college enrollment.
Take-away: Increasing the number of high school counselors in schools
enhances the likelihood that students go on to enroll in college.

Connecticut Professional School Counselors: College and

Career Counseling Services and Smaller Ratios Benefit
Students
Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut
professional school counselors: College and career counseling services and
smaller ratios benefit students. Professional School Counseling, 16 (2), 117-
124. doi: 10.1177/2156759X0001600206
Abstract: Results connect the implementation of the college and career
counseling components of a comprehensive school counseling program and
lower student-to-school-counselor ratios to a reduction in suspension rates
and disciplinary incidents for Connecticut high school students. Principal
ratings of college and career counseling services provided in their school
extended benefits for students to include better attendance and graduation
rates, as well as lower disciplinary incidents and suspension rates. This
article highlights the importance of college and career counseling services
and smaller ratios for promoting student success.
Take-away: High school students who have more access to school
counselors (i.e., lower student-school counselor ratios) and related college
and career counseling services are more likely to graduate and less likely to
have behavioral problems.

Counseling and College Matriculation: Does the Availability of

Counseling Affect College-Going Decisions Among Highly
Qualified First-Generation College-Bound High School
Graduates?
Pham, C., & Keenan, T. (2011). Counseling and college matriculation: Does
the availability of counseling affect college-going decisions among highly
qualified first-generation college-bound high school graduates? Journal of
Applied Economics and Business Research, 1 (1), 12-24.
Abstract: This study examined a unique angle of the relationship between
high school counseling and college matriculation by investigating the
association between the availability of counseling services to first-
generation students and the odds of a highly qualified student not enrolling
in a four year college (referred to as a mismatch between qualifications and
college attended). A sample of 1,305 highly qualified students from a large
urban district in the United States was analyzed. The study found that the
student-counselor ratio does not predict the odds of a highly qualified
student not going to a four year college, but the first-generation student-
counselor ratio does. A one percent decrease in the first-generation student-
counselor ratio was associated with a 0.4 percent decrease in the odds that a
highly qualified student missed the opportunity to attend a four year
college. This study could help districts and administrators target the limited
counseling services available currently in many urban school districts to
first-generation students in order to increase the college-going rate of these
students.
Take-away: Highly qualified first-generation students are more likely to
enroll in four year colleges if they have greater access to high school
counselors (i.e., lower student-school counselor ratios).

Who Sees the School Counselor for College Information? A

National Study
Bryan, J., Holcomb-McCoy, C., Moore-Thomas, C., & Day-Vines, N. L.
(2009). Who sees the school counselor for college information? A national
study. Professional School Counseling, 12 (4), 280-291. doi:
10.1177/2156759X0901200401
Abstract: Using the 2002 Educational Longitudinal Study database, a
national survey conducted by the National Center of Education Statistics,
the authors investigated the characteristics of students who seek out
professional school counselors in order to receive college information.
Results indicated that African Americans and female students were more
likely to contact the school counselor for college information. In addition,
students in high-poverty, large schools and schools with smaller numbers of
counselors were less likely to seek school counselors for college
information. School counselors’ postsecondary aspirations for students also
impacted students’ contact with the school counselor. Implications for
school counselors and future research are included.
Take-away: Students in schools with fewer school counselors (i.e., large
student-to-school counselor ratios) are less likely to see the school
counselor for college information.

School Counselors Supporting African Immigrant Students’

Career Development: A Case Study
Watkinson, J. S., & Hersi, A. A. (2014). School counselors supporting
African immigrant students’ career development: A case study. The Career
Development Quarterly, 62, 44-55. doi: 10.1002/j.2161-0045.2014.00069.x
Abstract: School counselors play a critical role in preparing adolescent
immigrant students to be college and career ready by attending to the
complex variables that promote and inhibit career development. This article
provides an illustrative case study of a Somali immigrant student’s
educational journey to highlight the academic and familial challenges that
she encountered while attending U.S. schools. Through this case study, the
authors discuss the issues immigrant high school students experience and
present culturally responsive practices that school counselors can use to
address career development. These culturally responsive practices include
developing a strong knowledge of students’ backgrounds and cultures,
designing small group interventions that are timely and sensitive to
immigrant students’ needs, and strengthening school–family partnerships.
Take-away: School counselors can provide critical support and
information to foster the career development needs of immigrant students.

