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By thackfeld Oct 16, 2014 4376 Words

Latricia Hackfeld
Graduate Student
Comprehensive Developmental Guidance Program
CNDV Developmental Guidance Program

Part I

A comprehensive developmental guidance program is the bones and structure that guide the school counseling program. A school counseling’s program should be comprehensive in scope and developmental in nature (ASCA, 2012). The ASCA national model: A framework for school counseling programs is written to reflect a comprehensive approach to program foundation, delivery, management and accountability. In the past the school counselors spent the majority of their time with either high achieving students or high risk individuals. The ASCA national model recommends that the majority of the school counselor’s time be spent in direct service so that every student receives benefits from the program (ASCA, 2012, p13).

The 7th standard of the ASCA national model establishes that the professional school counselor is responsible for developing an advisory counsel for the school counseling program (ASCA, 2012, p55). An advisory council falls under the management umbrella of the ASCA model. This council should review guidance program results and utilizes data to make changes and improvements. Professional school counselors should collaborate with all professionals to develop instrumental programs to support academic, social and relational success for all students. This advisory team should include professionals both inside and outside of the school district. The school counselor is responsible for the management and leadership of this team.

Teacher, administrators and parents will work together to develop lessons and programs that support the goals of the school counseling program. The administration can assist by providing facilities and necessary resources needed for the counseling program to be successful. Parents are also an integral part of a successful program implementation as well. At the secondary level it could be beneficial to have students serve as advisors on a counsel as well. Students can provide insight from the school and peers that could be overlooked by adults on the panel.

Community members, businessmen and women can be beneficial agents to the counseling advisory council as well. Community members should partner with schools providing much from outside of the school district. These individuals should not serve as parents but in a different capacity. This opportunity increases opportunities to be involved in the school system. It would also build a collaboration between students, families and local businesses (ASCA, 2012, p19).

The beliefs and philosophy of the school district are an integral part of the school guidance program, as it is the responsibility of the counselor to create a developmental program that follows the guidelines and mission statement of the school district. What we believe about students, families, teachers and the educational process is crucial in supporting the success of each student.

A school districts mission statement is an important part of the school’s foundation. A school district’s mission statement states the desired results for each student (Herford, 2007, p123). One essential aspect of the foundation for a school counseling program is the creation of a mission statement, which gives a program overall direction and vision (ASCA, 2004 p.30). The school counseling program should align directly with the school’s mission statement. A mission statement should focus on the beliefs, assumptions and philosophy. A mission statement also creates a unified vision for a school district. This statement is used throughout the educational process a guideline for all other programs.

School mission statement:

It is the purpose and mission of the school district to provide all of our students with an educational program which will allow them to develop to their full potential intellectually, physically, and socially in order to be responsible citizens and contributing members of society. Inherent within this purpose and mission is the belief that all students can learn and that schools can make a difference in the lives of their students.

Counseling program mission statement
The professional school counseling program should support all professional personnel invested in the academic interest of all students. The Counseling program should enrich the academic learning environment and help students to be successful socially, and emotionally as well as they prepare for a lifetime of learning. Personal counselor mission statement

I will guide all professionals that have a vested educational interest, in implementing following an appropriate comprehensive school counseling program. The program and its members should work to ensure that all students are able to succeed in all areas, academically, socially and relationally.

Part II
Schools are no longer judged only by the accomplishments of their brightest students they are held accountable for every student’s progress. The analysis of data and assessments is a large part of the compressive guidance program. Results from state and federal assessments let the counseling department know if the academic needs of students are being met and what improvements can be made. Systematic assessment identifies the needs of subgroups within a school district and identifies their need.

The ASCA national model standard 8 states that the school counseling program must analyze data to guide a program.

The educational system utilizes all different kinds of data, counselors use data for multiple reasons. Mainly, professional counselors use assessments to check and see if the needs of ALL students are being met. They use assessments and data to help students make academic choices for students. They are also able to insure that all students establish goals and activities that are meet their needs (ASCA, 2012).

