“The American School Counselor Association has created the National Model for School Counseling Programs to connect school counseling with current educational reform movements that emphasize student achievement and success.” (ASCA, 2003).

Unfortunately, school counseling has historically lacked a consistent role and identity in schools and this has led to a misunderstanding of what school counseling is and what it can do for a school. As a result, school counseling programs are often viewed as ancillary programs instead of a crucial component to student achievement.

Historically, many school counselors spent much of their time responding to the needs of a small percentage of students, typically those who were high achievers or who were high risk. ASCA's National Model outlines a program allowing school counselors to direct services to every student. Our counselors work with students in advisory and in the classroom every day. Working with groups of students around topics in the curriculum ensures that all students receive services and information that is vital to their development and future success.

Our school counseling program is an integral part of students' daily educational environment, and our school counselors are partners in increasing student achievement. The question has often been asked, "What do school counselors do?" The more important question is, "How are students different because of what school counselors do?" The ASCA National Model supports the school's overall mission by promoting academic achievement, career planning and personal/social development. Infused throughout the program is the role of the counselor in leadership, advocacy and collaboration, which lead to systemic change.

As educators who are specially trained in childhood and adolescent development, school counselors need to maintain a leadership role in effecting systemic change in a school. School counselors are often in the best position to assess the school for systemic barriers that hinder academic success for all groups of students. Issues of equity, access and lack of supporting conditions for the success of all students come to rest at the counselor's desk in the form of data, files and reports of whole school and individual student progress or failure. School counselors are therefore ideally positioned to use data to advocate for traditionally under-served students.

The central mission of our counselors is to serve as advocates and change agents to ensure educational equity for all students. They do this by practicing in collaborative ways with other professionals in the school building as well as parents and community members to influence system-wide changes. These changes impact the whole school as well as individual students and have a measurable impact on student achievement.

One example was the development of the Algebra with Lab course. Counselors recognized a problem with the existing Algebra curriculum.  Guidance counselor Cindy Normand recognized that one-third of our Algebra I students were not earning a grade of 70 or better, which potentially would keep those students out of Algebra II and many of those students would later have problems earning  three credits of math. The counselors met with the math department and together they designed the AWL curriculum, which involves one day of traditional algebra followed by another day of more hands on, problem centered instruction. While the traditional algebra curriculum still has a passing rate of about 67%, the AWL course has a passing rate of 82%, despite having the exact same tests, exams, etc. With the No Child Left Behind Act and its harsh penalties for poor performance and the new Regents requirements for graduation, involving graduation by proficiency for all students, the work of a modern school counselor has become even more vital if NK is to remain a high performing and improving school.

Our counselors are constantly working with groups in classes using a curriculum devoted to increasing academic achievement, career planning and personal/social development, and leading change through analyzing data and collaborating with stakeholders to develop systems and programs that allow greater access and opportunity for all students to achieve success. The main focus of what school counselors do is all about improving student achievement. The traditional role of the guidance counselor who sits in an office waiting to talk to problem children and acting as a college application overseer is not in line with what effective school counselors do in 2005.

That being said, a successful school counseling program is a collaboration of parents, students, school counselors, administrators, teachers, student services personnel and support staff working together for the benefit of every student and family that we serve.

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WHAT ARE THE NATIONAL STANDARDS?

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The standards address student development in three broad areas:

 

 Academic Development
 Career Development
 Personal/Social Development

 

The standards provide the direction and the framework for states, school systems and individual schools to develop effective school counseling programs. There are three standards for academic development, career development and personal/social development. These nine standards are followed by a list of student competencies or desired student learning outcomes. These define the specific knowledge, attitudes and skills which students should obtain or demonstrate as a result of participating in a school counseling program. These competencies form a foundation to develop measurable indicators of student performance.

 

Academic Development
The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. 

 

Academic development includes:

• acquiring skills, attitudes, and knowledge to learn effectively;

• employing strategies to achieve success in school; and

• understanding the relationship of academics to the world of work, and to life at home and in the community.

Career Development
Program standards for career development service as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work.

Career development includes:

• strategies to achieve future career success and job satisfaction;

• fostering an understanding of the relationship between personal qualities,

• education and training, and the world of work; and

• the development of career goals by all students as a result of career awareness and experiential activities.

Personal/Social Development
Program standards for personal/social development serve as a guide for the school counseling program to provide the foundation for personal and social growth which contributes to academic and career success. 

 

Personal/social development includes the acquisition of skills, attitudes, and knowledge which helps students: 

•  to respect themselves and others;

•  the use of effective interpersonal skills;

•  the employment of safety and survival skills;

•  understanding the obligation to be a contributing members of our society;

•  the ability to negotiate successfully and safely in the increasingly complex and diverse and world of the 21st century.

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STANDARDS FOR THE NKHS SCHOOL COUNSELING PROGRAM

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Academic Development

 

Standard A. Students will acquire the attitudes, knowledge and skills, that contribute to effective learning in school and across the life span.

Standard B. Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.

Standard C. Students will understand the relationship of academics to the world of work, and to life at home and in the community.

 

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 career decision.

Standard B. Students will employ strategies to achieve future career success and satisfaction.

Standard C. Students will understand the relationship between personal qualities, education and training, and the world of work.

 

Personal/Social Development

 

Standard A. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.

Standard B. Students will make decisions, set goals, and take necessary action to achieve goals.

Standard C. Students will understand safety and survival skills.

 

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SCHOOL COUNSELING PROGRAM COMPONENTS

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Curriculum:

Group or classroom activities through which the National Standards for School Counseling Competencies related to academic, career development, and personal/social development are delivered or taught. Teachers and counselors collaborate to integrate activities from the Comprehensive School Guidance and Counseling Curriculum into classroom lessons and into school-wide programs.

 

Individual Planning:

School counselors meet individually with students to analyze how their interests, abilities, and achievements interface with educational planning, academic achievement and career information. Students may individually access information through a variety of computer information systems, or gain information about themselves through interest and/or learning styles inventories. Appropriate educational decisions are encouraged to assure that the student gains the skills and preparation to pursue his/her goals.

 

Responsive Services:

This is the counseling component for which school counselors receive master's level preparation and training. It includes confidential individual and small group counseling. Consultation with teachers, parents and agencies who can assist students and families is included in this role.

 

System Support:

This includes program coordination and outreach activities to promote partnerships within the community that support the development of students. Examples are school/business partnerships, advisory groups, agencies and parent organizations. Program development, research and evaluation of program outcomes should be shared with various groups since it can demonstrate the impact of the counseling program on student outcomes.