Running head: SCHOOL COUNSELING PROGRAM 1

School Counseling Program: An Assessment of Program Components

Albany State University

COUN 5620: Research and Program Evaluation for Counselors

Dr. C. Calder

SCHOOL COUNSELING PROGRAM 2

School Counseling Program: An Assessment of Program Components

In recent years, stakeholders have expressed a vested interest in the outcomes of school

counseling programs (Whiston, 2013). District leaders, school administrators, and many parents

want to know that children’s needs are being met. By aligning with the American School

Counseling Association’s (ASCA) National Model, a professional school counselor (PSC) can

address academic, behavioral, and personal/social needs of all students, including those from rural

areas (Arrastia-Chisholm, 2017). This work contains an evaluation of the school counseling

program of Lamar County High School (LCHS), a rural public school that serves approximately

800 students from various demographic backgrounds.

Program Mission and Vision

Mission Statement

The mission of the school counseling program of LCHS is “to provide all students with

knowledge and skills needed to overcome life’s challenges by maximizing their academic, career,

and personal/social development” (Manley & Williams, 2020). In addition, counselors help

students “reach their fullest potential as lifelong learners and productive citizens” and with “other

stakeholders, [they] help students prepare for postsecondary life in an ever-changing, diverse

world.” This statement is strong in its concise, yet thoroughly detailed style. Another strength of

this statement is its emphasis on collaboration with stakeholders in the last sentence. Regarding

the importance of this aspect of a school counseling program, Erford (2019) explains that “the

counselor is but one player in a team effort” as it takes a “collaborative partnerships with other

school personnel and community agencies” to prevent “a professional school counselor trying to

stand alone [from falling] flat on his or her face (p. 42).

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Every course in Albany State University’s school counseling program reiterates the

importance of the PSC serving as an integral part of an overall team; the Lamar County High

School Counseling Program mission statement encompasses this same essential ideal. In contrast,

the statement fails to mention the use of data. Specifically, although the statement includes the

mission to maximize development in all areas, it does not address the importance of data analysis

in achieving that goal. This is problematic as, according to the ASCA National Model

(2019), data are necessary for ensuring higher graduation rates and access to postsecondary

opportunities. Additionally, a Center for Public Education report (2011) notes that dropout

prevention programs work when PSCs “build sustained relationships with students, closely

monitor each student’s attendance and performance, intervene rapidly at the first sign of trouble,

help students and families overcome obstacles to educational success and teach students how to

solve problems” (as cited in ASCA, 2019, p. 19). In short, the data collection is essential for not

only the maximum development of students in all areas but also the effective role the PSC plays

in bringing about systemic change and serving as a student advocate.

Vision Statement

The vision statement of Lamar County High School counseling program is “that all

students will cultivate real-world understandings regarding the importance of asking for help, a

gratefulness for lessons learned through mistakes, and a determination to stand up against

injustices (Manley & Williams, 2020). To reach this goal, PSCs facilitate activities that develop

“an understanding that all people, regardless of their cultural background, personal choices, or

current status, deserve equal access to programs and resources needed to achieve their goals and

dreams.” The statement concludes with the declaration that “students will gain an interest in self-

discovery as part of finding meaning in their lives.” This statement is strongly aligned with the

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ASCA National Model (2019) in that it is succinct, future-driven, and understandable. According

to Squier, Nailor, and Carey (2014), putting such a program into place “requires well-developed

plans” that “look three to five years into the future and establish the strategic direction of the

school counseling program” (p. 17). The LCHS counseling program gives clear, detailed plans for

the future within its vision statement. It not only encompasses an overall goal with multiple sub-

goals but also covers the steps to achieve those goals.

Program Objectives  

School counselors not only assess their own mindsets and behaviors, but they also “guide

the recruitment and selection of competent school counselors” (ASCA, 2019). The objectives of

this school counseling plan remind LCHS counselors of their broad purpose. Tasks involve

activities such as collaborating with stakeholders to create networks, providing counseling

opportunities for all students, and preparing students to become productive citizens. The closing

statement presents a powerful message regarding the empowerment of students to embrace

ethical, cultural, racial, and sexual differences of others.

The task of creating a comprehensive school counseling plans is designed to change and

redefine the role of the PSC (Gysbers, & Henderson, 2012). For example, one explicit way to

make sure school counselors use their skill sets appropriately is to develop appropriate job

descriptions. Since these are often arbitrarily written without school counselor input, the

objectives section is the perfect platform for the LCHS counselors to express what they do and

believe. Since the repeated visual exposure to these objectives make them more likely to be

solidified, an effort should be made to include the LCHS counseling program objectives in the

overall school improvement plan. In support of this, according to Gysbers and Henderson (2012),

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counseling objectives should not only be in school improvement and comprehensive counseling

plans, but advisory committee meeting plans and public relations plans as well.

Program Goals

According to ASCA (2019), annual student goals identify measurable impact of the

school counseling program on student achievement, attendance, or discipline. Additionally, these

goals should be written in alignment with school improvement plan or address a subset of

students identified in the school improvement plan. The alignment is important because it

highlights the ways in which the school counseling program is valuable to the system (ASCA,

2019).

While no ASCA SMART goal template was utilized, the goals of the program are easily

identified: to increase underrepresented students enrolled in advanced placement and dual

enrollment classes by ten percent, to decrease freshmen failures by ten percent, increase parental

contacts by twenty percent, and to increase the number of students who believe they have a

trusting relationship with at least one adult in the school building by twenty percent. The fact that

all of this is to occur by the end of the school year makes these goals specific measurable,

attainable, results-oriented and time bound (S.M.A.R.T). In addition to the increase in supportive

adult supportive relationships, LCHS counseling program includes an additional short-term

SMART goal of having 75 percent of students earn four credits by the end of the first semester.