Comprehensive school counseling programs are data driven (The ASCA national model : A Framework for School Counseling Programs, Third edition, 2012). The use of this data is important in the implementation of programs. School counselors must also show that activates that are implemented are beneficial to the students. The use of data can: Concretely demonstrate accountability

Monitor student progress
Create an urgency for change
Serve as a catalyst for focused action
Engages decision makers
Challenge existing policies, practices and mindsets
Exposes evidence of equity
Focuses resources, programs and interventions
Supports grant proposals
Through data analysis school counselors, administrators, faculty and advisory council members are able see a clear picture of students and the school environment (ASCA, 2012).

By developing needs assessments counselors are able to do various things. Two primary goals are to address the subpopulations. Subpopulations can be anyone other than students, involved in the educational experience (Dollarhide & Saginak, 2012). Anyone that has a hand in the educational process is a part of a sub population.

The second way that need assessments are important is to address the priorities of the Developmental guidance program. This helps put into place a plan of action for the counselors to make changes as they assess the data discussed earlier.

There are many methods for collecting data and needs assessments. As technology abounds so do the methods in which we can gather data improve. One way that has been utilized is a method called Quizlet. This can be done my students or subgroups on their phone or device. The counselor post questions and students use a student ID or pass code to identify themselves. This data is easily desegregated by using a template. The convenience of the quiz let can allow students to fill complete it at a time that best suits them. Data can be divided by ethnicity, gender, age, and academic level.

Another method for collecting data would be student advisory council. A use for this would be that the school counselor can get a better picture, from a student body perspective. This method can be beneficial especially for larger school districts where can be difficult to get an accurate gauge of the climate. A student advisory council would also be beneficial by giving students a sense of autonomy in the school setting as well.

Another popular method used by teachers and counselors is a google survey. You can create a short survey with or without choices to send out electronically. This method also allows students to respond at their convenience. A deadline can be placed on the google survey so students must respond by a certain time. The professional school counselor can also gather information doing guidance in classrooms. Classroom visits can allow counselors to gather information by visiting with students on a regular basis. At the secondary level, counselors can visit students in classrooms about college applications, testing, and career choices. Counselors can also hold parent/community meeting to help distribute information to parents about the college application process as well.

At Aledo High School counselors utilize software that allows the students to register themselves and so they can receive emails from the counseling department. Through this link students can also check their SAT and ACT score, state assessments and see how their scores measure up students being accepted into various universities. Students can request transcripts through is link and also apply to certain schools.

At the beginning of the school year, counselors make classroom visits and outline the “family connection” program that they use. At this time they also go over important points of the program and various things that are accessible through the page. This collective page hold all the necessary information for students applying to college, GPA, class rank, and test score. Teachers can also upload recommendation letters for students.

Counselors also use this page to post information about upcoming college fairs, career fairs, scholarship opportunities and application deadlines. Once parents and students have been introduced to the link on the webpage they know where to locate all pertinent information.

Additional needs that we have on our campus would be more career or military based information. 93% of our students go to college after graduation, however the students that do not need assistance about the job market and military opportunities. These students are under serviced because they are out numbered by our college bound students.

Another avenue that would need to be explored would be the Junior College or trade school information. Students are not aware of the price of college and some individuals do not look at college because of the price. Students can benefit from an accurate description of what college will cost and be like for them. Guidance Curriculum

According the Texas Education Agency, the purpose of the guidance curriculum component is to help all students develop basic life skills. Guidance is meant to be 15%-25% of the counselor’s time at the high school level. It is the foundation of a developmental guidance program (TEA, 2012). In the state of Texas seven areas have been identified for the guidance curriculum; Self-confidence

Motivation to achieve
Decision -making, Goal setting, planning and problem solving skills Interpersonal effectiveness
Communication skills
Cross-cultural effectiveness
Responsible behavior
The development of the guidance curriculum is crucial to the proper guidance development. The guidance curriculum is taught in units with lessons and resources. Instruction with the guidance curriculum begins with a student’s first experiences in school, levels of mastery expand each year with ages and developmental stages (ASCA, 2012). Counselors strive to have a well-balanced curriculum teaching from all strands. Local needs will dictate the specific competencies and objectives (TEA, 2014). Full implementation requires a partnership between teachers, counselors and administrators.

