School Counselor
WI Adopted ASCA National Model
The Wisconsin Adopted ASCA National Model
In 2003, The American School Counselor Association (ASCA) published its model for school counseling programs. The ASCA Model is in its fourth revision, with the most recent revision in 2019. The ASCA Mindsets and Behaviors student competencies were updated in the summer of 2020. The Model includes four components, which are Define, Manage, Deliver, and Assess. In addition, the ASCA Model incorporates the four themes of leadership, advocacy, collaboration, and systemic change to evidence how critical it is for school counselors to work in these areas to maximize the program’s impact on student achievement and student behavior.
Why a Comprehensive School Counseling Model Program?
The ultimate goal of a comprehensive school counseling program is student success. The program's design, delivery, and content are dedicated to enhancing the ability of all students to fully utilize the educational opportunities available to them. The PreK-12 program is delivered through direct and indirect services designed to address three domains of student development: academic, personal/social, and career.
Comprehensive school counseling programs are integral to the school's educational environment and partner with other academic and behavioral initiatives to effect positive changes in student achievement and behavior. Professional school counselors plan the comprehensive school counseling program, facilitating and implementing its delivery in collaboration with school administrators, other professional educators, and community members to produce measurable results. In a comprehensive program, the school counselor serves as a leader, advocate, and collaborator working to recognize and remove systemic barriers to student success. Resulting positive changes include increased student achievement, an improved graduation rate, better attendance, reduced disciplinary referrals, completed individual learning plans, and increased student participation in the community.
Culturally Sustaining School Counseling Programs
The ASCA National Model promotes the development and implementation of culturally sustaining school counseling programs that:
are based on data-informed decision making,
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,
and result in improved student achievement, attendance and discipline.
The Four Components of the ASCA National Model
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.
Student Standards
ASCA Student Standards: Mindsets & Behaviors for Student Success
Professional Standards
ASCA Ethical Standards for School Counselors
ASCA School Counselor Professional Standards & Competencies
MANAGE
To be delivered effectively, the school counseling program must be efficiently and effectively managed. The ASCA National Model provides school counselors with the following program focus and planning tools to guide the design and implementation of a school counseling program that gets results.
Program Focus
Beliefs
Vision Statement
Mission Statement
Program Planning
School Data Summary
Annual Student Outcome Goals
Action Plans
Classroom and Group
Closing the Gap
Lesson Plans
Annual Administrative Conference
Use of Time
Calendars
Annual
Weekly
Advisory Council
DELIVER
School counselors deliver a school counseling program in collaboration with students, families, school staff, and community stakeholders. The ASCA National Model (2019) and the ASCA National Model Implementation Guide (2019d) have specific details and examples about each of the following areas:
Direct Services with Students
Direct services are face-to-face or virtual interactions between school counselors and students and include the following:
Instruction
Appraisal and Advisement
Counseling
Indirect Services for Students
Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including:
Consultation
Collaboration
Referrals
ASSESS
To achieve the best results for students, school counselors regularly assess their program to:
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
Annually, an experienced administrator completes the school counselor performance appraisal to evaluate the school counselor’s overall performance. Appraisal documents are often developed in alignment with state or district guidelines and may appear in a variety of frameworks selected by state and district leaders.
Essential components of performance appraisal include evidence of:
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
Eagle Elementary School
Megan Rowe - Eagle Elementary School Counselor
262-594-2148 ext. 4129
EES Counselor Site
Palmyra-Eagle Middle School / High School
Christine Runkel - Middle School/High School Counselor
262-495-7101 ext. 2205
HSMS Counselor Site