Counseling PDF
Counseling PDF
Counseling PDF
School Counseling
C C a re e r, A c a d e m i c ,
Per so n a l / S o cia l
C a re e r, A c a d e m ic,
Pe rs o n a l/ S o c i a l
onnecticut
C on nect icu t
A Guide to Comprehensive School
Counseling Program Development
Career, A c a d e m i c ,
Pe r son al/ S o cia l
State of Connecticut
State Board of Education 2008
Connecticut State
Department of Education
Charlene Russell-Tucker
Associate Commissioner
Paul Flinter
Bureau Chief
Nancy M. Aleman
School Guidance and Counseling Consultant
Publications Unit
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Contents
Preface...................................................................................................................................v
Acknowledgments.................................................................................................................vi
Introduction.........................................................................................................................vii
Section 2: Program Standards: The Structure and Operation of School Counseling Programs.... 6
Program Foundation: Standards 14..........................................................................................................6
Program Delivery: Standards 58...............................................................................................................8
Program Management: Standard 9.............................................................................................................9
Program Accountability: Standard 10......................................................................................................11
References...................................................................................................................................... 57
Appendices:.............................................................................................................................. 59
Appendix A: Sample Individual Planning Portfolio..................................................................................61
Appendix B: Career Pathways Description, Areas of Concentration and Assessment, Wheel....................65
Appendix C: Program Audit: A Self-Study...............................................................................................69
Appendix D: Evaluation Model for School Counselor Performance.........................................................73
Appendix E: Job Description...................................................................................................................77
Appendix F: MEASURE Template..........................................................................................................79
Appendix G: Ethical Code.......................................................................................................................83
Appendix H: Benefits of a Comprehensive Program................................................................................91
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Preface
C
onnecticuts public schools are responsible for providing high quality learning opportunities for all stu-
dents and to assist them in becoming capable and confident learners. The comprehensive school counsel-
ing program aligns with the school district and state education mission, and enhances learning by assisting
students to acquire critical skills in the academic, career and personal/social aspects of student development. School
counselors use a variety of prevention and intervention models and programs to assist students in overcoming barri-
ers to learning, to make strong connections with educational opportunities in their schools, and to ensure that every
child learns in a safe, healthy and supportive environment. The program is proactive and preventative in its focus
and aligns with the educational mission of districts and with school improvement plans. School counselors are in a
strategic position to support school improvement initiatives and to be leaders in advocating for better outcomes for
all students.
The Connecticut Comprehensive School Counseling Program 2008 provides an updated focus on key student
competencies based on the American School Counselor Association (ASCA) national standards. The nine standards
shift the focus from a traditional service-provider model to a program model that defines what students will know
and be able to do as a result of participating in the comprehensive program. School counselors use their skills in the
areas of leadership, advocacy and collaboration to support school districts in their mission to prepare each student to
meet high academic standards and to complete school fully prepared to choose from an array of substantial post-
secondary options. The new model focuses on student development of 21st century skills such as critical thinking,
creativity, self-direction and leadership; as well as teaching essential professional skills such as teamwork, time man-
agement, interpersonal skills and cultural awareness.
School counseling and guidance is enhanced statewide when agencies, professional organizations and other stake-
holders at the state and local levels work together to establish common goals and expectations for their compre-
hensive school counseling programs. This updated version of the Connecticut Comprehensive School Counseling
Program was developed through a collaboration of the Connecticut State Department of Education, the Connecti-
cut School Counseling Association and the Connecticut Association for Counselor Education and Supervision. It
provides a model to help school districts make positive changes that support and enhance student achievement and
success, and defines the many ways that comprehensive school counseling programs contribute to better outcomes
for all students.
v
Acknowledgments
Appreciation is extended to the following persons whose efforts were instrumental in developing this document:
Writing team
Patricia A. Landers (chair)
Delia Adorno
Nancy M. Aleman
Marlene M. Silano
William Turek
vi
Introduction
Research suggests that high-quality counseling services can have long-term effects on a childs well-being
and can prevent a student from turning to violence and drug or alcohol abuse. High-quality school coun-
seling services can improve a students academic achievement. Studies on the effects of school counseling
have shown positive effects on students grades, reducing classroom disruptions, and enhancing teachers
abilities to manage classroom behavior effectively. High-quality school counseling services also can help to
address students mental health needs.
(U.S. Department of Education, 2002)
During the past three decades, the Connecticut School Counselor Association, the Connecticut Association for
Counselor Education and Supervision, and the Connecticut State Department of Education have collaborated to
publish and distribute a wide variety of documents and resources to school counselors to assist them in program
development and implementation. This updated model for comprehensive school counseling programs is the latest
collaborative effort to provide support and direction to school counselors as they apply their unique prevention and
intervention skills to school improvement initiatives.
The list of beneficial outcomes of implementing a comprehensive school counseling program is extensive. Students
experience improved academic performance and success, better social relationships, improved decision-making
and problem-solving skills, and a better understanding of careers and postsecondary options. Parents receive more
opportunities for child/parent/school interactions, better access to information and resources (academic, career and
personal/social) and enhanced relationships with school staff. Administrators and other school faculty benefit from
a safer and more positive school climate that is conducive to learning, and from the school counseling programs
alignment with important district goals (i.e., student achievement, parental participation, dropout prevention). The
community benefits through increased opportunities for businesses to participate actively in the total school pro-
gram, and by the provision of a well-prepared workforce with pre-employment skills and a positive work ethic.
These guidelines describe an exemplary model of a comprehensive school counseling program that has been devel-
oped to guide school districts as they endeavor to link school counseling program goals and content with their
school improvement efforts. It can also assist school districts to evaluate their current programs and implement
changes based on research and best practice. As this model is implemented across the state, school counselors will
substantially increase their ability to foster academic, personal/social and career development for Connecticuts
students.
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CONNECTICUT MODEL
COMPREHENSIVE SCHOOL COUNSELING PROGRAM
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Personal/Social Content
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FOUNDATION SYSTEM
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Academic FOR ALL
Content Career
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STUDENTS
Skills for Learning Content
School Success Investigate Careers
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Life Success Relationship of
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ACCOUNTABILITY MANAGEMENT
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Connecticut Comprehensive School Counseling Program Guide - 2008
Section 1:
The Core of Comprehensive School Counseling Programs
Comprehensive School Counseling in Connecticut
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Connecticut Comprehensive School Counseling Program Guide - 2008
Section 1:
The Core of the Connecticut Comprehensive School Counseling Program
T he school counseling profession has been shaped over many decades in response to social, economic and politi-
cal changes in American society. Changes in demographics, family structures, expanding communication
systems, advances in technology, and federal and state laws related to educational expectations and the welfare of
children are a few of the issues that have had an impact on the role of the school counselor and on defining the
parameters of school counseling functions. These types of issues, as well as the lack of consistency of school coun-
selor functions at the national and state levels, have contributed to the need to set standards for school counseling
programs in order for school counselors to effectively address the challenges that face them in the 21st century.
According to the Education Trust (1997) school counselors need to be proficient in more than the traditional three
Cs: counseling, coordination of services and consultation. Today, skills in collaboration and teaming, case manage-
ment, leadership, advocacy, managing resources, assessment and use of data, and program design and evaluation are
considered the essential elements of professional development and the transformed school counselor. Todays school
counselor focuses on instilling resiliency, coping skills and actualizing the students potential for growth. The shift
in thinking and practice requires embracing a new vision of school counseling with a strong emphasis on leadership,
advocacy and support for high levels of student achievement (Education Trust, 1997).
The school counselors role in realizing student potential for healthy growth is focused on the three broad areas of
academic, career and personal/social development. This is the core of the content for the Connecticut Comprehen-
sive School Counseling Program, K12.
Academic development includes acquiring skills, attitudes and knowledge that contribute to effective
learning in school; employing strategies to achieve success in school; and understanding the relationship of
academics to the world of work, and to life at home and in the community. Academic goals support the premise
that all students should meet or exceed the local, state and national goals.
Career development goals guide the school counseling program to provide the foundation for the acqui-
sition of skills, attitudes and knowledge that enable students to make a successful transition from school to the
world of work and from job to job across the life span. Career development goals and competencies ensure that
students develop career goals as a result of their participation in a comprehensive plan of career awareness, explo-
ration and preparation activities.
Personal/social development goals guide the school counseling program to provide the foundation
for personal and social growth as students progress through school and into adulthood. Personal/social develop-
ment contributes to academic and career success by helping students understand and respect themselves and
others, acquire effective interpersonal skills, understand safety and survival skills and develop into contributing
members of society.
Developmental Theory
The developmental approach to school counseling is based on the works of developmental theorists such as Ben-
jamin Bloom, Eric Erikson, Robert Havighurst, Lawrence Kohlberg and Jean Piaget. Their work recognizes that
all students move in a sequential manner toward self-understanding and self-enhancement. The developmental
approach is founded on the belief that individuals experience general stages of academic, career and personal/social
growth and that school counseling programs must be structured to anticipate and fulfill those needs.
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Connecticut Comprehensive School Counseling Program Guide - 2008
Program Components
The program components provide the vehicle by which school counselors deliver the developmental content of the
comprehensive school counseling program. This is called the program delivery system. The program components are
as follows:
The school counseling curriculum is the means by which school counselors promote the healthy
development and growth of all students. The curriculum provides developmental and sequential lessons and
activities in classroom and/or group settings, which address student development in academic, career and per-
sonal/social domains.
Individual student planning consists of activities that focus on assisting each student to develop, analyze
and evaluate his or her education, career and personal goals and plans. Individual student planning addresses the
same objectives for all students in a given grade, and results in a portfolio outlining career and educational path-
ways. Functions of the counselor in this component include individual advisement, placement and appraisal.
The lessons and activities in the school counseling curriculum support individual student planning by teaching
the necessary skills for self awareness, goal setting, decision making and career exploration.
Responsive services consists of strategies and interventions that school counselors use to address student
problems that prevent student success in academic, career and personal/social development. School counselors
identify barriers to academic success and acknowledge the challenges that students face on a daily basis. They
work with students to remove these barriers and challenges through individual and group counseling, consulta-
tion, crisis intervention as appropriate and referrals as needed.
Collaboration within and outside the school community focuses on services to students
though follow-up studies; school and community orientation to the comprehensive school counseling program;
leadership to school- and district-based committees on student needs and resources; consulting with teachers,
school administrators and parents regarding student needs; and collaborative and advocacy efforts within the
school and community agencies.