Providing College Readiness Counseling for Students with

Autism Spectrum Disorders: A Delphi Study to Guide School
Counselors
Krell, M., & Perusse, R. (2012). Providing college readiness counseling for
students with autism spectrum disorders: A Delphi study to guide school
counselors. Professional School Counseling, 16 (1), 29-39. doi:
10.1177/2156759X1201600104
Abstract: This study used the Delphi method to examine school
counselors’ roles for providing equitable college readiness counseling for
students with autism spectrum disorders (ASD). Participants included an
expert panel of 19 individuals with experience and knowledge in
postsecondary transition for students with ASD.
Expert participants identified 29 tasks of school counselors for providing
equitable college readiness counseling to students with ASD, such as
encourage student involvement in the transition planning process,
collaborate with parents, and conduct workshops for students with ASD and
their parents about college transition. This article provides practical
implications and recommendations based on the study results.
Take-away: Strategies exist to help school counselors prepare student
with autism spectrum disorders for college.

Transitioning Hispanic Seniors from High School to College

Marsico, M., & Getch, Y. Q. (2009). Transitioning Hispanic seniors from
high school to college. Professional School Counseling, 12 (6), 458-462.
doi: 10.1177/2156759X0901200610
Abstract: Hispanic seniors who were on track to graduate in May 2006
were invited to participate in a program to help them make a successful
transition from high school to college. Data indicated that this group might
benefit from direct assistance in the college application process. The goal of
the intervention was to work with the identified students during the fall
semester and to increase the number of Hispanic students who applied to
college. The program was evaluated by comparing the number of Hispanic
students who applied to college by May 1, 2005, to those Hispanic seniors
who applied to college by May 1, 2006. There was a 5% increase in the
number of Hispanic seniors who applied to college by May 1, 2006,
compared to May 1, 2005. Additionally, there was a 16% increase in
Hispanic students who applied to a college by January 2006 compared to
the previous year.
Take-away: Intentional efforts from school counselors can increase the
numbers of Hispanic students who apply for college.

Identifying Exemplary School Counseling Practices in

Nationally Recognized High Schools
Militello, M., Carey, J., Dimmitt, C., Lee, V., & Schweid, J. (2009).
Identifying exemplary school counseling practices in nationally recognized
high schools. Journal of School Counseling, 7 (13), 1-26. Retrieved from
http://www.jsc.montana.edu/articles/v7n13.pdf
Abstract: The National Center for School Counseling Outcome Research
(CSCOR) at the University of Massachusetts-Amherst studied exemplary
practices of 18 high schools that received recognition for college
preparation and placement in 2004 and 2005. Through interviews with key
personnel at each of the high schools, the researchers generated a set of ten
domains that characterize the work of the school counselor that seem to be
related to improved student enrollment in post-secondary institutions.
Take-away: School counselors play an important leadership role in high
schools with excellent college preparation and placement records.
SOCIAL/EMOTIONAL DEVELOPMENT

Promoting School Adjustment for English-Language Learners

through Group Work
Steen, S., Liu, X., Shi, Q., Rose, J., Merino, G. (2018). Promoting school
adjustment for English-language learners through group work. Professional
School Counseling, 21 (1), 1-10. doi: 10.1177/2156759X18777096
Abstract: The goal of this study was to conduct a school-based group
counseling intervention with a high-risk population of students recently
immigrated to the United States to determine whether attitudes about
learning, self-esteem, school adjustment and academic performance could
be improved. Recently immigrated middle school English-language learners
need academic, language acquisition and acculturation supports. School
counselors can use group counseling to foster positive school adjustment.
Results of this study showed that students in the treatment group received
significantly higher scores on school adjustment after controlling for
preintervention scores. Students’ GPAs also increased following the
intervention. Through reflections in journals, students were able to express
some of their personal and private thoughts and feelings. Furthermore, the
journals gave the school counselors an opportunity to better understand the
students’ experiences and to communicate with them about their growth
and development beyond the group counseling and classroom settings.
Take-away: By participating in the group sessions, English-language
learners may have gained confidence in their social skills and felt more
empowered and better adjusted to their new school life, which in turn may
have positively influenced their learning experience in the classroom.

