South Dakota School
Counseling Program Model
Table of Contents
Overview: --------------------------------------------------------------------------- Page 3
Program Readiness Survey: ------------------------------------------------------ Page 4
Foundation: Mission Statement: ------------------------------------------------- Page 8
Foundation: Philosophy: --------------------------------------------------------- Page 9
Foundation: Guiding Principles: ------------------------------------------------ Page 9
Management System: Advisory Counsel: ---------------------------- -------- Page 10
Management System: Sample letter: -------------------------------------------- Page 11
Management System: Financial Resources: ----------------------------------- Page 11
Management System: Budget Example: --------------------------------------- Page 12
Management System: Facilities, Resources, and Equipment: --------------- Page 13
Management System: Professional Staff: -------------------------------------- Page 14
Counselor Job Description: Example One: ------------------------------------ Page 15
Counselor Job Description: Example Two: ----------------------------------- Page 17
Management System: Political and Legal Resource: ------------------------ Page 18
Management System: Management and Support: ---------------------------- Page 20
Delivery System: Program Content: ------------------------------------------ Page 21
Delivery System: School Counseling Curriculum: -------------------------- Page 22
Curriculum Crosswalk: ----------------------------------------------------------- Page 24
Delivery System: Individual Planning: ---------------------------------------- Page 30
Delivery System: Responsive Services: --------------------------------------- Page 31
Accountability System: Student Assessment: -------------------------------- Page 32
Accountability System: Personnel Evaluation: ------------------------------- Page 33
Example School Counselor Evaluation: ---------------------------------------- Page 34
Accountability System: Program Evaluation: --------------------------------- Page 36
WCPSS-Action Plan Worksheet: ------------------------------------------------ Page 38
Sample Goal Outline: -------------------------------------------------------------- Page 39
Other Resources: -------------------------------------------------------------------- Page 40
There are four main areas of the Comprehensive School Counseling Program Model and
SD breaks it up as follows:
- Section : I Background
o Element One: Mission Statement
o Element Two: Philosophy
o Element Three: Guiding Principles
- Section: II Structure
o Element Four: Advisory Counsel
o Element Five: Financial Resources
o Element Six: Facilities, Resources, and Equipment
o Element Seven: Professional Staff:
o Element Eight: Political and Legal Resources
o Element Nine: Management and Support
- Section: III Delivery
o Element Ten: Program Content
o Element Eleven: School Counseling Curriculum
o Element Twelve: Individual Planning
o Element Thirteen: Responsive Services
- Section IV: Accountability
o Element Fourteen: Student Assessment
o Element Fifteen: Personnel Evaluation
o Element Sixteen: Program Evaluation
How to get started Hints:
It is easiest to focus on one section at a time, but you can develop them in any
Start where you already have the most done or where you feel most comfortable.
Read the State Model, also review appendix B which refers to implementation
Take baby steps
Remember that this can be a 3 year or more process, just to get everything put
Celebrate each completed section as a success.
It is helpful to open the State Model and use it as a template. You can use what
you want that is provided or modify it to meet your school needs.
Another option might be to get your ideas and thoughts down in this guide and
then transfer your information into the State Model and again us it as a template,
it will save time in retyping everything.
Take the Readiness survey on the following page to see where you might have the
Are You Ready for the ASCA National Model?
This tool is designed to help you assess your district’s readiness to implement the
ASCA National Model and to determine what you will need to achieve successful
Components: Like Somewhat Not Possible
My Like My Like Interventions
District District My if Not Like My
A. Community Support
1. The school board recognizes that school
counseling is an important component of all students’
2. The school board believes school counselors can
play an influential role in closing the achievement gap.
3. Parents understand the intended benefits of the
school counseling program.
4. Parents support the school counseling program.
5. Students believe the school counseling program
is an important resource.
6. Teachers at all levels appreciate the importance
of the school counseling program.
7. Teachers at all levels collaborate with school
counselors in meeting school counseling program goals
8. School counselors are recognized by teachers for
their expertise in issues that have an impact on learning
9. Parents from all racial/ethnic and socioeconomic
backgrounds believe school counseling can be an
important source of help for to all students.
10. Influential business and community leaders are
familiar with and support the school counseling
11. Community leaders would be eager to be active
participants on a school counseling advisory board.
1. The superintendent believes the school
counseling program is an essential component of the
district’s educational mission.
2. The superintendent believes the school
counseling program can help support students’
3. The school counseling program has a full-time,
district-level leader who is respected by the
superintendent, principals and school counselors.
4. The superintendent commits resources to support
school counseling program development.
5. The district’s school counseling leader knows the
principals of standards-based reform and can
communicate the relationships between school
counseling activities and student learning outcomes.
6. The district’s school counseling leader knows how
to initiate and coordinate systemic change in the school
7. The majority of principals believe school
counselors ought to be engaged in developmental and
8. The majority of principals believe school
counselors ought to be involved in helping students
9. The majority of principals would be receptive to
redefining school counselor activities.
