APA paper RSC

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View this pdf from ACSA and explain why having a CSCP is so helpful to counselors and the school system they serve. Also add what you read in Chapters 1& 2. https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms

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A 1-2 Page paper with proper APA format will be fine.

I have attached powerpoints over chapter 1 and 2.

W W W . S C H O O L C O U N S E L O R . O R G

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The School Counselor and School Counseling Programs
(Adopted 1988; revised 1993, 1997, 2005, 2012, 2017)

The American School Counselor Association (ASCA) Position
School counselors design and deliver school counseling programs that improve a range of student learning and behavioral
outcomes (Carey & Dimmitt, 2012). These programs are comprehensive in scope, preventive in design and developmental
in nature. “The ASCA National Model: A Framework for School Counseling Programs” (ASCA, 2019a) outlines the
components of a school counseling program. The ASCA National Model brings school counselors together with one vision
and one voice, which creates unity and focus toward improving student achievement and supporting student development.

The Rationale
The school counseling program is an integral component of the school’s mission. Informed by student data and based on the
ASCA National Model, school counseling programs are provided by a state-credentialed school counselor and:

• 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

Effective school counseling programs are a collaborative effort between the school counselor, families, community
stakeholders and other educators to create an environment resulting in a positive impact on student achievement. Education
professionals, including school counselors, value and respond to the diversity and individual differences in our societies
and communities in culturally sensitive and responsive ways. School counseling programs in both the brick-and-mortar and
virtual settings ensure equitable access to opportunities and rigorous curriculum for all students to participate fully in the
educational process.

One study found that schools designated as Recognized ASCA Model Program (RAMP) schools had significantly higher
schoolwide proficiency rates in English as compared with the control schools (Wilkerson, Perusse, & Hughes, 2013). This
same study also found four-year longitudinal results indicating a significant positive difference between RAMP-designated
elementary schools and their control schools in math. “Findings provide support for the impact of comprehensive, data-
driven, accountable school counseling programs at the elementary level…” (Wilkerson et al., 2013, p. 172).

According to Lapan (2012), “When highly trained, professional school counselors deliver ASCA National Model
comprehensive school counseling program services, students receive measurable benefit” (p. 88).

The School Counselor’s Role
School counselors focus their skills, time and energy on direct and indirect services to students. To achieve maximum
program effectiveness, ASCA recommends a student-to-school-counselor ratio of 250:1. Although ratios vary across states,
school districts and even grade levels, the growing body of research as summarized by Carey and Martin (2015) supports
that implementation of school counseling programs positively affects outcome data (e.g., student achievement and discipline
referrals) at all grade levels.

ASCA also recommends that school counselors spend 80 percent or more of their time in direct and indirect services to
students. These direct and indirect activities should come from the ASCA National Model rather than inappropriate duties
assigned to school counselors as listed in the ASCA National Model Executive Summary (2019b). The 20 percent or less of
the school counselor’s time should be focused on program planning and school support including:

• Reviewing school data
• Developing annual student outcome goals
• Creating classroom, group and closing the gap action plans
• Reporting results of action plans to the school community
• Discussing the priorities of the school counseling program in the annual administrative conference

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Duties that fall outside of the school counselor framework as described in the ASCA National Model should be limited and
performed by other school staff to support a school’s smooth operation and allow school counselors to continue to focus on
students’ academic, career and social/emotional needs. Fair-share responsibilities should not preclude implementing and
managing a school counseling program.

School counselors participate as members of the educational team and use the skills of leadership, advocacy and collaboration
to promote systemic change as appropriate. The framework of a school counseling program consists of the following four
components: define, manage, deliver and assess. See “The ASCA National Model: A Framework for School Counseling
Programs” for more detailed information.

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 effec tively 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 a school counseling program in collaboration with students, families, school staff and
community stakeholders. The ASCA National Model (2019) and the ASCA National Model Implementation Guide
(2019d) have specific details and examples about each of the following areas:

Direct Services With Students
Direct services are face-to-face or virtual interactions between school counselors and students and include the following:
• Instruction
• Appraisal and Advisement
• Counseling

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Indirect Services for Students
Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including:
• 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

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.

Essential components of performance appraisal include evidence of:
• Design of a 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

Summary
School counselors in both the brick-and-mortar and virtual/online environments develop and deliver school counseling programs
supporting and promoting student achievement and standardizing the measurement of program effectiveness. As outlined in the
ASCA National Model (2019a), these programs include a systematic and planned program delivery involving all students and
enhancing the learning process. The school counseling program is supported by appropriate resources and implemented by a
credentialed school counselor. The ASCA National Model brings school counselors together with one vision and one voice, which
creates unity and focus toward improving student achievement and supporting student development.

