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Comprehensive Developmental Guidance Program 1

Catherine BradshawWeek 5 Final Project

Comprehensive Developmental Guidance ProgramCNDV 5330-Developmental Guidance

Section CNCAugust 18, 2013


Part I

A school counseling program finds its foundation and systemic strength through creating

an effective comprehensive developmental program. The ASCA National Model (2005)

mandates that counselors work toward system change, working systemically and holistically

toward the benefit of all students embedded in the system (Dollarhide & Saginak, 2012).

Standard I-A-3 states counselors demonstate an understanding of impediments to student

learning and use of advocacy and data-driven school counseling practices to act effectively in

closing the achievement/opportunity gap (Dollarhide & Saginak, 2012, Appendix B). The

comprehensive developmental guidance program provides the framework for counselors to

collaborate with stakeholders to ensure acadmeic, career and personal/social development in this

systemic change. Standard I-A-5 references the competencies to ensure this development.

Individual counseling, group counseling, and classroom guidance programs ensure equitable

access to resources that promote academic achievement; personal, social, and emotional

development; and career development including the identification of appropriate post-secondary

education for every student (ASCA, 2005 as cited in Dollarhide & Saginak, 2012, Appendix B).

Counselors are expected to follow a set of standards as they work in collaboration with

stakeholders to ensure systemic change. To be comprehensive, a school couseling program must

be holistic, systemic, balanced, proactive, infused into the academic curriculum, and reflective

(Dollarhide & Saginak, 2010). In order to enure this, an advisory team is constructed. The ASCA

National Model states “The professional school counselor is responsible or establishing and

convening an advisory council for the school counseling program” (ASCA, 2005). Standard I-A-

6 states that counselors will collaborate with stakeholders to create learning environments that

promote educational equity and success for every student. The advisory committee constitutes


the grouping of all applicable stakeholders allowing for different viewpoints and attainment of

resources. Potential team members include the school counselors, teachers, students at the high

school level, parents, administrators, and members of the community. Each team member

provides a different perpsective, as well as a voice for their respective groups (Dollarhide &

Saginak, 2012). The counselor will manage all aspects of the counseling program, but the

advisory team also has basic purposes. First, the members will assist in designing the school

counseling program. Second, the team supports and guides the counselor as the program is

implemented. Third, the advisory team will assist in assessment and evaluation of the program

(Dollarhide & Saginak, 2012). Through collaborative efforts the advisory team can help ensure

systemic change occurs in connection with the school’s mission statement.

The foundation of a solid comprehensive developmental guidance program includes the

beliefs and philosophies, a misssion statement and the ASCA National Standards (Dollarhide &

Saginak, 2012). The mission statement for the school or counseling program “describes the

program’s purpose and provides the vision of what is desired for every student” (ASCA, 2005).

The mission statement should be written with every student as the primary focus, be an advocate

for the equity, access, and success of every student, and show linkage with the school, district

and state department of education mission statements (ASCA, 2005 as cited in Dollarhide &

Saginak, 2012, Appendix B). The counseling mission statement should also align with the

school’s mission statement and explain how the counseling program will “suppport the learning

environment and at the same time make unique contributions to meeting students’ needs and

nurturing their process” (ASCA, 2005). The personal counselor’s mission statement confirms the

vision and shared beliefs for ensuring student success.


District mission statement: The mission of Eagle Mountain-Saginaw Independent School District

is to foster a culture of excellence that instills a passion for a lifetime of continuous achievement

in every student.

Campus mission statement: The mission of Saginaw High School is to foster a culture of

excellence that instills a passion for a lifetime of continuous achievement in every student.

Counseling program mission statement: The mission of the EM-S ISD Counseling and

Intervention Program is to support students as lifelong learners so they can achieve their full

potential. Promoting high standards and incorporating high expectations, school counselors, as

professional school advocates, will provide a comprehensive, developmental counseling program

to address the academic, career, and personal/social needs of all students. In unison with

students, staff, parents and community members, school counselors will facilitate a positive,

supportive, and culturally sensitive program to ensure the school community is a safe, healthy,

and nurturing environment for each individual student.

Personal counselor mission statement: I will help each student achieve at their highest level of

potential while instilling a passion for lifelong learning and development of social skills.