10. The majority of principals would be receptive to
creating yearly plans with school counselors.
11. The majority of principals would be willing to
commit resources to alleviate school counselors from
routine clerical/administrative duties so they can devote
at least 80 percent of their time to activities directly
C. Guidance Curriculum
1. The school counseling program operates from a
set of student learning objectives that have measurable
2. The school counseling program operates from a
set of student learning objectives that are grouped by
grade or grade cluster.
3. The school counseling program operates from a
set of student learning objectives grounded in both the
ASCA National Standards and local norms.
4. The school counseling program operates from a
set of student learning objectives connected to the
district’s academic curricula.
D. Staffing/Time Use
1. School counselor workload is consistent with
needs of a National Model program (e.g. 300
students/elementary counselor; 200 students/middle
school-high school counselor).
2. School counselors spend at least 80 percent of
their time in activities the directly benefit students.
3. School counselors spend at least 25 percent of
their time in educational activities that promote student
development and prevent problems.
4. School counselors spend less than 30 percent of
their time responding to crises, emergencies and
delivering mental health counseling,
5. School counselors do not spend an inordinate
amount of time on routine clerical tasks.
E. School Counselors’ Beliefs and Attitudes
1. In general, school counselors are open to
2. In general, school counselors believe it is
important to adopt the ASCA National Model.
3. In general, school counselors believe they should
be responsible for helping all students achieve
4. In general, school counselors believe it is
important to demonstrate how students are different as
a consequence of guidance interventions.
5. In general, school counselors believe it is
important collect outcome data in order to be able to
6. In general, school counselors agree on a mission
statement that establishes the school counseling
program as an essential educational program that is
designed to serve all students.
7. In general, school counselors are willing to
devote the time to learn new skills.
8. In general, school counselors believe it is
important that they serve as advocates for underserved
F. School Counselors’ Skills
1. School counselors are competent in a wide range
of interventions (whole school, classroom guidance,
small group and individual counseling).
2. School counselors understand the individual and
systemic factors associated with poor academic
achievement and the achievement gap.
3. School counselors are familiar with the principles
of standards-based educational reform and can identify
the relationships between school counseling activities
and student performance.
4. School counselors can identify evidence-based
interventions that enhance academic achievement,
career development and personal/social development.
5. School counselors know how to be effective
advocates for underserved students.
6. School counselors can measure how students are
different as a consequence their interventions.
7. School counselors can use institutional data (e.g.
achievement, attendance, school climate surveys) to
describe current problems and set goals.
8. School counselors use technology effectively to
access needed student data.
9. School counselors use technology effectively to
accomplish routine clerical tasks efficiently.
10. School counselors use technology effectively to
communicate with students, parents and colleagues.
11. School counselors are recognized as leaders in
12. School counselors can establish goals and
benchmarks for school counseling in their own schools.
13. School counselors can document their impact on
students for principals, school committees and the
G. District Resources
1. The district’s school counseling program has
developed or adopted a set of instruments, referenced
to the student learning objectives, to measure student
change in academic development, career development
and personal/social domains.
2. The district provides school counselors with
regular institutional data reports (disaggregated student
achievement, attendance and school climate data) in
user-friendly form in order to facilitate monitoring
students and defining problems.
3. The district has a school counselor performance
evaluation system that evaluates counselor
effectiveness in a broad range of activities (e.g. whole
school, classroom guidance, small group and individual
4. The district has a school counselor performance
evaluation system based upon professional performance
5. The district has a school counselor performance
evaluation system connected to meaningful professional
6. The district has a system for ensuring all school
counselors have access to developmental supervision to
7. The district is committed to providing
professional development to help school counselors
develop skills necessary for the implementation of the
ASCA National Model.
8. The district school counseling leader has
implemented a system for monitoring the ongoing
outcomes and continuously improving programs in each
9. The district school counseling leader has
implemented a system for periodic program evaluation
for the entire school counseling program.
10. The district school counseling leader has
implemented a system for coordinating school
counseling program activities (e.g. a master calendar).
11. The district school counseling leader has
implemented a system ensuring good communication
and information sharing across the school counseling
(Carey, in press)
Section I: Background
The foundation section of your school counseling program consists of a mission
statement, a philosophy and guiding principals for your program.
Element One: Mission Statement
1. Begin by finding the mission statement for your school (if they have one). Write
Example School Counseling Mission Statement:
The mission is to address the needs of all students by helping them to acquire
competencies in personal, academic and career development domains.
2. You may want to incorporate your school’s mission statement into your school
counseling program mission statement. Write your mission statement below.
Element Two: Philosophy
1. What is the philosophy that underlies what your program will do for students?
(refer to the SD state Model for an example)
Element Three: Guiding Principles
1. What are some key elements that should be a part of a school counseling
program? (refer to the SD state Model for an example)
Section: II Structure:
Element Four: Advisory Counsel: Every school counseling program should have an
advisory counsel. This counsel should meet one to two times a year. They should help
provide feedback to the school counselor. They should represent a wide range of people
some ideas are listed below.