Although there will always be students who need the attention of the school counselor because of their special
needs or circumstances, the comprehensive program is directed to all students.
Based on developmental stages, skills and learning conditions, the comprehensive school counseling program
is a planned effort to provide each student with a set of skills and experiences that enhances all learning.
Based on experiences with students at different ages and grade levels, selected units and topics are presented
to students. Flexibility is also important so that school counseling program lessons can accommodate
students readiness as well as address new concerns.
The comprehensive program is not a separate or isolated part of the educational program. It is integral to the
total school program.
Although school counselors are responsible for organizing and planning a comprehensive school counseling
program the cooperation and support of teachers and administrators is essential to the success of the program.
All goals and objectives have an educational base and school counseling services are related to helping students
get the most out of school.
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Connecticut Comprehensive School Counseling Program Guide - 2008
It is recommended that school counselors spend a minimum of 80 percent of their time providing direct services to
students through the school counseling curriculum, individual student planning sessions and responsive services.
Although responsive services are direct services to students, they are provided only to those students with immediate
needs. Collaboration and community outreach activities are non-direct services to students. Non-school counseling
activities must be identified and reduced to a minimum to maintain the 80 percent of counselor time devoted to
direct services to students.
School counselors have long sought a clear definition of their role and function. The comprehensive school counsel-
ing program, with its content and program standards, provides just such a definition for school counselors to define
their role within three broad areas of the comprehensive program structure: program development and implementa-
tion, program delivery and program accountability.
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Connecticut Comprehensive School Counseling Program Guide - 2008
Section 2:
Program Standards: The Structure and
Operation of School Counseling Programs
Comprehensive School Counseling in Connecticut
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Connecticut Comprehensive School Counseling Program Guide - 2008
Section 2
Program Standards: The Structure and Operation of School Counseling Programs
B esides a developmental program orientation for a comprehensive program, standards need to be identified to
ensure that basic elements of the school counseling program are in place and operating. Standards are defined as
the basic elements or indicators of the program, and ensure that:
Program standards are the foundation of a comprehensive program and ensure that there is consistency in the
development and implementation of programs from one school district to another, and within districts from one
level to another. The 10 standards, which provide structure for the Connecticut Comprehensive School Counsel-
ing Program, have been grouped under program foundation, program delivery, program management and program
accountability.
Program Foundation:
Philosophy and Mission; Goals, Competencies and Policies and Procedures
The school district meeting this standard demonstrates that it has the following program foundation elements in
place:
Standard 1: Philosophy and Mission. A philosophy statement provides a clear succinct declaration of the
mission of the school counseling program. The statement is aligned with the established philosophy of the school
district and clearly delineates that the school counseling program is for all students. One of the essential aspects of
the foundation for a school counseling program is the mission statement. The mission statement gives overall direc-
tion and vision to the program. The statement should be specific, concise and clear as to the intent of the school
counseling program. The mission of the school counseling program is aligned with the mission of the school or
district.
Standard 2: Goals. The written goal statement provides a clear declaration of the general outcomes to which
the school counseling program is committed. The goals answer the question, What do counselors want students to
know and be able to do as a result of their participation in the school counseling program? From another perspec-
tive, the question is, How are students different as a result of the school counseling program?
The school counseling program facilitates development in three broad areas: academic, career and personal/social
development. Each area of student development encompasses a desired outcome or goal. The American School
Counselor Association has developed national standards (goals) for each of these three areas of student development.
In 2000, Connecticut adopted the nine ASCA national standards as the goals for the Connecticut Comprehensive
School Counseling Program. The nine goals noted below are grouped by the three domains of student development,
and are referred to as the content of the Connecticut Comprehensive School Counseling Program.
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Connecticut Comprehensive School Counseling Program Guide - 2008
Academic development
1. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and
across the life span.
2. Students will complete school with the academic preparation essential to choose from a wide range of
substantial post secondary options, including college.
3. Students will understand the relationship of academics to the world of work and to life at home and in the
community.
Career development
4. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make
informed career decisions.
5. Students will employ strategies to achieve future career success and satisfaction.
6. Students will understand the relationship between personal qualities, education and training and the world of
work.
Personal/social development
7. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self
and others.
8. Students will make decisions, set goals and take necessary action to achieve goals.
9. Students will understand safety and survival skills.
Standard 3: Competencies. The comprehensive school counseling program is developmental by design. The
aim is to reach the identified needs of students in grades K12. A written scope and sequence identifies the student
competencies and goals being addressed at each grade level. This written format serves as a checklist to ensure goals
and competencies in all three content areas (domains) are being addressed across grade levels. It provides a way to
determine if the identified academic, career and personal/social needs of the students are being met at the develop-
mentally appropriate grade level.
Student competencies are based on a formal needs assessment of school and district stakeholders (students, parents,
teachers, administrators, community members). It is necessary to conduct a needs assessment to focus the program
on specific areas of knowledge, attitudes and skills the stakeholders deem are important for students to obtain.
Schools and districts develop competencies based on the nine Connecticut program goals and the individual needs
identified for their school or district. This enables school counselors to personalize the comprehensive school coun-
seling program and tailor it to meet the needs of their communities, which may vary due to a variety of demographic
factors. Competencies identify:
clear, specific measurable skills and competencies to be achieved by the students;
attitudes and attributes for students to acquire;
congruence with academic, career and personal/social program content; and
the nine program goals listed above.
Standard 4: Policies and Procedures. Policies pertaining specifically to the school counseling program,
which have been approved by the board of education, must be clearly defined and aligned with other educational
program and student policies of the school district as well as with legal mandates and the ethical standards delineated
in the American School Counselor Association (ASCA) Ethical Standards for School Counselors (2004) and Ameri-
can Counseling Association (ACA) Code of Ethics and Standards of Practice (2005).
The school counseling program requires written policies and regulations to ensure a quality comprehensive school
counseling program and districtwide uniformity. A confidentiality statement should be clearly posted in the counsel-
ing office. The maintenance of student records is consistent with state and federal mandates.
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Connecticut Comprehensive School Counseling Program Guide - 2008
The school district meeting this standard demonstrates that it has the following program elements in place:
Standard 5: Curriculum. The school counseling curriculum is based on a needs assessment of the student
population served by the school counseling program. The curriculum is delivered to all students and supports the
goals of the districts strategic plan for students academic improvement. There is a written curriculum of the school
counseling instructional program delivered and or coordinated by school counselors, which is integrated across the
content areas academic, career and personal/social development. The curriculum component:
is planned and personalized to meet the identified needs of the school community;
is ongoing and systematic in delivery;
includes a clear explanation of the scope and sequence of its units of instruction;
clearly outlines the goals and competencies students will achieve at each grade level; and
indicates the methods and timelines for delivery of units of instruction to each grade.
The curriculum should include statements of student competencies (learner outcomes) for each grade level. Methods
and timelines for delivery of units of instruction include, but are not limited to, classroom instruction, small group
discussions, presentation to assemblies and collaborative activities with teachers, pupil personnel specialists and other
qualified personnel.
The curriculum promotes instruction that addresses the three primary domains of human growth and development:
academic, career and personal/social. These three areas are referred to as the content of the school counseling cur-
riculum. The curriculum should have a balanced emphasis among the domains, and there should be evidence of the
use of standardized tests, instruments and surveys to provide information necessary for student academic and career
planning, and documentation to indicate that the school counselor has a key role in the career development of all
students.
Standard 6: Individual Student Planning. The school counseling program provides ongoing systematic
activities and services to help all students in developing, monitoring and evaluating their own academic, personal
and career goals. There is a systematic delivery of individual student planning sessions to all students appropriate to
their age and grade level on an annual basis beginning in the upper elementary grades and continuing through the
high school years. Beginning in middle school and continuing into Grade 12, these sessions result in an individual
planning portfolio for each student (model provided in appendix A).
Standard 7: Responsive Services. The procedures, activities and services of the school counseling program
ensure appropriate and timely response to academic, career and personal/social concerns.
collaboration with community leaders to identify resources for student development and interventions;
working with teachers, administrators, and parents regarding student needs;
provision of professional development and information to faculty and staff on student related issues;
leadership on building/districtwide school improvement committees to identify student needs and resources;
communication of program goals, outcomes, activities and services to all constituents served by the school
counseling program; and
using the comprehensive school counseling program as a vehicle to promote connections with the community.
Program Management
Administration and Management of a Comprehensive School Counseling Program
Program management activities are the basis for maintaining the program, supporting its delivery,
and its continuous improvement, and for addressing the needs of the student population.
The school counseling program is organized, supported, maintained and managed in a manner conducive to its
delivery and its continuous improvement.
The school district meeting this standard demonstrates that it has the following management activities in place:
Program Evaluation. Activities that support this standard include program development, program evaluation
and student-needs assessments. It is important that a planned, systematic evaluation of the school counseling
program be conducted on an ongoing basis to determine the relevance and effectiveness of the program. The
plan should include an evaluation of student competencies established in the school counseling program, a
calendar of timely assessments, and written procedures and documentation for assessing client satisfaction.
The self-study, which is described in the appendices, assesses the degree to which the school counseling program
is aligned with the standards and key elements established for the Connecticut Comprehensive School Counsel-
ing Program model. This assessment is conducted on an annual basis.
School Counselor Role and Evaluation. Equally important is having a current written job description for
the school counselor as defined by the American School Counselor Association (http://www.schoolcounselor.
org/), which includes requisite qualifications for employment as a school counselor and specific school
counselor professional responsibilities and duties. A plan and process should be in place to evaluate the
performance of the school counselor on an annual basis. The evaluation form should contain performance
indicators that are based on the responsibilities and duties outlined in the job description for the school
counselor. The evaluation should be performed by a professional who has administrative as well as school
counseling certification. A model evaluation form is included in appendix D.
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Connecticut Comprehensive School Counseling Program Guide - 2008
Supervision of the School Counselor. It is essential that supervision be provided to the school counselor
at the building level. This is particularly critical for those counselors who are in their first and second year of
school counseling. Supervision is usually provided by the principal and the director of school counseling who
is appropriately certified.
In addition to a supervisory role, the director of school counseling, and/or head counselor, is responsible for the
following professional responsibilities:
coordinate the school counseling program that meets the needs of students;
plan, implement and evaluate the school counseling program with counselors, administrators, and district
coordinators;
systematically monitor the implementation of the school counseling program to ensure consistency among
counselors in meeting the needs of students, teachers and parents;
plan and conduct needs assessments;
administer clinical supervision as a means to improve counselor performance in meeting the needs of
students, and in the implementation of the school counseling program; and
communicate the school counseling program to parents, administrators, the board of education and the
community, and seek their input.