The school counseling core curriculum facilitates the systematic delivery of lessons or activates aligned with the school counseling program vision, mission and goals (ASCA, 2012). The curriculum has two essential parts; Instruction and group activities (ASCA, 2012). Instruction is when the counseling department provide direct instruction or guidance. This usually occurs in a classroom type setting. Group activities include planned activities outside of the classroom to promote, academic, social and career development. Some examples include career fairs, college fairs, team building activities and other competencies aligned with the school districts mission statement and action plan. Responsive services

Responsive services is the action of intervention on behalf of those students whose immediate personal concerns or problems put their emotional or academic career at risk. Counselors are responsible responding to all levels of concerns. There are topics however that have been identified as high priority within the school setting; Academic success

Adolescent and child suicide
School drop- outs
Sever stress
Substance abuse
School age pregnancy
Gang pressures and involvement
Harassment issues
These are hot button issues that are red flags for professional counselors and take high priority in responsive services. Responsive services include all activities that meet the immediate needs and concerns of students and include consultation personal counseling, crisis counseling and referrals to community services (Dollarhide&Saginak, 2012). Other responsive service topics include; Attendance

School attitudes and behaviors
Peer relationships
Study skills
Being new to the school
Emergent issues in intervention after a traumatic event
Violence on campus ( TEA,2014)
Some responsive services are preventative in nature while others are remedial. Preventative responses are students that are on the brink of choosing an unhealthy or inappropriate solution to their problems (ASCA, 2012). Remedial responsive services involve students that have already made unwise choices and are dealing with the repercussions of their actions. Responsive services are an important part of a guidance program and counselors must be prepared with the appropriate skill set to deal with students appropriately. The counselors are to spend approximately 25%-35%, at the high school level, of their time on responsive services but as we all know, this can never be an exact number. Counselors are never to turn away students in crisis because they do not have the time. The counselor has the responsibility to Counsel, consult, coordinate and refer (TEA, 2014). This process helps keep counselors on task with their students and the responsive service model. Individual planning

Another important component of the comprehensive developmental School Guidance and Counseling program is individual planning. This part of the program seeks to help students understand and monitor their own development (TEA, 2014). The purpose of this quadrant is to assist students with planning and goal setting. Areas addressed include, education, career and personal and social. The area of individual planning is designed to be 25-35% of a counselor’s time.

Educational areas of individual planning address the acquisition of student skills, awareness of educational opportunities, appropriate course selection, lifelong learning, and utilization of test scores (TEA, 2014). The difficulty with this area is that this requires professional counselors to stay abreast of the latest legislature and graduation requirements. Professional counselors must be aware of all students’ credits and make certain that they are on the right graduation path.

The career section of individual planning involves the counselors making individual students aware of career opportunities, technical training and advancement. We recently acquired an engineering program where students can explore the vocation of engineering. The school district partnered with Bell helicopter to form an engineering program where students are able to get college credit while exploring a different field.

Personal and Social development requires counselors to help students develop healthy concepts, and develop adaptive behavior. This part of individual planning helps students to adjust outside changes and develop coping mechanisms. Program Support

Program delivery and support includes staff support, activities and services. This section of the guidance and counseling program addresses the guidance program development (TEA, 2014). With this quadrant Counselors are supposed to spend 15%-25% of their time. Areas addressed in this quadrant are parent education, teacher and administrator consultation, staff development for educators, school improvement planning, counselor’s professional development, research and publishing, community outreach and public relations (ASCA, 2014). Counselor responsibilities for this quadrant include, program management, consultation, and professional standards (TEA, 2014).