To be most effective, constructed goals, as well as chosen interventions, should also be

based on previously established data. The goals of this program were set based on information

obtained through a survey administered at the beginning of the school year and based on records

from the previous school term. A subset of 125 students were identified for the Trojan tutoring

program after collecting data during the first three weeks of school. Students were also identified

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for counseling lessons about study skills. The effectives of the interventions for meeting the goals

are measured through surveys and Likert scales administered throughout the year. Internal data

found in grading and attendance databases are also used to measure increases in enrollment and

decreases in failing grades.

Overall, even though the program meets the ASCA standards for program goal setting,

using the ASCA Student Outcome Goal Plan Template (2019) would improve the structure.

Making this change would make it easier for evaluators to locate specific parts of the plan and to

ensure that all elements are addressed. Furthermore, for this same reason, the school improvement

plan should also be added in the goals section of the comprehensive school counseling plan. An

additional benefit of reformatting these components would be that PSCs could more easily justify

the plan for administrative approval.

Program Activities

LCHS counselors provide both direct and indirect services. (See Figure 1.)

Type Area Percentage

Direct Services Core Curriculum 15%

Individual Planning 30%

Responsive Services 10%

Indirect Services for Students Referrals, Consultation, Collaboration 25%

Program Planning & School Support Domains of the ASCA National Model 20%

Figure 1. LCHS Types of Services

The activities as described align with the ASCA National Model and are an effective tool in

conducting a comprehensive school counseling program. However, the plan fails to mention what

is and is not a duty of the PSC. In the text, Developing and Managing Your School Counseling

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Program, Gyspers and Henderson (2012) assert that counselors with their evaluators should

collaboratively construct the counselor’s job description as doing so “provides a way to use the

different skills that individual staff members bring to the comprehensive program and helps them

to know what each is accountable for,” especially since “role statements and job descriptions

clarify what counselors do on their jobs (p 286). In fact, because of the high rate of PSC burnout

resulting from large caseloads along with counselors performing inappropriate tasks for their

assigned title, the ASCA National Model (2019) contains a comprehensive list of appropriate

duties for PSCs. To ensure there are no blurred lines, this should be conveyed to all stakeholders

through various and appropriate means.

Program Alignment to ASCA National Standards

The comprehensive school counseling plan is used as a contract of duties between

counselors and administrators, as an evaluation tool for continued improvement, and as

documentation of counselor activities. The most impactful use is the evaluation tool; the most

important is the contract of duties. In other words, developing and following a strong plan results

in a positive evaluation at the end of the year. According to the ASCA National Model (2019), the

essential components to a comprehensive plan include design, data informed annual goals, data-

informed activities and interventions, calendars, and collection and analysis of data.

Design of Comprehensive School Counseling Program

The design of Lamar County High School’s counseling program follows ASCA’s

framework as it begins with a solid foundation of mission, vision, and philosophy statements that

reflect the mindset standards required of counselors. Additionally, the time template used reflects

the recommendations of 80 percent direct services to students and 20 percent indirect services.

Although the student-to-teacher ratio does not meet recommendations, the counselors’ caseloads

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reflect a research-based philosophical decision. Specifically, the rationale of assigning students by

alphabet places an emphasis on family context (Gysbers & Henderson, 2012). By serving all

students with the same last names each year, counselors gain insight into multiple students within

the same immediate and/or extended families.

Data-Informed Annual Goals

The ASCA National Model (2019) states that the comprehensive school counseling plan

should be implemented at the start of the year, and that it should be driven by data. For LCHS,

meeting these requirements means beginning with an annual assessment taken by all students to

identify their needs. To establish the plan’s credibility, identified needs are used to construct goals

based on the previous school year’s records.

Data-Informed Interventions

Not only do the school counselors use assessment tools and previous records, but before

implementing interventions, such as the one focused on tutoring, they also collect data. For

example, after collecting data for three weeks for the tutoring intervention, they then identified

125 ninth grade students for whom the services would be beneficial. This intervention was

directly linked to the annual goals of reducing the failure rate by 10 percent and having 75 percent

of freshmen pass all four classes. To guide the plan, the counselors used ASCA’s closing the gap

action plan template to ensure standards were also aligned with the ASCA framework.

In this same intervention, the small group action plan identified the same students for

virtual small group lessons. However, for practical purposes, a smaller group would have been

more beneficial. Even for virtual lessons, groups should have between 8 and 12 individuals. For

the two counselors, this would mean serving a possible 24 of the students most in need of the

intervention. Having a smaller group would also support the transference of knowledge gained in

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the group to the classroom setting (Pai, Sears, & Maeda, 2015). Once post-intervention data are

available, the school counselors should collaborate with the advisory team to determine the best

strategy for moving forward.

Master Calendars

Calendars are important insofar as they establish the school counselor’s use of time and

serve as a contract of assigned duties. In fact, including calendars in the comprehensive plan

serves as evidence for administrators that school counselors do not need arbitrarily assigned tasks

as they have counselor-related duties to fulfill. The counselors of Lamar County have included

annual and weekly calendars filled with assigned duties. All activities on the calendar meet the

standards established by ASCA, and the percentage of time spent providing direct and indirect

services also reflects ASCA’s framework.