Part II

Assessments are an integral part of the comprenhensive guidance program. Needs

assessment identifies the targeted areas of concern for true systemic change. Systematic

assessment identify the needs of students and the larger school community by reaching every

subsystem of the school community (Erford, 2011). According to Dollarhide and Saginak

(2012), five types of assessment are used for evaluations to aid the school counselors in


accountability; needs assessment, outcome research, formative evaluation, implementation

evaluations, outcomes evaluation. Needs assessment is used early in the planning process of the

school counseling program to gather data; the only true evaluation if every students’ needs are

being met in order to effectively close the achievement gap (Dollarhide & Saginak, 2012).

Standard IV-B-3 states the counselor collects, analyzes, and interprets relevant data,

including process, perception, and results data to monitor and improve student behavior and

achievement. Student data can be used to establish goals and activities in order to close the

achievement, opportunity, and information gap while ensuring equity and access (ASCA, 2005

as cited in Dollarhide & Saginak, 2012, IV-B-3c, d in Appendix B). The most common means to

initiate needs assessment are to have conversation with teachers, administration, pareents and

students, as well as classroom observations. Needs assessments allow the counselor to look at

subpopluations and determine the best intervention for each group specifically. Once needs are

determined, goals can be identified (Dollarhide & Saginak, 2012).

Counselors can utilize a variety of methods to collect data for the overall needs

assessment of students and the developmental guidance program. Some counselors may create

surveys using Survey Monkey, Zoomerang or Survey Gizmo (Dollarhide & Saginak, 2012). The

increase in technology availability allows the counselor to construct specific questions

addressing the school’s population and collect data from these surveys via the Internet. The

surveys may provide large-scale needs assessement from a greater population of stakeholders,

but the counselor is still responsible for disaggregating the data by data groups or subpopulations

within the system (Dollarhide & Saginak, 2012). Others methods of data collection include

observation, conversation, and focus groups. A focus group of stakeholders provides a variety of

perceptions and responses based on these perceptions. While focus groups may require more


time from the counselor and stakeholders, the groups also provide qualitative data that provides

meaning and experience, as well as personal feelings. (Dollarhide & Saginak, 2012). The focus

group, as well as dialgue with parents, students and teachers can provide valuable information in

regard to values and beliefs of different cultures which then provides data to address the

multicultural needs of the system (Dollarhide & Saginak, 2012).

Once needs assessments are complete, the counselor can establish program goals that

meet the needs of students and parents. The ASCA National Model (2005) considers four parts

for the delivery system of the comprehensive developmental guidance program; school guidance

curriculum, individual student planning, responsive services and system support. The activities

and supports provided through these four areas should relate back to the data collected in needs

assessment and follow the National Standards guidelines (Dollarhide & Saginak, 2012).

“The school guidance curriculum component consists of a written instructional program

that is comprehensive in scope, preventative and proactive, developmental in design, coordinated

by school counselors and delivered, as approprtiate, by school counselors and other educators”

(ASCA, 2005, pg. 40 as cited in Dollarhide & Saginak, 2012).

At Saginaw High School there is a need to increase student awareness for college access

for enrollment and financial needs. Through surveys and parents focus groups and informational

nights, the counseling staff can establish a school-wide program to bridge the gap between

school and home in these areas. Individual student planning allows counselors to meet with

students and establish goals for post-secondary options. Topics could include graduation

requirement, financial aid, post-secondary enrollment needs, SAT/ACT test registration and

score interpretations (Dollarhide & Saginak, 2012). During the lesson, counselors or teachers can


talk about the benefits of post-secondary education. The following lesson discusses how college

can be affordable for everyone.

Lesson File: http://www.schoolcounselor.org/rc_files/1249/does%20it%20pay.pdf

A second need at Saginaw involves low numbers of students enrolled in Advanced

Placement courses and following through with actually taking the AP test each spring. A focus

group of parents, students and AP teachers could be utilized to address preceptions of AP course

and reasons why students choose to not enroll in AP courses. The counseling staff sets goals to

benefit students in areas of study skills training, testing taking strategies and time management.

The counselor’s guidance curriculum in these areas can be used in a variety of evening meetings

and classroom activities in all grades level at the high school. In accordance with the school

mission statement to promote lifelong learning, the counselors can utilize achievement and

success lessons from a variety of power points provided by the American Student Achievement

Institute.