Establishing School Counselors as Leaders in Bullying

Curriculum Delivery: Evaluation of a Brief, Schoolwide
Bystander Intervention
Midgett, A., Doumas, D., Johnson, A. (2018). Establishing school
counselors as leaders in bullying curriculum delivery: Evaluation of a brief,
schoolwide bystander intervention. Professional School Counseling, 21 (1),
1-9. doi: 10.1177/2156759X18778781
Abstract: The authors evaluated a brief, schoolwide, bystander bullying
intervention (STAC) designed to establish school counselors as leaders in
curriculum delivery. Elementary school students trained in the program
reported an increase in perceived knowledge and confidence to act as
“defenders,” utilizing the STAC strategies when they observed bullying,
and a decrease in bullying victimization and perpetration at a four-month
follow-up. The STAC program, which stands for the four bystander
interventions strategies of “stealing the show,” “turning it over,”
“accompanying other,” and “coaching compassion,” was developed by the
authors as a brief, standalone, bullying bystander intervention program. A
central focus of the program is to teach students strategies they can use to
intervene in bullying situations as “defenders” on behalf of victims.
Take-away: Results provide support for the STAC program as a promising
brief, schoolwide, school-counselor-delivered approach that can be
implemented with significantly fewer resources than many comprehensive
schoolwide programs that rely on teachers for implementation.

Effect of a Specialized Classroom Counseling Intervention on

Increasing Self-Efficacy among First-Grade Rural Students
Bardhoshi, G., Duncan, K., Erford, B. (2018). Effect of a specialized
classroom counseling intervention on increasing self-efficacy among first-
grade rural students. Professional School Counseling, 21 (1), 12-25. doi:
10.5330/1096-2409-21.1.12
Abstract: This research examined the effectiveness of a classroom
counseling intervention on student self-efficacy development among first-
grade students in a rural school. Students receiving the specialized
classroom lessons significantly improved in self-efficacy, with the average
intervention group member’s post-test scores on self-efficacy being higher
than 72% of those in the comparison group. These findings highlight the
potential for well-designed classroom counseling lessons in meeting
identified school needs. The lessons used in this study can be integrated
within a larger first-grade curriculum emphasizing common
social/emotional topics such as acquiring essential learning skills and
problem solving, or they can be deployed as a time-limited intervention in
schools that would benefit from a more intensive focus on facets of self-
efficacy, including achievement self-efficacy.
Take-away: School counselors focusing on interventions that enhance
students’ internal beliefs regarding their ability to succeed can serve as an
essential foundation for later academic and life success.

The Role of Social/Emotional Mediators on Middle School

Students’ Academic Growth as Fostered by an Evidence-Based
Intervention
Lemberger, M., Carbonneau, K., Selig, J., Bowers, H. (2018). The role of
social-emotional mediators on middle school students’ academic growth as
fostered by an evidence-based intervention. Journal of Counseling and
Development, 96 (1), 27-40. doi: 10.1002/jcad.12175
Abstract: This manuscript describes a school counselor intervention
delivered to a predominantly Hispanic group of 193 seventh-grade students.
The authors found that participation in the intervention resulted in greater
rates of academic achievement, particularly in math, and among students
who pretested at lower achievement levels. Results indicated an indirect
effect on math achievement for the executive functioning constructs of plan
and organize and task completion.
Take-away: The results of this study support the types of social/emotional
learning and cognitive-learning outcomes possible when school counselors
are positioned to deliver direct counseling services within the classroom or
small-group setting.

Comprehensive School Counseling in Rhode Island: Access to

Services and Student Outcomes
Dimmitt, C., & Wilkerson, B. (2012). Comprehensive school counseling in
Rhode Island: Access to services and student outcomes. Professional
School Counseling, 16 (2), 125-135. doi: 10.1177/2156759X001600205
Abstract: This study explored relationships among school counseling
practices, secondary school demographics, and student outcomes in the
state of Rhode Island during a 2-year period. The results showed strong and
consistent correlations between increased amounts of school counseling
services and positive student outcomes. Schools with higher percentages of
students eligible for free or reduced-price lunch status and with higher
percentages of minority students provided fewer comprehensive counseling
services for their students.
Take-away: The presence of comprehensive school counseling programs is
linked to an array of positive student outcomes ranging from better
attendance to a stronger sense of connection to school.