Time Management. A calendar of school counseling program priorities and events is developed and
implemented in a timely manner. It is recommended that school counselors spend 80 percent of their time in
direct services to students, and maintain a weekly schedule of priorities that need to be addressed.
Advisory Committee. The formation of an advisory committee is an important step in seeking support
for the development and implementation of a comprehensive school counseling program. Members of this
committee, which includes those who receive direct and non-direct services from the counselors (teachers,
administrators, board of education members, parents and students), serve in an advisory role to the counselors.
The committee is critical at the beginning of the comprehensive school counseling program development
process and becomes a supportive link to the program and the counselors once the program is fully
implemented.
Professional Development. School counselors attend district sponsored staff development programs; join
their professional associations (e.g., ASCA, ACA, CCA, CSCA); attend workshops provided by professional
counseling associations; and advocate for professional development activities within their districts that
specifically relate to school counseling concerns, current student issues and skill development.
Ethical Standards. The school counselor adheres to the ethical standards of the state and national school
counselor associations described in the appendices; demonstrates knowledge of local, state and federal laws
and policies pertaining to school counseling; and advocates for equal access to programs and services for all
students.
Facilities/Budget. Adequate facilities and support services are provided to school counselors, including
adequate individual office space, individual phones, sufficient computer services and an appropriate private
area for small group school counseling activities. There is a school-counseling budget that provides for
resources and activities to keep the program current.
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Connecticut Comprehensive School Counseling Program Guide - 2008
Program Accountability:
Program Development and Implementation; Impact on Student Success
School counselors take a leadership role in program development and implementation, and
demonstrate the impact of the school counseling program on student achievement and success.
Standard 10: Program Accountability. Accountability is not a new concept to the school counsel-
ing profession. It has always been part of the school counselors professional responsibility. School counselors are
accountable for developing and implementing a comprehensive program, maintaining the program, identifying and
addressing student needs, assessing client satisfaction, and connecting school counseling program goals to school
improvement goals. Added to these accountability measures is the mandate of the 2001 No Child Left Behind
(NCLB) legislation, which calls for all service providers in the school setting to share responsibility to collectively
remove barriers that impede student learning and academic success.
NCLB has affected every professional working in the field of education. School counselors are now focused on
measurable results of the school counseling program and its impact on student achievement. Stakeholders at the
school, community and state levels that have an interest in the work of school counselors continue to seek evidence
that school counseling programs are accountable, promote student achievement, and address an advocacy agenda for
equity in educational opportunities.
Increasingly, school counselors are being challenged to demonstrate the effectiveness of the school counseling pro-
gram in measurable terms. If this challenge is to be met, school counselors must be accountable for taking a lead-
ership role for program development and implementation that is based on the 10 program standards. Program
effectiveness can be determined only when a program is in place and the standards are met and maintained on an
ongoing basis.
This national education agenda intends to close the achievement gap between disadvantaged students and their peers
through five primary goals. School counselors are ideally positioned to influence Goal 4 (All students will be edu-
cated in learning environments that are safe, drug free and conducive to learning), and Goal 5 (All students will
graduate from high school). The No Child Left Behind legislation encourages the alignment of the school counsel-
ing program with the educational mission of the school district and the national agenda.
A focus on accountability for school counselors refocuses our attention on the school counseling programs essential
role in school improvement efforts and the school counselors role as a systemic change agent through leadership,
advocacy, collaboration, assessment and use of data, and program design and evaluation. It transforms school coun-
seling from a service-driven model to a competency-based model.
The school district meeting this standard demonstrates evidence that the following accountability measures are in
place:
A comprehensive school counseling program is in place that addresses the nine content standards (goals) of
student development categorized under the academic, career and personal/social development of students and
that supports the mission of the school or district.
The comprehensive school counseling program meets the 10 program standards set forth in this document.
There is written documentation of a program foundation, delivery, management, and an accountability system
that demonstrates the impact of the school counseling program on student achievement and success.
The school counselor is a key player in the strategic plan for the district and in the school improvement plan at
the building level.
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Connecticut Comprehensive School Counseling Program Guide - 2008
There is a written accountability action plan developed and implemented by the school counselor to
demonstrate positive student outcomes as a result of their participation in the comprehensive school
counseling program.
The school counselor conducts individual academic and career planning sessions for all students on an annual
basis, beginning in middle school.
The school counselor uses data to document the results of individual student planning sessions, the results
of classroom lessons and the strategies and interventions used to improve student academic achievement and
equitable access for all students to programs and resources.
Results of the program evaluation, needs assessment, and the data that demonstrate student outcomes of the
comprehensive program are reported to the recipients of the program, administrators, the board of education,
parents, teachers and students.
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Connecticut Comprehensive School Counseling Program Guide - 2008
Section 3:
Content Standards: Defining Competency-Based Goals in
the Academic, Career and Personal/Social Domains
Comprehensive School Counseling in Connecticut
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Connecticut Comprehensive School Counseling Program Guide - 2008
Section 3
Introduction to Content Standards:
Academic, Career and Personal/Social Content
C omprehensive school counseling not only consists of program standards but also includes the nine content
standards adopted from the ASCA national model. Content standards address the three primary domains of
academic (A), career (C) and personal/social (P/S) development. These three domains form the content of the school
counseling curriculum, individual student planning, group work, individual counseling, consultations and col-
laboration. The focus for academic development is on acquiring skills for improving learning and achieving school
success, identifying educational goals and developing a plan to achieve them, and relating school to life experiences.
The career content area focuses on developing career awareness and employment readiness, acquiring knowledge to
identify career goals, and on the acquisition and application of information and skills to achieve career goals. The
personal/social area addresses the issues of acquiring self-knowledge, interpersonal and personal safety skills, and the
application of self-knowledge to career and educational planning, and life roles and events.
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Connecticut Comprehensive School Counseling Program Guide - 2008
Content Standards Narratives
The school counseling curriculum framework provides a blueprint for how school counselors can meet the aca-
demic, career and personal/social developmental needs of all learners. It is focused on what are considered the
common needs of the majority of learners in schools today. It is recommended that school districts develop survey
instruments to determine the unique needs of learners in their respective districts as a way of adding to and person-
alizing the curriculum. The content narrative provides the foundation and performance indicators for each of the
nine standards.
Standard 1 Standard 3
This standard is designed to provide a foundation This standard involves the ability of learners
of knowledge of what is needed for academic suc- to understand the relationship of academic achieve-
cess. Understanding the expectations of the school ment to success in the workplace, the community
and developing the skills needed to be academically and in their personal and social lives. The emphasis
successful are the key ingredients addressed by this in this standard is on the relationship between learn-
standard. Topics to be included are self-understand- ing and work; responsibilities of learners and citi-
ing and awareness; time management and organi- zens; consequences of inappropriate choices; roles
zation; responsible behaviors; learning styles; test of community workers; benefits of lifelong learning;
taking strategies; the benefits of a positive attitude; balancing school, activities and family life; school
and communication skills. skills and job skills; goal setting; and transitions.
Standard 4
Standard 2
Demonstrate the skills to make career
Demonstrate understanding of the academic choices in relation to knowledge of self and
preparation needed to choose from a wide knowledge of the world of work.
range of postsecondary choices.
The intent of this standard is to prepare the learner
This standard addresses the importance of academic to make informed career choices. Topics to be
preparation from elementary to high school on the included are self-assessment; interest and personality
postsecondary decision-making process. It ensures inventories; resources for investigating careers; skills
that learners will have multiple options to choose needed for the workplace; and academic preparation
from for their future educational and career goals. needed for career choices.
It focuses on self-control issues; school and class-
room rules; choices and consequences; application
of interests and abilities to goal setting; resources for
planning; and high school courses that maximize
achievement and future options.
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Standard 5 Standard 8
The intent of this standard is to provide the founda- This standard involves the ability of learners to
tion for acquisition of skills, attitudes and knowl- use the process of decision making to identify and
edge that enables the learner to make a successful implement goals that sustain positive attitudes and
transition from school to the world of work and behaviors during their schooling and throughout
from job to job across the life span. This standard their lifetime. It emphasizes steps in the decision
focuses on assessment of academic and personal making process; consequences of decisions and
strengths and weaknesses; work habits; responsibili- choices; importance of goal setting and follow
ties of a learner; transition issues; goal setting; and through; developing short- and long-term goals;
career awareness, exploration and preparation. generating alternatives and options; and responsibil-
ity for consequences of choices made.
Standard 6
Standard 9
Demonstrate knowledge of the factors
involved in making career decisions. Use knowledge of survival and safety skills to
ensure personal and physical well-being.
This standard involves the ability of the learner to
apply knowledge and skills to career selection. It This standard is designed to ensure that learners
involves researching careers and the world of work; successfully and safely negotiate their way through
resources for researching; the use of technology; self school and into an increasingly complex and diverse
knowledge; academic preparation needed for careers; world. Topics to be included are anger management;
and matching personal qualities, interests and abili- responsible social skills; dealing with peer pressure;
ties to career pathways. consequences of inappropriate choices; harassment
issues; effective communication skills; behaviors
that hinder/help group cooperation; and school
Standard 7 and community resources and referral resources for
assistance with personal concerns.
Analyze the attitudes and beliefs that influ-
ence behavior.
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Section 4:
Program Delivery System
Comprehensive School Counseling in Connecticut
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Section 4
Direct Services to Students:
School Counseling Curriculum, Individual Student Planning and
Responsive Services
School Counseling Curriculum
O ne assumption the concept of comprehensive school counseling is based on is that there is program content
that all students should learn in a systematic and sequential way. The curriculum component typically con-
sists of student competencies and structured activities presented systematically through classroom or group activi-
ties (Gysbers, 1994). The curriculum is organized around the three major content standards: academic, career and
personal/social. Student competencies to be addressed in the content standards are identified in part through a needs
assessment at the building or district level, and generally focus on skill development in the following areas:
The school counseling curriculum provides information and essential skill development to support the develop-
ment of an individual planning portfolio through the individual student planning component of the comprehensive
program.
The school counseling curriculum requires not only the counselors responsibility for development, organization and
implementation of the curriculum, but the cooperation and support of the entire faculty and staff for its successful
implementation.
Implementation
Classroom School counselors, in collaboration with teachers, deliver a guidance learning activity or unit in the
classroom.
