The ASCA National Model: General Information
The American School Counselor Association (ASCA) developed the ASCA National Model as a framework for a comprehensive, data-driven school counseling program. The components of this framework include Foundation, Delivery System, Management System, and Accountability. The ASCA National Model has standards and competencies for three domains: Academic, Career, and Personal/Social Development. The competencies represent the specific knowledge, attitudes, and skills that students acquire to succeed in the three domains. There are four concepts that must be infused throughout the entire program: Advocacy, Leadership, Collaboration, and Systemic Change. These four concepts embody the skills that every school counselor must have in order to help students succeed.
Foundation: the "What"
This component demands that school counselors identify personal beliefs that address how all students benefit from the counseling program. These beliefs guide the school counselor in the development of a vision statement, which defines what the future will look like in regards to student outcomes, and a mission statement, which is aligned with the school’s mission and develops program goals. The national standards and student competencies established by ASCA guide and support student development in the three domains and define what every student should know and be able to do. In addition to student competencies, ASCA has also developed professional competencies, which outlines the knowledge, attitudes, and skills necessary to ensure that school counselors are able to meet the demands of the profession. There is also a code of ethical standards for school counselors, which specifies the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership, and professionalism.
To view the standards and competencies, please access the files below.
To view the standards and competencies, please access the files below.
|
|
Delivery System: the "How"
This component highlights the methods that show how school counselors deliver an effective program. The scope of the program can differ across grade levels, and the methodology must be adjusted to meet developmental needs. There are four delivery methods, and each school counselor is responsible for determining the amount of time spent on each area by carefully examining current practice and student needs (as illustrated by data). Those delivery methods include: individual student planning (advising, assessment, placement, goal setting for each of the three domains, and follow-up), responsive services (counseling, consultation, referral), school counseling curriculum (structured groups, classroom guidance lessons, and advisory programs), and system support (program management, service coordination, community outreach, public relations). The first three methods are known as “direct student services” because they are in-person interactions between school counselors and students. The last method, system support, is known as an “indirect student service” because it is provided on behalf of the student as a result of the school counselors’ interactions with others.
Management System: the “When, Why, Who, and On What
Authority?”
This component addresses the need for an action plan, the use of data, a management agreement, and an advisory council for the school counseling program. The following key elements of this component are suggested by the ASCA National Model to manage the program: a) principal—counselor collaboration, b) advisory council, c) use of data, d) action plans, e) self-study, f) use of time, and g) calendars.
A) Principal--Counselor Collaboration: Principals and counselors should annually establish collaborative agreements addressing how the school counseling program is organized and what goals will be accomplished. The agreement outlines counselors’ responsibilities, program implementation, accountability methods, and a timeline for accomplishing these things. B) Advisory Council: An advisory council is comprised of students, parents, teachers, school counselors, administrators, and community members (often referred to collectively as stakeholders) who review and make recommendations about the school counseling program’s activities and results. This provides a forum for open dialogue between the school’s and community’s perspectives and the parents’ expectations.
C) Use of Data: Data is used to measure the results of the school counseling program and promote systemic change within the school system to ensure the success of all students. There are three types of data that can be used to monitor student progress: student achievement data (GPA, standardized test scores, graduation rate, promotion/retention rates, etc.), school improvement data (course enrollment patterns, discipline referrals, suspension rates, attendance rates, parent/guardian involvement, extracurricular participation, etc.), and student competency data (percentage of students with a four-year plan, participating in job shadowing, achieving the competencies set forth by the faculty, etc.).
D) Action Plans: Action plans for the curriculum, small-group, and closing-the-gap are necessary to detail annual program activities that show how the desired results will be achieved. These plans typically include domain areas, national standards, school improvement goals, student competencies with activity description, curriculum/materials used in the activity, timelines, evaluation methods, measurable outcomes, person(s) responsible, and involved student descriptions. These plans measure the programs’ impact on achievement, behavior, and attendance.
E) Self-Study: School counselors engage in self-study to determine the degree to which the school counseling program is being implemented and is in alignment with the ASCA Model. Results provide information on skills of the counselor, the current state of the program, and the identified gaps and/or implementation challenges and help the counselor plan for the following year.
F) Use of Time: Use-of-time-assessments are conducted to determine the amount of time spent toward the recommended 80% or more of the counselor’s time on direct services and 20% on indirect services and program management.
G) Calendars: Annual and weekly calendars (district, departmental, and individual) keep students, parents, teachers, and administration informed and encouraged to actively participate in the school counseling program. Calendars can be used to articulate the delivery of the school counseling program elements by articulating the time for curriculum development, individual student planning, responsive and intervention services, and system support.
A) Principal--Counselor Collaboration: Principals and counselors should annually establish collaborative agreements addressing how the school counseling program is organized and what goals will be accomplished. The agreement outlines counselors’ responsibilities, program implementation, accountability methods, and a timeline for accomplishing these things. B) Advisory Council: An advisory council is comprised of students, parents, teachers, school counselors, administrators, and community members (often referred to collectively as stakeholders) who review and make recommendations about the school counseling program’s activities and results. This provides a forum for open dialogue between the school’s and community’s perspectives and the parents’ expectations.
C) Use of Data: Data is used to measure the results of the school counseling program and promote systemic change within the school system to ensure the success of all students. There are three types of data that can be used to monitor student progress: student achievement data (GPA, standardized test scores, graduation rate, promotion/retention rates, etc.), school improvement data (course enrollment patterns, discipline referrals, suspension rates, attendance rates, parent/guardian involvement, extracurricular participation, etc.), and student competency data (percentage of students with a four-year plan, participating in job shadowing, achieving the competencies set forth by the faculty, etc.).
D) Action Plans: Action plans for the curriculum, small-group, and closing-the-gap are necessary to detail annual program activities that show how the desired results will be achieved. These plans typically include domain areas, national standards, school improvement goals, student competencies with activity description, curriculum/materials used in the activity, timelines, evaluation methods, measurable outcomes, person(s) responsible, and involved student descriptions. These plans measure the programs’ impact on achievement, behavior, and attendance.
E) Self-Study: School counselors engage in self-study to determine the degree to which the school counseling program is being implemented and is in alignment with the ASCA Model. Results provide information on skills of the counselor, the current state of the program, and the identified gaps and/or implementation challenges and help the counselor plan for the following year.
F) Use of Time: Use-of-time-assessments are conducted to determine the amount of time spent toward the recommended 80% or more of the counselor’s time on direct services and 20% on indirect services and program management.
G) Calendars: Annual and weekly calendars (district, departmental, and individual) keep students, parents, teachers, and administration informed and encouraged to actively participate in the school counseling program. Calendars can be used to articulate the delivery of the school counseling program elements by articulating the time for curriculum development, individual student planning, responsive and intervention services, and system support.
Accountability: the "What is the Result of These Efforts?”
Accountability provides evidence of program achievement and student gains as a result of the school counselor’s efforts. School counselor accountability is important in closing the achievement gap and meeting school improvement goals. School counselors analyze school and school counseling program data to determine how students are different as a result of the school counseling program. This data is used to show the impact of the program on student achievement, attendance, and behavior; guide future action; and improve the results for all students. The school counselor’s performance is evaluated on basic standards of practice expected of school counselors who implement comprehensive school counseling programs.