Outcomes of a School-Wide Positive Behavioral Support

Program
Curtis, R., Van Horne, J. W., Robertson, P., & Karvonen, M. (2010).
Outcomes of a school-wide positive behavioral support program.
Professional School Counseling, 13 (3), 159-164. doi:
10.1177/2156759X1001300303
Abstract: School-wide positive behavioral support (SWPBS) programs are
becoming an increasingly popular and effective way to reduce behavioral
disruptions in schools. Results from a 4-year study examining the effects of
an SWPBS program in a public elementary school indicated significant
reductions in percentages of behavioral referrals, suspensions, and
instructional days lost, but the effect sizes were small. Implications for
school counselors and future research are discussed.
Take-away: Research supports the value of school-wide positive
behavioral support programs in improving the behavior of students; school
counselors can play an important role in the success of these programs.
Becoming Partners: A School-Based Group Intervention for
Families of Young Children Who Are Disruptive
Amatea, E. S., Thompson, I. A., Rankin-Clemons, L., & Ettinger, M. L.
(2010). Becoming partners: A school-based group intervention for families
of young children who are disruptive. Journal of School Counseling, 8(36).
Retrieved from http://www.jsc.montana.edu/articles/v8n36.pdf
Abstract: A multiple family discussion group program was implemented
and evaluated by school counselors working with families of young
children referred by their teachers for aggression and attention problems.
The logic guiding construction of the program and the program’s unique
aspects are described. Outcome data revealed that the program was
effective in reducing the children’s hyperactive, defiant, and aggressive
behavior and improving the parents’ management skills. The advantages of
school counselors conducting this program are discussed.
Take-away: A family focused group intervention can be implemented by
school counselors to decrease school behavior problems among young
children.

RECOGNIZE: A Social Norms Campaign to Reduce Rumor

Spreading in a Junior High School
Cross, J. E., & Peisner, W. (2009). RECOGNIZE: A social norms campaign
to reduce rumor spreading in a junior high school. Professional School
Counseling, 12 (5), 365-377. doi: 10.1177/2156759X0901200502
Abstract: This article studied changes in rumor spreading and perceptions
of peers’ rumor spreading among students at one public junior high school
following a social norms marketing campaign. Results of the study show
that perceptions of peer rumor spreading fell following the campaign, but
self-reports of rumor spreading did not decrease. Results suggest that a
social norms marketing campaign conducted by a professional school
counselor and delivered to students in a junior high can reduce
misperceptions of negative social behaviors.
Take-away: Through intentional efforts, school counselors can positively
influence the social norms that fuel destructive rumor spreading by junior
high students.

A High School Counselor’s Leadership in Providing School-

Wide Screenings for Depression and Enhancing Suicide
Awareness
Erickson, A., & Abel, N. R. (2013). A high school counselor’s leadership in
providing school-wide screenings for depression and enhancing suicide
awareness. Professional School Counseling, 16 (5), 283-289. doi:
10.1177/2156759X1201600501
Abstract: The prevalence of mental health issues and suicidal thoughts
and actions among school-aged children and adolescents is a serious issue.
This article examines the scope of the problem nationwide and provides a
brief overview of the literature regarding the effectiveness of school-wide
screening programs for depression and suicide risk. The authors describe a
suicide prevention program that has been implemented by the first author (a
high school counselor in Minnesota) that combines classroom guidance,
screening, and referrals for outside mental health services. This article
includes recommendations for school counselors interested in implementing
a school-wide screening and prevention program.
Take-away: School counselors can provide leadership in the early
identification and prevention of high school students with depression and
suicidal thoughts.

Use of Group Counseling to Address Ethnic Identity

Development: Application With Adolescents of Mexican
Descent
Malott, K. M., Paone, T. R., Humphreys, K., & Martinez, T. (2010). Use of
group counseling to address ethnic identity development: Application with
adolescents of Mexican descent. Professional School Counseling, 13 (5),
257-267. doi: 10.1177/2156759X1001300502
Abstract: This article provides qualitative outcomes from a group
counseling intervention whose goal was to facilitate the ethnic identity
development of Mexican-origin youth. Outcomes revealed that participants
perceived group participation as meaningful. Themes that emerged from the
data included the importance of the relationship to engender change, growth
in several aspects of ethnic identity (knowledge of culture, traits, and ethnic
pride), and increased relational skills.
Take-away: School counselors can assist students of Mexican descent in
building relationships in school and becoming more comfortable with their
ethnic identity.