Website: www.asainstitute.org

As high school students begin career planning, the counselor can help educate groups

about standards for 21st century workers through guidance curriculum. The lessons can also be

taught through the Career and Technical Education curriculum. It is the counselors duty as stated

in the ASCA National Model (2005) to be an advocate and educator for students’ career

development. Standard III-B-2d states the counselor understands career opportunities, labor

market trends, and global economics, and uses various career assessment techniques to assist

students in understanding their abilities and career interests (ASCA, 2005 as cited in Dollarhide

& Saginak, 2012, IV-B-3c, d in Appendix B). There are a variety of career assessment websites

that can be utilized throughout the year to help students obtain different perspectives on their

http://www.schoolcounselor.org/rc_files/1249/does%20it%20pay.pdf


abilities and interests. The Bureau of Labor Statistics also provide useful information for

preparing students to work in the 21st century.

Websites: www.achievetexas.org, www.texascollegeandcareer.org, www.bls.gov/opub/working/

Peer pressure and self-identity tend to lead actions and conversation in adolescents. In

helping students achieve optimum personal/social development, counselors must find ways to

address these issues. Individual counseling as well as small group and guidance curriculum in

classroom scenario can be used to educate teenagers about a variety of topics and how to make

healthy choices. Schools promote drug-free environments, but statistics show adolescents begin

risky behaviors as early as high school or before. The National Center for Alcohol and Substance

Abuse 2012 back to school survey reveals that 86 percent of American high school students say

that some classmates are drugging, drinking and smoking during the school day and almost half

know a student who sells drugs at their school (www. Casacolumbia.org). Schools can

participate in Red Ribbon Week or a school-wide assembly educating students on the dangers of

drug and alcohol abuse. Guidance lessons need to also focus on prevention of other peer-

pressure-related activities including sexual activity, stealing, cheating, or just going to the mall

when the student should study. An effective delivery method would be role playing as illustrated

in lessons on this website.

Website: http://thecoolspot.gov

Another component of the school counseling program is responsive services. Standard

III-B elements state that the counselor provides team leadership to the school and community in

a crisis, involves school and community resources as to meet the immediate needs of a students

and the system. In regard to individual students needs, the counselor provides responsive

services to provide crisis counseling, peer facilitation and agency referrels when appropriate

http://thecoolspot.gov/

http://www.bls.gov/opub/working/

http://www.texascollegeandcareer.org/

http://www.achievetexas.org/


(ASCA, 2005 as cited in Dollarhide & Saginak, 2012, III-B-3a-m in Appendix B). “These

responsive services are provided through such strategies as individual and small-group

counseling, consultation, peer facilitiation, and referrals to community resources” (ASCA, 2005,

pg. 42 as cited in Dollarhide & Saginak, 2012, pg. 81). The needs addressed through responsive

services might include academic issues such failure in classes or state-standardized tests, career

counseling, and personal/social issues such as crisis counsing and suicide prevention, divorce,

death, or unhealthy choices (Dollarhide & Saginak, 2012).

Students may face the death of friends and family members at some time during their

school tenure. The counseling program must have strategies in place for helping students and

teachers cope with the realities of death. In helping students deal with death, counselors must

help them learn to understand their feelings and emotions. The following lesson provides

students an opportunity to write down their feelings and emotions. The counselor can then lead a

discussion on feelings written by individual. In the discussions, the five stages of grief should

also be addressed. The lesson grief/loss grades 9-12 can be found on the ASCA website.

Website: http://www.schoolcounselor.org/resources_list.asp?c=43&i=21

At the high school level dropout prevention is also an effective example of responsive

services. In planning goals, counselors will evaluate why students are underachievers. Delivery

of preventive strategies, as well as interventions, might include parent involvement, strategies to

remove axiety stressors in testing or underachieving areas, and working to consistantly complete

assignments on time. Focus Adolescent Services provides facts and strategies counselors can

utilize in helping teens stay in school.