Group Activities Counselors conduct groups outside the classroom to respond to students identified interests
or needs. School counselors plan and lead structured activities that are designed to increase the skills and knowl-
edge of student participants.
Lesson Plan/Activities
The school counseling curriculum is a written document with lesson plans that have identified goals, student
competencies, activities for achieving the competencies, evaluation methods and a timeline for implementing by
grade level. The curriculum is delivered to all students.
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Individual Student Planning
The individual student planning session results in the development of an individual planning portfolio for each
student that is documented with career/education/personal goals and postsecondary options. The plan is revised
and modified annually throughout the students school career beginning in upper elementary school and continuing
throughout high school. Each school district adopts a standardized written format.
1. The goals, skills and personal qualities of individual student planning are related to learning activities in the
school counseling curriculum, such as self-awareness and understanding, career/educational information,
school and job skills, goal setting, transitions, etc, that support the career, education and postsecondary
decision making process.
2. The primary focus of the individual planning portfolio that results from individual student planning is the
students future career pathways with postsecondary options.
3. There is a systematic approach to helping all students with the decision making process, to understand
themselves and to develop appropriate goals through the interpretation of standardized test results and course
performance.
4. There is a standard format in place to document and review each students individual planning portfolio on an
annual basis.
5. Individual student planning has a specific time for delivery to all students at each grade level on an annual
basis.
6. Appropriate printed information, programs and services are provided to support the individual planning
efforts of students and their parents.
7. Parents are invited to participate in student planning sessions periodically in the middle and high school years.
The individual student planning component of the comprehensive school counseling program that results in the
individual planning portfolio is a major responsibility of the school counselor. It ensures that each student identifies
career, education and personal goals, selects appropriate courses, is knowledgeable about postsecondary options, and
understands the steps that are necessary to implement an action plan for success.
Please refer to the appendices for a model individual planning portfolio document.
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Responsive Services
As a result of academic problems, personal identity issues, challenging peer and family relationships and other emo-
tional, personal and social issues, there is a continuing need for individual and group counseling, crisis counseling,
prevention and remediation services, consultation, and referral as part of the school counselors role in a comprehen-
sive school counseling program. These services are essential for those students whose life challenges create barriers
to classroom performance, academic success and healthy development in the academic, career and personal/social
arenas. School counselors have the training and skills to identify and help remove the barriers to student academic
achievement and success.
The responsive services of the school counseling program ensure appropriate and timely responses to academic,
career and personal/social concerns. Intervention services are delivered through individual and/or group counseling.
Prevention and intervention services are delivered in collaboration with teachers, administrators and student services
staff. School counselors use the consultation process to share and exchange information to help students succeed in
their academic, career and personal/social development, and they consult with other school-based specialists and/or
community services to identify and use services for students in need.
The responsive services component organizes counseling techniques and methods to respond to these concerns and
needs as they occur. The component is supportive of the school counseling curriculum and individual planning
components and requires the cooperation and support of the entire staff for successful implementation. (Gysbers,
2006). Responsive services are implemented through such strategies as:
1. Intervention services that are delivered through individual and group counseling.
2. Group counseling that focuses on remediation and prevention issues such as peer relationships, coping skills,
anger management, divorce, transition, etc.
3. Crisis intervention, conflict resolution, peer mediation.
4. Consultation with teachers, administrators and parents to help students succeed in their academic, career and
personal/social development.
5. Referrals within and outside the school setting.
6. Participation on the Student Assistance Team, the Crisis Team, Middle School Team Meetings, Child Study
Team, Planning and Placement Teams and 504.
7. Collaboration with other school-based specialists and/or community services to identify, provide or develop
services for students in need.
8. Planning course of study with students new to the school.
9. Writing student recommendations.
School counselors are well positioned by background and training to respond to the immediate concerns and crisis
needs of students, teachers and parents. Their advanced training equips them with counseling skills, both individual
and group, skills for intervening in crisis situations; and consultation and assessment skills.
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Non-direct services to students are those professional activities that school counselors participate in to support and
advocate for student needs, programs and resources. They are addressed by school counselors through partnerships
with other professional staff members, parents and guardians, and community leaders and agencies.
Within the school community, school counselors collaborate, and provide leadership and expertise by engaging in
the following activities:
develop a plan to communicate school counseling program mission, goals, outcomes, activities and services to
all constituents served by the school counseling program;
collaborate with teachers, administrators, and parents regarding student needs;
provide professional development and information to faculty and staff on student related issues;
partner with administrators and teachers to remove barriers to academic success, develop strategies to enable
students to achieve academic success, and to close the achievement gap;
conduct parent education programs;
establish an advisory board for the school counseling department;
participate in and contribute to building and districtwide leadership teams on school improvement and
strategic plans; and
collect, analyze and use data to show how the school counseling program contributes to student success.
They provide leadership and expertise outside the school through such activities as:
collaboration with community leaders to identify resources and services for student development and
interventions;
enhance the comprehensive school counseling program by partnering with community agencies to build
linkages for student involvement in community programs (tutoring, volunteer activities, extracurricular
activities, enrichment programs, etc.);
outreach to community businesses to connect them to the school districts career development program; and
advocate for comprehensive school counseling by communicating and presenting the benefits and outcomes to
the community.
Collaboration and advocacy have a direct link to the counselors role in accountability and the use of data because
they ensure that the outcomes of the school counseling program are aligned with the mission of the school and com-
municated to the stakeholders.
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Section 5:
Use of Data and the MEASURE Process
Comprehensive School Counseling in Connecticut
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Section 5:
Use of Data and the MEASURE Process
T o demonstrate the effectiveness of the school counseling program on student academic achievement and suc-
cess, and the impact of the program on the goals of NCLB, school counselors use data. Data can be used to
document the results of classroom lessons, the individual student planning sessions by grade level, and the strategies
and interventions used to improve student academic achievement and equitable access for all students to programs
and resources.
Data informs, confirms progress and reveals shortcomings in student performance (Stone & Dahir, 2006). School
counselors can collect and analyze student data to inform and guide the development of a comprehensive school
counseling program based on schoolwide issues. Annual school report cards publicize critical data elements such as
attendance, graduation rates, postsecondary planning rates and standardized testing. These can be monitored and
analyzed in a variety of ways. By using the school based data, school counselors can make informed decisions to
improve student outcomes.
The use of data is the key to demonstrating the effectiveness of the school counseling program and to developing
practices that can lead to higher levels of success. School counselors frequently use one of the following data sources
to highlight program accomplishments:
Process data offers evidence that an event or activity occurred. For example, school counselors may present the
numbers of students seen individually, in groups or in classrooms.
Perception data is gathered from needs assessments or surveys and report opinions at the time of data
collection.
Results data answers the question so what? and provides evidence that a student competency is not just
mastered but has affected course-taking patterns, graduation rates, knowledge attainment, attendance,
behavior, and/or academic achievement (ASCA, 2003).
The use of data is the key to demonstrating the effectiveness of the school counseling program and to developing
practices that can lead to higher levels of success.
Finding Data
Annual strategic school profiles publicize data elements such as attendance, demographics, graduation and postsec-
ondary planning rates and standardized test results. When data are disaggregated into categories such as ethnicity,
gender, socioeconomic status or teacher assignment, it provides information for the analysis of student performance.
It is then possible to more closely examine which groups of students are successful and which are failing. All students
are entitled to a quality education and the opportunity to avail themselves of career and technical programs, music,
art, languages, technology or advanced placement courses. The use of data will confirm that all students have a pro-
gram of study and career plan that is commensurate with their aspirations and dreams.
Using data enables school counselors to work in tandem with building administrators and faculty to close the
achievement gap. School counselors can collaborate with faculty to devise strategies that will enable more students to
move successfully from grade level to grade level. When school counselors work with the same school-based data as
their colleagues they share accountability for student outcomes and contribute to moving critical data elements in a
positive direction.
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Demonstrating Accountability
Adapted with permission for the Connecticut Comprehensive School Counseling Program from Stone, C. & Dahir, C.
(2006). School Counselor Accountability: A Measure of Student Success. Upper Saddle River, NJ: Merrill Prentice-Hall.
MEASURE, a six-step accountability process, confirms the impact of the school counseling program on critical data,
those elements of the school report card that are the backbone of the accountability movement. MEASURE supports
the accountability component of the ASCA national model (2003) and moves school counselors from a counting
tasks system to aligning the school counseling program with standards-based reform. MEASURE is a way of using
information such as retention rates, test scores and postsecondary going rates to develop specific strategies for con-
necting school counseling to the accountability agenda of todays schools.
Mission: connect the comprehensive K-12 school-counseling program to the mission of the
school and to the goals of the annual school improvement plan
Elements: identify the critical data elements that are important to the internal and external
stakeholders
Analyze: discuss carefully which elements need to be aggregated or disaggregated and why
Stakeholders - Unite: determine which stakeholders need to be involved in addressing
these school-improvement issues and unite to develop strategies
Results: assess your results to see if you met your goal and compare it to your baseline data.
Educate: show the positive impact the school-counseling program has had on student
achievement and on the goals of the school improvement plan
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Mission:
Student achievement and success in rigorous academics is at the heart of every schools mission statement.
School counselors need to ask how every aspect of their program supports the mission of the school and contrib-
utes to student achievement. Preparing students to choose from a wide array of options after high school is part
of every school districts mission for academic success for every student and is congruent with the goals of the
school board.
Elements:
Critical data elements can usually be found on the schools district or building report card. School systems rou-
tinely collect and store both academic and demographic data in a retrievable form and school counselors have
ready access to data in areas such as course enrollment patterns and attendance that contribute to achievement.
Disaggregating data into separate elements in a variety of ways ensures that the system addresses access and
equity issues.
Analyze:
Analysis will determine the institutional or environmental barriers that may be impeding student achievement
and adversely influencing the data elements. School counselors can initially determine which elements to address
first as well as which elements the school counseling program can move to specific targets in a positive direction.
Because data alone do not tell the whole story, it is important to disaggregate the critical data elements on which
to focus and to look at them in terms of gender, race/ethnicity, socioeconomic status, and perhaps by teacher to
shed light on areas of success or areas in need. The data elements that affect the school improvement plan then
become more apparent.
Stakeholders - Unite:
By collaborating with other stakeholders, school counselors avoid tackling issues in isolation. Creating and
implementing strategies collaboratively will begin to move the data in a positive direction.
