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School counselors design and implement school counseling programs that improve a range of student learning and behavioral outcomes. “The Ï㽶ÊÓƵNational Model: A Framework for School Counseling Programs” outlines the components of a school counseling program and brings school counselors together with one vision and one voice, creating unity and focus toward improving student achievement and supporting student development.

The Rationale

The school counseling program is comprehensive in scope, preventive in design and developmental in nature and is an integral component of the school’s mission. Informed by student data and based on the Ï㽶ÊÓƵNational Model, school counseling programs are provided by a state-credentialed school counselor and:

• 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
• Result in improved student achievement, attendance and discipline 

School counseling programs improve a range of student learning and behavioral outcomes (Savitz-Romer et al, 2022). Effective school counseling programs are a collaborative effort between the school counselor, families, community stakeholders, and other educators to create an environment resulting in a positive impact on student achievement. Education professionals, including school counselors, value and respond to the diversity and individual differences in our societies and communities in culturally sensitive and responsive ways. School counseling programs in both the brick-and-mortar and virtual settings ensure equitable access to opportunities and rigorous curriculum for all students to participate fully in the educational process.
 
Research shows that schools designated as Recognized Ï㽶ÊÓƵModel Program (RAMP) schools had significantly higher schoolwide proficiency rates in English as compared with the control schools (Mullen et al., 2019). This same study also found that when schools reduce the student-to-school counselor ratio to ASCA’s recommended 250:1, students who receive free and reduced lunch at high-poverty schools achieve improved academic outcomes (Mullen et al., 2019).

The School Counselor's Role

School counselors focus their skills, time, and energy on direct and indirect services to all students as well as program planning and school support. To achieve maximum program effectiveness, ASCA recommends a student-to-school-counselor ratio of 250:1. Although ratios vary across states, school districts and even grade levels, the growing body of research supports that implementation of school counseling programs positively affects outcome data (e.g., student achievement and discipline referrals) at all grade levels (Lancaster et al, 2021). 
 
The Ï㽶ÊÓƵNational Model recommends that school counselors spend 80% or more of their time in direct and indirect services to students. These direct and indirect activities should come from the duties appropriate to the role of the school counselor rather than inappropriate duties assigned to school counselors as listed in the Ï㽶ÊÓƵNational Model Executive Summary (2019b). Twenty percent or less of the school counselor’s time should be focused on program planning and school support including:

• Reviewing school data
• Developing annual student outcome goals
• Creating classroom, group and closing-the-gap action plans
• Reporting results of action plans to the school community
• Discussing the priorities of the school counseling program in the annual administrative conference 

Duties that fall outside of the school counselor’s role as described in the Ï㽶ÊÓƵNational Model should be limited   and performed by other school staff to support a school’s smooth operation and allow school counselors to continue to focus on students’ academic, career, and social/emotional needs. Fair-share responsibilities should not preclude implementing, managing and accessing a school counseling program.
 
School counselors participate as members of the educational team and use the skills of leadership, advocacy, and collaboration to promote systemic change. The framework of a school counseling program consists of the following four components: define, manage, deliver and assess. See “The Ï㽶ÊÓƵNational Model: A Framework for School Counseling Programs” for more detailed information.
 
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

• Ï㽶ÊÓƵEthical 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 Ï㽶ÊÓƵNational 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 Ï㽶ÊÓƵNational Model (2019) and the Ï㽶ÊÓƵNational 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 Ï㽶ÊÓƵNational 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

Summary

School counselors in both in-person and virtual/online environments develop and deliver school counseling programs that support and promote student achievement and standardize the assessment of program effectiveness. As outlined in the Ï㽶ÊÓƵNational Model, these programs include a systematic and planned program delivery involving all students and enhancing the learning process. The school counseling program is supported by appropriate resources and implemented by a credentialed school counselor. The Ï㽶ÊÓƵNational Model brings school counselors together with one vision and one voice, creating unity and focus toward improving student achievement and supporting student development.