Website www.focusas.com/Dropouts.html

http://www.focusas.com/Dropouts.html

http://www.schoolcounselor.org/resources_list.asp?c=43&i=21


With the increase in technology usage among teens, cyberbullying adds an additional,

more complex layer to the bullying issues counselors already intervene with in the school

system. In 1 to 3 sessons, counselors can work with teens and educate groups on the

ramifications of cyberbulling through a variety of lessons and case studies. Lessons can touch on

dealing with online bullies and cyberbulling, instant cruelty. Both lessons can be found on the

ASCA website.

Website: www.schoolcounselor.org/resources_list.asp?c=40&i=21

Peer mediation and problem-solving strategies is an effective responsive service to

implement at the high school level. Counselors assist students with immediate issues affecting

life events or situations (Erford, 2011) while also helping the student to become a self advocate.

In peer mediation, students learn communication skills in making changes and learning how to

better solve problems in order to get along. Counselors provide additional support as the students

communicate through the process. Conflict resolution meetings can range from 1 to 3 sessions.

In the peer mediation sessions, the counselor utilizes listening skills and acts as the

consultant. The National Association of Peer Program Professionals provides several resources

and lessons counselors can utilize for lessons and small-group discussions.

Website: www.peerprogramprofessionals.org

A third area of of the guidance program involves individual student planning. The

counselor coordinates activities throughout the year to assist students individually determine

personal goals, as well as developing a plan post-secondary options and life after graduation

(Erford, 2011). Standard III-B-2c states the counselor helps the students establish goals, and

develops and uses planning skills in collaboration with parents and guardians and school

personel (ASCA, 2005 as cited in Dollarhide & Saginak, 2012, III-B-2c in Appendix B). There

http://www.peerprogramprofessionals.org/

http://www.schoolcounselor.org/resources_list.asp?c=40&i=21


are many opportunities at the high school to implement planning strategies through individual

meetings or classroom lessons utilizing technology. According to Erford, (2011) individual

student planning provides plans for helping students monitor their academic progress.

Through individual planning, the counselor can align lessons with the school mission

statement for lifelong learning. Following that same idea, parents have voiced opinions for more

emphasis on career guidance. The counselors can team with the CTE teachers to utilize class

projects to begin career research. Counselors can use career research as a springboard for college

searches in the CTE classes as well. Once students have an idea of what career most interests

them, the O*Net OnLine website provides valuable information for disucssion regarding course

work, degree requirements, pay scale and job trends.

Website: www.onetonline.org

Another lesson that can be utilized in career planning is to have students complete a

career interest inventory. Before students can find a career, they must find out what interests

them. This process allows students who are not sure of a career path to become aware of interests

or values. Students with career goals continue to search based on interests and values but may

also find career options not considered. Before beginning the career interest inventory,

counselors have students list values that are important such as working with a team, job

recognition or opportunity for advancement and flexible scheduling. The goals and values list

help students find a focus for longetivity in a potential career. There are several interest

inventories available for planning purposes. One specific inventory is the O*Net Interest Profiler.

Website: www.mynextmove.org/explore/ip

As students prepare for the next step after high school their personal/social growth needs

to be a focus of development. The counselor can use role play methods to teach social skills and

http://www.mynextmove.org/explore/ip


working with others. “Gallup, in collaboration with Microsoft Partners in Learning and the

Pearson Foundation, developed a 21st century skills index measuring seven specific areas:

collaboration, knowledge construction, skilled communication, global awareness, self-regulation,

real-world problem-solving, and technology used in learning. According to the study, 21st

century skills prepare and equip youth for the challenges and demands of work in today's

knowledge-based, technology-driven, globalized environment” (Gallup Wellbring, 2013). Most

students learn these skills in the last year of high school. Counselors can collaborate with

teachers to incorporate all of these skills in the every day practices in the classroom environment.

In order to evaluate the effectiveness of this implementation of individual planning strategies for

career readiness, counselor can observe and conversate with students in focus groups.

Websites: http://www.gallup.com/poll/162818/21st-century-skills-linked-work-success.aspx,

www.p21.org

Job shadowing is a fourth effective strategy counselors can use at the high school level to

help students transition and plan for post-secondary options. The program provides an

opportunity to bridge the relationship between the school system and the community. Students

are allowed to watch employers in on-the-job setting in a hands-on environment. Counselors

would be responsible for helping the student find and plan these experiences. One opporunity is

the Take Fligh Program coordinated through the University of North Texas.

