The School Counselor and School Counseling Programs

School counselors design and implement school counseling programs that improve a range of student learning and behavioral outcomes. “The ASCA National Model: A Framework for School Counseling Programs” outlines the components of a school counseling program and brings school counselors together with one vision and one voice, creating unity and focus toward improving student achievement and supporting student development.

The Rationale

• Are delivered to all students systematically
• Include a developmentally appropriate curriculum focused on the mindsets and behaviors all students need for postsecondary readiness and success
• Close achievement and opportunity gaps
• Result in improved student achievement, attendance and discipline

Research shows that schools designated as Recognized ASCA Model Program (RAMP) schools had significantly higher schoolwide proficiency rates in English as compared with the control schools (Mullen et al., 2019). This same study also found that when schools reduce the student-to-school counselor ratio to ASCA’s recommended 250:1, students who receive free and reduced lunch at high-poverty schools achieve improved academic outcomes (Mullen et al., 2019).

The School Counselor's Role

School counselors focus their skills, time, and energy on direct and indirect services to all students as well as program planning and school support. To achieve maximum program effectiveness, ASCA recommends a student-to-school-counselor ratio of 250:1. Although ratios vary across states, school districts and even grade levels, the growing body of research supports that implementation of school counseling programs positively affects outcome data (e.g., student achievement and discipline referrals) at all grade levels (Lancaster et al, 2021).

• Reviewing school data
• Developing annual student outcome goals
• Creating classroom, group and closing-the-gap action plans
• Reporting results of action plans to the school community
• Discussing the priorities of the school counseling program in the annual administrative conference

School counselors participate as members of the educational team and use the skills of leadership, advocacy, and collaboration to promote systemic change. The framework of a school counseling program consists of the following four components: define, manage, deliver and assess. See “The ASCA National Model: A Framework for School Counseling Programs” for more detailed information.

DEFINE
Three sets of school counseling standards define the school counseling profession. These standards help new and experienced school counselors develop, implement and assess their school counseling program to improve student outcomes.

• ASCA Student Standards: Mindsets & Behaviors for Student Success

• ASCA Ethical Standards for School Counselors
• ASCA School Counselor Professional Standards & Competencies

• Beliefs
• Vision Statement
• Mission Statement

• School Data Summary
• Annual Student Outcome Goals
• Action Plans
  • Classroom and Group
  • Closing the Gap
  • Annual
  • Weekly
  • Instruction
  • Appraisal and Advisement
  • Counseling
  • Consultation
  • Collaboration
  • Referrals
  • Determine its effectiveness
  • Inform improvements to their school counseling program design and delivery
  • Show how student growth and progress are different as a result of the school counseling program
  • Design of a school counseling program
  • Data-informed annual goals along with the measured impact of direct services delivery
  • Data-informed classroom, small-group and closing-the-gap activities and interventions
  • Calendars reflecting appropriate use of time aligned with ASCA National Model recommendation of 80% of time in direct and indirect services to students
  • Collection and analysis of results data from classroom, small-group and closing-the-gap activities and interventions

  Summary

  School counselors in both in-person and virtual/online environments develop and deliver school counseling programs that support and promote student achievement and standardize the assessment of program effectiveness. As outlined in the ASCA National Model, these programs include a systematic and planned program delivery involving all students and enhancing the learning process. The school counseling program is supported by appropriate resources and implemented by a credentialed school counselor. The ASCA National Model brings school counselors together with one vision and one voice, creating unity and focus toward improving student achievement and supporting student development.
  

  References

  American School Counselor Association. (2019a). ASCA National Model: A framework for school counseling programs (4th ed.).

  American School Counselor Association. (2019b). ASCA National Model: Executive summary. https://www.schoolcounselor.org/getmedia/bd376246-0b4f-413f-b3e0-1b9938f36e68/ANM-executive-summary-4th-ed.pdf

  American School Counselor Association. (2019c). ASCA National Model implementation guide: Foundation, management and accountability.

  Carey, J. C., & Martin, I. (2015). A review of the major school counseling policy studies in the United States: 2000-2014. The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation. https://scholarworks.umass.edu/cscore_reports/6/

  Lapan, R. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for all students. Professional School Counseling, 16(2), 84–88. https://doi.org/10.1177/2156759X1201600201

  Mullen, P.R., Chase, N., & Backer, A. (2019). Comparison of school characteristics among ramp and non-ramp schools. The Professional Counselor, 9(2), 156–170. https://doi.org/10.15241/prm.9.2.156

  Savitz-Romer, M, Nicola, T. P., & Colletta, L. H. (2022). The promise of school counselors: Why they are essential for students’ and educators’ well-being. American Educator, 46(2), 10–15. https://www.aft.org/ae/summer2022/savitz-romer_nicola_colletta
  

  In this section

  The School Counselor and School Counseling Programs

  • Academic Development
  • Annual Performance Appraisal
  • Anti-Racist Practices
  • Bullying/Harassment Prevention and the Promotion of Safe Schools
  • Career Development
  • Character Education
  • Child Abuse and Neglect Prevention
  • College Access Professionals
  • Confidentiality
  • Corporal Punishment
  • Credentialing and Licensure
  • Cultural Diversity
  • Digital Technology Safety
  • Disabilities
  • Discipline
  • Equity for All Students
  • Foster Care
  • Gender Equity
  • Gifted and Talented Student Programs
  • Group Counseling
  • Gun Violence Prevention
  • Harmful or Disadvantageous Behaviors
  • High-Stakes Testing
  • Homelessness
  • Letters of Recommendation
  • LGBTQ+ Youth
  • Mental Health
  • Military-Connected Students
  • Multitiered System of Supports
  • Non-School-Counseling Credentialed Personnel
  • Peer Support Programs
  • Postsecondary Preparation
  • Postsecondary Recruitment
  • Retention, Social Promotion and Age-Appropriate Placement
  • Safe Schools and Crisis Response
  • School Counseling Preparation Programs
  • School Counseling Programs
  • School Counselor Supervision
  • School-Family-Community Partnerships
  • School Resource Officers
  • Section 504 Plans
  • Social/Emotional Development
  • Student Sexual Wellness
  • Suicide Prevention, Intervention and Postvention
  • Suicide Risk Assessment
  • Support Staff in School Counseling Programs
  • Test Preparation Programs
  • Transgender and Nonbinary Youth
  • Trauma-Informed Practice
  • Universal Screening
  • Undocumented Status
  • Virtual School Counseling

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