ASCA National Model


Book Description

"The ASCA National Model reflects a comprehensive approach to the design, implementation and assessment of a school counseling program that improves student success. The publication defines the school counselor's role in implementation of a school counseling program and provides step-by-step tools to build each componenet of your school counseling program, including defining, managing, delivering and assessing. This fourth edition reflects current education practices, aligns with the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student and the ASCA professional standards & competencies and assists school counselors in developing an examplary school counseling program"-[P. 4], Cover.




ASCA National Model


Book Description

In this book you will learn: Ways to lead, advocate and collaborate for achievement and success for all students. How to craft a vision statement, fine-tune your program focus and enhance the learning process for all students. Steps to determine the amount of time you currently spend in direct and indirect student services and various activities throughout the day and how to work with your administrator to get approval for the proper mix. Details about school counselor competencies and program assessments,helping you evaluate your skills and your programs effectiveness. How to measure program results and promote systemic change within the school system so every student graduates college-and career ready. Ways to analyze your current data, learn what its telling you and act on your schools needs. Methods for demonstrating how students a re different as a result of what you do.




The ASCA National Model


Book Description




Implementation of the American School Counselor Association (ASCA) National Model: a Framework for School Counseling Programs by High School Principals in Their Schools


Book Description

The purpose of this study was to investigate the implementation of the ASCA National Model by high school principals in their schools. The questions that guided this study were: (1) what was the experience of high school principals who successfully implemented the American School Counselor Association (ASCA) National Model: A Framework for School Counseling Programs in their schools and (2) what was the impetus for high schools principals to implement this model? Six principals completed a series of semi-structured interviews with regards to the implementation of the ASCA National Model in their schools. The interviews were transcribed and then analyzed utilizing Moustakas' modified version of the Stevick-Colaizzi-Keen method of data analysis for phenomenological research. Themes derived from the data analysis suggest that there is a common essential experience with regards to the implementation of the ASCA National Model by high school principals in their school, including seven major categories: (a) impetus for pursuing the implementation of the ASCA National Model, (b) benefits of implementation, (c) counseling program schools had in place, (d) time commitment, (e) the implementation experience, (f) implementation advocates, and (g) advice to peers. No studies were encountered in the literature examining the implementation of the ASCA National Model by high school principals in their schools, highlighting the singular nature of this research. Contributions of the finding to existing literature are presented, implications, limitations and delimitations are explored, and suggestions for future research are provided.




The School Counselor’s Guide to Multi-Tiered Systems of Support


Book Description

The School Counselor’s Guide to Multi-Tiered Systems of Support is the first book to provide school counseling practitioners, students, and faculty with information and resources regarding the alignment and implementation of Comprehensive School Counseling Programs (CSCPs) such as the ASCA National Model and Multi-Tiered Systems of Support (MTSS). This innovative text provides a strong theoretical and research base, as well as practical examples from the field, case studies, and relevant hands-on resources and tools to assist school counselors in comprehending, facilitating, and strengthening the implementation of CSCPs, particularly through MTSS alignment. Furthermore, chapters include pertinent information from the CACREP standards and the ASCA National Model. This book is an essential resource for pre-service and practicing school counselors, as well as their leaders, supervisors, and faculty looking to better understand and utilize the overlap between CSCPs and MTSS, to strengthen school counseling programs to better serve students, schools, and communities.




Hatching Results for Elementary School Counseling


Book Description

School counseling that makes a difference—for all students! As an elementary school counselor, you’re implementing a comprehensive program to promote academic and social-emotional development for all students. You’re planting seeds of college and career readiness, which means creating core curriculum classroom lessons, delivering engaging content to students and parents, managing classroom behaviors, providing assessments, and sharing the results. The good news is that you don’t have to do it alone. In this guide, three experienced school counselors take you step by step through the creation and implementation of high-quality Tier 1 systems of universal supports. With a focus on proactive and prevention education through core curriculum classroom lessons and schoolwide activities, this practical text includes: The school counselor’s role in Multi-tiered, Multi-Domain System of Supports Examples to help with design, implementation, and evaluation Guidance for selecting curriculum and developing lesson and action plans Alignment with ASCA National Model and ASCA Mindsets and Behaviors Vignettes from practicing elementary school counselors Recommendations for including families in prevention activities Management tools, reproducible templates, and reflective activities and processing questions You teach the academic, college and career, and social-emotional competencies students need to be successful learners. With this book’s expert guidance, you’re prepared to help them get there. "This book accomplishes what so many school counseling graduates are often left to learn ‘on the job’: translation of theory and ideas into meaningful, evidence-based practice within a multi-tiered system of supports." —Paul C. Harris, Assistant Professor, Counselor Education University of Virginia "This is the book all elementary school counselors have been waiting for! Not only can it deepen our skills as educators and collaborators, it also provides a sounding board for effective school counseling practices that are standards-based, measurable, and focused on closing the achievement gap." —Kirsten Perry, ASCA 2018 School Counselor of the Year Lawndale Community Academy, Chicago, IL




ASCA National Model Implementation Guide


Book Description

This is a supplement to the ASCA National Model and is designed to provide further insight in to implementing a comprehensive school counseling program.




Evidence-Based School Counseling


Book Description

This authoritative guidebook gives school counselors the tools to identify evidence-based practices and to use data in designing, implementing, and evaluating programs and interventions.




The Texas Model for Comprehensive School Counseling Programs


Book Description

The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.




The Relationship Between School Counselor Beliefs Regarding the ASCA National Model Components and Implementation of a Comprehensive School Counseling Program


Book Description

The American School Counseling Association (ASCA) created the American School Counseling National Model to guide best practices in the school setting. Professional school counselors are encouraged to implement this model in order to increase student achievement and personal/social growth through a comprehensive school counseling program. Although this is the recommended model for school counselors, many districts have failed to implement it. This study examined the relationship among beliefs, various demographic variables, and program implementation to determine the combination of variables that would best explain the variance in program implementation. Data collected through the School Counseling Program Implementation Scale (SCPIS) and School Counseling Program Component Scale (SCPCS) instruments were analyzed through hierarchical multiple regression to determine regression models that best accounted for prediction of program implementation. Based on this research, school counselor beliefs in using data for program improvement accounted for the greatest degree of variance in specific model implementation.