Website: http://careercenter.unt.edu/students/career-exploration

Completing the school counseling program is program/system support. The school

counselor is responsible for every aspect of the comprehensive school counseling program. This

support, following Standard III-B-4 a-d, creates a system support for planning documents

addressing the school counselor’s responsibilties for professional development, consultation and

http://careercenter.unt.edu/students/career-exploration

http://www.p21.org/

http://www.gallup.com/poll/162818/21st-century-skills-linked-work-success.aspx


collaboration, and program management. The counselor coordinates activities that establish,

maintain, and enhance the school counseling program, as well as other programs and provides in-

service training for stakeholders (Dollarhide & Saginak, 2012, Appendix B). “System support

comprises management activities that support the guidance program through professional

development, research and development, staff and community relations, and consultation

activities with staff, parents and advisory council” (Dollarhide & Saginak, 2012, pg. 213).

In order to be effective leaders and advocates for systemic change, counselor must

participate in professional development on a regular basis to keep up-to-date with technology,

laws, and their own knowledge and skills (Erford, 2011). The ASCA website provides several

resources for professional reading as well as webinars on a variety of topics. Other organizations

for school counselors include the American Counselor Association as well the school’s state

counselor association. Each of the organizations hold annual professional development

confereneces to help counselors gain confidence and skills. In addition to organizational

membership, counselor can attend specialized training at the regional service centers in the are of

the school district; usually at no charge.

Organizations:

American School Counselor Association: www.schoolcounselor.org/index.asp

American Counseling Association: www.counseling.org

Texas Counseling Association: www.txca.org/tca/default.asp

School counselors collaborate and consult with the advisory team, as well as other staff

members, to evaluate the school counseling program. Evaluation asks, “Did this program or

intervention make a difference for these students, in this setting?” (Dimmitt, 2009, pg. 395 as

cited in Dollarhide and Saginak, 2012, pg. 113). The evaluation process should reveal data about

http://www.txca.org/tca/default.asp

http://www.schoolcounselor.org/index.asp


a specific group of students in a specific context (Dollarhide and Saginak, 2012). After

evaluation, counselors determine which data should be shared with which stakeholders. Data

sharing may be different for administrators than that provided to community members and

parents. However, results should be data-driven in order to support on-going improvement and

sustainability of the school counseling progra (Dollarhide & Saginak, 2012).

Evaluation results and data can shared with stakeholders through a variety of methods.

Charts and graphs help simply the data for parents especially. Information can be shared through

campus websites, brochures, articles in the local newspaper as well as during informational

parent nights or Parent-Teacher Association meetings. The counselor should provide information

regarding not just results but the goals of the program as well. Initial needs assessment data that

was used to establish goals and interventions may be shared with parents, students, teacher,

administrators and community groups (Dollarhide & Saginak, 2012). Keeping a positive

relationship with stakeholders provides a better opportunity to share vital information when

needed. Following Standard V-B-1 the counselor collects process, perception and reults data and

reports program results to the professional school counseling community. Standard V-B-1i hold

the counselors responsible for using the results for program imporvement (Dollarhide & Saginak,

2012, Appendix B).

Another important factor for the counselor in program support is data analysis and

research development. According to ASCA Standard V, the counselor understands the basic

concepts of results-based school counseling and accountability issues and can use research and

statistical concepts to read and conduct research. The counselor is also responsible for support

systems within the counseling program to organize and manage time fair-share responsiblities,


creates rationale for counselor’s time spent in each component of the program and creates

calendars for activities that reflect program goals (Dollarhide & Saginak, 2012, Appendix B).

Part III

Professional school counselors use leadership skills to facilitate vision and positive change for

the comprehensive school counseling program (Standard IV-B-2a as cited in Dollarhide &

Saginak, 2012, Appendix B). Careful planning of activities and program objectives are key

compenents for establishing a comprehensive developmental guidance program (ASCA, 2005).

The school counsling program should promote and support academic achievement, personal and

social development, and career planning for every student (Standard II-C-3 as cited in Dollarhide

& Sagiank, 2012, Appendix B). The primary goal of the school counseling program is to close

the achievement gap between groups within the system (Erford, 2011). School counseling

program goals should be directly related to beliefs and philosophies of the school and align with

the mission statement (Standard II-B-1 as cited in Dollarhide & Saginak, 2012, Appendix B). In

addition to these relations, student data from needs assessment surveys should be the core of

discussion as goals for the counseling program are being created. Goals should measure the

desired outcomes of the program objectives (Dollarhide & Saginak, 2012). The process of

developing the program’s structure, planning and delivering the program helps ensure

accountability in systemic change.

