The American School Counselor Association Model

The ASCA National Model: A Framework for School Counseling Programs

In 2003, the American School Counselor Association published a model for school counseling programs. The model represents a composite of three models which have been researched and successfully implemented. It includes four components and three levels. The four components and levels are: Foundation (level one), Delivery and Management Systems (level two) and Accountability (level three). Within these components and levels, one will find the elements and domains described above. Information learned through the accountability process helps with continuous improvement of the school counseling program. The knowledge, skills and dispositions which school counselors bring to their role include advocacy, leadership, collaboration, and systemic change.

Foundation

The Foundation portion of the school counseling model includes the set of beliefs and philosophy which guides the program; the mission, or program purpose; and the three student outcome domains of academic, personal/social and career development. Collectively, these create the what of the school counseling program. According to the ASCA National Model: A Framework for School Counseling Programs (2003; American School Counseling Association), the assumptions which form the foundation upon which school counseling programs rest include the following:

A school counseling program:

• Reaches every student
• Is comprehensive in scope
• Is preventative in design
• Is developmental in nature
• Is an integral part of the total educational program for student success
• Selects measurable student competencies based on local need in the areas of academic, career, and personal/social domains
• Has a delivery system that includes school guidance curriculum, individual planning, responsive services and system support
• Is implemented by a credentialed school counselor
• Is conducted in collaboration with all stakeholders
• Uses data to drive program decisions
• Monitors student progress
• Measures both process and outcome results and analyzes critical data elements
• Shares successes with stakeholders

Delivery System

The school counseling program's delivery system includes the activities, interactions and areas in which counselors work to deliver the program. Within the delivery system there are four components: school counseling curriculum, individual student planning, responsive services, and system support. The school counseling curriculum provides a vehicle for delivering information and connecting with every student in a systematic way. Individual student planning involves working with students and their parents or guardians in order to plan, monitor and understand academic growth and development. Responsive services address student's direct, immediate concerns and include counseling, consultation and referral. Finally, the system support component enables the school counseling program to be effective through a variety of support activities including professional development, consultation, collaboration, teaming, program management and operations.

Management System

The management of a school counseling program is an organized effort: concrete, clearly delineated and reflective of the school site's needs. It involves analysis of relevant data, development of action plans to meet objectives, and provision of organizational activities. It answers the questions of when and why certain activities will take place, who will implement them, and on what authority the school counseling program is delivered. Clear expectations and purposeful interaction with all stakeholders results in a school counseling program that is integrated into the total educational program, and provides student growth and development.

Accountability System

Within the context of the accountability system, the question "How are students different as a result of the school counseling program?" is answered. School counselors are being asked to demonstrate the effectiveness of their programs in measurable terms. This necessitates the collection and use of data that support and link the school counseling program to student academic success.

Data collection provides the school counseling program with the information needed to evaluate the program as it relates to students' progress. This information ensures that the program was carried out as planned, that every student was served, program effectiveness is analyzed, and improvements are made, including systemic school system changes. Essentially, the accountability system measures the school counseling program's progress toward and impact on such things as academic achievement, graduation rates, post-secondary options, school climate, attendance, etc.

For more information on the ASCA National Model, and to read the Executive Summary, go to: http://www.schoolcounselor.org/files/ExecSumm.pdf.

If you would like to order a copy of The ASCA National Model: A Framework for School Counseling Programs (Copyright 2003; ISBN 1-929289-02-2), contact the American School Counseling Association, (800) 306-4722, or www.schoolcounselor.org

For questions about this information, contact Judith Kuse (608) 266-2820

Last updated on 8/4/2008 2:01:47 PM