An elementary school teacher
A middle and/or high school teacher
A school board member
A community member (maybe from a local business or someone active in the
A pastor from a local church
Think about your school and your community, list five or six people that you could ask to
be part of your advisory counsel. See a sample letter on the following page.
Sample Advisory Council Letter
Because of your interest in quality education and demonstrated expertise in the field
of __________________________________________, the counseling department
and staff of ABC School are confident you could provide an invaluable service to the
school as a member of the School Counseling Advisory Council.
The advisory council will be composed of outstanding leaders in the school and
community and is tasked with making recommendations regarding student and
community needs and advising the school counseling staff as it strives to meet these
The advisory council will meet twice a year. Please give this invitation careful
consideration and inform us of your decision by _____________. Your acceptance of
council membership will greatly enhance our school counseling program.
Element Five: Financial Resources:
This section is where you will set up the budget for the school counseling program. The
state model outlines two types of costs.
The “one-time-only” costs to create the system changes (primarily involved in
forming, planning, designing, and implementing)
The ongoing (annual) costs to maintain and improve the program.
See a sample budget below for clarification. When creating your budget consider what
type of materials you requisition for each year. Also consider types of expenses that you
don’t have every year, but that you have on occasion.
Counseling Program Budget Example
One Time Expenses:
Item Requisitioned Actual Item Cost Use/need Expense
Item Requisitioned Cost Use/Need Expense
Misc Counseling Supplies (title
Misc Counseling Supplies $100.00
Item Requisitioned Estimate Cost Use/Need Expense
SDCA Conference Same $150.00 Fee $150.00
Fall Guidance Workshop Same $30.00 Fee $30.00
Financial Aid Workshop Same $25.00 Fee $25.00
SDSCA Membership Same $30.00 Fee $30.00
Item Requisitioned Cost Use/Need Expense
Travel to Sioux Falls (twice) $72.00
Room for conference (2 nights) $140.00
Element Six: Facilities, Resources, and Equipment
This section discusses the counseling office and the materials necessary to carry out the
role of the school counselor. See the state model for a full example of what one might
include. Here are some questions to ask yourself:
What type of space do I need to complete individual or small group counseling?
What materials or resources might I need to provide individual counseling, small group
counseling and classroom guidance?
What furniture might I need to effectively complete the tasks of a school counselor?
Here is a brief example of how this section might read, you may want more detail, see the
state model for further explanation:
A school counseling office is the “heart” of all school counseling services and program
activities. It brings together all of the available resources and materials and makes them
accessible to students. The school counseling office may be used for such activities as
individual, small, and large group sessions, career exploration, and individual research
In providing all of the above services, it is recommended that at a minimum, the facility
space for individual and group counseling;
an office equipped with locking file cabinets, telephone, and computer;
an on-line student resource/career center with appropriate materials and resources,
accessible during after school hours for student and parent use;
access to classrooms as needed; and
adequate storage space, as well as access to equipment for training.
Element Seven: Professional Staff:
In this section the personnel that will be employed in the school counseling program will
be listed, qualifications explained, and their tasks and duties defined.
The counseling department personnel might consist of (depending on the size of the
1. Professional School Counselor(s)
2. Office or clerical staff
Below list the personnel that you will include in your comprehensive counseling
It is critical that the qualification of personnel also be defined. Below list the
qualifications of counseling department personnel.
It is also important that each counseling department staff member have a job description.
You may also want to distinguish between the tasks of a school counselor and a testing
coordinator, while at times the same person; they can be considered two separate job
titles. See the examples on the following pages.
DRAFT JOB DESCRIPTION (with indicators)
POSITION: School Counselor
REPORTS TO: Principal
PURPOSE: Utilizing leadership, advocacy, and collaboration, school
counselors promote student success, provide preventive services, and
respond to identified student needs by implementing a comprehensive school
counseling program that addresses academic, career, and personal/social
development for all students.
The major functions of the school counselor job description incorporate the
North Carolina State Board of Education priorities of Vision, High Student
Performance, Healthy Students in Safe, Orderly and Caring Schools, Quality
Teachers, Administrators and Staff, and Effective and Efficient Operation.
DUTIES AND RESPONSIBILITIES
1. MAJOR FUNCTION: DEVELOPMENT AND MANAGEMENT OF A
COMPREHENSIVE SCHOOL COUNSELING PROGRAM
1.1 Discusses the comprehensive school counseling program with the
1.2 Develops and maintains a written plan for effective delivery of
the school counseling program based on the NC Comprehensive
School Counseling Standard Course of Study and current
individual school data.
1.3 Communicates the goals of the comprehensive school counseling
program to education stakeholders.