Results:
School counselors periodically review the data and strategies to see if the goals of the MEASURE were met. If
the targeted results were not met, then it is important to also reanalyze and refocus the strategies to determine
why the interventions were not successful in affecting the data. The MEASURE can be revised for the following
school year in order to continue to move the critical data elements in a positive direction and continue to con-
nect school counseling to continuous school improvement.
Educate:
Publicizing the results of an effective school counseling program is a vital step in the accountability process, and
as a result, both internal and external stakeholders will have a deeper understanding about the contributions of
the program that focus on student success. As partners in school improvement, school counselors have dem-
onstrated a willingness to be accountable for impacting critical data and are viewed as essential to the schools
mission.
Measure
A sample MEASURE form is in the appendices.
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Section 6:
Monitoring the Comprehensive School Counseling Program
Comprehensive School Counseling in Connecticut
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Section 6
Monitoring the Comprehensive School Counseling Program
T he school counseling program is a written document that includes measures that will demonstrate how and
when it is delivered. It is recommended at the state and national levels (Gysbers, 1994, ASCA, 1996) that
school counselors spend at least 80 percent of their time in professional counseling activities that provide direct
services to students, be proactive in their approach to school counseling and address the needs of all students as a
top priority. The school counseling curriculum and individual student planning components ensure the systematic
participation of all students in the comprehensive program. Therefore, it is important that calendars be established
at the building level for the delivery of these two components.
The sample calendars provided for the curriculum and individual student planning sessions are suggested timelines.
School counselors in local districts must determine an appropriate schedule for the delivery of their programs. The
important consideration is to commit to a written calendar.
It is suggested that a delivery plan for the curriculum be developed on a monthly basis by lesson topics for grades
K12. Since individual planning sessions are delivered to all students on an individual basis, it is advisable to set up
time for delivery for each grade level. Time ranges over a defined time period permit the counselor greater flexibility
in completing the sessions. If counselor/student ratios prohibit the providing of the individual student planning ses-
sions on an individual basis to all students, small group sessions should be substituted for the individual sessions.
Access to Students
In a fully implemented school counseling program, the school counseling curriculum is delivered to all students.
Classroom time for the curriculum will vary from 10 to 15 minutes in kindergarten to 30 to 40 minutes at the high
school level. The following are some of the strategies that school districts are using to implement the curriculum:
The key issue of access to students for the delivery of the school counseling curriculum should be resolved during
the early stages of the comprehensive program planning and development process, which means that school counsel-
ing supervisors, curriculum supervisors, building level administrators and teachers must be part of the revision and/
or planning process.
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SAMPLE CALENDAR
SCHOOL COUNSELING CURRICULUM, GRADES K-5
MONTH Topics by Grade
K 1 2 3 4 5
Learning My Personal Feelings What I Like Interpersonal My Personal
about Me Traits about My Skills Strengths
September Friends
(P/S) (P/S) (P/S) (P/S) (P/S) (A)
Learning to Favorite Making Friends Behaviors and Dealing with Planning Study
October Listen Subjects Consequences Anger Time
(P/S) (A) (P/S) (P/S) (P/S) (A)
Learning to All about Tests Why Listen? How Do I Good Study Understanding
Express Feelings Describe Habits Differences
November Appropriately Myself?
(P/S) (A) (P/S) (P/S) (A) (P/S)
Learning to Deal Cooperating What I Like Study Skills Coping with Dealing with
December with Anger with Others about Myself Stress Pressure
(P/S) (P/S) (P/S) (A) (P/S) (P/S)
Learning to be Responsibili- Things that are Studying for Conflict Improving
Responsible ties in School Difficult/Easy Tests Resolution School
January and at Home to Do Performance
(P/S) (P/S) (A) (A) (P/S) (A)
Learning to Make Decisions I Job Performed Decisions and Decision- Responsible
Choices Make by Myself in School by Consequences Making Skills School
February Adults Behavior
(P/S) (P/S) (C) (P/S) (P/S) (A)
Tools Needed Completing Benefits of Three Skills I Following Interacting and
to do Work in my School Learning Have Directions and Cooperating
March School Assignments School Rules with Others
(A) (A) (A) (P/S) (A) (P/S)
Describe Work/ Peer Learning Goals Life Roles Career My
Jobs of Family Differences Awareness Improvement
April Members Plan
(C) (C) (A) (C) (C) (A)
Describe Why The Importance My Interests Planning for the Short-Term School and the
School is of Work Future Goals World of Work
May Important
(A) (C) (C) (C) (P/S) (C)
Describe What My Skills and Why Take Tests? My Future Jobs and Transition to
June They Like to Do Interests Careers Middle School
(C) (C) (A) (C) (C) (A)
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SAMPLE CALENDAR
SCHOOL COUNSELING CURRICULUM, GRADES 6-8
MONTH Topics by Grade
6 7 8
Transition to Self-Awareness Identify Analyzing Skills
Middle School Unique Characteristics, and Interests
September Abilities, Skills and Strengths
(P/S) (A) (P/S) (A) (C)
Importance of Career
March Setting Goals Clusters
(A) (C)
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SAMPLE CALENDAR
SCHOOL COUNSELING CURRICULUM, GRADES 9-12
MONTH Topics by Grade
9 10 11 12
Orientation Peer Pressure Self Awareness Goal Setting Senior Year
September (A) (P/S) (Abilities, Interests) Procedures
(A) (P/S) (ALL) (A)
Employment
March Bound/Job Search
(C)
May
June
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September
October
November
December
January
February
March
April
May
June
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Section 7:
Assessing and Revising the Comprehensive Program
Comprehensive School Counseling in Connecticut
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Section 7
Assessing and Revising the Comprehensive Program
T o maintain a comprehensive school counseling program that is current and that meets the needs of the districts
student population, school counselors assess and revise their programs on a periodic basis. Program assessment
and revision is a time consuming process, which is achieved by setting realistic time frames for the tasks that need to
be accomplished and dividing them into a managable process, such as:
The school counseling staff begin the assessment process by engaging in an informal dialogue about the current pro-
gram by focusing on such questions as noted below and then moving to a more formal assessment by completing the
self-study document contained in the appendices. The type of information and perceptions obtained from discus-
sions and a self-study are essential first steps to moving the process of revision and change forward.
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What needs to be done to assess and revise the current program?
What does a review of the current program indicate about what program elements are in place? Make a list of
the comprehensive program elements that are in place.
What does a review of the current program indicate about what program elements are not in place and those
that need to be revised? Make a list of programs elements that are not in place and those that need to be
addressed in order to revise and update the current program.
What approach will be used to gather stakeholder perceptions of the school counseling program?
The Action Plan should be approved by the administration and presented to the Board of Education.
time/task audit for counselors to determine activities engaged in and the amount of time spent on the
activities;
stakeholders needs assessment instruments;
surveys, interviews, questionnaires or focus groups to gather stakeholder perceptions about the current
program; and
vehicle to analyze and disseminate results.
Begin by revising and/or developing elements of the program foundation (philosophy and mission, goals,
student competencies and school counseling policies and procedures) that need to be revised or developed.
Follow up with the elements of the delivery system (curriculum, individual student planning, responsive
services) that need to be revised or developed.
Revise program goals and student competencies, if necessary.
Revise or develop parts of the management standard that were missing or identified as needing revision.
Revise those aspects of the accountability standard that were identified as missing or needing revision.
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Phase 4: Implementing and Evaluating the Revised Program
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Section 8:
Best Practices, Exemplary Programs and Activities
Comprehensive School Counseling in Connecticut
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Section 8
Exemplary Programs and Activities in Connecticut School Districts
M any Connecticut school districts have well-implemented comprehensive school counseling programs that
exemplify the practices recommended in these guidelines. The following represent a sampling of the many
exemplary school counseling practices that make up part of a comprehensive school counseling program taking place
in Connecticut schools.
Elementary Level
Cheshire:
Elementary program demonstrates exemplary practices in the area of curriculum and responsive services.
In Cheshire, the comprehensive developmental school counseling program plays an integral role within each
elementary school. Each school is staffed with a school counselor. The programs aim is to meet the social and
emotional needs of all children by promoting academic achievement through development of self-confidence,
communication and problem solving skills. This program, which is proactive, employs a three-pronged
approach.
1. School counselors teach a skills-based developmental curriculum to all students that addresses the following
topics: improving self-concept, respecting differences, understanding and dealing with feelings of self
and others, learning about appropriate peer interactions, learning good decision-making skills, accepting
responsibility for your choices, learning how to set realistic goals, and learning about the world of work.
2. School counselors work with students individually and in small groups to assist them in dealing with peers
appropriately and to help them cope with anger and stress. They also support students individually and in
small groups as they orient new students to their school environment and help students cope with issues of
divorce and loss.
3. And finally, school counselors act as consultants to parents and staff, helping them understand the individual
needs of children and suggesting strategies to help improve difficulties.
Always in partnership with parents and teachers, Cheshires Elementary Guidance Program continues to search
for innovative ways to provide children with the behavioral tools they need to function independently in an
increasingly complex world.
Shelton:
Elementary program demonstrates exemplary practices in the area of collaboration and accountability using MEASURE.
In Shelton, a goal at Sunnyside School is to positively reinforce students attending school on a regular basis,
being on time and leaving at the end of the school day. Students absent 10 percent or more of the time will be
identified and offered assistance in improving attendance.
Strategies:
Principal announced at Back to School Night that monitoring and encouraging regular attendance will be a
priority.
Classroom teachers will discuss the importance of school attendance with parents at Back to School Night.
Data wall will be maintained by the school counselor on a bulletin board in the front lobby of school giving
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monthly attendance percentages of each homeroom and listing all students with perfect attendance.
Attendance percentages will be calculated by school counselor for each homeroom every month.
Principal presented large bamboo sun to the classroom with the highest percentage rate for the month of
September and October.
At the beginning of October and November, the school counselor went to each classroom explaining perfect
attendance consists of being present every school day without any tardies or dismissals. Perfect attendance
necklaces were distributed to students qualifying for the months of September and October.
December (and each month after December) a positive behavior support (PBS) assembly was held and
perfect attendance necklaces were given. The large bamboo sun was presented to the homeroom with the
highest attendance percentage.
The number of perfect attendance recipients for each month was highlighted on the school Web site.
A list was compiled of all students absent 10 percent or more at the end of the first marking period. This was
the target group (33 students).
A letter was composed by the counselor and principal and mailed home to all children absent 10 percent or
more.
Junior Achievement volunteers were asked to discuss promptness and the importance of regular attendance
in the work place.