Group Counseling for African American Elementary Students:

An Exploratory Study
Steen, S. (2009). Group counseling for African American elementary
students: An exploratory study. Journal for Specialists in Group Work, 34
(2), 101-117. doi: 10.1080/01933920902791929
Abstract: This article describes a group counseling intervention promoting
academic achievement and ethnic identity development for twenty fifth
grade African American elementary students. The Multigroup Ethnic
Identity Measure (MEIM) scores of students participating in the treatment
group improved significantly over those in the control group. Implications
for school counselors and suggestions for future research are discussed.
Take-away: Preliminary evidence indicates school counselors can use a
culturally-sensitive group intervention to enhance the ethnic identity of
African American elementary school boys.
MULTIPLE IMPACTS

Schools’ Mental Health Services and Young Children’s

Emotions, Behavior and Learning
Reback, R. (2010). Schools’ mental health services and young children’s
emotions, behavior and learning. Journal of Policy Analysis and
Management, 29 (4), 698-727. doi: 10.1002/pam.20528
Abstract: Recent empirical research has found that children’s
noncognitive skills play a critical role in their own success, young
children’s behavioral and psychological disorders can severely harm their
future outcomes, and disruptive students harm the behavior and learning of
their classmates. Yet relatively little is known about widescale interventions
designed to improve children’s behavior and mental health. This is the first
nationally representative study of the provision, financing, and impact of
school-site mental health services for young children. Given elementary
school counselors’ nonrandom assignment to schools, it is particularly
challenging to estimate their impact on student outcomes. First, cross-state
differences in policies provide descriptive evidence that students in states
with more aggressive elementary counseling policies make greater test
score gains and are less likely to report internalizing or externalizing
problem behaviors compared to students with similar observed
characteristics in similar schools in other states. Next, difference-in-
differences estimates exploiting both the timing and the targeted grade
levels of states’ counseling policy changes provide evidence that
elementary counselors substantially influence teachers’ perceptions of
school climate. The adoption of state-funded counselor subsidies or
minimum counselor–student ratios reduces the fraction of teachers
reporting that their instruction suffers due to student misbehavior and
reduces the fractions reporting problems with students physically fighting
each other, cutting class, stealing, or using drugs. These findings imply that
there may be substantial public and private benefits derived from providing
additional elementary school counselors.
Take-away: Multiple sources of evidence indicate that expanding school
counseling services in elementary schools is associated with improvements
in student learning, behavior and mental health.

Are School Counselors an Effective Educational Input?

Carrell, S. E., & Hoekstra, M. (2014). Are school counselors an effective
educational input? Economic Letters, 125, 66-69. doi:
10.1016/j.econlet.2014.07.020
Abstract: We exploit within-school variation in counselors and find that
one additional counselor reduces student misbehavior and increases boys’
academic achievement by over one percentile point. These effects compare
favorably with those of increased teacher quality and smaller class sizes.
Take-away: Stronger presence of school counselors in elementary schools
reduces misbehavior and significantly improves boys’ academic
achievement.

A State-Wide Evaluation of the Outcomes of the Implementation

of ASCA National Model School Counseling Programs in Rural
and Suburban Nebraska High Schools
Carey, J., Harrington, K., Marin, I., & Hoffman, D. (2012). A state-wide
evaluation of the outcomes of the implementation of ASCA National Model
school counseling programs in rural and suburban Nebraska high schools.
Professional School Counseling, 16 (2), 100-107. doi:
10.1177/2156759X0001600202
Abstract: A statewide evaluation of school counseling programs in rural
and suburban Nebraska high schools investigated which features of the
ASCA National Model were related to student educational outcomes. The
authors used hierarchical linear regression and Pearson correlations to
explore relationships between program characteristics and student
outcomes. Analyses suggested that school counseling program features
accounted for statistically significant portions of the variance in a number
of important student outcomes. These findings provide support for previous
studies linking benefits to students with the more complete implementation
of a comprehensive developmental guidance program. Implementing
features of the ASCA National Model was associated with improved
student outcomes.
Take-away: Fully implemented comprehensive school counseling
programs with favorable student-to-school counselor ratios are associated
with a range of positive student educational and behavioral outcomes.