1.4 Maintains current and appropriate resources for education
1.5 Uses 80% of time providing services through the Guidance
Curriculum, Individual Student Planning and Preventive and
Responsive Services and 20% of time in program management,
system support and accountability.
2. MAJOR FUNCTION: DELIVERY OF A COMPREHENSIVE SCHOOL
2.1 Provides leadership and collaborates with other educators in the
school-wide integration of the State Guidance Curriculum
Standard Course of Study.
2.2 Implements developmentally appropriate and prevention-
oriented group activities to meet student needs and school goals.
Individual Student Planning
2.3 Assists all students, individually or in groups, with developing
academic, career and personal/social skills, goals and plans.
2.4 Accurately and appropriately interprets and utilizes student data.
2.5 Collaborates with parents/guardians and educators to assist
students with educational and career planning.
Preventive and Responsive Services
2.6 Provides individual and group counseling to students with
identified concerns and needs.
2.7 Consults and collaborates effectively with parents/guardians,
teachers, administrators and other educational/community
resources regarding students with identified concerns and needs.
2.8 Implements an effective referral and follow-up process.
2.9 Accurately and appropriately uses assessment procedures for
determining and structuring individual and group counseling
2.10 Provides appropriate information to staff related to the
comprehensive school counseling program.
2.11 Assists teachers, parents/guardians and other stakeholders in
interpreting and understanding student data.
2.12 Participates in professional development activities to improve
knowledge and skills.
2.13 Uses available technology resources to enhance the school
2.14 Adheres to laws, policies, procedures, and ethical standards of the
school counseling profession.
3. MAJOR FUNCTION: ACCOUNTABILITY
3.1 Conducts a yearly program audit to review extent of program
3.2 Collects and analyzes data to guide program direction and
3.3 Measures results of the school counseling program activities and
shares results as appropriate.
3.4 Monitors student academic performance, behavior and attendance and
assists with appropriate interventions.
The District employs one full time professional certified school counselor whose
responsibilities will include but are not limited to:
Oversees the counseling department
Implements the district’s guidance curriculum
Provides short-term individual counseling with students
Provides referrals for students and/or families in need of additional
Provides informational meetings for students and parents when needed.
Develops and runs small groups when necessary
Provides individual post-high planning for all students
Maintains scholarship web site for students
Delivers Classroom guidance for grades k-12
Provides letter of recommendation for students and samples for teachers
Assists students in filling out applications (job or college)
Coordinates Testing Dates (PSAT, ASVAB, SDCAP)
Administer Tests (SDCAP, PSAT)
Assists other staff with testing issues when necessary
Interrupts test data for students, parents and staff
Provides or organizes parent or community educational opportunities
Assists students in registering for the ACT, SAT, Selective Service
Provides or organizes financial aid information for students and parents
Provides consultation for teachers and staff on student issues
Responds to crisis situations when necessary
Advocates for students when necessary
Develops additional programming when the need arises
In the District the School Counselor’s testing responsibilities include:
Interrupting test data for school board, teachers and staff
Helping students and parents understand test scores
Helping to analyze data for school improvement
Providing students/parents with information about the ACT/SAT
Organizing and giving the PSAT
Working with the MEPS Center to organize the ASVAB test
Helping students explore their ASVAB results
Organizes, gives and explain results of the SDCAP
The school counselor will not be responsible for giving any psychological
assessments, IQ-tests or other tests required for special education services. The
school counselor will assists in interpretation of such tests and provide input on
suggested special education services, when input is requested by the district.
In the District the testing coordinator is responsible for all state mandated tests
and the following tasks:
Ordering and inventorying testing supplies
Maintaining test security
Overseeing, managing and organizing the testing process
Dispensing the testing supplies to teachers
Collecting testing supplies when testing is completed
Counting and inventorying returned supplies
Packaging and returning completed assessments and materials
(please note: in the district it is possible for the school counselor to also hold
the test coordinator’s title, in that case the counselor would perform both lists of
duties, and any additional testing tasks assigned by the district.)
Element Eight: Political and Legal Resources
The political resources of a school counseling program include district policy statements,
pertinent state and federal laws, state and local Board of Education rules and regulations,
and professional association position statements and standards.
A clear and concise Board of Education policy is essential for the successful operation of
the program in the school district. A policy represents a statement of support and
provides a course of action, or guiding principles designed to influence and determine
decisions concerning the program.
Below list any current board policies your school has related to counseling services. Also
list any policies you think might be good to have in the future (see example on page 19).
Are there any other rules and relations that school counselors in your district should also
adhere to (maybe state laws or codes of ethics)?
Example School District Counseling Policies
School Counseling Services Provided:
All students participate in classroom guidance on a regular schedule
Groups will be offered as needed.
Individual counseling for a variety of issues
Information and resources for parents on a variety of issues
Behavior modification programs for school/classroom
Future planning and preparation
Referral to other agencies when necessary
Parent Permission for Counseling Services:
The main goal of school counseling services is to foster healthy development in
all students in the following areas: academic, school, social and emotional.