The next step is to create an action plan that ensures goals can be met for the school

counseling program. The ASCA National Model (2005) supports data-driven approaches through

“closing the gap” activities and action plans. Action plans should address student competencies,

ensure the curriculum is provided for every student, provide a timeline for curriculum

development and determine what parties are responsible for the activity. The action plan will


also provide a way to measure student success throughout the program, as well as define

expected results for students in tems of what will be demonstrated by the student (Erford, 2011).

Action plans can include classroom and small-group activities or lessons. Data from the action

plans will help counselors determine student success and needs for further intervention or

changes to the current program delivery.

Goal 1: To create and maintain a learning environment that recognizes and supports a

diverse population

a) Social justice and multicultural counseling continue to move to the forefront of our practices

as the diversity in our schools continue to increase. Demogrpahics are changing as the

minority is becoming the majority making it more important for the school counseling

program to ensure students are provided an equal opportunity to learn and are provided the

same resources. Multicultural competence is mandatory for professional school counselors

and must be an integral part of the school counseling program (Erford, 2011). The American

Counseling Association Code of Ethics (2005) includes a number of multicultural

competencies. School counselors are key players in creating the school environment that

promotes diversity, is tolerant of cultural differences and ensures students feel safe.

Counselors must be aware of how culture and worldviews of the various cultures affect

student learning. Action plans must be created to ensure cultural awareness. In the action

plan, counselors will establish goals to help promote academic success and attendance

iniatives in order to help close the achievement gap.

b) Program indicators

Low income and minority students will be encouraged to participate in GT or advanced

placement courses program


In order to enourcage participation on GT or AP program, counselors will provide staff

development training to identify characteristics of students who may qualify or show success

in these programs. The school counselor will identify students through referrals from

teachers and testing measures. Parents should be sent informational letters about the GT and

AP programs and be provided an opportunity to refer their child for testing.

There will be an increase in student achivement and test score for subpopulations.

The school counselor will work in collaboration with teachers to provide tutorial sessions

before and after school as well as lunch to address the areas of low performance. The

counselor will create curriculum to help low performing students learn test-taking strategies

and relieve test anxiety.

In staff development training, teachers can learn strategies for peer tutoring, grouping

information into small chunks for effective learning, and presenting lessons for all learning

styles.

Student suspensions and expulsions will decrease significanlty each year.

The school counselor provides opportunity for guidance lessons for peer mediation, anger

management and the importance of following rules.

Students will engage in appropriate behavior and social skills resulting in decreased

discipline referrals

The counselor will collaborate with teachers in this area and create behavior and social skills

lessons that can be used as sponge activities in the first five minutes of class or can be used

as deemed appropriate throughout the class period. The lessons would align in the teachers’

classroom expectations, as well as the campus code of conduct.

Character awareness lessons can also be integrated with the social skills learned each week.


Students are awarded periodically when positive behavior and social skills are observed in

public areas of the school and classrooms.

Multiple coordinated support systems will exist to ensure students’ academic, social,

emotional, and physical well-being.

Counselors and teachers are partners in identifying at-risk students and monitoring academic

success and failures. When failures are observed, referrals to the counselor are made and

intervention strategies are identified.

The school counselor is visible in public areas of the school such as the cafeteria to establish

relationships with students to help ensure students know they are cared about. Counselors

will also schedule classroom time to present mini-lessons on healthy choices to promote

positive emotional and physical well-being.

c) Student competencies

1. Students will recognize the importance of achieving at a higher level for success in post-

secondary settings.

2. Students will respect the cultures of others and display attributes of good citizenship.

d) Program evaluation

Student competency #1: compare data charts or heat map from district assessment software,

review academic data from report cards, progress reports and teacher observation reports;

SAT/ACT scores, college enterance exam scores and acceptance rates. Scores from the

previous school or will be used to create a baseline. Advisory team and counselors will meet

to consider and evaluate data and review interventions as needed. Follow-up will include

discussions with teachers and administrators about achievement and revisions if needed;

parents on the advisory team can be included if appropriate.