Students absent 10 percent or more of the time had a phone call made to the students parent/guardian by
the counselor offering assistance if they were encountering any difficulty in getting their child to school.
Counselor met with students absent 10 percent or more in a School Success Club.
A letter was sent home at the end of each marking period to the parents/guardians of students absent 10
percent or more of the time.
Truant officer spoke to the fifth- and sixth-graders absent 10 percent or more. The school counselor spoke
with kindergarten through fourth-graders. Students were shown their SASI computer record of attendance.
Reasons for being absent were discussed. Helpful suggestions were offered.
Results:
Focusing on attendance influenced 20 of the 33 students to improve school attendance to less than 10 percent.
Approximately 60 percent of the target group achieved the goal of being absent less than 10 percent by the end
of the school year.
Waterbury:
Elementary program demonstrates exemplary practice in the area of Curriculum; Responsive Services; and Non-Direct
Services to Students.
In Waterbury, as a result of the demonstrated success of a pilot program implemented at Maloney Interdistrict
Magnet School in 2001, the district applied for federal assistance under the Elementary and Secondary School
Counseling Act. In 2007, Waterbury was one of only two districts in the state to be awarded funds to expand its
elementary developmental counseling program in each building.
The goals of the program are to maximize student learning by reducing school suspensions, maintaining safe
school environments and increasing student attendance. Five elementary counselors are currently assigned to
multiple buildings, spending only one or two days at each school; however, the district is focused on its goal of
eventually staffing one full-time school counselor in each building.
Maloneys program is a collaborative effort among staff, administration, parents and a full-time school counselor.
At the end of the programs third year, collected data showed a 39 percent decrease in school suspensions and a
14 percent decrease in student absences. The program consists of several components:
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Classroom instruction based on a written curriculum tied to school and district goals, state and national
developmental counseling standards, building needs assessments, and school and district strategic plans.
Small group instruction, available to all interested students, that addresses issues such as divorce and family
changes, low self-esteem, study skills, communication and social skills, conflict resolution, and emotional
self-management.
Individual counseling to students identified by teachers, parents, of the students themselves as needing
additional support.
School-wide programs and activities designed to reinforce the concepts being taught in the classroom.
Examples of these programs include positive behavior incentive initiatives, anti-bullying presentations,
school assemblies, guest speakers, school pledge and daily recognition of model behaviors on morning
announcements, ethnic appreciation days, career fairs, character education, student council, Days of
Caring, and community service projects.
Family participation has been encouraged through collaboration with the PTO and the school-based parent
liaison on special projects, a parent newsletter, frequent phone contacts, school-sponsored parent workshops, and
an open-door school policy that welcomes visitors.
Community involvement is fostered through ongoing efforts to increase communication and strengthen rela-
tionships with community service organizations, businesses, educational cultural institutions and city agencies.
Ongoing professional development is conducted for all staff, including noncertified staff.
Southbury:
Middle school program demonstrates exemplary practice in the area of curriculum and responsive services.
In Southbury, school counselors at Rochambeau Middle School are involved in a variety of activities. They have
developed a comprehensive counseling program that is run schoolwide, which allows all students to participate
by having it already built into their schedule. Lessons range from self identity; communication; bullying and
teasing/harassment; conflict resolution; self acceptance; peer pressure; rumors; diversity; hate crimes; and careers.
Counselors also conduct groups that range from social skills; anger management; body image; extended families/
divorce; and more. Counselors also see their students on an individual basis whether they are referred through a
PPT or a student self-refers. Counselors also attend weekly team meetings with their specific grade level to find
out how students are doing as well as consult with teachers/parents as to any difficulties they may be having with
a particular student/child. Counselors participate on various committees such as the Crisis Team; Team Leaders;
School Environment Committee; REACH (equivalent to a Child Study Team); as well as others. Counselors also
incorporate various programs that help students either academically, socially and/or emotionally. For example, a
peer tutoring program was created by one of the counselors four years ago and what started out as a pilot pro-
gram has increased to a well utilized resource for teachers and students. Also, there is a peer mediation program
that is becoming more used by the paraprofessionals and administration.
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Ellington:
Middle school program demonstrates exemplary practice in the area of responsive services.
In Ellington, the middle school counselors and principal, with input from teachers, developed a planned,
focused and efficient early intervention model they named Hands-Up. This program is a weekly, structured
process for organizing and facilitating team meetings to address individual student needs, student successes and
trends seen within the team and/or school, and overall classroom management. Through the meetings defined
protocol, every students progress, success and areas for improvement are recognized and documented. To address
a students need for improvement, the team develops and documents strategies and outcomes. It also documents
positive recognition for student achievement and/or behavior. Hands-Up provides a collaborative and practical
prevention/intervention format for all students and faculty. It follows a directed, weekly format for each month
of the school year. It incorporates realistic and measurable strategies, accountability, fidelity to action, documen-
tation, response to intervention and data based decision making. It results in improved team effectiveness
and collegiality, well documented pre-SAT prevention and intervention strategies, student rewards and improved
student achievement.
Farmington High Schools school counselors meet with small groups of their counselees once a week for the first
quarter. These small group meetings have two purposes. The first is to ensure that each counselor will get to
know his/her student counselees at the earliest possible moment. The second is to further improve the transition
of students from middle school to high school.
Each student will take a career interest inventory and a personality profile, both of which are designed to help
them gain insight into their career talents and interests.
The direct benefit that students will derive from their experiences in these small groups will be that they will
gain important insights into how to take best advantage of the academic and extracurricular activities available to
them. Moreover, this experience will encourage the development of an important bond between each freshman
and his or her counselor.
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North Haven:
High school program demonstrates exemplary practice in the area of responsive services.
At North Haven High School, school counselors meet collaboratively every other week with administrators,
school psychologist, social worker, pupil services coordinator, nurse and Open Choice facilitator for a Student
Update Meeting. The goal of this meeting is to better serve students toward success by information-sharing,
collaborating on common cases, and keeping each other up-to-date on what is occurring in each area.
For example, a student may be experiencing recurring discipline issues and may also be seeing the social worker
for a personal issue. Having this collaborative meeting affords school personnel the opportunity to share infor-
mation that may be necessary to best serve the student. Members of the meeting are careful to only share what is
necessary and pertinent to assisting the student.
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West Haven:
High school program demonstrates exemplary practice in the area of curriculum; individual planning; responsive services;
and non-direct services to students.
In West Haven, the school counseling department offered its first version of a comprehensive 912 school coun-
seling program based on state and national standards. This document represents the latest collaborative effort
between students, staff, school counselors and administration. School counselors and administrators are encour-
aged to continue collaboration in implementing this program that will assist the high school in its mission to
prepare all students to meet high academic standards and to become productive and contributing members of
society in the 21st century.
Curriculum component: Classroom lessons, in collaboration with teachers, which highlight grade level mile-
stones; group activities that respond to students identified interests or needs.
Individual planning: Individual portfolio sessions are held each year with student and counselor to plan and
manage their academic and career development. Calendars are established for delivery of these sessions. Portfolio
sessions lend themselves to documentation that can be reviewed and modified throughout the students school
career.
Responsive services: School counselors employ a variety of methods and strategies depending on the specific
nature of the situation. Key interventions include peer mediation, study skills groups, and the Counselor/Stu-
dent Intervention Program (CSI). Counselors developed a proactive, intervention program, in which students
may be referred, to reduce the rate of in-school suspensions and academic failure.
Non-direct services to students: School counselors are involved with management activities that establish,
maintain and enhance the total school counseling program. In addition to the Counselor/Student Intervention
Program, school counselors use West Haven High Schools Assistance Center which provides a resource for com-
munity outreach (Teen Job Club), career exploration (CHOICES), and collaboration with other school support
staff.
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New England Board of Higher Education Center for Mental Health in Schools
http://www.nebhe.org http://www.smhp.psych.ucla.edu
LD Online
http://www.ldonline.org/
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Connecticut Comprehensive School Counseling Program Guide - 2008
References
American School Counselor Association. (2005). The ASCA National Model: A Framework for School Counseling
Programs, Second Edition. Alexandria, VA: Author.
Campbell, S. & Dahir, C. (1997). National standards for school counseling programs: American School Counselor
Association. Alexandria, VA: Author.
Connecticut School Counselor Association. (2001). Connecticut comprehensive school counseling program 2000:
Author.
Connecticut School Counselor Association. (2001). Best practices for school counseling programs in Connecticut
2001: Author.
Gysbers, N.C. & Henderson, P. (2000). Developing and managing your school guidance program (3rd ed.). Alex-
andria, VA: American Counseling Association.
Myrick, R. (1993). Developmental guidance and counseling: A practical approach. Minneapolis: Educational Media
Corporation.
Stone, C. & Dahir, C. (2006). School counselor accountability: A measure of student success. Upper Saddle River,
New Jersey: Pearson Education. Inc.
U.S. Department of Education, (2002). No child left behind: A desktop reference. Washington, DC: Author.
U.S. Department of Education. (2001). No Child Left Behind Act of 2001 (H.R.1). Washington, DC: U.S.
Department of Education.
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Appendices
Comprehensive School Counseling in Connecticut
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Page 1
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Page 2
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Review of final grades: (8th Grade) ______________ Based on your interest inventory results, list your top
__________________________________________ three careers. ______________________________
__________________________________________ ________________________________________
__________________________________________ Review of Freshman Seminar (CAPT) __________
What are your concerns about high school? ________ ________________________________________
__________________________________________ ________________________________________
__________________________________________ List your Community Service Experience: _______
__________________________________________ ________________________________________
What are your goals for high school? _____________ Your strongest subject: _______________________
__________________________________________ Subject(s) you find most difficult: ______________
__________________________________________ Abilities/Interests: __________________________
__________________________________________ ________________________________________
Aptitudes/skills you have: ______________________ A major influence in my life has been: __________
__________________________________________ ________________________________________
__________________________________________ A major obstacle in my life has been: ___________
Educational area(s) of strength: _________________ ________________________________________
__________________________________________ What in life do you believe is important? ________
__________________________________________ ________________________________________
Careers that interest you and why: _______________ List two occupations that you are interested in: ___
__________________________________________ ________________________________________
__________________________________________ Indicate career clusters that appeal to you: (See cluster
sheet) ___________________________________
__________________________________________
________________________________________
Courses that may help you with these occupations:
Courses which may help with these occupations:
__________________________________________
_________________________________________
__________________________________________
Credits earned at the end of 9th Grade: __________
__________________________________________
PSAT Planning: ____________________________
Student Signature: _______________ Date:_______ SAT/ACT Planning: ________________________
Student Signature: _______________Date:_______
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Connecticuts Career Pathways Initiative, implemented through the Bureau of Curriculum and Instruction, builds
upon the foundation established through Connecticuts School-to-Career Initiative and Legislation to connect
secondary education to post-secondary education and careers within the context of career clusters. The Career
Pathways Initiative offers all students opportunities to connect their classroom learning to possible careers, preparing
them to make more informed decisions regarding secondary academic and elective course enrollment, post-second-
ary plans and, eventually, careers. The Career Pathways Initiative integrates vigorous academic courses and career-
related electives with experiential learning and comprehensive school counseling. Student Success Plans, based upon
the states 34 career pathways augmented by Individual Planning Portfolios, organize each students secondary and
post-secondary education in a flexible, evolving format, reflecting Connecticuts Comprehensive School Counseling
Program Model 2008.