The school counselor will make his/her best effort to work collaboratively with
parents in providing students with counseling services.
The school counselor will seek permission from parents before long term
individual counseling services are provided to a student.
The school counselor will seek parental permission before students are allowed to
participate in any voluntary group counseling offered by the counselor.
However the school counselor reserves the right to provide any classroom
guidance activities, small group guidance, short-term individual counseling,
teacher referred counseling or crisis intervention services to students without the
permission of parents.
Confidentiality between Student and School Counselor:
The school counselor has an obligation to the student to keep what is shared in
a counseling session confidential unless it falls under one of the following
A. There is intent by the student to harm him/herself.
B. There is intent by the student to harm someone else.
C. The activities the student speaks of put his/her life at risk.
D. The student speaks of situations that may be considered child abuse or
By law the situations listed above must be reported to the proper reporting
agency or persons.
In the event that a parent wishes the counselor to share any other information
rendered during a counseling session, the counselor prefers to first obtain
permission from the student.
The school counselor will do his/her best to work collaboratively with parents
for the best interest of the student.
For any student who is receiving services at the request of a parent, parent(s)
will receive appropriate updates as to how their daughter/son is progressing in
Element Nine: Management and Support
Management and support strategies are in place for maintaining and enhancing
the school district’s comprehensive school counseling program.
A comprehensive school counseling program requires an ongoing support system to
maintain and enhance the total program. The support system consists of the management
activities through which the program is established, maintained, and improved. Activities
through this component may be part of the overall operations of the school district and
supports the goals of the school system, as well as the school counseling program in the
areas listed below (see the SD model for more information on each of these areas)
Describe how each the professional school counselor might play a role in each of these
elements of support.
Research and Development:
Political and Legal Resources:
Staff/Community Public Relations:
Teachers as Advisors:
Section III: Delivery
Element Ten: Program Content
The content of a comprehensive school counseling program is the overall umbrella of
services and curriculum provided to students.
SD MODEL DOMAINS
This section explains how the standards will be evident in your curriculum and possible a
listing of the standards in each domain. It also states who will deliver the stands and how
they will be delivered. This is in some ways a summary or general overview of the
1. What standards do you use or wish to use?
2. Who will deliver the standards?
3. What methods might be used to deliver the standards?
Element Eleven: School Counseling Curriculum
This section describes the curriculum of the school counseling program. It might be
helpful to include a crosswalk tool in this section or as an appendix of this section. (see
page 24 for an example)
There are also two sections in this area to make sure all areas of curriculum development
are covered; they are needs assessments and curriculum development and delivery.
While all of the competencies are important for student development, each district will
also set local priorities. The process for determining local priorities may be based on the
results of needs assessment surveys. Needs assessments can be district created
assessments or purchased services.
What type of needs assessments are currently done in your school?
What other needs assessments might be useful to your school or program?
Curriculum development and delivery:
Needs assessment results are used as a basis for developing the curriculum that is
delivered to students. Program activities and curriculum are developed and delivered in a
number of ways. Think about how you would use each of the following methods in your
Student/Parent Informational Meetings:
Curriculum Crosswalking Tool
Mark the standards/competencies currently addressed (Y) and those you
intend (I) to address.
1 1 1
ACADEMIC K 1 2 3 4 5 6 7 8 9
0 1 2
SC K-12.2.1 Academic Development: Standard A
Students will acquire the attitudes, knowledge, and sills that contribute to effective learning in school
and across the life span.
Improve Academic Self-Concept
Articulate feelings of competence and confidence as
Display a positive interest in learning
Take pride in work and in achievement
Accept mistakes as essential to the learning process
Identify attitudes and behaviors which lead to
Acquire Skills for Improving Learning
Apply time management and task management skills
Demonstrate how effort and persistence positively
Use communication skills to know when and how to
ask for help when needed
Apply knowledge of learning styles to positively
influence school performance
Achieve School Success
Take responsibility for their actions
Demonstrate the ability to work independently, as
well as the ability to work cooperatively with other
Develop a broad range of interests and abilities
Demonstrate dependability, productivity and
SC K-12.2.2. Academic Development: Standard B
Students will complete school with the academic preparation essential to choose from a wide range of
substantial postsecondary options, including college.
Demonstrate the motivation to achieve individual
Learn and apply critical thinking skills
Apply the study skills necessary for academic
success at each level
Seek information and support from faculty, staff,
family, and peers
Organize and apply academic information from a
variety of sources
Use knowledge of learning styles to positively
influence school performance
Become self-directed and independent learners
Plan to achieve Goals
Establish challenging academic goals in elementary,
middle/junior high and high school
Use assessment results in educational planning
Develop and implement an annual plan of study to
maximize academic ability and achievement
Apply knowledge of aptitudes and interests to goal
Use problem-solving and decision-making skills to
assess progress toward educational goals
Understand the relationship between classroom
performance and success in school
Identify post-secondary options consistent with
interests, achievement, aptitude and abilities
SC K-12.2.3 Academic Development: Standard C
Students will understand the relationship of academics to the world of work, and to life at home and
in the community.