In addition to school and district leadership, parents and other stakeholders have a vested

interest in the school counseling program’s activities. For this reason, ASCA (2019) recommends

publicizing counseling calendars. By adding this to the LCHS established program, school

counselors could provide up-to-date access to information about college nights, field trips, and

advisory team meetings. This would provide stakeholders time to make arrangements to be

present, and for those unable to attend advisory meetings, the use of an online calendar would

give time for relaying concerns to other team members prior to the meeting.

Data Collection and Analysis

Throughout the plan the counselors collect data through a variety of assessments. After

analysis, the results of interventions identified through pre- and posttests are used to confirm

success in achieving their goals. For other activities, simple checklists are used to assess

participation, and Google Forms with Likert scales provided instant feedback. LCHS also uses the

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school information system’s grading database to assess academic achievement. For this past year,

school counselors used these tools to determine if their efforts resulted in an increase in parental

contact and/or an increase in the number of students being able to identify a trusted adult in the

building.

As expected, annual assessments are given to students and stakeholders at the beginning

of the year to assess needs, which is in congruence with the ASCA National Model (2019).

However, an annual assessment can also be administered at the end of the year to measure

perception data. By using end-of-the-year data along with initial assessment data, school

counselors at LCHS can increase the positive perception of their program and obtain data vital for

improving the following school year’s plan.

Program Alignment to ASCA National Model

According to the American School Counselor Association (2019), a school counseling

program fulfills the school’s mission and goals through data-driven decisions, varied services,

and effective practices. The PSC improves academic achievement and personal growth as a

school leader. Furthermore, using the ASCA National Model’s four domains—foundation,

management, delivery, and accountability—as a framework enables PSCs to advocate for change

that results in success for all learners (ASCA, 2019).

Foundation

At LCHS, members of administration, faculty, and staff as well as parents and

students and other stakeholders worked together to develop mission, vision, philosophy, and

belief statements to address their students’ diverse backgrounds and complex needs. First, school

counselors administered needs assessment surveys to identify key strengths and

weaknesses. Then, they used the results to create measurable and attainable goals—an important

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task for ensuring the goals can be realized (Gysbers & Henderson, 2012). For example, the

desired outcome of a student survey was to raise awareness of students’ needs so that procedures

and resources could be put into place to alleviate current problems. As intended, the results

brought about empathetic responses as administrators, faculty, and staff acknowledged the

emotional and mental effects of the ongoing pandemic.

Management

By discovering, acknowledging, and understanding the challenges students

face, PSCs promote policy and procedural changes to improve academic and behavioral

experiences for all learners (ASCA, 2019). At the start of the program’s implementation, an

attempt was made to establish an agreement between the principal and counselors. Although the

principal deemed the agreement unnecessary, he did acknowledge that 80% of PSCs’ time should

be spent providing direct services and agreed to support the establishment of a formal school

counseling program’s advisory council.

Additionally, data were used to develop action plans to address an established goal: to

increase the percentage of ninth-grade virtual learners earning a minimum of four credits. Several

actions were taken to ensure that services would address these and other students’ academic,

behavioral, and personal/social needs. First, high school counselors met with the middle school

counselor to collect, review, and align resources. Then, using the school-based calendar that

included testing and other events, they created a master counseling calendar. Next, one of

the PSCs developed a counseling website so that all teacher advisors would have access

to identical resources; the website’s design contains organized resources that address areas such

as academic attainment, college/career planning, and mental/emotional health. School counselors

established varied methods by which students could request assistance with postsecondary

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planning by placing notes in the provided drop box, personal/emotional counseling by emailing

counselors from their school-issued accounts, or responsive services by coming to the office.

Delivery

Direct delivery services include meeting with students in grade-level assemblies and

individual classrooms during which school counselors address specific concepts for the entire

student population (e.g., bullying, self-esteem, study habits) as well as topics pertaining to

specific grade levels (e.g., transitioning into high school, preparing for standardized tests,

completing the FAFSA). Small group sessions are formed to provide academic as well as mental,

emotional, and social supports; these groups serve to address specific issues that surface as well

as to meet school counseling goals. Counselors conduct one-on-one sessions with students

according to their needs.

Indirect delivery services involve activities that support student growth through

interactions with other individuals. Examples of indirect services include serving as a Positive

Behavioral Interventions and Supports (PBIS) data analyst, coordinating process for Multi-

Tiered System of Supports (MTSS), and facilitating teacher-student conferences. Moreover,

responsive services include working with the district’s social worker to provide support for at-risk

and homeless individuals and making referrals when needed to outside agencies.

Accountability

The LCHS program aligns with the ASCA National Model’s Accountability domain in

several ways. First, PSCs have begun implementing ways to analyze their use of time

and program results. Although the pandemic that resulted in students’ transitioning to virtual or

remote learning, plans and resources exist for future analysis of the curriculum. Similarly,

an examination of the program’s goals will also include a review of gaps in achievement on

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standardized tests. In addition to identifying the program’s strengths and weaknesses and setting

goals for improvement, counselors will engage in self-reflection and receive feedback from

administrators. The results of these assessments will be shared with stakeholders.

Program Evaluation Methodology

The ASCA National Model provides a framework for auditing school counseling

program (ASCA, 2019). Unfortunately, although such evaluations have been shown to define the

responsibilities of PSCs and increase student success (Sherwood, 2010), conducting a thorough

analysis can be difficult. For example, since the model contains four interrelated domains,

elements of the program can appear to exist in one area but not in another (Martin & Carey,

2014). Also, PSCs recognize that the implementation of the model leads academic and personal

achievement; however, holding a school counseling program to certain standards assumes that the

counselors have the necessary resources and stakeholder support they need to reach their goals

(Martin & Carey, 2014).