The U.S. Department of Education, Office of Vocational and Adult Education (OVAE), has identified sixteen career
clusters that represent all career possibilities in the nation. Connecticut has adopted these sixteen clusters, rolling
the states previously identified School-to-Career clusters into them. Within the federal sixteen career clusters (www.
careerclusters.org), OVAE established eighty-one possible career pathways. Connecticut has identified thirty-four of
the eighty-one pathways to implement initially; they are shown on the attached Career Pathways wheel organized
under the sixteen clusters. These initial thirty-four pathways have been selected based on the current labor and eco-
nomic needs of Connecticut and relate to growing careers across a wide business and industry spectrum in the state.
For example, in the Finance cluster, career pathways include Investing and Personal Finance or Entrepreneurship;
in the STEM cluster, pathways include Engineering and Technology or Science and Mathematics; and in the Arts
cluster, pathways include both Performing Arts and Audio-Visual Tech and Film. New pathways can be added or
revised to meet the dynamics of Connecticuts education and economic landscape.
Presently, elective career and technical courses are offered in the comprehensive high schools statewide for each of
the 34 Connecticut career pathways. In addition, the Connecticut career and technical education assessment is
administered annually to students attaining two or more credits in an elective area of concentration within a path-
way. The most recent version of the career and technical education assessment integrates state academic power
standards and career and technical education performance standards and competencies. The attached document,
Connecticut Career Cluster Pathways Crosswalk to Areas of Concentration and Assessment illustrates the 16 clus-
ters, 34 pathways and current areas of concentration/assessment.
The Career Pathways Student Success Plan is a component of the Individual Planning Portfolio which is developed
by the school counselor to assist students in planning and attaining their personal, educational and career goals.
These individualized student planning tools:
Communications
Audio Visual Tech. & Film
Business, Management Accounting Accounting
and Administration Business Management Business Management
Education and Training Teaching/Training Early Childhood Education and Services
Investing and Personal
Finance Finance Business Management
Entrepreneurship
Government and Public Government and Public
N/A
Administration Administration
Therapeutic Services
Health Information
Health Sciences Supportive Services Medical Careers Education
Diagnostic Services
Biotech Research & Dev.
Restaurants/Food Marketing
and Management Nutrition, Food Production and Services
Hospitality and Tourism
Travel & Tourism: Marketing Marketing Education
and Management
Early Childhood Dev. &
Services
Human Services Early Childhood Education and Services
Family and Community
Services
Computer Info. Systems and
Communication
Information Technology Computer Information Systems
Computer Program/Software
Development
Law, Public Safety,
Corrections and Introduction of Law Business Management
Security
Manufacturing Production
Manufacturing Computer Aided Drafting and Design
Process Development
Distribution & Logistics Marketing Education
Marketing, Sales and
Marketing Info., Management
and Research
Service
International Marketing
Retail Merchandising Fashion Marketing and Merchandising
Science, Technology,
Engineering and Technology
Engineering and Pre-engineering Technology
Mathematics (STEM)
Science and Mathematics
Transportation,
Transportation, Dist. and
Distribution and Automotive Technology
Logistics
Logistics
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In order for a program standard, or part of a standard, to be implemented there must be written documenta-
tion (evidence) that it is in place and fully operational.
School ____________________________________ Date ____________________________________
Implementation Team Members _________________________________________________________
____________________________________________________________________________________
PROGRAM STANDARDS
Program Foundation
Mission - The program mission statement is aligned with the school
mission statement.
Philosophy - The program philosophy statement provides a clear
declaration of the school counseling program and complements the
philosophy of the district. The philosophy states that the program is for
all students.
Goals - There is a written statement of the goals of the school districts
school counseling program, which uses the nine national standards
(goals) as the basis for the content of the school counseling program
that address the three domains of student development, academic,
career and personal/social.
Competencies - The written statement of identified competencies is
organized developmentally and sequentially by school level and/or grade
level.
The competencies provide specific measurable skills to be acquired by
students.
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Implemented
Not at all In process & documented
Evaluation - Student progression towards achieving the identified
competencies is measured and evaluated annually.
Assessment Tools - Periodic needs assessments determine current
student needs.
Program Procedures/Policies - There are written statements of the
policies and regulations pertaining to the school counseling program.
Written policies concerning confidentiality are clearly posted in the
counseling office and student handbooks.
Program Delivery
Individual Student Planning
The school counseling program provides ongoing systematic activities
and services to help each student in developing, monitoring and
evaluating their own academic, personal and career development goals.
There is a systematic delivery of individual planning to all students
appropriate to their age and grade level on an annual basis beginning in
the upper elementary grades.
The individual student planning includes a written format with student
competencies developed for each grade level.
Each student has an education plan documenting individual student
planning activities/goals that is reviewed and modified annually
throughout the students school career, beginning in upper elementary
school.
Standardized test results are reviewed with students during individual
planning.
Parents are invited to participate in student planning sessions in middle
school and during the students junior year of high school.
Responsive Services
The procedures, activities and services of the school counseling program
ensure appropriate and timely response to academic, career and
personal/social concerns.
Intervention services are delivered through individual and/or group
counseling.
Prevention and intervention services are delivered in collaboration with
teachers, administrators, and student services staff.
School counselors use the consultation process to share and exchange
information to help students succeed in their academic, career and
personal/social development.
School counselors collaborate with other school-based specialists and/or
community services to identify and use services for students in need.
There are written procedures to be used in crisis situations.
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Implemented
Not at all In process & documented
The school counseling curriculum is delivered to all students and
supports the goals of the districts strategic plan for students academic
improvement.
The school counseling program indicates the methods and time lines for
delivery of units of instruction including, but not limited to, classroom
instruction, small-group discussions, presentations to assemblies and
collaborative activities with teachers, and other appropriate personnel.
Program Management
The School Counseling Advisory Council provides input and feedback
to the school counseling program.
There is a mechanism in place for school counselors to assess how their
time is allocated to deliver the program.
School counselors maintain a monthly and yearly calendar to organize
priorities, activities and plans.
The school counseling program identifies the persons to be involved in
the delivery of program activities.
A certified school counselor manages the school counseling program.
There is a written plan in place for the periodic evaluation of the school
counseling program to determine its relevance and effectiveness.
There are appropriate resources in place to implement the program.
There are written procedures and documentation for assessing client
satisfaction.
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Implemented
Not at all In process & documented
There is a current written job description for the school counselor,
which includes requisite qualifications for employment as a school
counselor and specific school counselor professional responsibilities and
duties.
A plan and process is in place to evaluate the performance of the school
counselor that is based on the responsibilities and duties outlined in the
job description.
The schools counselors participate in professional development activities
pertaining to school counseling issues.
The school counselors abide by the ASCA Ethical Standards for School
Counselors.
The school counseling program addresses and respects all aspects
of diversity, which includes, but is not limited to, gender, culture,
ethnicity, race, religion, learning abilities, and sexual orientation.
Program Accountability
The school counseling program supports the goals of district/building
strategic plan for student academic improvement.
The school counseling program uses data to determine the need for
systemic change.
School counselors use data to confirm the progress of meeting the goals
of the annual plan.
School counselors use a process such as MEASURE to develop an
action plan and demonstrate accountability.
School counselors publicize the results of their MEASURE and/or
accountability plan.
The immediate supervisor for the school counselor shall complete the following three components:
The supervisor shall meet with each counselor by mid October to set goals for the
current school year.
2. Formal Observation
3. Summary Evaluation
The summary evaluation contains a list of indicators that are based on school counselor functions. The immedi-
ate supervisor will cite the counselors areas of particular strength as well as those areas in need of improvement.
The counselor job description is the essential document that defines the standards of practice of a school coun-
selor and guides the evaluation process of the school counselors performance.
The primary criteria for school counselor performance evaluation are contained in the job description and
address the school counselors ability to:
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Summary Evaluation
To the left of each item below, please choose from the following ratings:
______develops a program that defines and outlines the districts comprehensive school counseling program, which
includes program and content standards, and supports the schools mission and goals.
______publishes a schedule that indicates the specific time for delivering the curriculum and individual student
planning program components to all students by grade level.
______communicates the comprehensive program to stakeholders and the community.
______organizes an Advisory Board for the school counseling department.
Areas of strength:
Program Delivery
The school counselor:
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Responsive Services
______provides individual counseling to address identified needs and concerns of students.
______provides group counseling to address needs of students, which are based on a needs assessment.
______clarifies limits of confidentiality to students.
______consults with teachers, administrators and parents regarding student needs.
______collaborates with other school-based specialists and community organizations and agencies concerning stu-
dent needs.
______participates and contributes to school-wide team meetings.
______provides interventions and support in crisis situations.
______demonstrates knowledge of current practices in the field of school counseling.
______makes appropriate referrals to in school resources, and community agencies and specialists.
______provides information and materials on a variety of issues to address student needs and to support the deci-
sion making process.
Total score___________
Areas of strength:
Program Management
The school counselor:
______manages time, space, materials and equipment for the provision of the school counseling program.
______participates in activities that contribute to the effective operation of the school.
______establishes a time schedule to evaluate and update the school counseling program.
______assesses stakeholder satisfaction on a regular basis.
______maintains a monthly and yearly calendar to organize program priorities and activities.
______uses technology to improve the delivery of the program.
______manages time effectively and provides services on schedule.
______maintains current resources to implement the program.
______demonstrates knowledge of local policies and procedures and state and federal laws pertaining to school
counseling.