Relate School to Life Experiences
Demonstrate the ability to balance school, studies,
extracurricular activities, leisure time and family life
Seek co-curricular and community experiences to
enhance the school experience
Understand the relationship between learning and
Demonstrate an understanding of the value of
lifelong learning as essential to seeking, obtaining,
and maintaining life goals
Understand that school success is the preparation to
make the transition from student to community
Understand how school success and academic
achievement enhance future career and a vocational
1 1 1
1 2 3 4 5 6 7 8 9
Career Development K 0 1 2
SC K-12.1.1 Career Development: Standard A
Students will acquire the skills to investigate the world of work in relation to knowledge of self and to
make informed career decisions.
Develop Career Awareness
Develop skills to locate, evaluate, and interpret
Learn about the variety of traditional and non-
Develop an awareness of personal abilities, skills,
interests, and motivations
Learn how to interact and work cooperatively in
Learn to make decisions
Learn how to set goals
Understand the importance of planning
Pursue and develop competency in areas of interest
Develop hobbies and vocational interests
Balance between work and leisure time
Develop Employment Readiness
Acquire employability skills such as working on a
team, problem-solving and organizational skills
Apply job readiness skills to seek employment
Demonstrate knowledge about the changing
Learn about the rights and responsibilities of
employers and employees
Learn to respect individual uniqueness in the
Learn how to write a resume
Develop a positive attitude toward work and learning
Understand the importance of responsibility,
dependability, punctuality, integrity and effort in the
Utilize time- and task-management skills
SC K-12.1.2 Career Development: Standard B
Students will employ strategies to achieve future career goals with success and satisfaction.
Acquire Career Information
Apply decision-making skills to career planning,
course selection, and career transitions
Identify personal skills, interests, and abilities and
relate them to current career choices
Demonstrate knowledge of the career planning
Know the various ways which occupations can be
Use research and information resources to obtain
Learn to use the internet to access career planning
Describe traditional and non-traditional occupations
and how these relate to career choice
Understand how changing economic and societal
needs influence employment trends and future
Identify Career Goals
Demonstrate awareness of the education and
training needed to achieve career goals
Assess and modify their educational plan to support
Use employability and job readiness skills in
internship, mentoring, shadowing and/or other world
of work experiences
Select course work that is related to career interests
Maintain a career planning portfolio
SC K-12.1.3 Career Development: Standard C
Students will understand the relationship between personal qualities, education, training, and the
world of work.
Acquire Knowledge to Achieve Career Goals
Understand the relationship between educational
achievement and career success
Explain how work can help to achieve personal
success and satisfaction
Identify personal preferences and interests which
influence career choices and success
Understand that the changing workplace requires
lifelong learning and acquiring new skills
Describe the effect of work on lifestyles
Understand the importance of equity and access in
Understand that work is an important and satisfying
means of personal expression
Apply Skills to Achieve Career Goals
Demonstrate how interests, abilities, and
achievement relate to achieving personal, social,
educational and career goals.
Learn how to use conflict management skills with
peers and adults
Learn to work cooperatively with others as a team
Apply academic and employment readiness skills in
work-based learning situations such as internships,
shadowing, and/or mentoring experiences
1 1 1
1 2 3 4 5 6 7 8 9
Personal/Social Development K 0 1 2
SC K-12.1.4 Personal/Social Development: Standard A
Students will acquire the knowledge, attitudes, ad interpersonal skills to help them understand and
respect self and others.
Develop a positive attitude toward self as a unique
and worthy person
Identify values, attitudes and beliefs
Learn the goal setting process
Understand change as a part of growth
Identify and express feelings
Distinguish between appropriate and inappropriate
Recognize personal boundaries, rights and privacy
Understand the need for self-control and how to
Demonstrate cooperative behavior in groups
Identify personal strengths and assets
Identify and discuss changing personal and social
Identify and recognize changing family roles
Acquire Interpersonal Skills
Recognize that everyone has rights and
Respect alternative points of view
Recognize, accept, respect and appreciate individual
Recognize, accept and appreciate ethnic and cultural
Recognize and respect differences in various family
Use effective communication skills
Know that communication involves speaking,
listening, and nonverbal behavior
Learn how to make and keep friends
SC K-12.1.5 Personal/Social Development: Standard B
Students will make decisions, set goals, and take necessary action to achieve goals.
Use a decision-making and problem-solving model
Understand consequences of decisions and choices
Identify alternative solutions to a problem
Develop effective coping skills for dealing with
Demonstrate when, where, and how to seek help for
solving problems and making decisions
Know how to apply conflict resolution skills
Demonstrate a respect and appreciation for
individual and cultural differences
Know when peer pressure is influencing a decision
Identify long- and short-term goals
Identify alternative ways of achieving goals
Use persistence and perseverance in acquiring
knowledge and skills
Develop an action plan to set and achieve realistic
SC K-12.1.5 Personal/Social Development: Standard C
Students will understand safety and survival skills.