Importantly, results of research (Studer et al., 2011) conducted with 53 PSCs from schools

similar to LCHS showed that counseling programs typically show growth only after having five

to six years of consistent activities and practices. Thus, those analyzing this school’s PSC,

program, and results must understand that LCHS is in its second year of implementation. For this

reason, this evaluation also assesses the level of stakeholder support, including district and school

leadership.

Program Strengths and Weaknesses

Even though evaluating school counseling program can be difficult, (Martin & Carey,

2014), thorough analysis can lead to change, and change can lead to improvement. The ASCA

National Model District Readiness Survey Readiness Indicators by Cluster (Carey et al., 2005)

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provides a framework for such analysis. The tool organizes the domains into several areas within

three categories: external factors (i.e., community support, leadership, and resources), program

details (i.e., guidance curriculum, staffing, and time use), and counselor traits (i.e., beliefs,

attitudes, and skills).

External Factors

At LCHS, data have been collected regarding parental and community involvement, and

the results show an increase in attendance to school-related activities outside the realm of athletic

events. Furthermore, community partners, including the Kiwanis and Rotary Clubs and several

postsecondary institutions, provide financial support and academic resources. At the district level,

leaders have not demonstrated a belief that PSCs are a vital part of student achievement; in fact,

funding has consistently decreased compared to that of similar programs. Additionally, there are

no established instruments for school counseling program assessments, and previously-held

support meetings for the five school counselors were cancelled in 2019. Finally, although school

administrators believe that counselors should be involved in activities, these leaders do not

demonstrate an understanding of how the school counseling program supports the school’s or

district’s mission.

Program Details

For the past two years, school counselors have instituted practices that align with

the ASCA National Model (2019). Though previously nonexistent, the guidance curriculum was

developed to address students’ needs in a variety of formats. Teacher advisors were reassigned

based on their personal skills, and detailed, evidence-based plans were provided to ensure for use

in advisement sessions. These lessons also include learning objectives that align with state and

local standards and address areas identified in needs-assessments surveys. Unfortunately,

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advisement sessions were postponed during the current global pandemic in order to remain

socially distanced.

Although the counseling department had a private suite before the new building was

constructed, they are now housed on a hallway with limited access to students. However, the

move did increase their proximity to others who are supportive. Every effort is made to provide

direct services at least 80% of the school day; unfortunately, counselors are often interrupted and

assigned non-related duties, such as calculating students’ grade point averages. Additionally, they

struggle to spend adequate time on preventative measures, which means that their work does not

always align with students’ needs.

Counselor Traits

At the start of the 2020-2021 school year, one of the school counselors quit after three

weeks. A district leader made the decision was made to move a counselor to the high school

because of ongoing professional issues at her previous location. However, they work to

close achievement gaps and advocate for underserved populations. Based on the program’s

mission and vision statements, school counselors at LCHS hold beliefs that demonstrate

multicultural competency. Furthermore, both are familiar with ASCA’s national standards, and

both are recognized as leaders within the school. Areas of growth include learning to measure

intervention outcomes, and for the newest counselor, learning to use the school’s information

system, to ensure students meet high school graduation requirements, and to balance time spent

with individual students.

Limitations

In addition to a review of school counseling program as described in various LCHS

resources, more qualitative and quantitative data are needed to assess the program’s results.

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However, because program was established just prior to the ongoing pandemic, few data are

available at the time of this evaluation. Future analysis of process, perception, and outcome data

will support effective practices and identify needs improvement areas.

Conclusion

Like most rural high schools, the school counseling program at LCHS implements the

ASCA National Model successfully in some areas and ineffectively in others. With a strong

vision and mission statement as well as beliefs and practices aligned with the model, however,

areas for improvement can be identified and used to create future program goals. Only then, and

with the collaborative efforts of all stakeholders, can systemic change be achieved and

maintained.

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References

American School Counselor Association. (2019). The ASCA National Model: A framework

for school counseling programs, (4th Ed.). Alexandria, VA: Author.

Arrastia-Chisholm, M. C., Bright, S. B., & Grimes, L. E. (2017). College and career counseling in

rural schools: A review of the literature. Georgia School Counselors Association Journal,

25, 60–69.

Carey, J., Harrity, J., & Dimmit, C. (2005). The development of a self-assessment instrument

to measure a school district’s readiness to implement the ASCA National

Model. Professional School Counseling, 8(4), 305–312.

Erford, B. T. (2019). Transforming the school counseling profession. NY, NY: Pearson.

Gysbers, N., & Henderson, P. (2012). Developing & managing your school guidance

&counseling programs (5th Ed.). Alexandria, VA: American Counseling Association. …

COMPREHENSIVE

SCHOOL
COUNSELING

PROGRAM

Granville Exempted Village
School District

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Granville Exempted Village Schools School Counseling Program

Table of Contents

Granville Exempted Village Schools Counseling Philosophy 3
Granville Exempted Village Schools Counseling Mission Statement 3
School Counseling Beliefs 4
ASCA Ethical Codes 4
ASCA National Model 4-5
ASCA Mindsets and Behaviors 5
ASCA Mindsets and Behaviors: K-12 College and Career Readiness Standards 5-7
Grade-Level Competencies 7
Ohio Standards for School Counselors 8
Role of the School Counselor 9
Management System 9-10
Accountability 10-13
Key Focus Areas 14
ASCA Mindsets and Behaviors Mapping Tool 15-23
Elementary School Counseling Curriculum Action Plans 24-30
Intermediate School Counseling Curriculum Action Plans 30-32
Middle School Counseling Curriculum Action Plans 33
High School Counseling Curriculum Action Plans 34-36
K-12 School Counseling Program Monthly Calendars 37-80
References 81

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Granville Exempted Village Schools School Counseling Program

Granville Exempted Village Schools Counseling Philosophy

The Granville Exempted Village School District adheres to the philosophy that the school counseling program is an essential and integral
part of the overall education process. The comprehensive program is built on the assumption that certain academic, career, and personal
objectives are attainable when school counseling for all students is provided. This implementation acknowledges that school counseling is no
longer a service to be offered by one person but a program coordinated with other educators incorporating a comprehensive curriculum.