Student competency #2: Counselors meet with administration to discuss and evaluate

discipline referrals made throughout the year. Reports can be disaggregated based on

incidents and subpopulations in order to evaluation strategies that worked and those needing

revision. Surveys and focus groups of students, teachers and parents can be used to provide

feedback of observations of behavior and trends toward improved behavior. Baseline data

will be determined by the number and types of discipline referrals. Counselors will follow-up

with teachers about conclusions drawn from the data. Revisions will be made as focus groups

and other data determine needs.

Part IV

Standard IV-C-2 states that one of the critical responsibilities of a school counselor is to plan,

organize, implement and evaluate a school counseling program (Dollarhide & Saginak, 2012,

Appendix B). Part of creating an effective school counseling program includes building

relationships with parents and utilizing community resources. School counselors can no

longer go the venture alone. Parents must be included in the process in order for effective

systemic chang to occur. Counselors need insight and perspective from parents on the needs

of the students (Erford, 2011).

School counseling is an organized program for every student and should be aligned with the

school’s mission statement as the statement reflects the needs of all students in the system.

Keeping the mission statement as a focus for planning, goal development and evaluation,

counselors promote and support academic achievement, personal and social development and

career planning for every student (Standard II-C-3 as cited in Dollarhide & Saginak, 2012,

Appendix B).


Goal 2: To establish a collaborative effort among parents/guardians and students to

facilitate college and career readiness skills among students.

a) In order to prepare students for post-secondary options, education about the process must

happen in a collaborative effort between the school and home. Parents, counselors and

teachers must share in the collaboration for ensuring students needs are met for

identifying career interests and post-secondary admission requirements. The following

program indicators provide areas of need and program strategies that provide

opportunties for student success.

b) Program indicators

Parents and guardians will be encouraged to volunteer as leaders for single day

career fairs

Teachers and counselors will contact parents and community leaders and request their

commitment to volunteering at Friday career fairs. Two to three volunteers are needed

each week. In making the contacts, the importance of bridging the opportunity gap

between school-home-community should be stressed.

Counselors will attend monthly chamber of commerce meetings to request volunteers and

discuss intervention goals to help students identify career options, as well as interests.

School will assist students in the college admissions process

Counselors will meet with juniors and seniors during English classes to discuss

graduation requirements, transcripts in terms of college admission and guide students

through the admision process using the generalized state admission forms.

Counselors can meet with individual students after the class meetings to assist students

who have specific questions or needs in the admission process.


Low income and minority groups will be enouraged to apply for college admission

Counselors will hold topic-focused sessions in small-group format to explain the

importance of post-secondary studies. Successful minority business leaders in the

community will be utilized as guest speakers once a month.

Students will be offered opportnities for field trips to local colleges and universities

during the school day.

The school will hold parent meetings to discuss financial aid options and scholarhsip

opportunities.

Parents can contact the school counselor for additional resources.

Teachers and counselors encourage student enrollment in CTE courses

Teachers and counselors will utilize hand-outs, posters, promotional videos to promote

enrollment in CTE courses. Students will complete career interst inventories to identify

courses that meet the needs of career skills.

Multiple collaborative support systems will be in place to help students understand

the importance of academic achievment in relation to post-secondary options

Counselors will share the goals of the school counseling program with teachers through

staff development and faculty meetings.Through collaborative discussion, department

leaders will identify ways in which high academic standards can become the norm in all

classes.

Counselors can lead classroom guidance lessons where academic achievement is the

focus for success in post-secondary education, as well as opportunity for higher-paying

career opportunities.

c) Student competencies


1. Students will identify benefits of acadmic achievement in regard to college admission.

2. Students will participate in activities designed to increase career awareness.

d) Program evaluation

Student competency #1: Data that will considered is, but not limited to, college admission

rates, students enrolled in dual credit classes, and students meeting THEA standards for

college admission readiness. Data from the previous school year will be used to establish

a baseline for revisions and evaluations. Follow-up will include discussions with teachers

and administrators about achievement and revisions if needed; parents on the advisory

team can be included if appropriate.