System support also includes the engagement of public relation activities, to help make community groups aware of the programs and needs on campus (Dollarhide & Saginak, 2014). On our campus the family connection link from the counselor’s page helps to keep parents, community members and students aware of opportunities within the school district. Program or system support is an important part of the counselor’s guidance as is it bridges the connection between school and community. Part III

The focus and direction of a school counseling program should be based on student need and the changing diversity of the student population (ASCA, 2012). Understanding and evaluating data are essential to the development and change of a guidance development plan. ASCA standard 2.2 suggests that the professional counselor develops the plan, instructional strategies to meet student need and the goals of the school.

School counselors should be able to prove that programs are effective School counselors are in an ideal position to advocate on the behalf of students by developing the programs based on data and needs assessments. The Goals of the school counseling program should work to close achievement gaps with subgroups. Action plans are developed to achieve the goals of the school counseling program. The many facets of their position give school counselors the ability to help ensure educational equity for all students, particularly those traditionally underserved by the system (NCTSC, 2014). To effectively deliver the plan counselors should have a plan detailing how the counselor intends to achieve the desired results (ASCA, 2012). The templates for all three action plans contain similar information; goals to be addressed, domains or standards consistent with the school program goals, description of activities name of persons responsible, title of an packaged curriculum, timeline for completion, methods for evaluating , and expected results ( ASCA, 2012). Data should be used to back up the activity of the action plan. Goal I: To create and maintain a learning environment that recognizes and supports a diverse population. a) America has an every changing demographic. People of different cultures and ethnicities are intermixed in every corner of our society. As a counselor it should be a goal to help everyone achieve to their highest potential an excel in all areas educationally, emotionally/socially and professionally. Counselors often misinterpret the need for multicultural training and understanding (Dollarhide& Saginak, 2012). Counselors at every level are called to be stewards of the climate of the school, aware of the changing needs of the student population. b) Program indicators; low income students will be able to access and encouraged to access technology available to them at school. Students with a student id can also check out a laptop to be used for school use only when homework or study requires it. This is to be kept confidential and students can pick up a computer or device after school and return it at a designated time. The school counselor will help students with this process and its accessibility. Teachers will inform students of this option and allow them to access the counseling office. Parents will be asked to sign before a student can take home a computer or device. Students within the subpopulation will be more successful with class work and attendance. The school counselor will form an accountability or mentoring committee. This group will be made up of local adults ( that have successfully passed a background check) that will come and have lunch with a struggling student from a subgroup biweekly to check in and encourage students to improve attendance and grades. Student’s social awareness will improve. Students will be invited to participate in community service project around the areas to help them begin to become more familiar with the community and the surroundings. Students will improve social skills and behaviors. Teachers will refer students for a program were students will meet together to discuss with a teacher, and counselor the struggles in the classroom and ways to adjust their behavior and improve their coping mechanisms. (C) Student Competencies

1. Students will be adjust self destructive behavior.
2. Students will become active responsible members of the community

(D) Program evaluation
Student competency 1
Teachers will be asked to fill out brief evaluations on the students they have referred for services. Students will fill out a report card on themselves and will be asked their view on the effectiveness of the program. Academic report cards and attendance sheets will be reviewed and evaluated for improvement. Student competency 2

Community members that have been mentors will evaluate the program effectiveness by giving a brief description and a timeline of events and positive interventions. Parents of students that are being served will also be given the opportunity to evaluate the negative or positive effects of the monitoring program and student improvement. Part IV

ASCA Standard A states that Students will acquire the skills necessary to investigate the world in relation to knowledge of self and make informed career decisions (ASCA, 2012). This standard requires that professional school counselors stay informed on current trends in post graduate education, lucrative career opportunities and what colleges are currently offering.

This sub category calls for students to be self-aware and knowledgeable about career goals, and personal attributes and qualities, this standard also calls for students to be organized and informed. Developing organizational skill to help them pursue future career paths. Goal 2: To establish a career connections corner where students can gather information and assess abilities and attributes. A) This goal requires counselors to stay current and to maintain the ability to help college ready students apply, and be accepted to the University of their Choice. It also requires counselors to provide information and assistance in career planning. B) Program indicators

Data will be collected from past students to gauge the appropriate need for students at the school Counselors will schedule college and career fairs
Counselors will develop an effective “one- stop” location for students and parents to go for information on college and career planning. Scholarship and false information will be passed out and available via the web page previously mentioned. The school will help those that English is the second language to also understand the options available to them. C) Student competencies

1. Students will be able to plan for their future with organizational tools and information available to them. 2. Students will actively utilize the programs aptitude tests and interest inventories that can help them make decisions about their future.