Granville Exempted Village Schools Counseling Mission Statement

The School Counseling Program is designed to promote the formation of productive and responsible community members by enhancing the
academic, career, and social/emotional development of all students.

School Counseling Beliefs

The School Counseling Program is based on the American School Counselor Association (ASCA) National Model. The program aims to be
preventative, proactive, and collaborative in addressing the diverse needs of the school.

The school counselors in the Granville Exempted Village Schools believe:

1. All students can achieve success.
2. Every student is valuable and should be treated with dignity and respect.
3. All students will have access to high quality school counseling services
provided by a full-time licensed, professional school counselor.
4. Student diversity is considered in the design and delivery of school counseling services.
5. All students can expect that school is a safe and nurturing environment.

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Granville Exempted Village Schools School Counseling Program

The Granville Exempted Village Schools Comprehensive School Counseling Program:

1. Is an integral part of the total educational process of the Granville Exempted Village Schools.
2. Is planned, coordinated, managed, and evaluated by the school counselors.
3. Is available to all students to assist them with academic, career, and personal/social needs.
4. Promotes student learning.
5. Encourages supportive, positive parental involvement in the schools.
6. Helps build a positive school culture by encouraging collaboration among school counselors, teachers, administrators, parents

and the community to further student achievement.
7. School counselors continuously refined and improved through systematic review and evaluation of student performance data.

All school counselors in the Granville Exempted Village Schools:

1. Engage in scholarly professional development activities.
2. Are guided by the ASCA National Model, ASCA Mindsets and Behaviors, and Ethical Standards of ASCA.
3. Adhere to the Ohio Standards for School Counselors.
4. Are evaluated according to the Ohio School Counselor Evaluation Model.

ASCA NATIONAL MODEL:

A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS

“School counselors design and deliver comprehensive school counseling programs that promote student achievement. These programs are
comprehensive in scope, preventive in design and developmental in nature. “The ASCA National Model: A Framework for School
Counseling Programs” outlines the components of a comprehensive school counseling program. The ASCA National Model brings school
counselors together with one vision and one voice, which creates unity and focus toward improving student achievement. A comprehensive
school counseling program is an integral component of the school’s academic mission. Comprehensive school counseling programs, driven
by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for
all students.” Qtd. from the ASCA National Model Executive Summary

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Granville Exempted Village Schools School Counseling Program

ASCA MINDSETS AND BEHAVIORS

“The ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career Readiness for Every Student describe the knowledge,
skills and attitudes students need to achieve academic success, college and career readiness and social/emotional development. The standards
are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts. These
standards are the next generation of the ASCA National Standards for Students, which were first published in 1997.

The 35 mindset and behavior standards identify and prioritize the specific attitudes, knowledge and skills students should be able to
demonstrate as a result of a school counseling program. The ASCA Mindsets & Behaviors can be aligned with initiatives at the district, state
and national to reflect the district’s local priorities. To operationalize the standards, school counselors select competencies that align with the
specific standards and become the foundation for classroom lessons, small groups and activities addressing student developmental needs.
The competencies directly reflect the vision, mission and goals of the comprehensive school counseling program and align with the school’s
academic mission.” Qtd. from ASCA Mindsets and Behaviors for Student Success.

The ASCA Mindsets & Behaviors for Student Success: K-12 College- and
Career-Readiness Standards for Every Student

Each of the following standards can be applied to the academic, career and social/emotional domains.
Category 1: Mindset Standards

School counselors encourage the following mindsets for all students.
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
M 2. Self-confidence in ability to succeed
M 3. Sense of belonging in the school environment
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning

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Granville Exempted Village Schools School Counseling Program

Category 2: Behavior Standards
Students will demonstrate the following standards through
classroom lessons, activities and/or individual/small-group

counseling.
Learning Strategies Self-Management Skills Social Skills

B-LS 1. Demonstrate critical
thinking skills to make informed
decisions

B-SMS 1. Demonstrate ability to
assume responsibility

B-SS 1. Use effective oral and written communication
skills and listening skills

B-LS 2. Demonstrate creativity B-SMS 2. Demonstrate self-
discipline and self-control

B-SS 2. Create positive and supportive relationships with
other students

B-LS 3. Use time-management,
organizational and study skills

B-SMS 3. Demonstrate ability to
work independently

B-SS 3. Create relationships with adults that support
success

B-LS 4. Apply self-motivation and
self- direction to learning

B-SMS 4. Demonstrate ability to delay
immediate gratification for long- term
rewards

B-SS 4. Demonstrate empathy

B-LS 5. Apply media and technology
skills

B-SMS 5. Demonstrate perseverance
to achieve long- and short-term goals

B-SS 5. Demonstrate ethical decision- making and social
responsibility

B-LS 6. Set high standards of quality B-SMS 6. Demonstrate ability to
overcome barriers to learning

B-SS 6. Use effective collaboration and cooperation skills

B-LS 7. Identify long- and short
term academic, career and social/
emotional goals

B-SMS 7. Demonstrate effective
coping skills when faced with a
problem

B-SS 7. Use leadership and teamwork skills to work
effectively in diverse teams

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Granville Exempted Village Schools School Counseling Program

