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Comprehensive School Counseling Program

Traci Patterson
Chadron State College
COUN 635-7901: School Counseling
Dr. Nathan Favaloro
December 14, 2022
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Comprehensive School Counseling Program

A comprehensive school counseling program uses guidelines and framework of

the American School Counselor Association (ASCA) National Model. An effective

program will include input from all stakeholders to have a positive impact on

achievement for all students. A goal for school counseling programs is to be a

Recognized ASCA Model Program (RAMP). A RAMP ready school has significantly

higher school wide proficiency rates in English and math. Professional school

counselors use communication, leadership and advocacy skills to promote positive

change for students and schools.

Part 1

Sample of Various Interventions

The professional school counselor will provide a system of academic, behavioral

and social-emotional supports for all students. This process will include universal

screening or testing, implementation of interventions and progress monitoring. Multi-

tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports

(PBIS) are two programs when used together reduce problem behaviors while

increasing academic performance of students. MTSS and PBIS are considered best

practices for schools.

Tier one interventions will take place in the regular classroom. Instruction in the

classroom will consist of weekly lessons that will be specific to the needs of the class.

The evidence based Second Step curriculum will provide social-emotional topics to use

with students. Lessons in tier one are designed for all students. Depending on data,
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assessments and needs of specific classes targeted PBIS lessons can be taught in tier

one. Potential topics for lessons include social-emotional skills, anger management,

bullying and harassment, emotions, managing relationships, goal setting, and social

conflict.

Tier two interventions are for students whose needs are not being met in tier one.

Interventions in this tier would include targeted individual or group interventions. These

interventions are not one-size-fits-all but specific to each student. In this tier, the

professional school counselor can provide direct services through small groups or one-

on-one counseling. For example, lunch bunch groups, behavior contracts, tutoring, and

check-in/check-out. Counseling services will be more specific and provide opportunities

for students to discuss individual issues.

Tier three interventions will be for students that are at the highest risk and have

not been successful with tier one or tier two interventions. Individual counseling,

mentoring and referral to community services are appropriate interventions in this tier.

Many of these students could need long-term or substance abuse counseling which are

not services the professional school counselor can provide. Referring these students to

a Licensed Mental Health Professional (LMHP) would be one way to get students

therapy.

Job Description

The professional school counselor is a licensed/certified educator that works to

improve student success for all students. A school counselor must hold a master’s
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degree in school counseling and meet state standards for certification or licensure.

They are members of leadership teams and work to create a positive school culture.

Role of a School Counselor:

 Provide students help with academic planning and goal setting

 Teach classroom lessons based on student needs and standards

 Provide short-term counseling to students

 Collaborate with families, teachers, administrators and community

members

 Advocate for students at IEP meetings

 Analyze data to identify student problems and challenges

 Act as an agent of change to improve achievement, equity and access for

all students

Schedules – Weekly, Monthly, Yearly

Weekly, monthly and yearly calendars are in separate documents. The

schedules are tentative. As I get more familiar with my role and expectations times and

days may change. The school counseling app SCUTA was used to create these

calendars. In planning my school counseling program, I will use this program to create

a schedule of my time. The reports will be invaluable in providing data and promoting

the program.

School Description

Morrill is a village in Scottsbluff County located in the western Panhandle of

Nebraska. Morrill Junior-Senior High School has 176 students and 16 teachers. Morrill
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Public Schools consists of students from the towns of Morrill, Lyman and Henry. The

student body is comprised of 27% Hispanic students that is lower than the Nebraska

state average. Morrill Public Schools is ranked ninth in Nebraska for having 21.2 % of

people below the poverty rate and 68% of students eligible to participate in the federal

free and reduced meal program.

Office Set Up

My office will be a warm and inviting place where students feel comfortable. Not

unlike my classroom, I will have special lighting with decorations highlighting my

personality. This is an important part in setting the stage to form relationships with the

students. I will have comfortable seating and a place to hold small meetings. Another

part of my office set-up will be to have an informational area where students can go to

get information about upcoming events.

Part 2

Foundation

Using ASCA standards, the foundation of the school counseling program is

based on the school’s goals for student achievement. Creating a vision statement and

developing a mission statement for the counseling program are two key components.

The mission statement will describe the program’s purpose and goals. The vision

statement will guide the program development and provide a shared philosophy for all

stakeholders. As the school counselor, I will follow the ASCA ethical standards and

professional standards and competencies to have an effective program.

Management
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For a school counseling program to be effective, it must be managed efficiently.

The school counselor can use the program focus and planning tools to create and

implement a program that gets results. Program planning will include a school data

summary, annual student outcome goals, actions plans, lesson plans, use of time,

calendars and an advisory council. A school counseling program must be data driven.

The use of data is integral in ensuring every students benefits from the program. An

advisory council is comprised of students, parents, teachers, counselors, administration

and community members. The council will review results and make recommendations.

There is not an advisory council so that will be one of the first tasks of my to-do list.

Delivery

The school counselor will deliver lessons and provide activities that are

appropriate for each grade level. The lessons and activities will be developed with the

ASCA Mindsets and Behaviors for student success in mind. The Second Step

curriculum will ensure all students are receiving social emotional learning that is specific

to their current level of emotional growth. Direct services for students will include

curriculum instruction in every classroom each week and group and one-on-one

counseling. Indirect services provided on behalf of students will be consultation,

collaboration and referrals.

Accountability

School counselors are challenged to demonstrate the effectiveness of the

counseling program in measurable terms. To evaluate the program and hold it

accountable the school counselor must collect and use data to show student
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achievement. The counselor will regularly assess the program to determine the

effectiveness and make improvements of the design and delivery. Data must show how

students have changed because of the school counseling program. Differences in

students’ behavior, achievement and attendance to show the value and impact of the

school counseling program. School counselors should also self-assess their own

mindsets and behaviors to make decisions about professional development.

References

American School Counseling Association. (2019). The ASCA national model: A

framework for school counseling programs: Executive summary Fourth Edition;

Alexandria, VA: Author.

Erford, B. T. (2019). Transforming the school counseling professions. Pearson. Fifth

edition.

Joe, J. R., Shillingford, M. A., Belser, T. B. (2016). The ASCA model and a multi-tiered

system of supports: a framework to support students of color with problem

behavior. Professional Counselor. Retrieved December 7, 2022, from

[Link]