School Counseling Outcome: A Meta-Analytic Examination of

Interventions
Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2011). School
counseling outcome: A meta-analytic examination of interventions. Journal
of Counseling and Development, 89 (1), 37-55. doi: 10.1002/j.1556-
6678.2011.tb00059.x
Abstract: The effectiveness of school counseling interventions is
important in this era of evidence-based practices. In this study, Meta-
Analysis 1 involved treatment-control comparisons and Meta-Analysis 2
involved pretest-posttest differences. The overall average weighted effect
size for school counseling interventions was .30. The study examined
whether pertinent moderator variables influenced effect sizes. The pretest-
posttest effect size was not significant, so moderator analyses were
conducted on treatment-control comparisons. Analyses of moderator
variables indicated school counseling program activities or interventions
varied in effectiveness.
Take-away: In general, school counseling interventions have a positive
effect on students, though more research is needed and not all interventions
appear to be equally effective.

Review of School Counseling Outcome Research

Whiston, S. C., & Quinby, R. F. (2009). Review of school counseling
outcome research. Psychology in the Schools, 46 (3), 267-272. doi:
10.1002/pits.20372
Abstract: This article is somewhat unique in this special issue as it focuses
on the effectiveness of an array of school counseling interventions and not
solely on individual and group counseling. In summarizing the school
counseling outcome literature, the authors found that students who
participated in school counseling interventions tended to score on various
outcome measures about a third of a standard deviation above those who
did not receive the interventions. School counseling interventions produced
quite large effect sizes in the areas of discipline, problem solving, and
increasing career knowledge. The effect sizes were smaller, but significant,
related to school counseling interventions’ impact on academic
achievement. Surprisingly little school counseling research was found
related to individual counseling. Concerning guidance curriculum, small
groups were more effective than interventions that involved entire
classrooms. Furthermore, outcome research reflects that group counseling
can be effective with students who are experiencing problems and
difficulties.
Take-away: Research supports the value of a range of interventions
delivered by school counselors, with particular value associated with group
counseling interventions.

Maximizing School Counselors’ Efforts By Implementing

School-Wide Positive Behavioral Interventions and Supports: A
Case Study from the Field
Goodman-Scott, E. (2013). Maximizing school counselors’ efforts by
implementing school-wide positive behavioral interventions and supports:
A case study from the field. Professional School Counseling, 17 (1), 111-
119. doi: 10.1177/2156759X0001700106
Abstract: School-Wide Positive Behavioral Interventions and Supports
(PBIS) are school-wide, data-driven frameworks for promoting safe schools
and student learning. This article explains PBIS and provides practical
examples of PBIS implementation by describing a school counselor-run
PBIS framework in one elementary school, as part of a larger, district-wide
initiative. The author discusses implications for school counselors,
including maximizing school counselors’ efforts to best serve every student
by integrating PBIS into existing school counseling programs.
Take-away: School counselors can positively impact student learning and
behavior in elementary schools by taking key roles in school-wide behavior
support systems.

The Achieving Success Everyday Group Counseling Model:

Fostering Resiliency in Middle School Students
Rose, J., & Steen, S. (2014). The Achieving Success Everyday group
counseling model: Fostering resiliency in middle school students.
Professional School Counseling, 18 (1), 28-37. doi:
10.1177/2156759X0001800116
Abstract: This article discusses a group counseling intervention used to
develop and foster resiliency in middle school students by implementing the
Achieving Success Everyday (ASE) group counseling model. The authors
aimed to discover what impact this group counseling intervention, which
focused on resiliency characteristics, would have on students’ academic and
personal-social success. To evaluate this, the authors used both qualitative
and quantitative data. The results showed that some students achieved an
increase in their GPA and personal-social functioning following the
intervention. The article presents implications for practice and ideas for
future research.
Take-away: School counselors can use a research-supported group
counseling model to improve the academic and social functioning of middle
school students.

The Achieving Success Everyday Group Counseling Model:

Implications for Professional School Counselors
Steen, S., Henfield, M. S., & Booker, B. (2014). The Achieving Success
Everyday group counseling model: Implications for professional school
counselors. Journal for Specialists in Group Work, 39 (1), 29-46. doi:
10.1080/01933922.2013.861886
Abstract: This article presents the Achieving Success Everyday (ASE)
group counseling model, which is designed to help school counselors
integrate students’ academic and personal-social development into their
group work. We first describe this group model in detail and then offer one
case example of a middle school counselor using the ASE model to conduct
a group counseling intervention in a school setting. Finally, implications for
school counselors are presented.
Take-away: The ASE group counseling model has been well-supported by
research and can be used by school counselors to improve the academic
and personal-social outcomes of K-12 students.