B-LS 8. Actively engage in
challenging coursework

B-SMS 8. Demonstrate the ability to
balance school, home and community
activities

B-SS 8. Demonstrate advocacy skills
and ability to assert self, when necessary

B-LS 9. Gather evidence and
consider multiple perspectives to
make informed decisions

B-SMS 9. Demonstrate personal safety
skills

B-SS 9. Demonstrate social maturity and behaviors
appropriate to the situation and environment

B-LS 10. Participate in
enrichment and extracurricular
activities

B-SMS 10. Demonstrate ability to
manage transitions and ability to
adapt to changing situations and
responsibilities

Grade-Level Competencies
Grade-level competencies are specific, measurable expectations that students attain as they make progress toward the standards. As the
school counseling program’s vision, mission and program goals are aligned with the school’s academic mission, school counseling standards
and competencies are also aligned with academic content standards at the state and district level.
ASCA Mindsets & Behaviors align with specific standards from the Common Core State Standards through connections at the competency
level. This alignment allows school counselors the opportunity to help students meet these college- and career-readiness standards in
collaboration with academic content taught in core areas in the classroom. It also helps school counselors directly align with academic
instruction when providing individual and small-group counseling by focusing on standards and competencies addressing a student’s
developmental needs. School counselors working in states that have not adopted the Common Core State Standards are encouraged to align
competencies with their state’s academic standards and can use the competencies from the ASCA Mindsets & Behaviors as examples of
alignment.

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Granville Exempted Village Schools School Counseling Program

Ohio Standards for School Counselors
Standard 1: Comprehensive School Counseling Program Plan

● School counselors collaboratively envision a plan for a comprehensive school counseling program that is developmental, preventative
and responsive, and in alignment with the school’s goals and mission.

Standard 2: Direct Services for Academic, Career and Social/Emotional Development

● School counselors develop a curriculum, offer individual student planning and deliver responsive services in order to assist students
in developing and applying knowledge, skills and mindsets for academic, career and social/emotional development.

Standard 3: Indirect Services: Partnerships and Referrals

● School counselors collaborate and consult with school personnel, parents/guardians, community partners and agencies/organizations
to coordinate support for all students.

Standard 4: Evaluation and Data

● School counselors collaboratively engage in a cycle of continuous improvement using data to identify needs, plan and implement
programs, evaluate impact and adjust accordingly.

Standard 5: Leadership and Advocacy

● School counselors lead school efforts and advocate for policies and practices that support an equitable, safe, inclusive and positive
learning environment for all students.

Standard 6: Professional Responsibility, Knowledge and Growth

● School counselors adhere to the ethical standards of the profession, engage in ongoing professional learning and refine their work
through reflection.

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Granville Exempted Village Schools School Counseling Program

Role of the School Counselor

School Counseling Curriculum

● Classroom Instruction: School counselors instruct, team teach, and provide assistance in teaching the school counseling

curriculum.

● Interdisciplinary Curriculum Development: School counselors participate on interdisciplinary teams to develop and to

refine curriculum in content areas.

● Group Activities: School counselors conduct planned small groups outside the classroom to respond to students’ identified
needs or interests.

● Parent Workshops and Instruction: School counselors conduct workshops and informational sessions for parents or

guardians to address the needs of the school community and to implement the school counseling curriculum.

Individual Student Planning

● Individual or Small-group Appraisal: School counselors work with students analyzing and evaluating students’ abilities,
interests, skills, and achievement. Test information and other data are often used as the basis for helping students develop
immediate and long-range plans.

● Individual or Small-group Advisement: School counselors advise students using personal/social, academic, career, and

labor market information in planning personal, educational, and occupational goals.

Responsive Services

● Consultation: School counselors consult with parents or guardians, colleagues, and community agencies regarding strategies
to help students and families. School counselors serve as student advocates.

● Individual and Small-group Counseling: Counseling is provided in a small group or on an individual basis for students

expressing difficulties dealing with relationships, personal concerns, or normal developmental tasks.

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Granville Exempted Village Schools School Counseling Program

● Crisis Counseling: Counseling, comfort, and support are provided to students and families facing crisis situations. School-

based crisis response is offered onsite and is timely in nature. When necessary, referrals are made to appropriate community
resources.

● Referrals: School counselors use referral sources to address concerns such as depression, anxiety, family difficulties,

violence, abuse, and suicidal ideation.

● Peer Facilitation: School counselors utilize students’ abilities as conflict managers, tutors, and mentors.

Indirect Student Services:

● Professional Development: School counselors are involved regularly in updating and sharing their professional knowledge
and skills.

● Consultation, Collaboration and Teaming: Through consultation, partnering, collaborating and teaming, school counselors

make important educational and psychological contributions to the school system.

● Program Management and Operations: This includes planning and management tasks needed to support activities
conducted in the school counseling program.

GEVSD SCHOOL COUNSELING MANAGEMENT SYSTEM

Use of Data – A comprehensive school counseling program is data-driven. This approach allows school counselors to focus on meeting
the needs of the school community.

Use of Time – School counselors are intentional with their use of time. The majority of their time is spent in
direct contact with students.

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Granville Exempted Village Schools School Counseling Program

Action Plans – To efficiently and effectively deliver the school counseling program, there must be a plan
detailing how the responsible counselor intends to achieve the desired result.

Calendars – School counselors develop and publish a master calendar of school counseling events to ensure
students, parents, teachers, and administrators know what and when school counseling activities are scheduled.