______adheres to professional standards.
______pursues professional and personal growth activities.
Total Score_________
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Areas of strength
Program Accountability
The school counselor:
______uses data to document the results of strategies and interventions that are used to improve student academic
performance.
______reports results of the program evaluation, and data that demonstrate student outcomes of the comprehensive
school counseling program.
______demonstrates that there is written documentation of a fully developed comprehensive school counseling
program for the school district.
______demonstrates that the comprehensive school counseling program meets the ten program standards set forth
in the Connecticut Comprehensive School Counseling program.
Areas of strength:
Comments:
Primary Functions:
1. Develop and implement the four components of a comprehensive school counseling program.
2. Facilitate student development in the areas of academic, personal/social and career planning.
3. Provide individual counseling to meet the immediate needs of students.
4. Organize small group counseling sessions to address assessed needs.
5. Respond to crisis situations and serve on the school crisis team.
6. Assist students with career and educational plans through the development of an individual planning portfolio.
7. Conduct parent conferences and provide parent education programs.
8. Refer students and parents to district resources, community agencies and specialists.
9. Consult and collaborate with teachers, administrators, parents, community organizations and agencies.
10. Conduct periodic needs assessments to determine the key needs of students that can be met through the comprehensive
school counseling program.
11. Advocate for student experiences and activities that will improve school achievement and broaden career opportunities
for every student.
12. Participate in activities that contribute to the effective operation of the school.
13. Demonstrate accountability for program results.
14. Plan, evaluate and revise the school counseling program.
15. Adhere to professional standards.
16. Pursue professional and personal growth activities.
Major Responsibilities:
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Individual Student Planning
Demonstrate a systematic approach to helping each student make appropriate career and postsecondary
choices.
Follow the established schedule for implementing individual student planning sessions.
Use individual or small groups to assist students with developing career and education goals.
Ensure that each student has an individual planning portfolio that identifies course preparation, career and
educational pathways, skills and personal qualities needed to succeed.
Demonstrate that a written format is in place to document, review and update each students individual
planning portfolio.
Use and interpret test data to assist each student with career/education decision making.
Involve parents in the individual planning process with their students.
Responsive Services
Provide individual counseling to address immediate concerns of students.
Provide group counseling to address needs of students, which are based on a needs assessment.
Consult with teachers, administrators and parents regarding student needs.
Collaborate with other school-based specialists and community organizations and agencies.
Respond and intervene in crisis situations.
Provide referral and follow-up services.
Principal:
Enrollment:
School Demographics:
Caucasian/Non-Hispanic
African American
Hispanic
Asian/Pacific Islander
Native American
Multi-Racial
Free-Reduced lunch
English as Second Language
Special Education Prevalence Rate
Mission
Connect your work to your schools mission in keeping with the ASCA or your states comprehensive
school counseling model.
Your school or departments mission statement is:
Elements
What critical data element are you trying to impact? (Examples include: grades; test scores; attendance;
promotion rates; graduation rates; postsecondary-going rate; enrollment into honors or AP courses, special
education; discipline referral data; etc.
What is the baseline for the data element? Where do you hope to move it goal?
Element:
Baseline:
Goal:
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STEP THREE: Analyze
Analyze
Analyze the data element. You can use percentages, averages, raw scores, quartiles, or stanines. You can aggregate
or disaggregate the data to better understand which students are meeting success. You can disaggregate by gender,
race, ethnicity, socio-economic status or in a multitude of ways to look at student groupings.
Beginning Date:
Ending Date:
Stakeholders Strategies
School Counselor(s)
Administrator(s)
Teachers
Students
Student Organizations (clubs, teams, etc.)
Parents
Parent Teacher Associations
School Psychologists
Social Workers
Community Agency Members
Faith Based Organizations
Youth and Community Associations
Colleges and Universities
Classroom Teacher Assistants
Other Support Staff (front office, custodial,
cafeteria, playground)
School Improvement Team
Resources (grants, technology, etc.)
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STEP FIVE: Results
Results: Restate your baseline data. State where your data is now. Did you meet your goal?
Restate baseline data: Results (data now): Met Goal: Yes____ No ____
Based on what you have learned, how will you revise Step Four Stakeholders-Unite?
How did your MEASURE contribute to systemic change(s) in your school and/or in your community?
Educate others as to your efforts to move data. Develop a report card that shows how the work of the school
counselor(s) is connected to the mission of the schools and to student success. On the next page is an example of a
report card.
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Enrollment:
Principals Comment
Systemic Changes
Administrator:
Teachers:
Parents:
Students:
Business Partners:
The Educate step in MEASURE has been adapted with permission from the Student Personnel Accountability
Report Card sponsored by the California Department of Education and Los Angeles County Office of Education.
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Preamble
The American School Counselor Association (ASCA) is a professional organization whose members are certified/
licensed in school counseling with unique qualifications and skills to address the academic, personal/social and
career development needs of all students. Professional school counselors are advocates, leaders, collaborators and
consultants who create opportunities for equity in access and success in educational opportunities by connecting
their programs to the mission of schools and subscribing to the following tenets of professional responsibility:
Each person has the right to be respected, be treated with dignity and have access to a comprehensive school
counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/
racial status, age, economic status, special needs, English as a second language or other language group,
immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual
identity and appearance.
Each person has the right to receive the information and support needed to move toward self-direction and
self-development and affirmation within ones group identities, with special care being given to students who
have historically not received adequate educational services: students of color, low socio-economic students,
students with disabilities and students with nondominant language backgrounds.
Each person has the right to understand the full magnitude and meaning of his/her educational choices and
how those choices will affect future opportunities.
Each person has the right to privacy and thereby the right to expect the counselor-student relationship to
comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting.
In this document, ASCA specifies the principles of ethical behavior necessary to maintain the high standards of
integrity, leadership and professionalism among its members. The Ethical Standards for School Counselors were
developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The
purposes of this document are to:
Serve as a guide for the ethical practices of all professional school counselors regardless of level, area,
population served or membership in this professional association;
Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians,
colleagues and professional associates, schools, communities and the counseling profession; and
Inform those served by the school counselor of acceptable counselor practices and expected professional
behavior.
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A.2. Confidentiality
The professional school counselor:
a. Informs students of the purposes, goals, techniques and rules of procedure under which they may receive
counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the
limits of confidentiality such as the possible necessity for consulting with other professionals, privileged
communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in
developmentally appropriate terms to students.
b. Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the
student or others or when legal requirements demand that confidential information be revealed. Counselors
will consult with appropriate professionals when in doubt as to the validity of an exception.
c. In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide
information to an identified third party who, by his/her relationship with the student, is at a high risk of
contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction
of all of the following conditions:
d. Requests of the court that disclosure not be required when the release of confidential information may
potentially harm a student or the counseling relationship.
e. Protects the confidentiality of students records and releases personal data in accordance with prescribed laws
and school policies. Student information stored and transmitted electronically is treated with the same care as
traditional student records.
f. Protects the confidentiality of information received in the counseling relationship as specified by federal and
state laws, written policies and applicable ethical standards. Such information is only to be revealed to others
with the informed consent of the student, consistent with the counselors ethical obligation.
g. Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an
understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their childrens
lives.
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A.5. Appropriate Referrals
The professional school counselor:
a. Makes referrals when necessary or appropriate to outside resources. Appropriate referrals may necessitate
informing both parents/guardians and students of applicable resources and making proper plans for transitions
with minimal interruption of services. Students retain the right to discontinue the counseling relationship at
any time.
A.10. Technology
The professional school counselor:
a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications. The
counselor promotes technological applications (1) that are appropriate for the students individual needs, (2)
that the student understands how to use and (3) for which follow-up counseling assistance is provided.
b. Advocates for equal access to technology for all students, especially those historically underserved.
c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and
educational records stored or transmitted over electronic media including although not limited to fax,
electronic mail and instant messaging.
d. While working with students on a computer or similar technology, takes reasonable and appropriate measures
to protect students from objectionable and/or harmful online material.
e. Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and
the Internet takes responsible steps to protect students and others from harm.
B. Responsibilities to Parents/Guardians
B.1. Parent Rights and Responsibilities
The professional school counselor:
a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish,
as appropriate, a collaborative relationship with parents/guardians to facilitate the students maximum
development.
b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians
experiencing family difficulties that interfere with the students effectiveness and welfare.
c. Respects the confidentiality of parents/guardians.
d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and non-custodial,
are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and
according to law.
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c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring
manner, as is appropriate and consistent with ethical responsibilities to the student.
d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the
student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with
regard to critical information with the exception of a court order.
E. Responsibilities to Self
E.1. Professional Competence
The professional school counselor:
a. Functions within the boundaries of individual professional competence and accepts responsibility for the
consequences of his/her actions.
b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to
inadequate professional services or harm to a student.
c. Strives through personal initiative to maintain professional competence including technological literacy and
to keep abreast of professional information. Professional and personal growth are ongoing throughout the
counselors career.
E.2. Diversity
The professional school counselor:
a. Affirms the diversity of students, staff and families.
b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and
strives to attain cultural competence.
c. Possesses knowledge and understanding about how oppression, racism, discrimination and stereotyping affects
her/him personally and professionally.
d. Acquires educational, consultation and training experiences to improve awareness, knowledge, skills and
effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs,
ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/
spiritual identity and appearance.
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F.2. Contribution to the Profession
The professional school counselor:
a. Actively participates in local, state and national associations fostering the development and improvement of
school counseling.
b. Contributes to the development of the profession through the sharing of skills, ideas and expertise with
colleagues.
c. Provides support and mentoring to novice professionals.
G. Maintenance of Standards
Ethical behavior among professional school counselors, association members and nonmembers, is expected at all
times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work
in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School
Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure
may serve as a guide:
1. The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint
to see if the professional colleague views the situation as an ethical violation.
2. When feasible, the counselor should directly approach the colleague whose behavior is in question to discuss
the complaint and seek resolution.
3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within
the school, school district, the state school counseling association and ASCAs Ethics Committee.
4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics
Committees in the following sequence:
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Ensures that every student receives the benefit of the school counseling program by designing content
curriculum and individual student planning sessions for every student
Ensures equitable access to educational and career opportunities
Focuses on closing the achievement gap
Identifies barriers to student success
Promotes academic and educational planning for future success
Provides students with opportunities to develop skills in the areas of decision making, goal setting, career and
educational exploration, personal and social development
Supports advocacy for students
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State of Connecticut
Mark K. McQuillan
Commissioner of Education