Acquire Personal Safety Skills
Demonstrate knowledge of personal information
(i.e., telephone number, home address, emergency
Learn about the relationship between rules, laws,
safety, and the protection of an individual’s rights
Learn the difference between appropriate and
inappropriate physical contact
Demonstrate the ability to assert boundaries, rights,
and personal privacy
Differentiate between situations requiring peer
support and situations requiring adult professional
Identify resource people in the school and
community, and know how to seek their help
Apply effective problem-solving and decision-making
skills to make safe and healthy choices
Learn about the emotional and physical dangers of
substance use and abuse
Learn how to cope with peer pressure
Learn techniques for managing stress and conflict
Learn coping skills for managing life events
Thoughts, Comments and Observations of my current curriculum:
Element Twelve: Individual Planning
The focus of individual planning activities is on assisting students in developing life and
career plans based on their skills, aptitudes, and abilities. School counselors serve
students and parents as facilitators of student development. The ultimate goal is for each
South Dakota student to graduate from high school with the necessary skills needed to
continue on to some type of post secondary training. The following questions will help
you consider how individual planning will be a part of your school counseling program.
How do you plan to use individual career and academic planning activities?
Which grades will you receive individual planning?
What type of individual planning activities will you use to help students develop
academic and career goals?
How will you use personal learning plans when working with students?
What other activities might be utilized to support individual planning?
Element Thirteen: Responsive Services
All students and their parents/guardians have access to responsive services, including
consultation, individual and small group counseling, and referral to assist them with
student’s problems or concerns related to their academic, social, and career development.
Responsive services consist of activities to meet the immediate needs and concerns of
students. These needs may include counseling, consultation, referral, or information.
These services are most often student initiated.
The purpose of the responsive services component is to intervene on behalf of those
students whose immediate personal concerns or problems put their continued personal,
career, and/or academic development at risk. Your answers to the following questions
can help you set up the responsive services you will provide for students, staff and
parents. Also see the SD Model for more information about this section.
How do responsive services fit into your school counseling program?
What type of response services are part of your school counseling program?
Are there specific situations that you feel would be considered responsive services?
Section IV: Accountability
Element Fourteen: Student Assessment
The comprehensive school counseling program provides students with academic, career,
and personal-social assessments. The foundation is based on results for students that will
assist them in continuing to be or becoming successful in school, in their lives, and in
Student assessment is vital to this process. A school counselor cannot assist students in
reaching their full potential unless he/she knows where they are now, and have an
indication as to how much they are able to achieve based on their knowledge, skills, and
abilities. Assessment is an on-going process that assists students in making transitions.
Use the following questions to help you determine how assessment might fit into your
school counseling program. Also see the SD Model for more specific information.
What types of assessment do you plan to administer in your role as the school counselor?
Are there assessments that someone in the school counseling department will oversee?
Are there assessments that school counselors will help students, parents or teachers to
interpret and understand?
How might the assessments used by the school counselor help students in academic and
Do you need to determine differences in the role of the school counselor, school
psychologist and the district/building testing coordinator?
Element Fifteen: Personnel Evaluation
The district utilizes a personnel performance based supervision evaluation system for
school counselors and other professional school counseling program staff.
Today's school counselors are vital members of the education team. They help all
students in the areas of academic achievement, personal/social development and career
development, ensuring today's students become the productive, well adjusted adults of
Personnel evaluation tools are designed based on the roles and responsibilities as outlined
in the job description and based on the goals and objectives of the comprehensive
program. An example of a school counselor evaluation is found on pages 34. Many
others exists, see the SD Model and ASCA National Model for others.
School Counselor Evaluation Form
Evaluated by _____________________________________________________________
Please rate the counselor on the tasks below using the scale provided:
NA = not applicable S = Superior M = Meets Expectations
O = Opportunity for Improvement
Counsel students regarding personal/family concerns
Counsel students regarding school behavior and academic issues
Counsel students in crisis/emergency situations
Provide Small group counseling when needed
Consult with school staff concerning student behavior
Consult with outside agency regarding students
Consult with parents regarding student issues
Coordinate referral for counseling when needed
Consult with administrators regarding students, school policy, programs or
Conduct classroom activities to educate students on counseling services
Conduct classroom guidance activities in the social development domain
Conduct classroom guidance activities in the career development domain
Conduct classroom guidance activities in the academic development domain
Coordinate special events and programs for the school related to career,
academic and social development domains
Inform parents about the role of the school counselor in your school
Conduct or coordinate parent education related to student issues
Coordinate school wide response for crisis situations
Attend professional development activities to improve counseling skills
Work with an advisory group to analyze and develop your school counseling
Evaluate the effectiveness of your school counseling program
Get involved in the school and be a leader of change
Develop community service activities
Leadership of student organizations assigned to you
Coordinate standardized testing program
Assist the district in compiling and interpreting data
Develop student learning plans and discuss student classes
*Counselors are often assigned these activities although they are not a part of the
general role of a counselor.