The Brotherhood: Empowering Adolescent African-American

Males Toward Excellence
Wyatt, S. (2009). The Brotherhood: Empowering adolescent African-
American males toward excellence. Professional School Counseling, 12 (6),
463-470. doi: 10.1177/2156759X0901200615
Abstract: A review of the literature reveals that African-American males
do not achieve at the same academic levels as their White counterparts. This
article reports the effectiveness of a school-based male mentoring program
established by a professional school counselor in an urban high school that
formed a relationship of support for male students enhancing academic
achievement. The program incorporates the principles of the ASCA
National Model®, empowerment theory, and Nguzo Saba. Results indicate
that participation in a mentoring program can improve student academic
achievement and foster personal and social growth and aspirations of
success.
Take-away: School counselors can develop themed counseling and
mentoring groups to improve outcomes for students from marginalized
groups.
 APPENDIX C

Glossary

Achievement gap: Disparity in academic performance or educational

attainment between groups of students
Action research: A disciplined process of inquiry conducted by and for
those taking the action. The primary reason for engaging in action research
is to assist the “actor” in improving and/or refining his or her actions. (What
is Action Research? – www.ascd.org)
Advisement: Process through which school counselors and students
explore educational opportunities and demands within the institution and
make decisions about future plans based on academic, career and
social/emotional data
Advisory council: Representative group of stakeholders selected to
review and provide feedback on the school counseling program
implementation
Aggregate data: Refers to numerical or nonnumerical information (1)
collected from multiple sources and/or on multiple measures, variables or
individuals and (2) compiled into data summaries or summary reports,
typically for the purposes of public reporting or statistical analysis, e.g.,
examining trends, making comparisons, or revealing information and
insights that would not be observable when data elements are viewed in
isolation (www.edglossary.org)
Annual administrative conference: Yearly meeting between the
school counselor and administrator in charge of the school counseling
program designed to discuss and reach agreement upon the school
counseling program’s organization and focus
Annual calendar: A schedule of school counseling program activities
maintained by the school counseling staff and distributed to administrators,
teachers, other school staff, students and families
Annual student outcome goals: Measurable statements defining how
the vision and mission will be accomplished and guiding the development
of classroom, group and closing-the-gap action plans
Appraisal: Process through which school counselors work with students to
analyze and assess their abilities, interests, skills and achievement
ASCA Ethical Standards for School Counselors: Statements of
ethical behavior necessary to maintain the highest standard of integrity,
leadership and professionalism
ASCA Mindsets & Behaviors for Student Success: K-12 College-
and Career-Readiness Standards for Every Student: Research-based
statements of the knowledge, attitudes and skills students need to achieve
academic success, college and career readiness and social/emotional
development.
ASCA School Counselor Professional Standards &
Competencies: Statements of the knowledge, skills and attitudes school
counselors need to meet the profession’s rigorous demands
ASCA School Counselor Professional Standards &
Competencies Assessment: A self-report instrument used to measure
a school counselor’s knowledge, attitudes and skills related to the school
counseling profession
Assess: To determine progress or quality of the school counseling
program, particularly to guide future action within the school counseling
program and to improve future results for students
Baseline data: Initial collection of data, which serves as a basis for
comparison with the subsequently acquired data
(www.businessdictionary.com)
Beliefs: Ideas, values, philosophies, viewpoints regarding a particular
topic or concept
Best practice: Professional procedures that are accepted or prescribed as
being correct or most effective (www.oxforddictionaries.com)
Best education practices: The wide range of individual activities,
policies and programmatic approaches to achieve positive changes in
student attitudes or academic behaviors
Collaboration: The act of working together with other people or
organizations to create or achieve a common goal
(www.dictionary.cambridge.org)
Competencies: Specific, measurable expectations that are attained while
making progress toward a standard
Consultation: The process of seeking or providing additional
information, opinions and recommendation with an expert
Counseling: Professional assistance, support and instruction provided to
an individual utilizing a variety of techniques, provided by a specifically
trained professional
Crisis response: The immediate and follow-up intervention necessary to
meet urgent needs and prevent situations from becoming more severe
Data-informed: Decisions concerning future action that are based on
information, survey reports, assessments, statistics or other forms of data
Define: To delineate school counseling professional practice using
standards and competencies unique to the profession
Deliver: To organize and implement components of the ASCA National
Model, particularly direct student services (counseling, instruction,