ACCOUNTABILITY

Program Accountability Components
Accountability and evaluation of school counselors and the school counseling program are integral components of the School Counseling
Framework. Ohio school counselors adhere to the standards as outlined by the Ohio Department of Education. Data inform the practice of
school counselors in the Granville Exempted Village Schools and align the school counseling program with the District Mission Statement.
School counselors and the comprehensive school counseling program must answer the question, “How are students better off academically
as the result of our efforts?” By collecting data, school counselors are able to determine what student change has occurred as a result of their
efforts, as well as the nature and direction of action plans to enhance future student learning.
Student Data
Student data inform the school counselor about student progress and gives direction to action plans developed to impact student learning.
Student-achievement data are measures of academic progress. Student-achievement data include:

● Grade point averages
● Standardized test data including OAA, AIR Graduation Tests, PSAT, SAT, AP and ACT
● Graduation rate
● Failing grades earned in required classes
● % of students attending college

Achievement-related data measure those areas shown to be correlated to academic success. Achievement-related data include:

● Suspension and expulsion rates
● Alcohol, tobacco, and other drug violations
● Attendance rates
● Mental health referrals
● Participation in extracurricular activities

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Granville Exempted Village Schools School Counseling Program

Disaggregated Data
Ensuring academic success for every student includes school counselor-initiated activities designed to meet the needs of under-served,
under-performing, and under-represented populations. School counselors do this by examining student academic achievement data and
developing action plans to help students succeed. School counselors must be able to separate data by variables to determine if there are any
groups of students who may not be performing as well as others. Disaggregated data often precipitate change because they bring to light
issues of equity and focus the discussion upon the needs of specific groups of students. Examples of subgroups to be examined are:

● Gender
● Ethnicity
● SES – Students qualifying for free and reduced lunch
● ELL populations
● Special education populations

Data Over Time
Collecting immediate, intermediate, and long-range data allows the school counselor to gain a true picture of the impact of the school
counseling program. Immediate data measure the impact of knowledge, skills, and attitude change as a result of school counselor activity or
intervention. Intermediate data measure the application of knowledge, skills, and attitudes over a short period of time. Long-range data are
longitudinal and examine trends from year to year.

Assessing the current school counseling program reveals how well the program is meeting the academic, career, and personal/social needs of
students. The process of data gathering and analysis ensures that the implementation of school counseling plan is rooted in a clear
understanding of the particular and unique needs of students.
School counselors should determine student needs that are unique to their school and community and develop an action plan to drive the
data. Data analysis is the mechanism by which the practicing school counselor is able to acquire specific information to best understand these
needs.

Program Alignment
Program alignment is first performed when the School Counseling Program is developed. The tool used to align the School Counseling
Program with the ASCA National Model is the ASCA Mindsets and Behaviors Program Planning Tool.

Program Evaluation
Program evaluations are conducted yearly and guide the direction of the school counseling program.

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Granville Exempted Village Schools School Counseling Program

Appropriate School Counselor Responsibilities

● Designing individual student academic programs
● Interpreting cognitive, aptitude and achievement tests
● Counseling students with problem behaviors
● Interpreting student data in relationship to achievement
● Assisting the school principal and teachers with identifying and resolving student issues, needs and problems
● Collaborating with teachers to present proactive, prevention-based counseling curriculum lessons
● Assuming leadership in academic and personal, social, and college career domains within the school district
● Collaborating with stakeholders to provide strategic, timely interventions
● Advocating for the student
● Intervening in crisis situations
● Facilitating group counseling based on student needs
● Seeking professional development

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Granville Exempted Village Schools School Counseling Program

K-3 FOCUS AREAS 4-6 FOCUS AREAS 6-8 FOCUS AREAS 9-12 FOCUS AREAS
Elementary school years are the
entry level for students to
participate in the school
counseling program. Learning is
focused on:

● Increasing Self-Awareness
● Increasing Social Skills
● Learning Safety Skills
● Developing Self-Efficacy

Intermediate school years
allow students to continue
awareness activities while
preparing for adolescent
challenges. Learning is
focused on:

● Improving Academic Self-

Efficacy
● Respecting Self and Others
● Establishing Effective

Relationships

Middle school years allow
students to continue awareness
activities, and learning is focused
on:

● Improving Academic Self-

Efficacy
● Understanding Self and the

Career Exploration Process
● Respecting Self and Others
● Establishing Effective

Relationships

High school years encourage
continued awareness and
exploration activities. Learning
is focused on:

● Academic and Social Skill

Development

● Improving Individual

Academic Success and Self-
Efficacy

● Planning for and

Transitioning to Post-
secondary Education

● Relating School to Life

● Skill Development

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Granville Exempted Village Schools School Counseling Program

Granville Elementary School
Mindsets & Behaviors

Academic

Career

Social/
Emotional

Mindsets

Indicate grade level presented under
category

M 1: Belief in development of whole self, including a healthy
balance of mental, social/ emotional and physical well-being

K-3

M 2: Self-confidence in ability to succeed K-3 K-3 K-3
M 3: Sense of belonging in the school environment K-3
M 4: Understanding that postsecondary education and lifelong
learning are necessary for long-term career success

K-3

M 5: Belief in using abilities to their fullest to achieve high-quality
results and outcomes

K-3

M 6: Positive attitude toward work and learning K-3
Behavior: Learning Strategies
B-LS 1: Demonstrate critical-thinking skills to make informed
decisions

K-3 K-3

B-LS 2: Demonstrate creativity K-3
B-LS 3: Use time-management, organizational and study skills K-3
B-LS 4: Apply self-motivation and self-direction to learning K-3