Please answer the following questions in regard to the above counselor.
1. Indicate counselor strengths.
2. Indicate areas for counselor improvement.
3. After classroom observation, give suggestions or comments on classroom
4. What might be some goals of the school counseling program in the next two to
Administrator Signature______________________________ Date_______________
Counselor Signature ________________________________ Date_______________
Element Sixteen: Program Evaluation
Accountability of the school counseling program is an absolute necessity. The role of the
school counselor is defined by the administration of a school district, as well as by the
counseling program plan utilized by that school. School counselors must answer the
question, “How are students different as a result of the school counseling program?”
Programs should be evaluated with short-term, intermediate and long-term data. Many
types of data can capture the overall view of student progress. Demographics, graduation
and post secondary attendance rates, discipline and attendance data, test scores and other
sources of statistical information can be utilized. Other types of data might include
evaluation of counseling standards or progress towards established goals. The following
questions should help you think about how you might evaluate your school counseling
program. Also see the state model for more specific information.
What evaluations have you used in the past to evaluate your program?
What type of evaluation might you use to gather short-term data?
How might you collect intermediate data?
How might you collect long-term data about your program?
Goals and Action Plans:
Goals and action plans are used to focus for the upcoming year. They allow
professional school counselors to take steps that help improve school counseling
programs one step at a time and not be overwhelmed the all of possible directions.
Goals need to be measurable, manageable and meaningful. Measurable means that you
must be able to measure the outcomes with tangible evidence. Manageable means that
the goals can actually be accomplished within the school year. Meaningful goals refer to
goals which have been identified through data collection.
Keeping this in mind what might be some goals for your school counseling program? (If
you do not have any current use something you see as a need in your school.) See page
38 of this guide for an example of an action plan worksheet and page 39 see an example
of how you might write goals for a district. Other resources can be found in the resources
section on page 40 of this guide.
This form is not on the ASCA CD. It can be found on TAO on the School Counseling Bulletin Board.
WCPSS Action Plan Worksheet
Use this worksheet to help complete the ASCA National Model Action Plan
1) Goal: Based on your school’s data, what change do you want to see happen? __________________
2) Who is target group? ______________________________________________________________
3) (Confidential) Attach list of students in target group.
Target group will increase/decrease _________________________________________________
(circle one) (behavior)
(behavior) (target group)
increase/decrease by ______________ %.
A. What can only I do?
For target students:
For parents of target students:
B. What school services are available for this student?
C. What community services are available for this student?
A. How will I measure the activities in this plan?
B. What will the results of this plan look like?
C. What dates will I review this plan? (recommended quarterly)
Named School District
Comprehensive School Counselor Program
Goals for 2008-2009
A. Continue to update and improve school counseling program
a. Work with the model and make changes where necessary
b. Use counselor time and task analysis
B. Begin to collect data specifically on guidance curriculum
a. Use the Senteo remotes to collect pre-post test data from at least two
C. Begin a transition program for students in grades 6 and 8 in order increase 7th and
9th grade readiness.
a. Two guidance lessons per grade
b. Hold an evening student/parent open house prior to the start of the 2009-
2010 school year.
c. Provide a question and answer session with older students.
D. Improve study skills program at the 7th grade level.
a. Spend at least 4 guidance lessons working on study and organization skills
with the 7th graders.
b. Have the 7th graders produce a photo story of what was learned.
E. Hold a parent night for 9th grade parents focusing on graduation pathways and
a. Provide info on graduation pathways, post high options, changes and
trends through a parent/student meeting.
b. Get parent feedback by using the senteo remotes.
F. Send home at least two counselor newsletters throughout the school year
G. All Students in grades 9-11 will have a personal learning plan
Counselor resources: http://ss005.k12.sd.us/default_files/Page498.htm
ASCA Web-site: http://www.schoolcounselor.org/
ASCA SCENE: http://schoolcounselor.collectivex.com/
SDSCA Web-site: http://www.counselors.k12.sd.us/
Dr. Kelly Duncan web site:
Congratulations!! You should be well on your way to a working Comprehensive
School Counseling Program. You have accomplished a lot by getting this far. Be
proud of your accomplishment and continue to do great work as a professional school
counselors. Students have bright futures because of what you do.
A well established Comprehensive School Counselor Program can take at
least three years to put into place.
Each year there are updates made to your model, which are data driven.
Goals should be set each year for your comprehensive program. Goals should
also be data driven, meaningful, measurable and manageable.
You don’t have to do all the work on your program alone, there are other
counselors who can help you.
Join a list-serv if you have not done so already.
Use the SD Model as a guide
Follow the implantation guidelines given in the SD Model, they are very