Student competency #2: Counselors and teachers will incorporate career interest

inventories into the guidance curriculum. Counselors will keep record of students

completing the inventories in class and attempt to meet individually with students who

have not. Surveys and focus groups of students can be used to provide feedback of

inventory affectiveness. Surveys can also be administered to graduates to measure the

relationship between inventories and actual careers being pursued after high school.

Counselors will follow-up with teachers about the effectiveness of inventories used each

year. Revisions will be made as focus groups and other data determine are needed.

Part V

As schools counselors continue to be held more accountable for their place in the

educational system is relevant that a key component to the counseling program is

disseminating data to the stakeholders. The data should be organized in a way that can be

easily shared with and understood by the stakeholders. “Most important is to ensure that

the ways in which you report the data will accurately and clearly convey results or


outcomes you most want your stakeholder or partners to grasp from the data” (Dollarhide

& Saginak, 2012,pg. 111). Sharing information with students, parents, teachers,

administrators and community members helps everyone see the benefits of the school

counseling program.

A variety of graphs, charts and pictures ensure use-friendly presentations

(Dollarhide & Saginak, 2012). Other avenues for sharing the data can be through verbal

presentations at parent meetings, staff development or board meetings. If information will

be delivered during a meeting, the counselors would need to introduce themselves and

share information regarding needs, defined goals and results outcome. Emails and school

webpages may also be utilized for easy access (Erford, 2011). The method of delivery

needs to be user-friendly but more importantly, the data itself needs to be understood and

delivered in a way that a postive outcome is presented. School counselors can utilize

these opportunities to also be an advocate for the importance of the school counseling

program. Counselors ensure parents and stakeholders, decision are made based on the

mission statement and the needs of every child (ASCA, 2005).

Conclusion

Through this course, my knoweldge level concerning the school counseling

program has definitely increased. Prior to studying, the creation and implemenation

process of the school counseling program, I had no idea how many intricial competencies

and considerations there were. The ideas of creating and working with an adivsory team

was new information. My observations at my own campus are that the counseling staff

meets once a week to discuss programs and needs assessment. However, my campus or

district does not have a comprehensive school counseling program or plan in place. This


was a bit disturbing to me. I wondered, how then, do we know we are meeting the needs

of all students. It seems we are just a series of activities, not a unified program as

indicated is expected in the ASCA standards.

As a new counselor, I find this to be one of my first challenges. It seems a school

system without a comprehensive school counseling program leaves much room for

systemic change while current practices are not providing opportunity to close the

achievment gap. Education reform continues to hold all stakeholders at the school level

accountable for every child’s learning and achievement. No Child Left Behind (2001)

and the ASCA National Model (2005) provide the framework to help systems implement

strategies to ensure the gap is bridged. The challenge for me is in determining the specific

needs of the campus and subgroups while meeting the demands and expectations of state

and federal law, as well as the parents of our students.

Until this class, I had not thought much about the accountability standards for

school counselors or the results-based, data-driven reform we will now become a part of.

In curriculum goal team meetings this past week our principal continually emphasized

teaching is not enough. It is about learning. The days of “well I taught it and you didn’t

learn it” are long gone. Those words took a slightly different approach with me this

course as I begin to reflect on the counselors as educators, leaders, advocates and

collaborators. Chapter 9 of our text brings some of these ideas home in the discussion

regarding teaching versus educating. “Counselors should view themselves as counselors

and educators, roles that have been clearly articulated in the National Model and that

cement our connection and vitality with in the school system” (Coy & Sears, 2000;

Gysbers & Henderson, 2000; Witmer, 2000b as cited in Dollarhide & Saginak, 2012, pg.


141-142). As I prepare for practicum, my most urgent challenge, is learning what I can do

to contribute to a well-written and needed comprehensive school counseling program

while ensuring I am meeting the needs of the students. As I am asked to set goals, or

help define goals in counselor meetings this fall, I will be challenged to provide input

regarding keeping goals measurable and aligned with student needs and the mission

statement. With collaboration and system support from the lead counselor, the challenges

can be overcome. I am ready for the challenge.


References

American Counseling Association. (2005). Code of ethics. Alexandria, VA: Author.

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

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action. Upper Saddle River, NJ: Prentice Hall.

http://www.casacolumbia.org

U.S. Department of Education. (2001). The No Child Left Behind Act of 2001.

http://www.casacolumbia.org/

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