D) Program evaluation
Student competency #1
Track students’ progress post-graduation. Poll students, teachers and administrators to get a perspective from the staff of the program’s effectiveness. Check with universities to see if students that leave our district are being successful on the college level and beyond. This will also help the counselors gauge the Students College and career readiness. Student Competency #2

The use of the college connections page can be monitored to see the number of students that utilize the links and information offered. A survey can be offered so that parents and students can evaluate the links effectiveness. A suggestion box can be used electronically to anonymously make suggestions on improvements that could be made to the web page. Part V

Analyzing the results of the school counseling programs ensures that programs are being evaluated for effectiveness and directed at program improvement (ASCA, 2012). This results in having a data driven program. Results reports contribute to a more focused program and effective interventions. Data reports or reviewed annually and based on the action plans. The three types of reports based on the ASCA model; Curriculum results report, small-groups results report, closing the gap results report.

The collection of data provides the program with the necessary material needed to implement change to the action plan. Any adjustments that are to be made should be as a result of data’s. Three types of data exist; process, perception, and outcome. Process data includes the number of people involved and the amount of time that an intervention took place. Perception data, asks questions and evaluations of participants, this type of data is generated from surveys questionnaires, and self –reports. Outcome based data shows the impact of an intervention, reports to what extent change occurred and is collected from multiple resources (ASCA, 2012).

Disseminating the data can be done in many ways. Dissemination can come in the form of presentations for a large group or via the internet. It can also occur with a written report that everyone can with an educational interest has access to, or finally it can done through a multimedia presentation. (Cunnan, The Role of the school Counselor, 1994). Conclusion

School counselors wear multiple hats and I see the profession as a bridge between the administration and the student body. How beneficial this bridge is, is determined by how often it is used and in what capacity. The bridge has a distinct purpose no doubt but knowing what that is, is an important part of if building process. Professional school counselors need a guideline, just like any other profession. It is important for the counseling department to have goals and plans to follow. It is equally important to know that the plan is effective and that is where data collection and analysis becomes important to the plan. This course has made me more aware of the developmental guidance program and the comprehensive nature. All things related to the counseling program should start here. The developmental plan should be implemented followed and changed to meet the changing needs of the school population and its needs. Sometimes as educators we continue using a lesson year after year because it was once effective. We need to evaluate the lessons and change according tour students capabilities and learning style. Using the data from an assessment or informal inventory could help make the goals and objectives for change clear. The biggest challenge I foresee with the Comprehensive guidance program is the constant need for change and improvement. As I mentioned, once we are comfortable with a program we tend to become reliant on its effectiveness without monitoring it properly. Monitoring, collecting data and making adjustments to programs is what I consider the biggest challenge to the implementation and development of the CDGP.

Cheeley, H. &. (2012). Hand in Hand. ASCA School Counselor, 1-3. Cunnan, E. (1994, August 4). The Role of the school Counselor. Special populations, pp. 12-17. Cunnan, E., & Maddy-Bernstein, C. (2012). The Role of the School Counselor. The school counselro, 1-2. Dahir, C. &. (2003). Measure-ing Student Success: School Counselor Accountability. American Counseling Association, 261-263. DavisEd.D, T. (2014). The Power of Positive. ASCA school Counselor. Dollarhide, C. &. (2012). Comprehensive School Counseling Programs. Boston: Pearson Education, Inc. The ASCA national model : A Framework for School Counseling Programs, Third edition. (2012). Alexandria, VA: ASCA. tools, m. (2014, September 14). French and Ravens five forms of power. Retrieved from Mind tools:

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