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Granville Exempted Village Schools School Counseling Program

B-LS 5: Apply media and technology skills K-3
B-LS 6: Set high standards of quality K-3
B-LS 7: Identify long- and short-term academic, career and
social/emotional goals

K-3 K-3

B-LS 8: Actively engage in challenging coursework K-3
B-LS 9: Gather evidence and consider multiple perspectives to make
informed decisions

K-3 K-3

B-LS 10: Participate in enrichment and extracurricular activities K-3

Behavior: Self-Management Skills
B-SMS 1: Demonstrate ability to assume responsibility K-3 K-3
B-SMS 2: Demonstrate self-discipline and self-control K-3 K-3
B-SMS 3: Demonstrate ability to work independently K-3 K-3
B-SMS 4: Demonstrate ability to delay immediate gratification for
long-term rewards

K-3 K-3

B-SMS 5: Demonstrate perseverance to achieve long- and short-
term goals

K-3 K-3

B-SMS 6: Demonstrate ability to overcome barriers to learning K-3 K-3
B-SMS 7: Demonstrate effective coping skills when faced with a
problem

K-3 K-3

B-SMS 8: Demonstrate the ability to balance school, home and
community activities

K-3 K-3

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Granville Exempted Village Schools School Counseling Program

B-SMS 9: Demonstrate personal safety skills K-3 K-3
B-SMS 10: Demonstrate ability to manage transitions and ability
to adapt to changing situations and responsibilities K-3

K-3

Behavior: Social Skills
B-SS 1: Use effective oral and written communication skills and
listening skills

K-3 K-3

B-SS 2: Create positive and supportive relationships with other
students

K-3

B-SS 3: Create relationships with adults that support success K-3 K-3 K-3
B-SS 4: Demonstrate empathy K-3
B-SS 5: Demonstrate ethical decision-making and social
responsibility

K-3

B-SS 6: Use effective collaboration and cooperation skills K-3 K-3
B-SS 7: Use leadership and teamwork skills to work effectively in
diverse teams

K-3 K-3

B-SS 8: Demonstrate advocacy skills and ability to assert self, when
necessary

K-3 K-3

B-SS 9: Demonstrate social maturity and behaviors
appropriate to the situation and environment

K-3 K-3
© 2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

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Granville Exempted Village Schools School Counseling Program

Granville Middle School
Mindsets & Behaviors

Grade Level/Delivery

Academic

Career Social/ Emotional

Mindsets

Indicate grade level presented under
category

M 1: Belief in development of whole self, including a healthy
balance of mental, social/ emotional and physical well-being

7/8

M 2: Self-confidence in ability to succeed
M 3: Sense of belonging in the school environment 7/8 7/8
M 4: Understanding that postsecondary education and lifelong
learning are necessary for long-term career success 7/8 7/8

M 5: Belief in using abilities to their fullest to achieve high-quality
results and outcomes

7/8

M 6: Positive attitude toward work and learning 7/8 7/8
Behavior: Learning Strategies
B-LS 1: Demonstrate critical-thinking skills to make informed
decisions

7/8

B-LS 2: Demonstrate creativity 7/8 7/8
B-LS 3: Use time-management, organizational and study skills 7/8
B-LS 4: Apply self-motivation and self-direction to learning 7/8
B-LS 5: Apply media and technology skills
B-LS 6: Set high standards of quality

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Granville Exempted Village Schools School Counseling Program

B-LS 7: Identify long- and short-term academic, career and
social/emotional goals 7/8

7/8 7/8

B-LS 8: Actively engage in challenging coursework 7/8
B-LS 9: Gather evidence and consider multiple perspectives to make
informed decisions

7/8

B-LS 10: Participate in enrichment and extracurricular activities 7/8 7/8 7/8
Behavior: Self-Management Skills
B-SMS 1: Demonstrate ability to assume responsibility 8
B-SMS 2: Demonstrate self-discipline and self-control 8 8
B-SMS 3: Demonstrate ability to work independently 8
B-SMS 4: Demonstrate ability to delay immediate gratification for
long-term rewards

B-SMS 5: Demonstrate perseverance to achieve long- and short-term
goals 7/8

7/8 7/8

B-SMS 6: Demonstrate ability to overcome barriers to learning 7/8 7/8
B-SMS 7: Demonstrate effective coping skills when faced with a
problem

7/8

B-SMS 8: Demonstrate the ability to balance school, home and
community activities

7/8

B-SMS 9: Demonstrate personal safety skills 7/8
B-SMS 10: Demonstrate ability to manage transitions and ability to
adapt to changing situations and responsibilities

7 7

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Granville Exempted Village Schools School Counseling Program

Behavior: Social Skills
B-SS 1: Use effective oral and written communication skills and
listening skills 7/8

7/8

B-SS 2: Create positive and supportive relationships with other
students 7/8

7/8

B-SS 3: Create relationships with adults that support success 7/8 7/8 7/8
B-SS 4: Demonstrate empathy 7/8 7/8
B-SS 5: Demonstrate ethical decision-making and social responsibility 7/8
B-SS 6: Use effective collaboration and cooperation skills 7/8
B-SS 7: Use leadership and teamwork skills to work effectively in
diverse teams 7/8

B-SS 8: Demonstrate advocacy skills and ability to assert self, when
necessary 7/8

7/8 7/8

B-SS 9: Demonstrate social maturity and behaviors appropriate
to the situation and environment

7/8 7/8 7/8

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Granville Exempted Village Schools School Counseling Program

Granville High School
Mindsets & Behaviors Program Planning Tool

Grade Level/Delivery

Academic

Career Social/ Emotional

…