References
American School Counselor Association. (2019a). ASCA National Model: A framework for school counseling programs
(4th ed.). Alexandria, VA: Author.

American School Counselor Association. (2019b). ASCA National Model: Executive summary. Alexandria, VA: Author.
Retrieved from https://schoolcounselor.org/Ascanationalmodel/media/ANM-templates/ANMExecSumm

American School Counselor Association. (2019c). ASCA school counselor professional standards & competencies.
Alexandria, VA: Author. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies

American School Counselor Association. (2019d). ASCA National Model implementation guide: Foundation, management
and accountability. Alexandria, VA: Author.

Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional
School Counseling, 16(2), 146-153. doi: 10.5330/PSC.n.2012-16.146

Carey, J. C., & Martin, I. (2015). A review of the major school counseling policy studies in the United States: 2000-2014.
Amherst, MA: The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation.

Lapan, R. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for
all students. Professional School Counseling, 16(2), 84-88.

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.

T1.5

Redesigning School Counseling

School Counseling Benefits

SAMPLE

BENEFITS FOR STUDENTS

1.
School counseling helps students master defined student standards in the area of academic development.

2.
School counseling helps students master defined student standards in the area of career development.

3.
School counseling helps students master defined student standards in the area of personal-social development.

4.
School counseling helps students develop the self-knowledge required to help them make educational and career decisions.

5.
School counseling helps students explore the world around them including labor market trends, career opportunities, and educational options.

6.
School counseling helps students make long-term and short term plans for their future based on their educational and career goals.

7.
School counseling helps students understand the relationship between their successes in school today, workforce readiness, and their future standard of living.

8.
School counseling helps students successfully address personal and/or social issues that are interfering with learning.

BENEFITS FOR TEACHERS

1.
School counseling helps teachers work with students who are motivated by their understanding of the relationship between school success, workforce readiness, and their future standard of living.

2.
School counseling helps teachers work with students who show personal management, social skills, and learning strategies required for academic success.

3.
School counseling helps teachers partner with parents and community members in conveying high expectations to students.

4.
School counseling helps teachers understand real-world applications for academic content taught at school.

BENEFITS FOR ADMINISTRATORS

1.
School counseling helps administrators have a common language for discussing students’ educational, career and personal-social development; student assistance needs, and the school counseling program.

2.
School counseling helps administrators evaluate students’ future plans, academic engagement, career interest and other choices foundational to academic success.

3.
School counseling supports administrator’s efforts to:

· Engage students in learning

· Engage struggling students in extra help programs

· Increase attendance

· Decrease disruptive student behavior

· Parents who lack sound parenting skills

BENEFITS FOR PARENTS

1.
School counseling helps parents assist their children with . . .

· Developing meaningful academic and career plans

· Day-to-day choices that support their future plans

· High school course selection decisions

· Postsecondary and financial aid decisions.

2.
School counseling programs help parents provide accurate information for their children about careers, postsecondary options, financial aid, and academic choices in grades K-12 that impact students’ future.

3.
School counseling programs help parents utilize school and community resources in guiding their children.

BENEFITS FOR THE LOCAL ECONOMY

1. School counseling programs help the local economy by encouraging students to . . .

· Take rigorous academic and technical courses that support their career interest.

· Enroll in courses and programs where they develop sound “habits of mind” such as the ability to gather and analyze data, apply concepts between disciplines, and make decisions.

· Establish sound “soft skills” such as responsibility (attendance, punctuality), leadership, team-work and the ability to work with authority.

2. School counseling programs help the local economy by enabling employers to:

· Convey the degree of academic rigor required for their future workforce to educators

· Convey to real-world applications for academic concepts to teachers

· Provide work-site learning opportunities for students such as internships and job shadowing

3. School counselors help the local economy by teaching students:

· Find careers that meet their career interests, aptitudes and preferences

· Determine what level of academic preparation is required by employers for jobs of interest

· Find potential jobs using electronic media

· Develop a career network

· Prepare a resume

· Interview

· Connect with job placement services in the community

Comprehensive School Counseling Programs: K-12 Delivery Systems in Action
Third Edition
Colette T. Dollarhide and Kelli A. Saginak
Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved

Chapter 1
The Profession of School Counseling

Developed by:
Kelli Saginak, Amy Taake, & Anna Girdauskas
University of Wisconsin, Oshkosh
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cover image here