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The model centers on the student, who is the focus of the school Counseling
Program.
The counselor works with other stakeholders (faculty and administrators,
parents, and the community) to assist each student.
The model covers four areas identified by ASCA:
o FOUNDATION
o DELIVERY SYSTEM
o MANAGEMENT SYSTEM
o ACCOUNTABILTIY SYSTEM
The outer edge of the model shows leadership, advocacy, collaboration, and
systemic change as the driving forces for the model.
Features of the Model
Foundation
1. What family values do you want to emphasize in the school
counseling program?
2. What aspects of spirituality do you want to include in the school
counseling program?
3. What competencies do you want your students to develop as a result
of your program?
4. What counselor competencies do you need to develop in order to
help your students attain these competencies?
Fleshing Out the Model
Delivery System
1. What SERVICES do you need to deliver to help your students achieve
the desired competencies?
o Duties and Responsibilities*
Guidance Counselor I
Organizes functional and suitable guidance and
counseling program
Provides effective individual and group counseling
Accountability
What DATA do you need to gather and analyze to determine the
effectiveness of your program?
Mapping School Counseling Programs
to the National Standards
The San Miguel National High School
Experience, SY 2014-2015
Review of Counseling Program Activities, School
Improvement Goals, and the National Standards
Connecting Counseling Work to San Miguel National
High School Vision-Mission
Analyzing Data
Prioritizing Standards to focus on
Student Academic
Development
STANDARD A: Students will acquire the attitudes, knowledge &
skills that contribute to effective learning in school & across the
life span.
o Competency: A:A1 Improve academic self-concept.
A:A1.8 Be aware of their responsibilities as students.
o Competency: A:A2 Acquire Skills for Improving Learning.
A:A2.1 Apply time management and task-management skills.
o Competency: A:A3 Achieve School Success.
A:A3.1 Take responsibility for their actions
A:A3.7 Observe and respect school rules/regulations/ policies.
STANDARD C: Students will understand the relationship of
academics to the world of work and to life at home and in the
community.
o Competency: A:C1 Relate School Life Experiences.
A:C1.9 Understand that home and school are partners in helping out
students with their concerns.
Student Career Development
STANDARD A: Students will acquire the skills to investigate the
world of work in relation to knowledge of self and to make
informed decisions.
o Competency: C:A1 Develop Career Awareness
C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
C:A1.5 Learn to make decisions
C:A1.6 Learn how to set goals
C:A1.7 Understand the importance of planning
C:A1.11 Identify career options relevant to their abilities and interests
STANDARD B: Students will employ strategies to achieve future career
goals with success and satisfaction.
o Competency: C:B2 Identify Career Goals
C:B2.1 Demonstrate awareness of the education and training needed
to achieve career goals
Student Personal-Social
Development
STANDARD A: Students will acquire the knowledge, attitudes
and interpersonal skills to help them understand and respect
self and others.
o Competency: PS:A2 Acquire Interpersonal Skills
PS:A2.1 Recognize that everyone has rights and responsibilities.
PS:A2.11 Understand and show respect for the differently able.
STANDARD C: Students will understand safety and survival
skills.
o Competency: PS:C1 Acquire Personal Safety Skills
PS:C1.8 Learn about the emotional and physical dangers of substance
use and abuse
PS:C1.9 Learn how to cope with peer pressure.
PS:C1.10 Learn techniques for managing stress and conflict.
ACADEMIC DEVELOPMENT
STANDARD A: Students will acquire the skills that contribute
to effective learning in school and across the life span.
A:A2.3 Use communication skills to know when and how to ask for help
when needed
A:A2.4 Apply knowledge and learning styles to positively influence school
performance
A:A2.5 Set goals and make action plans based on academic performance
Standard B: Students will complete school with the academic preparation essential to choose
from a wide range of substantial post-secondary/post-college options.
A:B1.3 Apply the study skills necessary for academic success at each level
A:B1.4 Seek information and support from faculty, staff, family and peers
A:B1.6 Use knowledge of learning styles to positively influence school
performance
A:B1.7 Become a self-directed and independent learner
CAREER DEVELOPMENT
C:C2.2 Learn how to use conflict management skills with peers and adults
PERSONAL-SOCIAL DEVELOPMENT
Guide Questions:
1. What critical data element are you trying to impact?
(Examples include grades; test scores; attendance;
promotion rates; graduation rates; SpEd; discipline
referral data)
2. What is the baseline for the data elements? Where do
you hope to move it (goal)?
Element: Example, Students At-Risk
Behavior Surveillance
Baseline: Example, Report on Cases Handled
Goal: Example, Analyze the cases handled
on its issues and concerns and
make recommendations
based on the findings
Step 3 Analyze
Performance Indicator
SF Form 2 Daily Attendance Report of Learners
SF Form 4 Monthly Learners Movement and
Attendance
Analytical Report on Cases Handled
Analytical Report on Dropout Reduction Program
(DORP)
Analyze the data element. You can use percentages, averages, raw
scores, quartiles , or stanines. You can aggregate or disaggregate the
data to better understood in a multitude of ways to look at student
which students are meeting success. You can disaggregate by gender,
ethnicity, socio-economic status or in multitude of ways to look at
student groupings. Example: Analytical Report on Cases Handled
Prepares us to be
Leaders, Collaborators and Team Players
And Data Information practitioners
to improve Student Achievement
(Delivery,
Management)
Monitor A:A3 Identified Year Guidance Analytical Analytical I = Facilita-
Students Achieve Students Round Counselor Report on Report on tion of
At-Risk of School At-Risk of Guidance DORP SY DORP Behavioral
Dropping Success. Dropping Teachers 2013-2014 Performance Plan
Out A:A3.1 Take Out Curriculum Quarterly Indicator R = Small
(SARDO). responsibili (SARDO) Chairperso Report on SF 2 Daily Group
ty for their ns SARDO Attendance Counseling
actions Class with FICS Report of with SARDOs
A:A3.7 Advisers Analysis Learners per gr. level
Observe SF 4 Monthly S = Referral
and Learner's for inte-
respect Movement & gration to
school Attendance Feeding
rules/regul Program & 4
ations/ Ps
Thank You & God Bless!
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