Component #1: Foundation 1) Student describes how each of the four themes of leadership, advocacy, collaboration, and systemic change are incorporated into the professional functioning of a school counselor and the framework of the ASCA National Model. 2) Student creates a mission statement that includes a list of philosophical guiding principles demonstrating critical thinking, problem solving, decision-making, and the interpersonal relations with stakeholders. 3) Student identifies the three interrelated developmental domains of a comprehensive school counseling program and their purpose in establishing program and curriculum goals. 4) Student describes the relationship between the School Counselor Competencies and a) professional identity, and b) building a credible comprehensive school counseling program that aligns with the ASCA National Model. 5) Student summarizes how the mission statement, philosophical principles, developmental domains, and the national standards and competencies form a foundation that identifies “what” every student should know and be able to do as a result of participation in a comprehensive school counseling program. Component #2: Delivery System 1) Student describes and attaches an example of school counseling core curriculum in the form of a classroom guidance lesson, including whether or not this is considered a direct or indirect student service and whether or not this is consider preventative or responsive in nature. The delivery method addresses a variety of instructional strategies based on the developmental levels and individual needs of learner. 2. Student identifies developmentally appropriate, culturally sensitive classroom/group behavioral management strategies used in the implementation of the school counseling core curriculum that are motivational and maximize learning for a diverse student body. 3) Student describes and attaches an example of individual counseling, including whether or not this is considered a direct or indirect student service and whether or not this is consider preventative or responsive in nature. Student demonstrates an understanding of the importance of personal integrity and sensitivity to human needs in the delivery of individual counseling services. 4) Student describes an example of individual student planning, including whether or not this is considered a direct or indirect student service and whether or not this is consider preventative or responsive in nature. 5) Student describes and attaches an example of the use of collaboration by way of a parent/teacher workshop, including whether or not this is considered a direct or indirect student service. Student demonstrates an understanding of the need for reflective practices in determining the need for consultation, collaboration, and referrals. 6) Student describes small group counseling, including whether or not this is considered a direct or indirect student service and whether or not this is consider preventative or responsive in nature. 7) Student discusses the importance of the delivery system in understanding “how” a comprehensive school counseling program is implemented. Component #3: Management System 1) Student demonstrates an understanding of the annual agreement by a) identifying components of the agreement, b) listing steps for creating an annual agreement, and c) identifying ASCA-recommended time distribution for the delivery of direct and indirect services. 2) Student describes the purpose and functions of an advisory committee and identifies who would be invited to be members of the committee and why. 3) Student describes how data and technology is integrated in a comprehensive school counseling program. This desсrіption speaks to the role of data-driven practices related to: needs identification, achievement outcomes, counseling outcomes and progress, closing achievement gaps, demonstrating program effectiveness. 4) Student describes actions plans and closing the achievement gap action plans and identifies essential elements in each type of action plan. Students are encouraged, not required, to attach a sample action plan that you have created in any of your courses as a sample, if possible (e.g., the School Counseling Operational Plan for Effectiveness–SCOPE). 5) Student discusses the purpose of annual, monthly, and weekly school counselor calendar and attaches a sample of a one-month (any month) calendar depicting the roles and functions of the school counselor. 6) Student summarizes how the management system answers the “when, why, who, and on what authority” a comprehensive school counseling program is implemented. Component #4: Accountability 1) Student describes the purpose of results reports and identifies essential elements of a results report. Students are encouraged, not required, to attach a sample results report that you have created in any of your courses as a sample, if possible (e.g., the School Counseling Operational Report of Effectiveness–SCORE). 2) Student describes the difference between proximal and distal evaluation and process and outcome data. Student describes in detail a process for assessing the effectiveness of a comprehensive school counseling program on a yearly basis using a variety of strategies including both proximal and distal outcome data. Identify specific data sources to be collected and analyzed, and attach any instruments that may be a part of your annual evaluation plan. 3) Student discusses the importance of the school counselor evaluation in relation to the following four major functions of a school counseling program: 1) Development and management, 2) Implementation, 3) Accountability, and 4) Systemic Change Agent. 4) Student discusses the role of accountability in identifying “how students are different as a result of participation in a comprehensive school counseling program.
