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Understanding the ASCA National Model and Designing a Comprehensive School Counseling Program. Susan Ireland, M.Ed. PK Yonge DRS January 14,2014. Per the Third Edition (2012) of the ASCA National Model, the School Counseling Program must answer this Question:.
Susan Ireland, M.Ed.
PK Yonge DRS
“How are students different as a result of the school counseling program?”
Florida’ s School Counseling Framework
Florida Department of Education
Division of Public Schools
Bureau of Exceptional Education and Student Services
“We continue to promote the conceptual shift from guidance to school counseling. Preferred terms include “school counselor” instead of “guidance counselor” as the certified professional who uses counseling, coordinating, consulting, curriculum developing and delivery skills to implement the program. The program that defines the activities and program evaluation methods is called a comprehensive school counseling program.”
School Counselors design and deliver comprehensive school counseling programs that promote student achievement.
These programs are comprehensive in scope, preventative in design and developmental in nature.
School counseling programs should be an integral part of students’ daily educational environment, and school counselors should be partners in student achievement
Through the application of the 4 themes, counselors promote achievement and access to rigorous education that leads to closing achievement, opportunity and attainment gaps.
Leadership ~ Advocacy ~ Collaboration ~ Systemic Change
The Comprehensive School Counseling Program will provide opportunities to assist all students as they develop the competencies needed for academic and personal development, positive mental health, and effective life skills, resulting in career and college readiness for each student.
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
__ I-B-1. Plans, organizes, implements and evaluates a school counseling program aligning with the ASCA National Model
__ I-B-1a. Creates a vision statement examining the professional and personal competencies and qualities a school counselor should possess
__ I-B-1b. Describes the rationale for a comprehensive school counseling program
__ I-B-1c. Articulates the school counseling themes of advocacy, leadership, collaboration and systemic change, which are critical to a successful school counseling program.
__ I-B-1d. Describes, defines and identifies the qualities of an effective school counseling program
__ I-B-1e. Describes the benefits of a comprehensive school counseling program for all stakeholders, including students, parents, teachers, administrators, school boards, department of education, school counselors, counselor educators, community stakeholders and business leaders
__ I-B-1f. Describes the history of school counseling to create a context for the current state of the profession and comprehensive school counseling programs
__ I-B-1g. Uses technology effectively and efficiently to plan, organize, implement and evaluate the comprehensive school counseling program
__ I-B-1h. Demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program
__ I-B-2. Serves as a leader in the school and community to promote and support student success
__ I-B-2a. Understands and defines leadership and its role in comprehensive school counseling programs
__ I-B-2b. Identifies and applies a model of leadership to a comprehensive school counseling program
__ I-B-2c. Identifies and demonstrates professional and personal qualities and skills of effective leaders
__ I-B-2d. Identifies and applies components of the ASCA National Model requiring leadership, such as an advisory council, management system and accountability
__ I-B-2e. Creates a plan to challenge the non-counseling tasks that are assigned to school counselors
__ I-B-3. Advocates for student success
__ I-B-3a. Understands and defines advocacy and its role in comprehensive school counseling programs
__ I-B-3b. Identifies and demonstrates benefits of advocacy with school and community stakeholders
__ I-B-3c. Describes school counselor advocacy competencies, which include dispositions, knowledge and skills
__ I-B-3d. Reviews advocacy models and develops a personal advocacy plan
__ I-B-3e. Understands the process for development of policy and procedures at the building, district, state and national levels
High School Counseling Department Calendar 2012-13 August
Coordinating paperwork and data entry for new students
Coordinating cognitive aptitude and achievement testing program
Signing excuses for students who are tardy or absent
Performing disciplinary actions
Sending students home who are not appropriately dressed
Teaching classes when teachers are absent
Computing grade point averages
Maintaining students records
Supervising classrooms or common areas
Keeping clerical records
Assisting with duties in the principal’s office
Providing therapy or long-term counseling to address psychology disorders
Coordinating IEP’s or student study teams
Serving as a data entry clerk
Now More than ever school counselor are expected to demonstrate the effectiveness of their programs in measurable terms.
Having a data driven school counseling program means that at each state of program delivery and assessment, data is used to inform decisions. Data identifies the population in need of intervention. Data drives decisions about goals of the intervention…. Systemic change does not occur with out collecting and examining data to understand the cause of the issue or the gap.
ASCA Competencies to be addressed:
A:B1 Improve Learning
A:B2 Plan to achieve goals
Their Workbook Covers five main areas of college planning:
The Recognized ASCA Model Program (RAMP) recognizes exemplary school counseling programs that follow the ASCA National Model.
You are RAMP-ready if: YOUR PROGRAM:
REFER TO THE RAMP SCORING RUBRIC BEFORE STARTING THIS PROCESS