appraisal and advisement) and indirect student services (collaboration,
consultation and referrals)
Disaggregated data: Data separated into component parts by specific
variables such as ethnicity, gender and socioeconomic status
Domains: Broad areas of knowledge base (academic, career and
social/emotional) that promote and enhance the learning process
Equity: Treated fairly; educational equity occurs when educators provide
all students with the high-quality instruction and support they need to reach
and exceed a common standard. (www.achievementnetwork.org)
Evidence-based: Any concept or strategy derived from or informed by
objective evidence, most commonly, educational research or metrics of
school, teacher and student performance (www.edglossary.org/evidence-
based/)
Fair-share responsibilities: The routine running of school
responsibilities that all members of the school staff take equal turns doing to
ensure the school’s smooth operation (Gysbers & Henderson, 2012)
Instruction: The delivery of information to students with the intent to
foster positive change in student knowledge, attitudes and skills
Leadership: Capacity or ability to guide others; school counselors use
leadership skills to design, implement and assess a school counseling
program.
Learning strategies: Process and tactics used to aid in the cognitive
work of thinking, remembering, or learning
Manage: To organize and allocate resources to best address the goals,
strategies and activities of the school counseling program.
Mindsets & Behaviors data: Information that shows what progress
students have made toward attaining the ASCA Mindsets & Behaviors
standards
Mission statement: Provides school counseling program focus and
direction and aligns with the school’s mission
Multitiered: Refers to the process of providing interventions that vary in
focus and intensity aligned with individual students’ needs
Noncognitive Skills: Sets of behaviors, skills, attitudes and strategies
that are crucial to academic performance in the classroom but that may not
be reflected in scores on cognitive tests (www.consortium.uchicago.edu)
Non-school-counseling activity: Any activity or duty not related to the
design, implementation or assessment of the school counseling program
Outcome data: Information related to achievement, attendance and
discipline that shows how students are measurably different as a result of
the school counseling program
Performance appraisal: Annual review of school counselor
performance that evaluates personal and professional performance and
contributions to the design, implementation and assessment of the school
counseling program; may be used for contract status recommendations and
indicates summative evaluation of school counselor effectiveness
Participation data: Information showing which students were involved
in which school counseling activities, such as numbers of students served,
how much time was devoted to specific activities and how many sessions
were conducted
Professionalism: Adherence to ethical, legal and professional standards
developed by state and national school counseling organizations
Program: A coherent sequence of instruction based upon a validated set of
standards and competencies
Referrals: Recommendations made by school counselors to guide students
and parents to school or community resources for additional assistance or
information
Research-informed: A concept or strategy informed by relevant research
but not yet subjected to rigorous analysis to be deemed evidence-based
Results report: Written presentation of the outcomes of school
counseling program activities; contains participation, Mindsets & Behaviors
and outcome data
School counseling curriculum: K–12 course of study presented
systematically through structured, developmental classroom, group and
individual activities designed to assist students in attaining the ASCA
Mindsets & Behaviors for Student Success
School counseling program assessment: Measurement of the
school counseling program on the components of the ASCA National
Model to guide future action within the program and to improve future
results for students
SMART goal: A well-established format used to plan and achieve a goal,
which stands for specific, measurable, attainable, relevant, and time-bound
Social/emotional development: Maximizing each student’s individual
growth and social maturity in the areas of personal management and social
interaction
Student success: A broad term for accomplishment in student
achievement, attendance and discipline
Systemic change: Change affecting the entire system; transformational;
change affecting more than an individual or series of individuals; focused
upon the dynamic of the environment, not the individual
Use of data: The process of analyzing and acting upon data to improve
student achievement, attendance and discipline and the school counseling
program; essential to ensuring all students receive the benefits of a school
counseling program
Use-of-time calculator: Tool designed to help school counselors
determine how much time is spent in the design, implementation and
assessment of the school counseling program rather than non-school-
counseling activities
Vision Statement: A succinct, agreed-upon assertion of what school
counselors hope to see for students five to 15 years in the future.
 APPENDIX D

References

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American School Counseling Association. (2019). ASCA national model

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American School Counselor Association (2019). ASCA school counselor professional

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